ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Educational Problems Regarding the End of Term Inspection Reports of the Inspectors of Education (Ordu Province Sample) = Maarif Mufettislerinin Ogretim Yili Sonu Denetim Raporlarina Gore Egitim Sorunlarinin Degerlendirilmesi (Ordu Ili Ornegi)
Author: Tas, Halil
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Inspection,Teacher Supervision,Inservice Teacher Education,Evaluation,Primary Education,Problems,Educational Research

The aim of this research is to evaluate the educational problems in the city of Ordu regarding the reports of the inspectors of education that were done based on their findings of the work they have done during the academic year. In this research, which was designed according to the qualitative research techniques, document inspection and dialoguing techniques were used. The documents are made up of the end of term reports by the city of Ordu inspectors of education. The data that was acquired via document inspection were subjected to content analysis, and the interviews were subjected to descriptive analysis. In these analyses, educational problems of the city of Ordu were divided into three themes as educational activities, administration activities and financial processes; and into twelve subthemes as, physical conditions and equipment, health and security, testing and assessment, counselling, social activities, school-region relations, student affairs, human resources, regulations, cost and salary transactions, purchase of goods and service, maintenance and repair services and parent teacher association. In the research, it was precipitated that the educational problems in the city of Ordu were similar to the general educational problems of Turkey; these detected problems were recurring problems; the offices in charge were not doing anything regarding the solution of these problems; it is necessary to provide better working environments and equipment support, strengthen economically, ameliorate the employee personal rights, provide professional independence, and free from bureaucratic and political constraints, in order for the inspectors of education to do more detailed researches, inspections and evaluations and prepare more effective inspection reports.
Writing Processes in Short Written Responses to Questions Probing Prior Knowledge
Author: Deane, Paul
Date: 2018-00-00
Type: Reports - Research
Subjects: Writing Processes,Prior Learning,Task Analysis,High School Students,Word Lists,Prompting,Writing Evaluation,Productivity,Editing,Knowledge Level,Word Processing,Sequential Learning,Factor Structure,Writing Achievement,Multiple Choice Tests,Writing Tests,Test Format

The purpose of the report is to explore some of the mechanisms involved in the writing process. In particular, we examine students' process data (keystroke log analysis) to uncover how students approach a knowledge-telling task using 2 different task types. In the first task, students were asked to list as many words as possible related to a particular topic (word listing). In a second task, students were asked to write to a specific prompt that was designed to elicit their background knowledge of a topic using connected text (knowledge elicitation). Using a matrix incomplete block design, 1,592 high school students completed the 2 writing tasks in addition to a multiple-choice test of their background knowledge in 2 of 5 possible topics in the domain of U.S. history. An array of process data including students' typing and associated timing features was used to predict the writing scores on the 2 different types of tasks. The analyses revealed several distinct patterns that were associated with processing at the task knowledge productivity level, the editing effort level, and the keyboarding effort level. The robustness of the features was reflected in a set of hierarchal regressions that demonstrated that the process features were predictive of the writing score even when students' knowledge scores on the associated multiple choice test were considered. In sum, the results indicate that process data in the form of log file analysis are useful for both understanding the writing process and exploring potential differences between students with high and low knowledge. [This report will be published in &quot;ETS Research Report.&quot; Research Report No. RR-18-xx (ISSN 2330-8516).]
CEDEFOP Annual Report 2017
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Annual Reports,Vocational Education,Lifelong Learning,Labor Market,Intelligence,Apprenticeships,Foreign Countries,Stakeholders,Educational Policy,Educational Research,Institutional Cooperation,Program Implementation,Publications,Information Technology,Adult Learning

