ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy and Practice Issues [Brief]
Author: Watson, Bernardine H.
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Developmental Psychology,Child Development,Adolescent Development,Teacher Education Programs,Educational Policy,Outcomes of Education,Accreditation (Institutions),Educational Assessment,Teacher Education Curriculum,Educational Practices,Teaching Methods,Debate,Elementary School Students,Middle School Students,State Standards,Academic Standards,State Policy,Teacher Evaluation,Teacher Certification,Capacity Building,Partnerships in Education

This brief is a summary of &quot;Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy Issues and Recommendations&quot; by Robert C. Pianta, Randy Hitz and Blake West. It includes highlights and policy recommendations contained in that paper. This brief argues that teachers and education administrators need access to developmental Sciences knowledge--specifically about child and adolescent development--in order to make the most of students&apos; abilities to engage with and benefit from the new policy reforms. In addition, it is believed that if teacher education is to be a relevant factor in coming education reform, a far better job of incorporating the developmental sciences knowledge into the fabric of programs and the process of teacher licensing must be done. This brief also lays out evidence that indicates there is currently no consistent, systemic, or programmatic linkage between the developmental sciences and educator preparation and describes the issues and barriers that must be overcome to create the necessary linkages. The report &quot;Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy Issues and Recommendations&quot; (ED550462) and this brief end with concrete recommendations for how developmental sciences knowledge can be integrated into federal and state policy, educator preparation programs, and accreditation practices--for the benefit of our children, our schools, and our society.
Approaches to Evaluating Teacher Preparation Programs in Seven States. REL 2015-044
Author: Meyer, Stephen J.
Date: 2014-12-00
Type: Reports - Research
Subjects: Teacher Education,Teacher Education Programs,State Departments of Education,Program Evaluation,Program Design,Systems Development,Data Collection,Accountability,College Graduates,Program Effectiveness,Interviews,Enrollment Trends

The purpose of this study was to describe how states in the REL Central Region (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) evaluate teacher preparation programs and planned changes for evaluation. Publicly available documents were reviewed and interviews were conducted with state education agency representatives in late 2013. Findings show that all Central Region states have procedures for approval and reauthorization of teacher preparation programs that focus on program design and implementation through reviews of documentation and on-site visits by review teams. Six of seven Central Region states are implementing or have planned changes to state evaluation of teacher preparation programs to focus on the performance of program graduates. As part of these changes to evaluation activities, states are also developing statewide data collection tools, investing in data system development, and exploring new approaches for reporting evaluation findings. More frequent and outcomes-focused approaches to teacher preparation program evaluation have the potential to motivate a change from the current state focus on program accountability to meaningful and ongoing identification of program strengths and weaknesses that can be used to improve programs. The following are appended: (1) Data and methodology; (2) List of documents reviewed; and (3) Structured interview protocol.
Measuring School Leaders' Effectiveness: An Interim Report from a Multiyear Pilot of Pennsylvania's Framework for Leadership. REL 2015-058
Author: Teh, Bing-ru
Date: 2014-12-00
Type: Reports - Research
Subjects: Instructional Leadership,Principals,Administrator Effectiveness,Reliability,Rating Scales,Regression (Statistics),Models,Academic Achievement,Correlation,Validity,Scores,Administrator Evaluation

This study examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania's tool for evaluating the leadership practices of principals and assistant principals. The study analyzed three key properties of the FFL: internal consistency, score variation, and concurrent validity. To measure the internal consistency of the FFL, Cronbach's alpha was calculated for the full FFL and for each of its four categories of leadership practices. Score variation was characterized by the percentages of school leaders earning scores in different portions of the rating scale. Concurrent validity was assessed through a regression model for the relationship between school leaders' estimated contributions to student achievement growth and their FFL scores. Based on a pilot in which 336 principals and 69 assistant principals were rated by their supervisors in 2012/13, this interim report finds that the full FFL had good internal consistency for both principals and assistant principals. However, most scores for specific leadership practices were in the top two of four possible performance levels, and FFL scores were not associated with school leaders' contributions to student achievement growth. These findings suggest that more evidence is needed on the validity of using FFL scores to identify effective and ineffective school leaders. The following are appended: (1) Prior research on measuring principal effectiveness; (2) Structure of the Framework for Leadership; (3) Data used in the study; (4) Technical details and supplementary findings on the internal consistency of the Framework for Leadership; (5) Technical details and supplementary findings on variation in Framework for Leadership scores; (6) Technical details of school and leader value-added models; and (7) Technical details and supplementary findings on the relationships between Framework for Leadership scores and school leaders' value-added.
Catalyzing Assignment Design Activity on Your Campus: Lessons from NILOA&apos;s Assignment Library Initiative
Author: Hutchings, Pat
Date: 2014-11-00
Type: Tests/Questionnaires
Subjects: Student Evaluation,Educational Assessment,Degree Requirements,Assignments,Competency Based Education,Scaffolding (Teaching Technique),Instructional Design,Teaching Methods,College Students,Feedback (Response)

