ethanporcaro/eric-fulltext-meta huggingface dataset:
Forecasting Interest in Health Professions Education Based on Relative Search Volume Trends from the Philippines
Author: Dalanon, Junhel
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Medical Education,Dentistry,Nursing Education,College Students,Vocational Interests,Career Choice,Predictor Variables,Educational Trends,Academic Degrees

Purpose: Health professions education (HPE), particularly dental education, nursing education, and medical education, had been standardized in the Philippines and the rest of the Southeast Asian nations. This study evaluated the interests of Filipinos in HPE through relative search volume (RSV) trends of search terms including dental degree (DMD), bachelor of science in nursing (BSN), and medical degree (MD). Methods: A search query was done on Google Trends using the search terms DMD, BSN, and MD under the degree category. Restriction of data originating from the Philippines, from December 2009 to December 2019, under the health category, and the web search database were ensured to these parameters. Results: ANOVA with post hoc Tukey's multiple comparison test further revealed significant differences F (2, 30) = 59.12 between DMD and MD (p &lt; 0.0001), and BSN and MD (p &lt; 0.0001), but not in DMD and BSN (p = 0.481) within the framework of Filipino search trends. Simple Seasonal Model for DMD, and the Winters' Multiplicative for BSN and MD were found to fit their individual trends. The series chart showed a slight increase for the DMD, a decline for the BSN, and a steady progression for the MD. Conclusion: The interests of HPE in the Philippines will continue. Interests in MD showed the highest, while lower but comparable peak popularity in DMD and RN is reemerging. [This is the in press version of an article published in &quot;Health Professions Education&quot; (ISSN 2452-3011).]
Student and Teacher Perceptions of Goal Attainment during Intervention with the Self-Determined Learning Model of Instruction
Author: Shogren, Karrie A.
Date: 2020-00-00
Type: Reports - Research
Subjects: Teacher Attitudes,Student Attitudes,Goal Orientation,Intervention,Students with Disabilities,Inclusion,Learner Engagement,Self Management,Electronic Learning,Coaching (Performance),Academic Achievement,High School Students,High School Teachers,Instructional Effectiveness,Self Determination

A major instructional focus of interventions designed to promote self-determination, such as the Self-Determined Learning Model of Instruction (SDLMI), is to engage students in learning to set their goals, identify action plans, and evaluate their performance. However, little is known about how students define their goal attainment outcomes, or the degree to which students and teachers agree the attainment of goal set using the SDLMI in inclusive general education classes. This study examined the relation between student and teacher ratings of goal attainment during the first semester of a longitudinal, cluster randomized controlled trial of the SDLMI, as well as the impact of student disability status and teacher supports for implementing the SDLMI (i.e., online resources versus online resources + in-person coaching) on goal attainment. Findings suggested the feasibility of engaging students with and without disabilities in rating their goal attainment process during SDLMI instruction in secondary schools, with Kappa analysis indicating that, when credit is given for at least partial agreement between students and teachers, there is a fair amount of inter-rater agreement using conventional interpretation criteria. Importantly, however, conclusions drawn about the impact of student (i.e., disability status) and teacher factors (i.e., teacher implementation supports) on goal attainment outcomes are impacted by whether student or teaching ratings of goal attainment are utilized as the outcome measure. Implications for future research and practice are described. [This paper will be published in the &quot;Journal of Special Education.&quot;]
Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children with Autism Spectrum Disorder: A Randomized Controlled Trial
Author: Nowell, Sallie W.
Date: 2019-00-00
Type: Reports - Research
Subjects: Interpersonal Communication,Interpersonal Competence,Self Control,Metacognition,Intervention,Social Development,Grade 1,Grade 2,Elementary School Students,Clinical Diagnosis,Autism,Pervasive Developmental Disorders,Comparative Analysis,Instructional Effectiveness,Parent Attitudes,Generalization,Parent Child Relationship,Measures (Individuals),Group Activities,Program Effectiveness

Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents. Method: A randomized delayed treatment control group design with pre- and postintervention assessments of both parents and children was implemented within a community practice setting. Two follow-up assessments at 3 and 6 months post intervention were also completed. Results: Overall, results indicate that the intervention is efficacious in teaching social communication and self regulation concept knowledge to children with ASD and their parents. Both parents and children demonstrated an increase in social communication and self-regulation knowledge after participating in the Growing, Learning, and Living With Autism Group as compared to a delayed treatment control group. The effects of the intervention did not extend to parent-child interactions coded from video recordings. Child treatment effects were maintained at the 3- and 6-month follow-up assessments. Conclusions: Preliminary efficacy of the Growing, Learning, and Living With Autism Group was established. Based on parent report at the conclusion of the intervention, this is a socially valid intervention for teaching social communication and self-regulation skills to school-age children with ASD. [This is the online version of an article published in &quot;Language, Speech, and Hearing Services in Schools.&quot; For the final published version of this article, see EJ1222622.]
Employing Conceptual Change and Inquiry-Based Strategies with African American K-12 Science Students: A Reflection on Two Classroom Based Piloted Studies
Author: Pinder, Patrice J.
Date: 2013-06-00
Type: Reports - Research
Subjects: Concept Formation,Misconceptions,Elementary Secondary Education,African American Students,Educational Games,Science Instruction,Elementary School Students,Physics,Science Laboratories,High School Students,Change Strategies,Inquiry,Blacks,Scientific Concepts,Grade 11,Teaching Methods

The process of conceptual change can be described as a three phase process. The first phase involves students' possession of initial naive &quot;conceptions/misconceptions,&quot; the second phase involves students undergoing a process of &quot;assimilation,&quot; and the third phase involves students undergoing a radical process called &quot;accommodation.&quot; Posner, Strike, Hewson, &amp; Gertzog (1982) describe &quot;assimilation&quot; as a process in which students combine their initial &quot;naive conceptions or misconceptions&quot; of a concept with new pieces of &quot;truths&quot; about that concept. Thus, the misconception and &quot;truths&quot; coexist within students' thought processes, neither one replacing or substituting the other. When the student/students' misconceptions are replaced by &quot;truths&quot; about the concept being taught, this radical form of conceptual change is called &quot;accommodation&quot; (Posner, Strike, Hewson, &amp; Gertzog, 1982). According to Ozdemir and Clark (2007), conceptual change researchers have made tremendous progress in respect to enhancing the &quot;knowledge-as-theory perspective&quot; and &quot;knowledge-as-elements perspectives.&quot; However, it is felt that the &quot;knowledge-as-elements perspectives&quot; has not been as widely researched as the &quot;knowledge-as-theory perspectives.&quot; Also, relatively few studies on conceptual change and inquiry-based learning focus on Black/African American K-12 students. Thus, my previous pilot studies outlined in this paper address the aforementioned gaps in the literature. The first study present findings on the use of instructional games to improve science learning among African American elementary school students and the second study reveals findings on the use of an innovative physics lab practical, which was used with African American high school students. The findings of the two studies showed that the employment of conceptual change strategies and inquiry learning with African American students led to improvement in their understanding of general science and physics concepts, which ultimately led to higher test scores (evident from students' post-test scores).
The Self-Determined Learning Model of Instruction: Promoting Implementation Fidelity
Author: Shogren, Karrie A.
Date: 2020-00-00
Type: Reports - Research
Subjects: Special Education,Intervention,Self Determination,Fidelity,Inclusion,Guidelines,General Education,Program Implementation,Teaching Methods,Content Validity,Personal Autonomy,Correlation,Educational Quality,Evidence Based Practice,Outcomes of Education

There has been an increased focus on the tenets of implementation science in special education research, namely on the degree to which interventions are implemented as intended (i.e., fidelity of implementation) and factors that influence fidelity of implementation. For complex interventions, such as the &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI), there is an ongoing need to refine conceptualizations of fidelity of implementation the factors that influence it in inclusive educational contexts. Therefore, the purpose of this paper is two-fold: (a) to describe a framework for conceptualizing fidelity of implementation factors that influence fidelity when evaluating a complex intervention like the SDLMI and (b) to present initial content validity and internal consistency of a new measure designed to assess specific aspects of fidelity of implementation of the SDLMI in inclusive, general education classrooms. Implications and future directions for research in implementation science, special education, and self-determination interventions are described. [This paper will be published in &quot;Inclusion.&quot;]
Family Income from Birth through Adolescence: Implications for Positive Youth Development
Author: Hoyt, Lindsay Till
Date: 2019-00-00
Type: Journal Articles
Subjects: Family Income,Adolescents,Child Health,Well Being,Child Development,Adolescent Development,Low Income Groups,Socioeconomic Influences,Health Behavior,At Risk Persons,Sexuality,Hypertension,Children,Behavior Problems,Body Composition,Body Height,Body Weight,Racial Differences,Ethnicity,Parent Background,Educational Attainment,Marital Status,Employment Level,Mothers

