ethanporcaro/eric-fulltext-meta huggingface dataset:
The Emergence of the Collective Collection: Analyzing Aggregate Print Library Holdings
Author: Dempsey, Lorcan
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: Libraries,Library Materials,Printed Materials,Electronic Publishing,Books,Space Utilization,Cooperation,Library Administration

As the network continues to reconfigure personal, business, and institutional relationships, it is natural that we also continue to see changes in how library collections are managed: changes in focus, boundaries, and value. One important trend is that libraries and the organizations that provide services to them will devote more attention to system-wide organization of collections--whether the &quot;system&quot; is a consortium, a region, or a country. Recently, print collections have also been the subject of such shared attention. Libraries are beginning to evolve arrangements that will facilitate long-term shared management of the print literature as individual libraries begin to manage down their local capacity. The collective collection has been a major interest of OCLC Research. This is to be expected given the data in WorldCat about collective library holdings and OCLC's goal to make shared working among libraries more efficient. As interest in coordinated management of the collective print collection grows, OCLC thought it was a useful time to pull together some of OCLC's writings on this topic in a single volume. This short piece provides an environmental introduction for the contributions in the report, &quot;Understanding the Collective Collection: Towards a System-Wide Perspective on Library Print Collections&quot; (Dempsey et al. 2013). [This paper is from the OCLC Research report, &quot;Understanding the Collective Collection: Towards a System-Wide Perspective on Library Print Collections&quot; (2013).]
Pushed Out? Low-Performing Students and New York City Charter Schools. Civic Report No. 95
Author: Winters, Marcus A.
Date: 2015-03-00
Type: Reports - Research
Subjects: Urban Schools,Charter Schools,Low Achievement,Longitudinal Studies,Enrollment,Student Mobility,Public Schools,Student Attrition,Least Squares Statistics,Regression (Statistics),Probability,Elementary School Students,Middle School Students

The significant growth of charter schools in the United States has brought praise for the excellent results achieved by some schools as well as criticism that charter schools may not be serving the most disadvantaged students. Critics of charter schools, in New York City and elsewhere, commonly assert that charters' (often) strong academic performance derives primarily from the type of student educated, rather than the quality of schooling provided. In particular, many charter school opponents argue that charters systematically &quot;push out&quot; low-performing, or otherwise difficult-to-educate, students in order to boost aggregate test scores. This paper uses longitudinal New York City student-level enrollment data to assess such claims. Key findings include: (1) Low-performing students are more mobile, regardless of where they are enrolled. In New York City charters as well as traditional public schools, low-performing students are more likely to change schools than their higher-performing peers; (2) Low-performing students are not more likely to exit New York City charters than traditional public schools; and (3) To the extent that higher attrition rates for low-performing New York City students offer cause for concern, they are no less a problem for the city's traditional public schools than they are for its charters.
State of the States 2016: Arts Education State Policy Summary
Author: Aragon, Stephanie
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Art Education,Educational Policy,State Policy,Early Childhood Education,Elementary Secondary Education,Academic Standards,State Standards,Graduation Requirements,Educational Assessment,Accreditation (Institutions),Teacher Certification,Art Teachers,Grants,Educational Finance,State Aid,State Schools

The &quot;State of the States 2016&quot; summarizes state policies for arts education identified in statute or administrative code for all 50 states and the District of Columbia. Information is based on a comprehensive search of state education statute and codes on each state's relevant websites. Complete results from this review are available in an online searchable database at www.aep-arts.org. Only those policies found in state statute, law, or administrative regulations/code that refer explicitly to arts education are included in this summary.
Constitutional Obligations for Public Education. 50-State Review
Author: Parker, Emily
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Public Education,Constitutional Law,State Government,Court Litigation,Educational Finance,Financial Support,State Aid,Religion,Disabilities,Age,School Schedules,Higher Education,Elementary Secondary Education,Tables (Data)

Within the constitution of each of the 50 states, there is language that mandates the creation of a public education system. The authority for public education falls to states because of a 1973 Supreme Court case which determined that the federal government has no responsibility to provide systems of public education. These constitutional education provisions vary from state to state, with some states specifically laying out the foundation of their education system while others leave the details to the legislature. Because some state constitutions date back centuries, constitutions can contain outdated language, which can decrease the relevance of the constitution to current-day policy issues. State constitutions vary on whether they include language about public school funding, religious restrictions, the education of disabled students, the age of students, the duration of the school year, and the establishment of state higher education systems. The table in this paper provides a 50-state overview of the constitutional foundation for public education in each state. It includes the location of the foundational language, which is hyperlinked to that section in the constitution. Additionally, the table looks at whether the constitution includes language on the following topics: (1) public school funding; (2) religious restrictions; (3) the education of disabled students; (4) the age of students; (5) the duration of the school year; and (6) the establishment of state higher education systems. [This report is an update to the 2002 report, &quot;Constitutional Language: State Obligations for Public School Funding.&quot;]
A Review of Contemporary Ethical Decision-Making Models for Mental Health Professionals
Author: Francis, Perry C.
Date: 2015-08-00
Type: Reports - Evaluative
Subjects: Decision Making,Ethics,Allied Health Personnel,Mental Health,Models,Cultural Relevance,Values,Context Effect,Reflection,Professional Development,Counselor Qualifications