The Degree Qualifications Profile (DQP) first released by Lumina Foundation in 2011 and revised in 2014 sets forth a vision of what students should know and be able to do at the associate, bachelor&apos;s, and master&apos;s levels. It also carries an important message about assessment. Unlike the popular model of assessment as a sampling of average student performance, the DQP requires &quot;all&quot; graduates to master all of the described proficiencies as a condition of being awarded a degree. The most natural and efficient contexts for achieving this are the projects, papers, and tasks that faculty regularly assign in the courses they teach (Ewell, 2013). In short, the DQP puts assignments, and the faculty work of creating them, at the center of student assessment. With this in mind, the National Institute for Learning Outcomes Assessment (NILOA) set out in the fall of 2013, with Lumina funding, to create an online &quot;Assignment Library&quot; of faculty-designed and peer-reviewed assignments linked to DQP proficiencies. The aim was both to build on their work and to provide models and exemplars to other campuses that were attracted to the focus on assignment design. The NILOA&apos;s Assignment Library initiative has sparked a high level of broad-based interest among faculty on campuses embracing the DQP, assessment leaders and professionals who see assignments as a route to greater faculty engagement, and of faculty developers who recognize the pedagogical power of more intentionally designed assignments linked to clear outcomes. NILOA has received numerous requests to share what is being learned through the Assignment Library initiative. Campuses are eager to have models they can use to foster and support serious work on assignment design by faculty and others--for instance student affairs staff and librarians--who create, monitor, and evaluate the tasks and activities that shape student learning. Meeting that demand is the purpose of this report. The report begins with a discussion of the main arguments for focusing on assignments, and then turns to the features of assignments intended to serve as assessments (since some assignments, after all, are intended more as learning activities and not as occasions for judgment of students&apos; abilities in relation to specific learning outcomes). The final section of the report describes different approaches for bringing people together on campus (and sometimes across campuses) to work on assignment design, and ends with six suggestions for doing so successfully. Two appendices contain: (1) Desirable Characteristics of Assignments, Generated by Faculty Participants in the NILOA Assignment Library Initiative; and (2) NILOA Assignment-Design Charrette Feedback Sheet.
Professional Standards Accreditation of Schools, Colleges, and Departments of Education. 2006 Edition
Author: National Council for Accreditation of Teacher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: National Standards,Accreditation (Institutions),Institutional Evaluation,Standard Setting,Schools of Education,Teacher Education Programs,Professional Associations,Educational Quality,Governance,Scoring Rubrics,Educational Change,Teacher Education,Teacher Educators,Public Officials,Accountability,Educational Improvement,Elementary School Teachers,Secondary School Teachers,Goal Orientation,Governing Boards

