ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students with Disabilities
Author: Bottge, Brian A.
Date: 2020-00-00
Type: Reports - Research
Subjects: Formative Evaluation,Fractions,Computation,Students with Disabilities,Mathematics Skills,Teaching Methods,Educational Technology,Technology Uses in Education,Student Evaluation,Prompting,Program Effectiveness,Special Education,Secondary School Students,Error Correction,Manipulative Materials,Visual Stimuli,Faculty Development,Time Factors (Learning)

Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest-posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition, teachers used technology-assisted prompts to assess student performance and remediate errors. In the comparison condition, teachers gave students the same items for assessing progress but used their own methods of reteaching. Results indicated no difference between the two methods. However, pretest-to-posttest gain scores were significantly higher on all three measures regardless of type of formative assessment, and students maintained much of what they had learned. Phase 2 examined issues related to instructional dosage. Students who received additional weeks of instruction scored significantly higher than students who went back to their business-as-usual curriculum. [This is the online version of an article published in &quot;Remedial and Special Education.&quot;]
Taking GEAR UP and TRIO Programs Online during 2020
Author: Arendale, David R., Ed.
Date: 2020-10-00
Type: Reference Materials - Directories/Catalogs
Subjects: COVID-19,Pandemics,Online Courses,Educational Technology,Academic Achievement,Achievement Gap,Academic Persistence,Low Income Students,First Generation College Students,Disproportionate Representation,Secondary School Students,College Students,Access to Education,Federal Programs,Disadvantaged Youth,College Readiness,Educational Legislation,Higher Education,Federal Legislation,Student Needs,Academic Support Services,Academic Advising,Student Evaluation,Communication Strategies,Students with Disabilities,Student Personnel Services,Curriculum,Meetings,Seminars,Best Practices

The purpose of this directory was to identify and describe education practices to take federally-funded GEAR UP and TRIO programs online in response to the COVID-19 pandemic. These programs improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. Method: The sample for the directory was derived from TRIO and GEAR UP professionals located at fifty programs across the United States. The Educational Opportunity Association and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. http://besteducationpractices.org Results: The approved education practices directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search; (b) Upward Bound; (c) Educational Opportunity Centers; (d) Disability Services; (e) Student Support Services; (f) Ronald E. McNair Postbaccalaureate Achievement; and (g) GEAR UP. The directory is arranged by the following topical areas: (a) recorded webinars for taking programs online; (b) comprehensive plans for taking programs online; (c) Zoom, online platforms, and technology resources; (d) academic support; (e) advising and counseling; (f) assessment and evaluation; (g) campus tours and field trips; (h) communication strategies; (i) disability services; and (j) online curriculum. Implications: Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere to support their online learning environment. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students.
How Teachers in the U.S. and Finland See Their Jobs
Author: Hemphill, Annie
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Comparative Education,Teacher Attitudes,Secondary School Teachers,Teacher Education,Working Hours,Student Needs,Economically Disadvantaged,Educational Practices,Evidence Based Practice,Teacher Evaluation,Participative Decision Making,Administrator Surveys,Teacher Surveys,Public Opinion

In an international benchmark survey of high school students, the U.S. consistently scores in the middle of the pack compared to many western European and eastern Asian countries. Finland has been among the top performers dating back to 2000. The country's performance led many in the U.S. to ask, what is Finland doing that is leading to high student achievement? Are there lessons the U.S. can apply here at home? Using data from the Organization of Economic Cooperation and Development's (OECD) Teaching and Learning International Survey (TALIS), this report examines key areas in preparation, teacher work hours, student demographics, teacher autonomy, and evaluation for both countries and compares the results to the OECD average. The analysis indicates that while Finnish lower secondary teachers excel in certain areas, the U.S. outdoes Finland in others. Findings reveal that: (1) About the same proportion of lower secondary teachers in the U.S. and Finland report having had formal teacher training, and both are above the OECD average; (2) Teachers in the U.S. teach significantly more hours per week than teachers in Finland: 26.8 hours per week in the U.S. compared to 19.3 hours in Finland; (3) Student demographics and needs in Finland and the U.S. are very different. American teachers report teaching more students that come from economically disadvantaged homes, and are not native speakers of the national language; (4) Teachers in Finland utilize student survey data to inform instruction and evaluate other teachers, more than their U.S counterparts; in contrast, U.S. teacher evaluations are more likely to emphasize assessment data; and (5) Teachers in Finland report having more decision-making power on school level policies and procedures than teachers in the U.S, and are far more likely to report feeling valued by society.
Ocean Literacy: The Essential Principles and Fundamental Concepts of Ocean Sciences for Learners of All Ages. Version 3
Author: National Oceanic and Atmospheric Administration (DOC)
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Oceanography,Scientific Concepts,Science Instruction,Elementary Secondary Education,Environmental Education,Climate,Marine Biology

