ethanporcaro/eric-fulltext-meta huggingface dataset:
End-of-Course Exams and Student Outcomes
Author: Tyner, Adam
Date: 2019-08-00
Type: Reports - Research
Subjects: High School Students,Student Evaluation,Tests,Outcomes of Education,State Policy,Educational Policy,Graduation Rate,College Entrance Examinations,Scores,Educational History,Educational Trends,Mathematics Tests,Science Tests,English Instruction,Accountability,Academic Achievement,Educational Benefits,Mastery Learning,Competency Based Education

Beginning in the late 1990s, many states took it upon themselves to institute end-of-course exams (EOCs) at the high school level, tests specifically designed to assess students' mastery of the content that various subject-matter courses covered. But was this testing policy good for students? &quot;End-of-Course Exams and Student Outcomes,&quot; co-authored by Fordham's Adam Tyner and Matthew Larsen, an assistant professor of economics at Lafayette College, provides a rich longitudinal look at state policies related to EOCs over the past twenty years and the effects of administering EOCs in different subjects on high school graduation rates and college entrance exam scores. The study yielded five findings: (1) The use of EOCs increased dramatically starting in the late 1990s, but in the past few years has declined somewhat; (2) EOCs have been most widely used in math and science courses, but their use in English courses has risen fastest in the past decade; (3) Most states use EOCs for a mix of school and student accountability; (4) Unlike exit exams, EOCs are generally positively correlated with high school graduation rates; and (5) When analyzing EOCs by subject area, there is no statistically significant correlation with college entrance exam scores, but students in states with the most EOCs appear to outperform other students on these exams. The report includes three recommendations for state-level policymakers: (1) Embrace EOCs to leverage the potential benefits associated with external assessments without encountering the concerns raised about exit exams; (2) Consider building high school accountability systems around EOCs, given the suggestive evidence that they can help improve student outcomes; and (3) Use EOCs to encourage students to put more effort into their own studies, perhaps by linking them to graduation or including them in course grades or on report cards. The use of high-quality, content-linked external assessments could help push our education system toward mastery rather than seat time--a coveted goal, especially among advocates of competency-based and personalized models. That's unlikely to happen, however, in the absence of external measures that schools and employers can trust. Adroitly deployed, EOCs can play this role. [Foreword and executive summary by Chester E. Finn, Jr. and Amber M. Northern.]
Contemporary Educational Sciences Challenged by the Ethnocentric Pedagogic Heritage and Contemporary Epistemological-Methodological Approaches
Author: Živkovic, Nataša Vujisic
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Epistemology,Ethnocentrism,Teaching Methods,Educational Philosophy,Educational History,Educational Research,Politics of Education,Educational Practices,Educational Change,Scientific Research,Social Change,Social Systems,Nationalism,Evidence Based Practice

We discuss here the problems of contemporary educational sciences, which are generated by the pedagogic tradition sustained by ethnocentrism, and by the issues coming from the epistemological-methodological domain. An open question of the common traits in the development of educational sciences, the separated prototypical configurations of the development of pedagogics in various national communities, and a vibrant discussion about the character of educational research and its influence on politics and praxis of education are the issues discussed these days. Summing up some aspects of these discussions we pose further questions on the likelihoods to overcome ethnocentrism, and on the philosophical-historical grounds of the research in education. We consider detrimental for any educational science, and for the well-organized ones even more so, to neglect foreign experience and comparative results of educational research. We plead for strengthening the ethical principle in scientific research in education not only as the necessary condition of research validity but also as a way to respond to the challenges coming from different scientific paradigms and from various professional roles of researchers in education. [For the complete Volume 12 proceedings, see ED597979.]
Social Inclusion through Interventions Targeting Psychosocial Difficulties in Schizophrenia
Author: Nowak, Izabela
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Intervention,Schizophrenia,Social Integration,Barriers,Psychological Patterns,Inclusion,Mental Health

Personal recovery has three main dimensions: hope, agency and opportunity. The opportunity links it with social inclusion and thus peoples' participation in a wider society. Schizophrenia as a complex mental health disorder is ranked among the leading causes of disability worldwide. It influences all major areas of life: emotional and cognitive functions, relationships with others, employment and social activities participation. This paper addresses some of the crucial social challenges faced by schizophrenia sufferers and provides examples of interventions aiming to counteract their social exclusion. [For the complete Volume 12 proceedings, see ED597979.]
The Importance of Communicative Competence in Teaching Pupils from National Minorities of Ukraine and the United States
Author: Goncharenko, Olena
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Cross Cultural Studies,Minority Group Students,Socialization,Educational Quality,Communicative Competence (Languages),Secondary School Students,Ukrainian,Second Language Learning,Second Language Instruction,Information Technology,Technology Integration,Standards,Bilingual Education,Educational Improvement,Ethnic Groups,Russian,Hungarian,Polish,Romance Languages