Mental health professionals are faced with increasingly complex ethical decisions that are impacted by culture, personal and professional values, and the contexts in which they and their clients inhabit. This article presents the reasons for developing and implementing multiple ethical decision making models and reviews four models that address culture, values, and context. These models will guide the mental health professional in making and implementing decisions that will impact client care and counselor development.
The Effects of Animation Technique on the 7th Grade Science and Technology Course
Author: Aksoy, Gökhan
Date: 2012-00-00
Type: Journal Articles
Subjects: Grade 7,Animation,Teaching Methods,Academic Achievement,Science Education,Technology Education,Elementary Education,Educational Technology,Technology Uses in Education,Simulation,Program Effectiveness,Ecology,Pretests Posttests,Comparative Analysis,Conventional Instruction,Foreign Countries

The purpose of this study is to determine the effect of animation technique on academic achievement of students in the &quot;Human and Environment&quot; unit lectured as part of the Science and Technology course of the seventh grade in primary education. The sample of the study consists of 58 students attending to the 7th grade of Erzurum MEB Yildizkent IMKB primary school under two different classes during the 2011-2012 academic year. While the lectures in the class designated as the animation group were given with animation technique, in the class designated as the control group Powerpoint presentations was utilized along with the traditional teaching methods. According to the findings, it was determined that animation technique is more effective than traditional teaching methods in terms of enhancing students' achievement. It was also determined in the study that, the Powerpoint presentations used together with the traditional teaching methods provided to the control group significantly help the students to increase their academic achievement.
The Social Role Approach of Family Education in Adolescents Development
Author: Karimova, Aigul
Date: 2015-08-00
Type: Reports - Research
Subjects: Adolescent Development,Family Role,Parent Child Relationship,Affective Behavior,Freehand Drawing,Foreign Countries,Parent Attitudes,Mothers,Family Environment,Child Rearing,Family Life Education

Problem Statement: In our modern society, a burst of interest to the regularities of &quot;children and parents&quot; relations and development of personality in the context of a family has acquired. Research Questions: The family plays the main role in the formation of moral principles of a child. Purpose of the Study: The problem of relations of children and parents is complex and paradoxical. Its complexity resides in the hidden, intimate nature of human relations, the sensitivity of external penetration in them. The parents don't have all necessary pedagogical and psychological information. Research Methods: During the research part, we used the following methods in the work with children: the drawing test &quot;Kinetic Drawing of the Family&quot; (R. Burns and S. Kaufman) the methodology of measuring parents' mindset and reactions. (The PARI methodology). Findings: Analysis of the drawing test showed that only 18 of 60 families could be called the families with high level of &quot;children and parents&quot; relations, which is equal to 30% of the total number. The average level of &quot;children and parents&quot; relations is 30 families (50%). 12 families showed the low level, which is equal to 20%. Conclusions: We found out that disorders of parents' relation to children affects their emotional state, particularly, displays of anxiety, occurrence of conflicts between parents and children. [This paper was published in: &quot;The European Proceedings of Social &amp; Behavioural Sciences (EpSBS),&quot; eISSN 2357-1330, August 2015, pp. 4-10.]
Handling Students with ADHD Syndrome in Regular Elementary Schools
Author: Opic, Siniša
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attention Deficit Hyperactivity Disorder,Inclusion,Mainstreaming,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Teacher Behavior,Questionnaires,Longitudinal Studies,Statistical Analysis,Hypothesis Testing,Student Needs,Academic Achievement,Teaching Methods,Classroom Techniques