The National Council for Accreditation of Teacher Education (NCATE) is recognized by the U. S. Department of Education as the accrediting body for colleges and universities that prepare teachers and other professional personnel for work in elementary and secondary schools. Through its voluntary, peer review process, NCATE ensures that accredited institutions produce competent, caring, and qualified teachers and other professional school personnel who can help all students learn. NCATE, a non-profit, non-governmental organization, is a coalition of more than 30 national associations representing the education profession at large. The associations that comprise NCATE appoint representatives to NCATE&apos;s policy boards, which develop NCATE standards, policies, and procedures. Membership on policy boards includes representatives from organizations of (1) teacher educators, (2) teachers, (3) state and local policymakers, and (4) professional specialists. Accountability and improvement in teacher preparation are central to NCATE&apos;s mission. The NCATE accreditation process determines whether schools, colleges, and departments of education meet demanding standards for the preparation of teachers and other professional school personnel. Through this process, NCATE provides assurance to the public that the graduates of accredited institutions have acquired the knowledge, skills, and dispositions necessary to help all students learn. Providing leadership for reform in teacher education is also central to NCATE&apos;s mission. Through standards that focus on systematic assessment and performance-based learning, NCATE encourages accredited institutions to engage in continuous improvement based on accurate and consistent data. By providing leadership in teacher education, NCATE ensures that accredited institutions remain current, relevant, and productive, and that graduates of these institutions are able to have a positive impact on P-12 student learning. This document discusses: (1) The Mission and Scope of NCATE; (2) NCATE Standards; (3) Accreditation Decisions; and (4) NCATE Leadership. A glossary of terms is also provided.
The Right Tools for the Job--Technology Options for Adult Online Learning and Collaboration
Author: Institute of Education Sciences (ED)
Date: 2014-12-00
Type: Guides - Non-Classroom
Subjects: Electronic Learning,Adult Learning,Educational Technology,Internet,Seminars,Teleconferencing,Videoconferencing,Selection

Many options exist for using technology as a tool for adult learning, and each day, it becomes easier to share information online than it ever has been. Online learning technology has grown from one-sided communications to numerous options for audience engagement and interactivity. This guide introduces a variety of tools, online platforms, and terms related to current online learning technology and gives advice on selecting the best option for the reader&apos;s needs. Users of these tools are encouraged to &quot;test drive&quot; a variety of approaches before identifying the best approach to use in different circumstances. Appendix A provides a glossary of online learning terms. For information on how to create online learning sessions, consider the list of resources provided in Appendix B. Contents include: (1) Goal and Definitions; and (2) Choosing the Right Technology: Three Types of Tools (Webinars, Screen Shares and Conference Calls, and Video Chats).
The Effects of Brain Gym® Activities and Traditional Teaching Strategies on Students' Performance in Comprehension in a 4th Grade Classroom
Author: Kariuki, Patrick N.
Date: 2014-11-06
Type: Speeches/Meeting Papers
Subjects: Scores,Language Arts,Comprehension,Teaching Methods,English Instruction,Comparative Analysis,Reading Comprehension,Conventional Instruction,Data Analysis,Instructional Effectiveness,Learning Activities,Motion,Human Body,Holistic Approach,Perceptual Motor Learning,Brain Hemisphere Functions,Elementary School Students,Reading Achievement,Grade 4,Control Groups,Experimental Groups,Gender Differences,Vocabulary

The purpose of this study was to examine the difference between students' scores in comprehension (English Language Arts) tests when they are led in Brain Gym® activities before class instruction and when they are taught using traditional teaching strategies. The sample for this study consisted of 11 males and 9 females. Data were collected by using Pearson Reading Comprehension tests. The students were tested after five days of receiving traditional teaching strategies and again after five days of participating in Brain Gym® activities before class instruction began. Data were analyzed using a paired t-test. The results indicated a significant difference in students' comprehension test scores when taught using Brain Gym® activities over the students' comprehension test scores who were taught using only traditional teaching strategies t(19)= -5.461, P=0.001. However, there was no significant difference between genders on performance. The results suggest that implementing Brain Gym® activities before instruction significantly influences comprehension scores; therefore, teachers are encouraged to use Brain Gym® activities to help improve their students' comprehension scores.
Setting Learning Objectives in Translation at the Department of Foreign Language Teaching through the Concept of Competence
Author: Eser, Oktay
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Translation,Foreign Countries,Teaching Methods,Language Proficiency,Models,Linguistic Competence,Guidelines,Self Efficacy,Educational Objectives,Turkish,English (Second Language),College Students

At the department of foreign language teaching, a variety of courses are offered in order for students to acquire translation competence. The courses are often carried out by translating a text from one language into the other. Learning by experience is an effective approach. However, it is inevitable that there are some aspects that we need to reconsider with this methodology. Translation is a creative and functional activity. Any approach neglecting this aspect of translation can be regarded as source-oriented and prescriptive. The concept of translation competence can be used in such a way that is different from the traditional way of translation practice at the department of foreign language teaching. The model put forward by the PACTE Research Group, which investigates the translation competence and its acquisition in Spain, serves this purpose. The model consists of 5 sub-competencies that are inter-related and hierarchic. In the model, linguistic competence is a component of translation competence. It is the plan of the study to start by introducing the concept of competence. After that, a difference will be drawn up between linguistic competence and translation competence.The theoretical framework is followed by a sample practice. As a result, there will be a change from source-orientedness to target-orientedness and from being static to dynamic and functional in translation. This approach will contribute to the build-up of self-efficacy for the learners.
Evaluation of the Citizenship Consciousness of the 8th Year Students
Author: Tonga, Deniz
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Grade 8,Cultural Awareness,Student Surveys,Student Attitudes,Social Studies,Knowledge Level,Scores,Democracy,Democratic Values

