ethanporcaro/eric-fulltext-meta huggingface dataset:
Provisions Governing Membership on Local Boards of Education. Bulletin, 1957, No. 13
Author: Hall, Morrill M.
Date: 1957-00-00
Type: Historical Materials
Subjects: School Administration,Boards of Education,State Legislation,State Departments of Education,Superintendents,Group Membership,Eligibility,Selection Criteria,Administrative Policy,Administrator Qualifications,Tenure,Elections,Compensation (Remuneration),State Surveys,School District Size,Public Officials,Governance,Institutional Characteristics

For a number of years, particularly since the early 1940's, there has been a growing movement emphasizing the importance of local boards of education, how they function, and how their effectiveness may be improved. Evidences of this movement are found within a variety of sources: In the increasing amount of research dealing with school boards and their work; in surveys of local school systems; in the numerous articles appearing in magazines for school administrators; in the yearbooks and other publications of the American Association of School Administrators; in the growing number of handbooks and similar publications prepared especially for school board members; and, by no means last, in the rapid growth of the National School Boards Association, along with the activities of its affiliated State associations which have been organized in all except a few States. This bulletin constitutes another addition to the literature in school administration dealing with boards of education. Its purpose is to provide information concerning the statutory provisions in the 48 States governing school board size, selection of the membership, and related factors. In preparation of the bulletin, the help of personnel in State departments of education was sought in checking and interpreting the school statutes involved, and in every instance this assistance was given. Basic data, by state, is appended. (Contains 14 tables and 106 footnotes.) [Best copy available has been provided.]
Education in the USSR. Bulletin, 1957, No. 14
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1957-00-00
Type: Historical Materials
Subjects: Foreign Countries,Social Systems,Social Environment,Statistical Data,Economic Change,Educational Change,Educational Administration,Futures (of Society),Preschool Education,Elementary Secondary Education,Higher Education,Curriculum,Vocational Education,Teacher Education,Teaching (Occupation),Grading,Testing,Admission Criteria,Teaching Methods,Graduate Study

The Office of Education issues a series of studies on education in other countries. They are based principally on official documentation and other primary sources. The subject is presented within the framework of the political, economic, social, and cultural setting of the particular country. The studies are undertaken to provide information and assistance to schools, colleges, universities, non-governmental and governmental agencies, educators, scholars, government officials, and other groups and individuals. This Bulletin, in keeping with others in the series, presents education in the Soviet setting. Since completion of the manuscript, more complete and up-to-date statistics on the Soviet educational system have become available from a Soviet source. While they differ slightly in some respects from the best figures earlier available, they do not alter the major conclusions of this bulletin. Also since completion of this work, the reorganization of Soviet economic administration initiated in May 1957 along lines proposed earlier in the year by Nikita Krushchev, abolished a number of the industrial ministries which formerly exercised operational control over many higher and  specialized secondary educational institutions. Although details of the effect of this change on the educational system are not yet clear, the future educational administrative hierarchy obviously will differ somewhat from that described in this bulletin. A bibliography is provided. (Contains 4 charts, and 23 tables. Individual chapters contain footnotes.) [Best copy available has been provided.]
Conducting a SWOT Analysis for Program Improvement
Author: Orr, Betsy
Date: 2013-06-00
Type: Journal Articles
Subjects: Program Effectiveness,Program Improvement,Educational Change,Improvement Programs,Program Evaluation,Business Education,Research Methodology,Change Strategies,Audits (Verification)

A SWOT (strengths, weaknesses, opportunities, and threats) analysis of a teacher education program, or any program, can be the driving force for implementing change. A SWOT analysis is used to assist faculty in initiating meaningful change in a program and to use the data for program improvement. This tool is useful in any undergraduate or degree program. Strengths and weaknesses are revealed and adjustments to curriculum, internships, learning activities, education policies, etc., are justifiable if based on a SWOT analysis of a program. Major improvements to a program can be a direct result of using this analysis with undergraduate and graduate students.
The Best of All Worlds: Immersive Interfaces for Art Education in Virtual and Real World Teaching and Learning Environments
Author: Grenfell, Janette
Date: 2013-06-00
Type: Journal Articles
Subjects: Studio Art,Virtual Classrooms,Electronic Learning,Cooperative Learning,Active Learning,Undergraduate Students,Art Teachers,College Faculty,Teacher Role,Educational Environment,Student Journals,Student Projects,Visual Aids,Educational Technology,Foreign Countries