The aim of this longitudinal research is to explore the way teachers treat students with diagnosed ADHD syndrome within the process of education. The research has been conducted on a sample of 45 students, medically diagnosed with ADHD and attending five elementary schools in the area of the city of Zagreb, school year 2008./2009, and 45 control group students from the same schools (SN=90). A null hypothesis, which assumes there is no statistically significant difference between the students diagnosed with ADHD and the rest of the students regarding the way they are treated by their teachers, has been verified on a 20 variable substrate on a ordinal scale, using the univariate (ANOVA) and multivariate approach to data analysis (discriminative analysis). With regard to certain variables of education support provision, gained result of non-existence of differences between the samples indicate that teachers do not provide the ADHD students with suitable specific education support, even though, given the pedagogical specificum of working with these students, such support is highly needed.
The Effects of Animation Technique on Teaching of Acids and Bases Topics
Author: Dasdemir, Ikramettin
Date: 2008-08-00
Type: Journal Articles
Subjects: Animation,Teaching Methods,Science Instruction,Technology Education,Grade 8,Elementary School Students,Control Groups,Experimental Groups,Conventional Instruction,Achievement Tests,Student Surveys,Student Attitudes,Comparative Analysis,Computer Uses in Education,Educational Technology,Foreign Countries,Quasiexperimental Design,Pretests Posttests

This study has been carried out in order to determine the effect of computer animations in teaching acid and base topics in science and technology courses on the academic success of the primary school students and the opinions of students related to teaching with the animations. This research was conducted by the participation of 55 students from two different classes of 8th grade at a primary school in the city centre of Erzurum during the first semester of the 2006-2007 academic years. One of the classes, in which animation technique was used, was determined as the &quot;animation group&quot; and, the other class, in which the traditional teacher-centered instruction was dominant, as the &quot;control group&quot;. Data in this research were collected by Science and Technology Achievement Test (STAT) and Student Opinion Scale (SOS). The data gathered through by STAT were compared by independent sample t test. The results of SOS were presented in table as percentages and arithmetic means. The finding indicates that students taught by computer supported animations were better than those in traditional teaching group. In addition, data gathered through student's opinion scale suggest that students liked computer animations.
The Effect of Use of Animations on the Academic Achievements of the Students, Retention of the Knowledge Learned, and the Scientific Process Skills
Author: Dasdemir, Ikramettin
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Animation,Academic Achievement,Science Achievement,Retention (Psychology),Science Process Skills,Elementary School Science,Elementary School Students,Grade 6,Middle School Students,Scientific Concepts,Motion,Physics,Experimental Groups,Control Groups,Educational Experiments,Student Centered Learning,Outcomes of Education,Student Satisfaction,Achievement Tests,Likert Scales,Statistical Analysis,Pretests Posttests

This study was conducted to determine the effect of the use of the animation on the academic achievements of the students, retention of this achievement, and the development of scientific process skills in the unit of force and motion of the science and technology course of the 6th grade basic education and to find out the student's views. The sampling of the research was made up of by 40 students studying in a primary school in the city centre in Erzurum who were divided into Experiment Group (EG) (n = 20) and Control Group (CG) (n = 20). The study was carried out in 2010-2011 education year. While animation assisted student centred teaching approach was used with the students in the experiment group, student centred teaching approach was used with the students in the control group. As a result of the study, it was found that the use of animation in the basic education 6th grade science and technology course in the unit of force and motion had positive effects on the academic achievements of the students, retention of this achievement, and the development of scientific process skills. Moreover, it was determined that the students in the experiment group expressed positive views about the use of animations.
Bullying and School Climate: Associations and Group Differences
Author: Biernbaum, Mark A.
Date: 2015-12-16
Type: Reports - Research
Subjects: Bullying,Educational Environment,School Culture,Student Surveys,Elementary Secondary Education,Correlation,Victims,Environmental Influences,Student Participation,School Safety,Interpersonal Relationship,Statistical Analysis,Multivariate Analysis,Multiple Regression Analysis

Bullying is an international public health problem that school climate could help prevent or promote. The present paper contains an analysis of an anonymous school climate survey, completed by 9554 students, in grades 5-12 (response rate 87%). Links in the literature between school climate and bullying lack specificity. We examined associations between specific school climate domains and bullying; we studied associations between bullying and even more specific school climate issues, among different student groups. We hypothesized that students involved (bullies, victims, bully-victims) would be differentiable from uninvolved students based on school climate, and each involved group would have a distinct climate profile. Results could help in designing prevention and intervention programs. Nearly 30% of students reported involvement. School climate, especially interpersonal relationship quality, was significantly related to bullying (R[superscript 2] = 0.37). Involved groups reported both shared and distinct climate concerns.
Attitudes of Preservice Social Studies Teachers towards Solid Wastes and Recycle
Author: Karatekin, Kadir
Date: 2015-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Recycling,Conservation (Environment),Sanitation,Foreign Countries,Social Studies,Beliefs,Attitude Measures,Intervention,Participation,Gender Differences,Socioeconomic Influences,Social Class,Surveys,Statistical Analysis