The prime purpose of this study is to elucidate the awareness level of citizenship of 8th year students. That was why the answer of the question &quot;what is the level of citizenship consciousness of the 8th year students&quot; was sought. The study was designed according to the descriptive survey method with the use of a scale with 7 open ended questions developed by the authors. The scale was applied to a total of 1178 8th year students in 12 different cities in 2012-2013 academic year. The data obtained were subjected to descriptive analyses. The results revealed that the citizenship awareness of the 8th year students was medium and more than half of the students were oblivious about what their legal and constitutional rights were. It was determined that the students were not able to explain the human rights based on the underlying reasons. Most of the participants did not have sufficient knowledge about democracy and perceived it as general elections. It was also observed that they lacked the knowledge on the adverse behaviors in human communications and described a good citizen as the person who pays taxes, does military service, votes, and is honest and benevolent.
Computer versus Paper-Based Reading: A Case Study in English Language Teaching Context
Author: Solak, Ekrem
Date: 2014-04-01
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Computer Assisted Instruction,Conventional Instruction,Reading Instruction,Reading Materials,Electronic Publishing,Preservice Teachers,English Teachers,Language Teachers,Questionnaires,Reading Comprehension,Student Teacher Attitudes,Reading Rate,Accuracy,Second Language Instruction,English (Second Language),Statistical Analysis,Educational Technology

This research aims to determine the preference of prospective English teachers in performing computer and paper-based reading tasks and to what extent computer and paper-based reading influence their reading speed, accuracy and comprehension. The research was conducted at a State run University, English Language Teaching Department in Turkey. The participants were 96 prospective English teachers, 74 females and 22 males. Two types of data were collected in this research. First, the Questionnaire for Online Reading Comprehension was used to collect data about the participants' views on their computer and paper-based reading activities. Second, one experiment was conducted with 14 volunteering subjects to understand their reading speed, accuracy and comprehension in both computer and paper-based reading activity. The results of the research suggested that prospective English teachers preferred paper-based reading to computer version and their performance was higher in paper-based reading than computer. The study also revealed that reading speed on a computer screen was nearly 12% faster than paper-based reading for prospective English teachers. An appendix presents the Questionnare for Online Reading Comprehension (Adapted from Tseng, 2010).
WWC Review of the Report &quot;Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Higher Education,Financial Aid Applicants,Need Analysis (Student Financial Aid),Student Financial Aid,Paying for College,Academic Persistence,College Freshmen,Colleges,Control Groups,Experimental Groups,Grades (Scholastic),Outcome Measures,College Credits,Time Perspective

The 2014 study, Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence, measured the impact of sending text message reminders regarding annual Free Application for Federal Student Aid (FAFSA) renewal to first-year college students who were already receiving financial aid. The study sample included 808 students, most of whom were attending a postsecondary institution in Massachusetts. Students in the intervention group received text messages approximately every 2 weeks. The messages offered assistance with the financial aid process, reminders of important deadlines, and reminders about maintaining satisfactory grades. The comparison group did not receive the text messages. Study results demonstrated that while text messaging the financial aid renewal information had no significant effect overall on the rates of student persistence from their freshman to their sophomore years, it was effective in increasing freshman to sophomore year persistence at 2-year colleges. This is a well-executed randomized controlled trial that meets What Works Clearinghouse (WWC) group design standards without reservations. Appendixes include: (1) Study details; (2) Outcome measure for the credit accumulation domain; (3) Study findings for the credit accumulation domain; and (4) Supplemental findings for the credit accumulation domain. [The following study is the focus of this review: Castleman, B. L., &amp; Page, L. C. (2014). &quot;Freshman year financial aid nudges: An experiment to increase FAFSA renewal and college persistence&quot; (EdPolicyWorks Working Paper Series No. 29). Charlottesville, VA: EdPolicyWorks.]