The Essential Principles and Fundamental Concepts described in Version 3 of this guide represent content that does not fall neatly within traditional science disciplines, but rather supports a focus on integrated science. Many Fundamental Concepts illustrate more than one Essential Principle. This guide presents a vision of an ocean-literate society. Along with the &quot;Ocean Literacy Scope and Sequence for Grades K-12,&quot; the &quot;Alignment of Ocean Literacy to the Next Generation Science Standards,&quot; and the &quot;International Ocean Literacy Survey,&quot; it outlines a framework for achieving Ocean Literacy. This guide describes the seven most important ideas, or Essential Principles, about the ocean that everyone should know. The 45 Fundamental Concepts support and add detail to the Essential Principles. [Numerous individuals, institutions, and organizations have made substantial contributions to the development, review, and promotion of additional components of the Ocean Literacy Framework including the Centers for Ocean Science Education Excellence (COSEE), the National Marine Educators Association (NMEA), the College of Exploration, the Lawrence Hall of Science, and Sea Grant.]
Teacher Retention in Tennessee
Author: Collins, E.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Teacher Persistence,Teacher Shortage,Faculty Mobility,Public School Teachers,Teacher Recruitment,Rural Urban Differences,Minority Group Teachers,Teacher Effectiveness,Administrators

Across the nation, teacher shortages are receiving broad attention. Teacher turnover can lead to negative outcomes for students through the replacement of effective teachers by inexperienced or unqualified teachers, increases in class sizes, or reductions in course offerings. For educators, frequent turnover upsets collaboration, stability, relational trust, and institutional knowledge. In addition, the financial cost of replacing a teacher has been estimated to be as high as $20,000 for urban districts, putting extra strain on districts with limited resources who must absorb the cost of teacher attrition. Effectively targeting efforts to address shortages requires knowledge of how patterns of teacher mobility, attrition, and retention vary across different types of districts, geographic areas, subject areas, and teachers' levels of effectiveness. Using a snapshot in time between the 2017-18 and 2018-19 school years, this report looks into the retention, movement, and attrition of Tennessee's public school teachers. Tennessee's teacher retention rate is similar to other states, but further analyses suggest that while urban areas require support retaining teachers, efforts to combat high-needs subject shortages should focus on recruiting more teachers into those fields.
Discipline Problems Faced by Science Teachers in Classroom Management and Solutions for These Problems
Author: Topal, Temel
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Classroom Techniques,Discipline,Science Teachers,Preservice Teachers,Student Attitudes,Teacher Attitudes,Teacher Influence,Environmental Influences,Student Characteristics,Teacher Characteristics,Economic Factors,Educational Technology,Foreign Countries