The paper considers directions of the formation of a competence approach. The emphasis is placed on the nature of the socio-cultural content line that is interrelated with the speech line and is necessary for successful socialization in the development and training of students from national minorities of the Ukraine and the United States, improving the quality of modern education. [For the complete Volume 12 proceedings, see ED597979.]
Toward Effective Communication: The Pragmatics of Tropes in Mass Media Discourse
Author: Zashchitina, Galina
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Figurative Language,Ideology,Audiences,Discourse Analysis,Language Usage,Mass Media,Communication (Thought Transfer),Cooperation,Pragmatics,Periodicals,Language Styles

The paper looks at the communicative aspect of tropes and the use to which mass media discourse puts it. Necessity to study tropes in discourse boils down to the fact that metaphoric patterns prove to be effective in helping language users be cooperative in communication. Attention to the pragmatics of tropes functioning in mass media discourse as well as to the cognitive aspect may shed much light on the numerous strategies that mass media discourse can implement with their help in its search for language means which could solve multiple communicative tasks: from wording the reality and conveying ideologies to entertaining and making subjective viewpoints accessible to broad target audiences. [For the complete Volume 12 proceedings, see ED597979.]
Some Indicators Which Show the Quality of the Schools in Slovenia
Author: Cankar, Franc
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: International Schools,Foreign Countries,Elementary School Students,Educational Quality,Elementary Schools,Student Attitudes,Elementary School Teachers,International Programs,School Effectiveness,Parents,Parent Student Relationship

Slovenia has three private international schools (American, British, and French), as well as the International Department at Danila Kumar public elementary school. In addition to the national elementary school program, the latter school conducts two accredited international programmes, the Primary Years Programme -- PYP, and the Middle Years Programme -- MYP (one international programme at two levels -- IB programme), which are run under the auspices of the International Baccalaureate Organisation (IBO), an international non-profit educational organisation. The private international schools offer programmes accredited in their own countries, while the International Department at Danila Kumar Primary School offers an international programme accredited by the global network of IBO schools. This paper draws comparisons in the performance of an international and a Slovenian elementary school, taking as its case-study a school in Slovenia which runs the two programmes side by side. There are statistically significant differences between the two sets of pupils' views on the quality of lessons, the teaching staff and relations with their peers, with both groups identifying a lack of contact and cooperation with pupils from the other programme. There are also several more noticeable differences in the level of knowledge between the two groups, although these differences could not be established as statistically significant. We examine the international school programme, which was positively assessed by the parents of children attending the programme, in somewhat greater depth. [For the complete Volume 12 proceedings, see ED597979.]
VET/TVET Terminological Ambiguity from Cross-National Perspective
Author: Chigisheva, Oksana
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Vocational Education,Cross Cultural Studies,Definitions,Political Influences,Economic Factors,Social Influences,Language Usage,Technical Education,Lifelong Learning,Educational Planning,Strategic Planning

The paper provides a cross-national analysis of the term 'vocational education and training' in relation to the progressivist economic, social and political approaches to its definition. A wide spectrum of opinions brightly illustrates existing disparity in its understanding within international scientific community. Special attention is given to the instrumental characteristic of the studied VET/TVET terminological agenda. [For the complete Volume 12 proceedings, see ED597979.]
The Comparison of Professional Self-Perceptions between Preschool and Primary School Teachers in Croatia
Author: Vorkapic, Sanja Tatalovic
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,Preschool Teachers,Elementary School Teachers,Foreign Countries,Professional Identity,Teacher Characteristics,Self Concept

Starting from the point of view of how the articulation and examination of personal values, beliefs and attitudes can stimulate the process of better understanding and the development of professionalism as well as the development of professional identity of preschool and primary school teachers, the main aim of this study was to explore the self-perceptions of primary school and preschool teachers about three characteristics that characterize the most quality teacher. The study included 140 teachers and 67 preschool teachers from the Istria and Primorsko-goranska County and 73 primary school teachers from the Primorsko-goranska County. Preschool teachers emphasize creativity, empathy and flexibility as the three most important characteristics of quality teachers, while primary school teachers mention knowledge and competencies for working with children, creativity and fairness. The study showed the most significant self-perceived desirable professional and personal characteristics of these two samples, and can serve as a solid ground for creating new university study programs or lifelong learning programs. [For the complete Volume 12 proceedings, see ED597979.]
Three Ways of Looking at the Phenomenon &quot;Education System&quot;
Author: van der Walt, Johannes L.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Practices,Educational Philosophy,Educational Development,Educational Principles,Role of Education