Cedefop is one of the oldest European Union (EU's) decentralised agencies. Founded in 1975 and based in Greece since 1995, Cedefop supports development of European VET policies and contributes to their implementation. The Agency is helping the European Commission, EU Member States and the social partners to develop and implement the right European VET policies. In line with the vision and values set for the Agency, for 2017-20, three strategic areas of operation have been defined: (1) shaping VET: foster the renewal and modernisation of VET systems and institutions in response to rapidly changing policy needs and priorities; support the development and use of European tools and principles promoting lifelong and life-wide learning; (2) valuing VET: support the development and implementation of VET policies and programmes helping all citizens to achieve competences and skills required for work, employability, entrepreneurship, and lifelong learning in a constantly changing labour market; and (3) informing VET: inform the design of VET and employment policies that ensure the availability of a qualified workforce and its continuous, as well as effective, skilling; promote jobs that value, develop and make the best possible use of people's skills throughout their working lives. Cedefop's multiannual objectives--providing evidence and new knowledge; monitoring and analysing policies; acting as a knowledge broker for countries and stakeholders--reflect the core functions of the Agency. Combined with the thematic strategic areas of operation, they define the type and scope of the work the Agency delivers. The multiannual objectives steer the activities of Cedefop's annual work programmes and ensure continuity of its work, allowing the necessary flexibility to respond to changing needs. Following a foreword by Director, Joachim James Calleja, this report provides the following: (1) 2017 At a Glance; (2) Results Achieved; (3) Relations with EU Agencies; (4) Management, Resources, and Internal Controls; and (5) Annexes.
Studies in Teaching: 2018 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 28, 2018)
Author: McCoy, Leah P., Ed.
Date: 2018-06-28
Type: Collected Works - Proceedings
Subjects: Grading,Academic Standards,Mathematics Instruction,Secondary School Mathematics,Cartoons,Novels,Classics (Literature),Learner Engagement,English Instruction,Language Arts,Visual Literacy,High School Students,Hidden Curriculum,Gender Bias,Poetry,Fiction,Journal Writing,Student Journals,Collaborative Writing,Student Attitudes,Writing Attitudes,Elementary School Students,Beliefs,Religious Factors,Muslims,Food,Critical Literacy,Persuasive Discourse,Social Studies,Art Education,Integrated Activities,Mathematics Achievement,Fractions,Multiple Intelligences,Media Literacy,United States History,Academic Achievement,Teaching Methods,Speech Communication,Public Speaking,Questioning Techniques,Mathematics Anxiety,Pretests Posttests,Current Events,Grade 11,Grade 12,Grade 4,Grade 10

This document presents the proceedings of the 23nd Annual Research Forum held June 28, 2018, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 12 action research papers: (1) Standards-Based Grading in a Secondary Mathematics Classroom (Michelle Anderson); (2) How the Use of Graphic Novels in Shakespeare Instruction Affects Student Engagement (Elizabeth Davis); (3) Finding the Hidden Curriculum: A Fan Fiction Project to Investigate Gender Bias (Becky DePalma); (4) Poetry in the Classroom: Examining How Poetry Response Journals Affect Student Engagement with Poetry (Parker Hunt); (4) Motivation to Learn: How Collaborative Writing Affects Student Attitudes toward Writing (Amanda Kim); (6) Best Practices for Educating Religiously Fasting Learners (Kate Llewellyn); (7) Critical Literacy and Argument-Based Writing in Social Studies (Chase Martin); (8) The Effects of Arts Integration on Attitude and Achievement in Mathematics (Julianna Miller); (9) Intertextuality: How the Intrapersonal and Interpersonal Intelligences Affect Students' Engagement with Texts (Julio Ramirez); (10) &quot;It's Definitely Fake&quot;: Using Historical Sources to Support Media Literacy in the High School Social Studies Classroom (Katie Reeder); (11) The Effects of Oral Presentation as a Teaching Tool on Student Attitude and Achievement (Sarah Roberts); and (12) Open Questions in the Mathematics Classroom (Kaitlin Yaeger). Individual papers contain references, tables, and figures. [For the 2017 Research Digest, see ED574867.]
Life Skills in Non-Formal Contexts for Adolescent Girls in Developing Countries. CMI Report Number 5
Author: Dupuy, Kendra
Date: 2018-04-00
Type: Reports - Research
Subjects: Daily Living Skills,Informal Education,Adolescents,Females,Developing Nations,Foreign Countries,Comparative Education,Skill Development,Critical Thinking,Citizen Participation,Individual Development,Social Development,Definitions,Context Effect,Program Design,Program Evaluation,Training,At Risk Persons,Program Content,Adolescent Attitudes,Satisfaction,Training Methods,Attendance Patterns,Outcomes of Education,Social Life,Training Objectives

How can young women in developing countries best be prepared for success in their lives and livelihoods? Life preparation requires learning different types of knowledge and skills in formal, non-formal, and informal learning contexts. Since the advent of the Education for All initiative in 1990, the international community has recognized that in addition to academic knowledge like basic literacy and mathematics skills, young people need to learn so-called &quot;life skills&quot; (UNESCO 2004 &amp; 2012; UNICEF 2012). Life skills are the combination of skills (what one has), knowledge (what one knows), and attitudes (what one believes and values) that constitute a set of competencies (what one can do) that enable youth to adapt to, function and thrive in society. They enable individuals to translate knowledge, skills, and attitudes into specific behaviors to cope with, navigate, or transform life's challenges (Kwauk and Braga 2017). To successfully function as adults in society and to navigate the social, economic, and political challenges of the 21st century, young people must be able to think critically, participate politically, live peaceful and healthy lives, create and pursue economic opportunities, navigate and use new technologies, and process information in ways that translate into positive individual and societal development. Four appendices are included. [This report was co-written with the Chr. Michelsen Institute (CMI). References are included in separate sections of the report.]
Recognizing the Changing Face of Postsecondary Students. CLASP Priorities for the Higher Education Act
Author: Garcia, Rosa
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Higher Education,College Students,Educational Attainment,Minority Group Students,Low Income Students,Institutional Characteristics,Comparative Analysis