This study took a life course approach to examine associations among family income from birth to age 15, and adolescent health and well-being. Utilizing latent growth mixture modeling, we identified four distinct family income trajectories based on changes in low-income status (family income [less than or equal to] 200% of the federal poverty line) over 15 years, which in turn related to their outcomes in adolescence. More specifically, youth living in a consistent state of higher income from birth to age 15 (&quot;Consistent Higher Income&quot;) reported better health and behavioral outcomes than youth in the &quot;Consistent Low Income,&quot; &quot;Increasing Income,&quot; or &quot;Decreasing Income&quot; groups. Furthermore, despite tending to have relatively high-income levels at the beginning of life, the &quot;Decreasing Income&quot; group showed several risky behavioral and health patterns, including more sexual risk-taking and high blood pressure. Results underscore the importance of studying changes in family income across childhood and adolescence.
Optimizing Assessment for All: Focus on Asia
Author: Care, Esther
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,21st Century Skills,Teaching Methods,Student Evaluation,Cultural Influences,Skill Development,Evaluation Methods,Test Construction,International Cooperation,Teamwork,Workshops,Problem Solving,Critical Thinking,Cooperation,Cooperative Planning,Mathematics Education,Science Education,Social Sciences,Grade 5,Grade 6,Protocol Analysis,Teacher Collaboration

This paper marks the second in a series of five reports detailing the work of the Optimizing Assessment for All (OAA) project at Brookings to strengthen education systems capacity to integrate 21st century skills into teaching and learning, using assessment as a lever for changing classroom practices. Twenty-first century skills (21CS) are now firmly entrenched as learning goals in education systems worldwide, but their actual implementation in teaching and assessment practices is lagging behind. With these learning goals--which prioritize how to get answers rather than just providing a correct response--we are facing new challenges and exploring new solutions. This report describes the collaborative activities undertaken by the OAA project with three countries in Asia--Cambodia, Mongolia, and Nepal--to create 21CS assessment tasks. OAA and partners worked with the countries to identify the 21CS skills that countries value, hypothesized what these skills might look like in classroom assessment tasks, and developed and piloted these tasks to ensure that teachers can use them in classrooms. The mechanics of the activities are described in detail to illustrate the methods used in the OAA project and by the countries. Comprehensive descriptions of work over a 20-month period from 2018 to 2019 include multicountry workshops, individual in-country workshops and convenings, regional meetings hosted by the Network on Education Quality Monitoring in the Asia-Pacific, virtual communications, and maintenance of an online platform for document sharing and management. Frequently, assessment studies focus primarily on the tools or tests. For the OAA project, the primary focus was on the process: How do you develop tasks that reflect current curricula and that integrate 21CS into teaching and learning practices? From this process, it became clear that rethinking the classroom culture is necessary. Concerns expressed during pilot task implementation highlight some of the complexities associated with collaborative work, about not always prioritizing correct answers, and about building knowledge together. The OAA initiative took just one step in the process of integrating 21CS into the curriculum. The development and introduction of assessment tasks in the classroom is a disruptive force acting as a lever for change. The challenge will be how to deal with that force adaptively. [For the first report, &quot;Optimizing Assessment for All: Framework for Understanding Project Goals and Scope,&quot; see ED602945.]
On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews. Cedefop Research Paper. No 31
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Educational Policy,Foreign Countries,Educational Indicators,Lifelong Learning,Benchmarking,Job Skills,Skill Development,Labor Market,Employment Patterns,Access to Education,Secondary Education,On the Job Training,Postsecondary Education,Unemployment,Educational Attainment,Gender Differences,Costs,Adult Education,Second Language Learning