The aim of this study is to determine the classroom discipline problems faced by science teachers in classroom management and the ways of solutions they have developed for these problems. The study was carried out in the fall semester of the 2019-2020 academic year. In the study, scanning method, one of the descriptive research methods, was used. The sample of the study consists of a total of 55 pre-service teachers, 30 of whom are male and 25 of whom are female. The data of the study were obtained through a questionnaire developed by the researchers. The questionnaire includes 6 open-ended questions to identify the classroom discipline problems faced by science teachers in the classroom where prospective teachers are observers. The participants were given approximately 20 minutes to complete the questionnaire. Science teacher candidates also completed the questionnaire within the specified time. The data obtained from the questionnaire were subjected to descriptive and content analysis. The data obtained from prospective teachers are presented in the findings section in a purposeful and detailed manner. 2 faculty members and 2 teachers created the themes and codes for each question by jointly evaluating the answers given by the preservice teachers to the questionnaire. It was determined that 2 faculty members and teachers agreed to a large extent on the results obtained. As a result of the study, the teachers; it was determined that they encountered behavioral problems such as indifference, disrespect, behavioral disorder, lesson adaptation, communication, psychological problem, and order. It was concluded that the negative behavior problems encountered were caused by teachers, students and environment. On the other hand, it was determined that behavioral problems, financial situation and technology were the basis of students' displaying behaviors that cause problems in the classroom. Another conclusion reached in the study is that students exhibiting undesirable behavior are exposed to various reactions. In the light of the results obtained, suggestions for solutions that can be developed by revealing the underlying reasons of students' undesirable behavior are presented.
Analysis on Philosophical Beliefs of Physical Education and Sports Teachers towards Education in Terms of Different Variables
Author: Isikgoz, Mustafa Enes
Date: 2020-10-00
Type: Journal Articles
Subjects: Physical Education Teachers,Teacher Attitudes,Educational Attitudes,Educational Philosophy,Beliefs,Secondary School Teachers,Gender Differences,Tenure

The purpose of this study is to determine the philosophical beliefs of physical education and sports teachers towards education and to analyze whether these beliefs differ by various demographic variables. The research group of the study is composed of 789 physical education teachers working in official secondary schools and high schools who voluntarily participated in the study. Data of the research were collected through personal information form and &quot;Educational Belief Scale&quot;. It has been determined that physical education and sports teachers mostly adopt the existentialist philosophy and essentialism philosophy least. It has been concluded that educational philosophical beliefs of teachers significantly differ by the variables of gender, type of school they work, educational background and professional seniority. Accordingly, it has been ascertained that female teachers mostly adopt progressivism and existentialism, female teachers adopt perennialism and essentialism while high school teachers mostly adopt perennialism educational philosophy. Educational philosophical beliefs of postgraduate physical education and sports teachers are higher in the dimensions of progressivism, perennialism and essentialism. It has been determined that as the professional seniority of teachers has increased, their philosophical beliefs have weakened in the sub-dimensions of progressivism, existential education and reconstructivism, and their philosophical beliefs have become stronger in the sub-dimension of essentialism.
English Teachers&apos; Perceptions of the Middle School English Language Curriculum = Ingilizce ögretmenlerinin ortaokul Ingilizce dersi ögretim programi ileilgili algilari
Author: Kaya, Suat
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Curriculum Development,Teacher Attitudes,Middle Schools,Public Schools,Personal Autonomy,Skill Development,Writing Skills,Listening Skills,Speech Skills,Foreign Countries

In this study, which utilized survey as the research design, it was aimed to find out the teachers' perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students' autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.
Museums at a Distance: Distance Education in the Service of Rural K-12 Educators
Author: Lewis, Zélie
Date: 2020-04-00
Type: Dissertations/Theses - Masters Theses
Subjects: Museums,Distance Education,Rural Education,Rural Schools,COVID-19,Pandemics,Online Courses,Electronic Learning,Nonschool Educational Programs,Faculty Development,Elementary Secondary Education,Curriculum,Instructional Materials,Field Trips,Computer Simulation