The reauthorization of the Higher Education Act (HEA) must address the needs of students of color. In recent years, historically underrepresented students have become a larger segment in higher education. HEA reauthorization is an opportunity to increase educational attainment levels; address durable disparities in achievement; and ensure the federal government, states, and institutions transform their policies and practices to respond to changing demographics. Between 1976 and 2014, college participation for students of color significantly increased, however despite this progress, disparities still exist. According to 2014 data from the National Center for Education Statistics, Asian and white adults are far more likely to earn a bachelor's degree than Black, Pacific Islander, American Indian/Alaska Native, and Hispanic adults. There is a population of transition-age youth ages 16 to 24 who are not currently working or in school, but who wish to resume their education and advance along a career path. They face unique barriers because they did not follow the traditional path of high school to college. These &quot;opportunity youth&quot; are disproportionately poor. Forty-one percent live in poor households, compared to 27 percent of their connected counterparts. There is a population of transition-age youth ages 16 to 24 who are not currently working or in school, but who wish to resume their education and advance along a career path. They face unique barriers because they did not follow the traditional path of high school to college. These &quot;opportunity youth&quot; are disproportionately poor. Forty-one percent live in poor households, compared to 27 percent of their connected counterparts. The Center for Law and Social Policy (CLASP) supports policies and federal higher education programs that expand access and promote student success for students of color. Many of them attend open-access institutions and are low income; immigrants; student parents; adult learners; returning citizens or incarcerated individuals; Dreamers; English Learners; or youth who have been disconnected from postsecondary and career pathways, including homeless and foster youth. This fact sheet provides statistical illustrations of the percentage of American college students from 1976 and 2014 by race/ethnicity, and educational attainment of adults age 25 and older, by race/ethnicity, for 2014, as well as CLASP Principles for Racial Equity and Inclusion.
Guidance &amp; Coaching on Evidence-Based Practices for Learners with Autism Spectrum Disorders
Author: Kucharczyk, Suzanne
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Guidance,Coaching (Performance),Evidence Based Practice,Autism,Pervasive Developmental Disorders,Rating Scales,Individualized Education Programs,Capacity Building,Barriers,Professional Development

Coaching is a key ingredient for the successful implementation of evidence-based practices (EBP). Coaching helps educators make informed decisions about instruction and program organization that will lead to intervention practices that help children and youth learn more effectively. The National Professional Development Center on Autism Spectrum Disorders (NPDC), in partnership with participating states, has engaged in a number of activities designed to increase the use EBP and improve programming for learners with autism spectrum disorder (ASD). Coaching relationships were developed throughout most NPDC activities to help state partners build the capacity of their training and technical assistance systems and to support educators in model sites to implement EBP effectively. Teams completed an online course in autism foundations and participate in a week-long NPDC Summer Institute to prepare for their year of engagement with NPDC. NPDC staff completed the &quot;Autism Program Environmental Rating Scale&quot; (APERS) or the &quot;Autism Program Environmental Rating Scale-Infants and Toddlers&quot; (APERS-IT) to inform decision making about targets for program improvement. Teams then reviewed the Individualized Family Service Plans (IFSP) or Individualized Education Plans (IEPs) for selected learners and evaluated information in order to perform Goal Attainment Scaling (GAS) on identified priority outcomes and goals for each learner (Cardillo &amp; Choate, 1994). Following these activities, each team chose a few of the EBP that addressed each learner's goals and helped build their team's capacity. After these preparatory activities were completed, participating NPDC teams engaged in a year-long coaching process using EBP module materials including Implementation Checklists designed to demonstrate the use of each practice with fidelity over time. Sections in this report describe the coaching process used by NPDC, including: (1) a description of coaching; (2) underlying assumptions; (3) descriptors/non-descriptors; (4) elements for successful coaching; (5) communication; and (6) potential barriers to coaching.
Disciplined and Disconnected: How Students Experience Exclusionary Discipline in Minnesota and the Promise of Non-Exclusionary Alternatives
Author: Jones, Elizabeth Pufall
Date: 2018-06-00
Type: Reports - Research
Subjects: Discipline Policy,Student Behavior,Behavior Problems,Discipline,Intervention,Student Attitudes,Barriers,School Culture,Educational Environment,Suspension,Expulsion,Outcomes of Education,Etiology,Racial Bias,Labeling (of Persons),Alienation,State Legislation,Educational Legislation,Positive Behavior Supports,Trust (Psychology)