One of the questions that intrigue philosophers of science is how to approach the phenomenon &quot;education system.&quot; Does one, as an education system expert, approach the phenomenon from a preconceived rationalistic idea of what such a system should entail and consist of, or should one's orientation rather be that education systems develop haphazardly as circumstances dictate and that one can at most only describe post hoc what has been constructed as far as the different structures are concerned? Or is there a third possibility that enables the education systems expert to steer through between these two extremes as far as understanding the phenomenon &quot;education system&quot; is concerned? The central thrust of this paper is to argue for the third alternative. The following steps will be followed for the purpose of explicating the thesis of this paper. The first section contains a brief depiction of foundationalism, in terms of which the phenomenon &quot;education system&quot; is approached on the basis of certain preconceived rationalistic ideas. That is followed by a section in which a post-foundationalist orientation to the same problem is outlined. The section thereafter contains a discussion of the post-post-foundationalist orientation that is regarded as probably the most acceptable approach to education system studies in the current postmodern conditions. The implications of each orientation are discussed as the argument unfolds. [For the complete Volume 12 proceedings, see ED597979.]
The Practice of &quot;Dialogic Learning&quot; as a Successful Means to Overcome Inequalities: &apos;La Paz&apos; Learning Community Case
Author: Colmenero, Manuel Jacinto Roblizo
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Practices,Communities of Practice,Poverty,Neighborhoods,Disadvantaged,Dialogs (Language),Foreign Countries,Cultural Awareness,Transformative Learning,Case Studies,Program Descriptions,Social Class,Gender Differences,Teaching Methods,School Community Relationship,Equal Education,Disadvantaged Schools,Educational Change,Social Problems

The paper presents a successful educational practice that, inspired by the &quot;dialogic learning&quot; methodological principles, is implemented through a &quot;learning community.&quot; Theoretical bases are introduced, along with some defining traits of didactic practice. The focus is on the 'La Paz' &quot;learning community&quot; case, as a means to illustrate both with significant data and relevant human stories how &quot;dialogic learning&quot; can change lives and decisively contribute to break the cycle of poverty and marginality. Located in two of the poorest neighborhoods in Spain, the experience is particularly representative due to, firstly, the extremely deprived living conditions of the population; and, secondly, because of the intense changes that this educational practice has represented both for the school community and for the neighborhoods as a whole. [For the complete Volume 12 proceedings, see ED597979.]
Transformation of a School into a Cooperative School: The Miracle of an Educational Tool for a Better School
Author: Garcia Lopez, Rafaela
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Educational Change,Interpersonal Relationship,Achievement Tests,Secondary School Students,Foreign Countries,International Assessment,Cooperation,Educational Philosophy,Organizational Change,Catholics,Elementary Schools,Academic Failure,Institutional Characteristics,Faculty Development,Cultural Pluralism,Cooperative Learning,Family Programs,Disadvantaged Schools

In this paper we will try to demonstrate that the educational institution is a cultural artifact, a living entity that also develops a different way of teaching. We will try to imagine another type of school where interpersonal relations are also a teaching aim; a school that goes from being obsessed with teaching for PISA testing to a school that, in addition to transmitting knowledge, is devoted to educating for life: i.e. a cooperative school (García, Traver &amp; Candela, 2001; Parra &amp; Peña, 2012), and we will describe the process of that change. [For the complete Volume 12 proceedings, see ED597979.]
Principles and Practices of Teaching English to Undergraduates Majoring in Economics in Contemporary University Education
Author: Polenova, Anna
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: English Instruction,Undergraduate Students,Economics Education,Intercultural Communication,English for Academic Purposes,Scientific Literacy,English (Second Language),Foreign Countries,Language Proficiency,Educational Principles,Educational Practices

The article considers the key aspects of undergraduate students' language training specializing in economics, there is the need to form their ability to function as subjects of international educational space, carrying out active cross-cultural communication as part of their professional and scientific activities. Today a Master student must be integrated into a new global post-industrial economy that has no any virtual or real boundaries. The need to work with great amount of information both on their first language, and foreign language for analyzing the situation, forecasting, and responsible choice to solve this problem, requires proficiency in a foreign language. [For the complete Volume 12 proceedings, see ED597979.]
Studying of the English Environmental Protection Terminology in the Aspect of Thematic Groups and Hyper-Hyponymic Relations
Author: Salamakha, Maryana
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Conservation (Environment),Vocabulary,Environmental Education,Thematic Approach,Classification,Semantics