This report provides a statistical overview of vocational education and training (VET) and lifelong learning in European countries. Data are presented in the form of statistical snapshots--one for each country--for the 27 European Union (EU) Member States and, where data are available, for Croatia, the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland, and Turkey. Data are based on international statistics enabling comparisons of countries and statistical averages for the European Union. The overviews comprise 31 selected indicators that separately and together provide meaningful information about the position of each country in relation to the priorities of European VET and lifelong learning policy, and in comparison to EU averages in the form of indexes. Indicators are supplemented by a short commentary highlighting particularly interesting points for each country. This publication, in consequence, aims to be a valuable tool which can be used in various ways and adds user-friendly evidence for many purposes. It should help policy-makers and researchers and ease access to the information available. [This report complements &quot;On the Way to 2020: Data for Vocational Education and Training Policies. Indicator Overviews. Cedefop Research Paper. No 33&quot; (ED607080).]
On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews. 2014 Update. Cedefop Research Paper. No 45
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Educational Policy,Foreign Countries,Educational Indicators,Lifelong Learning,Benchmarking,Job Skills,Skill Development,Labor Market,Employment Patterns,Access to Education,Secondary Education,On the Job Training,Postsecondary Education,Unemployment,Educational Attainment,Gender Differences,Costs,Adult Education,Second Language Learning

This report provides an update of Cedefop's statistical overview of vocational education and training (VET) and lifelong learning in European countries. It illustrates progress on 33 indicators selected for their policy relevance and contribution to Europe 2020 objectives. These also provide a review of progress in key areas of education and training policy in Europe, using country-based evidence: access, attractiveness, and flexibility of initial and continuous VET; investment, skill developments, and labour market relevance in VET; and labour market transitions and employment trends. The report is an updated edition of the Cedefop publication, &quot;On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews&quot; (2013). This third edition helps disseminate relevant data on VET in a concise and user-friendly way. There is new evidence from the European statistical system (ESS), including data from latest rounds of the continuing vocational training survey (CVTS) and adult education survey (AES), as well as recent updates from the EU labour force survey (EU LFS) and Unesco-OECD-Eurostat (UOE) joint data collection on education. Latest data from Cedefop skills supply and demand forecasts are also included. Data is based on internationally comparable statistics, including 33 selected indicators, providing policy-relevant and useful information on European VET priorities and lifelong learning policies. This information is supplemented by a chart and short text highlighting particularly interesting findings in each country. This publication should be regarded as a valuable tool to help policy-makers better understand VET developments in each country. [For the 2013 Country Statistical Overviews, see ED607077. For the updated 2013 Country Statistical Overviews, see ED560832.]
On the Way to 2020: Data for Vocational Education and Training Policies. Indicator Overviews. Cedefop Research Paper. No 33
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Educational Policy,Foreign Countries,Educational Indicators,Lifelong Learning,Benchmarking,Job Skills,Skill Development,Labor Market,Employment Patterns,Access to Education,Secondary Education,On the Job Training,Postsecondary Education,Unemployment,Educational Attainment,Gender Differences,Costs,Adult Education,Second Language Learning

This report provides a statistical overview of vocational education and training (VET) and lifelong learning in European countries. Data are presented in the form of statistical snapshots, one for each of the 31 selected indicators. To the extent allowed by data availability, data are presented for the 27 European Union (EU) Member States and for Croatia, the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland, and Turkey. The report complements &quot;On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews. Cedefop Research Paper. No 31&quot; (Cedefop 2013), which has made use of the same data but has organised them in a different way. While the previous report offered a set of country snapshots (one per country), this report offers a set of indicator snapshots (one per indicator). Data are based on international statistics, enabling comparisons of countries and statistical averages for the European Union. The overviews comprise 31 selected indicators that separately and together provide meaningful information about the position of each country in relation to the priorities of European VET and lifelong learning policy, and in comparison to EU averages. Indicators are supplemented by a short commentary highlighting particularly interesting observations for each indicator. This publication, in consequence, aims to be a valuable tool which can be used in various ways and adds user-friendly evidence for many purposes. It should help policy-makers and researchers and ease access to the information available. [For the 2013 Country Statistical Overviews, see ED607077.]