The objective of this study is to determine the attitudes of preservice social studies-teachers towards solid wastes and recycle. This study used the screening model, In order to determine the attitudes of preservice teachers towards solid wastes and recycle, we used the &quot;Scale for the Attitudes of Preservice Teachers towards Solid Wastes and Recycle&quot;, which was developed by Karatekin (2013). The study group of the study consists of 860 preservice teachers receiving education in the department of social studies teaching in 5 different cities of Turkey. As a result of the study, it has been determined that preservice social studies teachers have positive attitudes towards solid wastes and recycle in general. It is seen that preservice teachers have a higher total attitude score average in the dimensions of &quot;belief&quot; and &quot;concern and sensitivity&quot;, whereas they have a lower total attitude score average in the dimension of &quot;intervention and participation&quot; in the scale. While the attitudes of participants towards solid wastes and recycle show a significant difference according to the variables of gender and level of income; they do not show a significant difference according to the variable of class level.
Transcript for: Why Data Should Be Over-the-Counter. TEDxTUM
Author: Rankin, Jenny Grant
Date: 2015-10-24
Type: Non-Print Media
Subjects: Data,Information Utilization,Relevance (Education),Data Interpretation,Knowledge Management,Graphs,Visualization,Statistical Analysis

Data is critical, but data has not always lead to success. If data is not communicated clearly, the results can be disastrous. Design lets us communicate data so it can be understood. Dr. Rankin believes that &quot;when we're fluent in visualizing our ideas, we can communicate them across global boundaries, across spoken language barriers, and across other obstacles thrown in our paths.&quot; In her talk, she illustrates how heroes effectively used data to communicate various messages and tells us about how we can communicate data more effectively by making data over-the-counter. Dr. Jenny Grant Rankin, who teaches the PostDoc Masterclass at University of Cambridge, is an award-winning educator and an active member of Mensa. She has served as a teacher, school administrator, district administrator, and the Chief Education &amp; Research Officer of Illuminate Education, an edtech data systems company. She presents her research findings annually for the U.S. Department of Education at STATS-DC and at other noteworthy conferences. Dr. Rankin has served as judge for the University of Pennsylvania's Milken-Penn Graduate School of Education Business Plan Competitions and played a role in numerous state and national initiatives related to assessment data. She serves on several research committees, including those for the American Educational Research Association (AERA) and the International Society for Technology in Education (ISTE). Dr. Rankin also served on the Panel of Experts and Advisory Board for the New Media Consortium (NMC) Horizon Report. [Link to the recording: http://tedxtalks.ted.com/video/Why-data-should-be-over-the-cou]
Possibilities of Application of Inquiry-Based Learning When Developing the Thinking of Pupils with Mild Intellectual Disability and Behaviour Disorders-Comparative Research
Author: Dostál, Jirí
Date: 2016-03-00
Type: Reports - Research
Subjects: Foreign Countries,Inquiry,Mild Intellectual Disability,Behavior Disorders,Attention Deficit Hyperactivity Disorder,Comparative Analysis,Literature Reviews,Preschool Children,Young Children,Child Development,Thinking Skills,Educational Benefits,Qualitative Research,Content Analysis,Active Learning,Skill Development,Special Education,Special Needs Students,Inclusion

The inclusion of pupils into schools of the main educational stream is emphasized at the international level. Recently, this trend is more strongly applied in post-communist countries, where the now-criticized approaches (based on the exclusion of pupils with mild intellectual disability and behaviour disorders--e.g. ADHD--and their inclusion into special schools) persisted for a long time. Currently, the discussion on appropriate educational approaches which should be applied is now under development. Contemporary tendencies emphasize principles of so-called inquiry-based learning (IBL). This is the reason why the authors of this article compare published research conclusions at the international level. A number of them bring findings that the application of IBL influence positively the pupils with mild intellectual disability and behaviour disorders. However, there are also some researches that do not prove this finding. Based on the comparison, the authors conclude that the application of IBL positively contributes to the development of thinking of pupils with mild intellectual disability and behaviour disorders (ADHD).
&quot;Show Me Where You Study!&quot;--An Interactive Project between German Language Students in Nottingham and St Andrews
Author: Hartung, Insa
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Intercollegiate Cooperation,Second Language Instruction,Second Language Learning,Language Skills,Cooperative Learning,Undergraduate Students,Introductory Courses,German,Student Educational Objectives,Technology Uses in Education,Audiovisual Communications,Teaching Methods,Homework,Outcomes of Education

Interactive projects among students of a Common European Framework of Reference for languages (CEFR) A1+/A2 level seem difficult to set up due to the limited language repertoire of the students. Thus, our aim was to take up the challenge and start a project with the objective of applying their language skills. We chose a collaborative approach to this project in order to offer students a shared learning experience. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration,&quot; see ED565011.]