Over the last decade, museums have reevaluated the ways in which they serve the public, particularly K-12 audiences. As funding concerns, travel distance, and school requirements prevent many students from visiting museums in person, America's 8.9 million rural students are disproportionately impacted, and educators are left to fill the gap with whatever resources they can find. Museums have begun serving rural educators through distance education, a technique that uses technology as a medium for connecting museum instructors and learners. Dozens of museums across the U.S. currently offer distance education resources. These offerings fall into three main categories: teacher resources, including curriculum packs and professional development, interactive modules and online courses, and alternative field trips. Despite the increasing popularity of distance education programs, little research has been done to understand the reality of these programs for end users, especially rural K-12 educators. This thesis uses 14 interviews with rural educators, museum staff, and museum consultants. Seven interviews with educators from two rural school districts enable a better understanding of the needs of rural audiences. Seven interviews conducted with museum staff at the National World War II Museum in New Orleans, the North Carolina Museum of Art in Raleigh, and the American Museum of Natural History in New York, as well as a museum consultant, explore the design process of distance education resources. At the time of writing, the need for distance education became critical as nearly 55.1 million school children across the U.S. shifted to online learning due to an unprecedented health event in 2020 that mandated nationwide school closures. This thesis culminates in a list of suggestions to help museums better serve rural communities -- and the country as a whole -- as they develop and implement distance education resources.
Career and Technical Education: Building New Pathways into the Labor Market
Author: Wagner, Chandi
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Vocational Education,Career Readiness,Educational History,Program Effectiveness,Outcomes of Education,School Districts,Educational Finance,Financial Support,Barriers,Best Practices,Board of Education Role,High School Students,Student Characteristics,Gender Differences,Racial Differences,Credits,Wages,Occupations

Career and Technical Education (CTE) balances the pull between the practical and theoretical by applying academic knowledge to real-world problems, preparing students for a wide array of careers. Unfortunately, confusion and stereotypes still reign when it comes to what career and technical education is and is not, even as public sentiment shifts to expand these educational opportunities and Congress considers legislation and funding to do just that. These inherent contradictions around an issue that seems to enjoy broad support are among the reasons the Center for Public Education wanted to produce this FAQ guide. This report provides a brief overview of the history and purpose of career technical education, how it is funded and operationalized at various levels, and ultimately the outcomes for students who have participated in CTE programs. The report concludes with questions for policy makers to help guide them in implementing or expanding their own CTE offerings. [This FAQ was written with contributions from Breanna Holland Higgins.]
Fixing the Holes in the Teacher Pipeline: An Overview of Teacher Shortages
Author: Barth, Patte
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,Elementary Secondary Education,Teacher Education Programs,Teacher Recruitment,Teacher Persistence,Labor Turnover,School Districts,College School Cooperation,Teacher Supply and Demand,Best Practices,Teacher Student Ratio,Disadvantaged Schools,Minority Group Teachers,Beginning Teacher Induction

School districts across the country are struggling to attract and keep good teachers, a situation that seems to be particularly acute in states such as California and Oklahoma. This is not a good time for schools to be facing a teacher shortage. States have raised K-12 standards to new heights with the expectation that all students will graduate ready for college and careers. At the same time, enrollments in public schools are growing more diverse and include higher proportions of English language learners and students with special needs. As local school leaders are painfully aware, the new standards will not be met if they cannot make sure all their students have the benefit of well-prepared teachers. School leaders are clearly feeling the urgency. At the National School Boards Association, which houses the Center for Public Education, the issue rose to the top of school boards' concerns just in the last year. This paper was developed in order to address those concerns and, hopefully, provide some useful information for moving forward. The authors begin by examining the scope of the problem. The first finding is hard to explain. While it is known that many districts and even whole states have teaching vacancies they cannot fill, many in the research community have concluded that, nationally, there is no shortage. Substantially fewer college students are enrolling in teacher preparation programs, but those who do appear to be completing at higher rates. More veteran teachers are leaving, but more new teachers are staying. The net effect seems to be that the supply of teachers nationwide is not significantly different than it was five years ago. In this report, the authors will look at the national data on teacher supply and discuss the issues affecting it with a focus on the three main leverage points in the teacher pipeline: (1) initial preparation; (2) recruitment; and (3) retention. The authors will examine best practices regarding each, including how districts have forged collaborations with universities to strengthen the local pipeline. The authors also highlight four states that have been impacted by shortages: (1) California; (2) Indiana; (3) North Carolina; and (4) Oklahoma. They conclude this paper with questions school leaders should consider in order to fulfill their commitment to provide every child with a good teacher.