Many teachers do not receive the support necessary to simultaneously teach and respond appropriately to challenging student behavior. The systems in place are often purely reactive and lack a preventative component to address challenging behavior. The Center for Promise examined exclusionary discipline in Minnesota by speaking with young people who had experienced it. Across all groups, participants explained how their experiences with disciplinary interventions led them to disconnect from school. Specifically, the interventions often did not address the root causes of their behavior, made them feel unvalued and unwelcome, and disrupted their learning. Participants expressed a desire to engage in school and succeed but overwhelmingly found that their schools' disciplinary practices inhibited their ability to do so. They wanted to go to school in a safe environment, be treated fairly, and experience care and support from school personnel. Often, however, they felt that discipline was inconsistent, they were negatively labeled based on their race and other factors, and they were not given the chance to explain their perspective or advocate for themselves. Their stories illuminate the need for improved culture and climate in their schools.
Analogy and Higher Order Thinking: Learning Mathematics as an Example
Author: Richland, Lindsey Engle
Date: 2016-00-00
Type: Journal Articles
Subjects: Logical Thinking,Thinking Skills,Mathematics Education,Common Core State Standards,Short Term Memory,Executive Function,Self Control,Standardized Tests,Summative Evaluation,Formative Evaluation,Mathematics Instruction,Faculty Development,Mathematics Anxiety

Linking ideas, concepts, and disciplinary content is an underused yet effective educational strategy for fostering students' higher order thinking. A body of psychological research on analogical reasoning can inform the challenge of encouraging higher order thinking in schools. We focus in particular on the teaching of mathematics and highlight alignments between a psychologically based definition of higher order thinking and educational goals as described within U.S. mathematical practice standards. Finally, this analysis implicates policies for supporting students' higher order thinking including requiring assessments that capture these skills; disseminating assessment data meaningfully to help improve teachers, schools, or curricula; and designing professional development that draws explicit attention to these skills.
Connecting Low-Income Students to Good Jobs and Careers. CLASP Priorities for the Higher Education Act
Author: Garcia, Rosa
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Higher Education,Career Development,Postsecondary Education,School Business Relationship,Labor Force Development,Low Income Groups,Adult Students,Accountability,Grants,Training,College Role,Job Skills,Apprenticeships,Competency Based Education

The Higher Education Act (HEA) can promote connections to work by supporting linkages to career pathways that help youth and adults with barriers to employment obtain postsecondary credentials that lead to family-sustaining jobs with the potential for career advancement. HEA also has the potential to support partnerships between higher education, the workforce system, and industry. CLASP principles for connections to work and career opportunities include: (1) Create incentives for states and institutions to promote career pathways, dual enrollment approaches, recognized postsecondary credentials, and strong employment outcomes for low-income students, adult learners, and young adults who have been disconnected from school and work; (2) Ensure quality and accountability standards for apprenticeships, short-term education and training programs, competency-based education, and online instruction at public, private, and for-profit institutions; (3) Expand Pell grant eligibility to high-quality short-term training programs that lead to family-sustaining jobs and career pathway; and (4) Recognize the role of higher education institutions in workforce development and occupational skills.
Federal Investment in Employment and Job Training Services Has Declined over the Last 40 Years. Fact Sheet
Author: Cielinski, Anna
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,Job Training,Employment Services,Financial Support,Barriers,Low Income Groups,Poverty

After providing an all-time high of $24 billion in the late 1970s (in constant 2017 dollars), Congress has significantly reduced our nation's investment in workforce training and employment services at the U.S. Department of Labor to about $5 billion a year today. These services can play a vital role in helping unemployed and low-income people move out of poverty and into better jobs with family sustaining wages. Yet these programs are currently not being funded even at the authorized levels specified in the 2014 Workforce Innovation and Opportunity Act (WIOA) that Congress passed in a nearly unanimous bipartisan vote. This fact sheet shows employment and training services funding from 1963-2017 with three graphs representing major workforce legislation during the following time periods: 1963-2017, 1985-2017, and 1999-2017. Current funding levels are not sufficient to provide the employment and training services that individuals with barriers to employment need to move out of poverty and into good jobs.