This article deals with one of the best ways of teaching and studying Environmental Protection terminology. In our opinion the researched terminology should be studied in the aspect of thematic groups. Classification into thematic groups makes it easier to memorize terms. Terminology of environmental protection has been divided into eleven thematic groups inside of which lexical-semantic groups are built. Differentiation has been made between thematic and lexical-semantic groups. It has been also offered to study the terminology in the aspect of hyper-hyponymic relations which very often become the basis on which thematic groups are built. It has been found out that every hyponym can be a hyperonym regarding concepts of a lower level, in such a way creating hyper-hyponymic group at a lower degree of generalization. [For the complete Volume 12 proceedings, see ED597979.]
Teaching and Learning in Higher Education in Mexico: New Proposals to Improve Old Practices
Author: Rodríguez, Emma Leticia Canales
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Teaching Methods,Learning Processes,Universities,Comparative Education,Foreign Countries,Socialization,College Faculty,Teacher Workshops,International Organizations,Educational Practices

This paper presents the outcome of an online workshop in Universidad Autónoma del Estado de Hidalgo with professors of seven contrasting Mexican institutions of higher education and two European institutions in England and Latvia respectively. The overall aim was to generate a debate on the proposals and recommendations that international organizations suggest to carry out the teaching likewise learning practices in each country. The debate was focused on the identification from the same of the selected readings and the socialization of what is happening in five Mexican universities and the participating universities. [For the complete Volume 12 proceedings, see ED597979.]
The Mexican Education Reforms and the Teacher Education System at the Turn of the Century
Author: Navarro-Leal, Marco Aurelio
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Foreign Countries,Teacher Education,Politics of Education,Compulsory Education,Educational Legislation,Educational Development

The paper reviews the Mexican reforms to basic education during the last decade of the last century as well as the first of the new century in relation to the implications that they have for the teacher education system. After a brief description of the system, the paper examines the modernization reform in the government of Carlos Salinas and the educational reform of the President Enrique Peña. [For the complete Volume 12 proceedings, see ED597979.]
(Not)Forgettable History of Vladimir Lenin All-Union Pioneer Organization
Author: Stonkuviene, Irena
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Organizations (Groups),Teaching Methods,Social Systems,Social Change,Propaganda,Foreign Countries,Public Officials,Youth Programs,Catholics,Churches,Political Attitudes,Children,Adolescents,History,Parent Child Relationship

The article focuses on the research on the most massive children's organisation of the 20th century, i.e., Vladimir Lenin All-Union Pioneer Organization, and its activities. The period of soviet pedagogy has been most actively investigated by Russian scientists, who have analysed its various phenomena, including pioneer activities, not only from historical but also from anthropological, sociological, educational, literary and other perspectives. However, the scientific discourse on the soviet pedagogy issues is relatively stagnant in the Baltic States and in Lithuania in particular. The soviet history is considered to be too 'fresh', 'painful', whereas the pioneer organisation, as one of the cogs of communist propaganda, does not deserve any attention of researchers. Attempts are made to compensate the deficit of theoretical discourse by the data of empiric research. [For the complete Volume 12 proceedings, see ED597979.]
Pre-Service and In-Service Training, Indigenous Knowledge and Foundation Phase Teachers&apos; Experiences in the South African Classroom
Author: Wiebesiek-Pienaar, Lisa
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teacher Education,Inservice Teacher Education,Indigenous Knowledge,Teaching Methods,Best Practices,Culturally Relevant Education,Foreign Countries,National Curriculum,Cultural Awareness,Mathematics Instruction,Mathematics Teachers,Rural Schools,Curriculum Implementation

The National Curriculum Statement for Grades R-9 (NCS) (Department of Education, 2002) asks that Indigenous Knowledge Systems (IKS) be valued in South African schools and classrooms. Teachers are urged to use context-specific and context-relevant forms of IK to teach content; and to incorporate IK methodologies into their teaching methods. Little formal guidance has thus far been offered to teachers on best practices in this regard. Nevertheless, teachers have been innovating and adapting to their classrooms and contexts and using IKS in their classrooms. The discussion in this paper is based on interviews and group discussions with foundation phase (FP) teachers in the Nciba district in Cofimvaba in the Eastern Cape Province in South Africa as well as key informant interviews with two FP teachers in KwaZulu-Natal. In the first section of the paper, we outline the evolution of the curriculum in South Africa post 1994. We then examine the role played by IKS in the South African context. In the second section we critically discuss pre- and in-service teacher training in South Africa particularly in relation to the use of IKS in the classroom. The third section is a presentation of data collected during interviews and group discussions with FP teachers in Cofimvaba regarding the teaching of mathematics. We conclude by reflecting on the relationship between curriculum-reform, teacher training and the lived experiences of foundation phase teachers in Cofimvaba. [For the complete Volume 12 proceedings, see ED597979.]