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin studies online learning management system and a constructed virtual world in which the user's creative imagination transports them to the &quot;other side&quot; of their computer screens is discussed in this paper. These constructed environments support interaction between communities of learners and enable multiple simultaneous participants to access graphically built 3D (three dimensional) environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning. A narrative interpretative research approach was used to profile the 21st century higher education student learner, to investigate the lived experience and multiple art learning perspectives documented in students' visual journal entries and art educator observations to ascertain if an e-technology rich-augmented learning environment resulted in the establishment of more effective e-learning communities of practice. (Contains 12 figures.)
An Application of Cognitive Diagnostic Assessment on TIMMS-2007 8th Grade Mathematics Items
Author: Toker, Turker
Date: 2012-04-00
Type: Reports - Research
Subjects: Foreign Countries,Least Squares Statistics,Grade 8,Mathematics Tests,Cognitive Measurement,Cognitive Ability,Test Items,Difficulty Level,Item Response Theory,Test Validity,Expertise

The least squares distance method (LSDM) was used in a cognitive diagnostic analysis of TIMSS (Trends in International Mathematics and Science Study) items administered to 4,498 8th-grade students from seven geographical regions of Turkey, extending analysis of attributes from content to process and skill attributes. Logit item positions were compared between data for Turkey and the full international data. The Pearson correlation between item logit positions was r = 0.82, though several items were not invariant across the datasets. Results indicated that the majority of the TIMSS items were well explained by a set of 20 attributes (R[superscript 2] = 0.65). This study provides an extension of work by Dimitrov (2007) in use of LSDM in cognitive diagnostic analysis. An appendix contains The Content, Cognitive Process and Skill Attributes for the TIMSS-R (1999). (Contains 3 tables and 5 figures.)
Identifying the Factors Impacting the Adequately Yearly Progress Performance in the United States
Author: Hsieh, Ju-Shan
Date: 2013-06-00
Type: Journal Articles
Subjects: Academic Achievement,Educational Indicators,Federal Programs,Educational Improvement,Statistical Analysis,Performance Factors,Needs Assessment,Achievement Need,Progress Monitoring,Correlation,Regression (Statistics),Educational Assessment,Performance Based Assessment,Achievement Rating,Predictor Variables

The NCLB (No Child Left Behind Act) specifies that states must develop AYP (adequate yearly progress) statewide measurable objectives for improved achievement by all students, including economically disadvantaged students, students from minority races, students with disabilities, and students with limited English proficiency. By the 2013-2014 school year, all students must be at the proficient level or above. Many factors could be possible reasons of variation in percentages of schools fail to make AYP. The purposes of this paper are employing the statistical analysis to identify factors which can explain the variation of percentages fail to make AYP under NCLB regulations. The correlation and regression analysis are used to examine the degree of relationship between these factors. (Contains 2 tables and 1 figure.)
Creative Collaboration between Chevron and CSUB: Research Experience Vitalizing Science -- University Program
Author: Wang, Jianjun
Date: 2013-07-01
Type: Reports - Research
Subjects: Student Interests,Elementary Secondary Education,STEM Education,Educational Research,Summer Science Programs,Science Course Improvement Projects,College School Cooperation,School Business Relationship,Partnerships in Education,Hands on Science,Educational Innovation,Student Motivation,Science Interests,College Preparation,Professional Development,Teaching Assistants,Instructional Leadership,Change Strategies,Achievement Gains,Program Effectiveness,Transcripts (Written Records),Portfolio Assessment,Teacher Effectiveness,Scientific Research

Since 2007, Chevron has funded the Research Experience Vitalizing Science -- University Program (REVS-UP), which lasts four weeks each summer to develop Science, Technology, Engineering, and Mathematics (STEM) projects at CSUB [California State University, Bakersfield].  Over the past six years, a total of 26 STEM professors have led the completion of 113 research projects with the support of 90 CSUB student assistants, 384 high school students, and 84 teachers from K-12 schools.  The hands-on research experience has rejuvenated student interest in STEM discoveries and enhanced subject competency for K-12 teachers.  In addition, professors received the team support to fulfill their research agendas, and CSUB student assistants gained service-learning experiences.  This report concludes with five recommendations to sustain the trend of program enhancement.  (Contains 30 footnotes and 23 figures.)
The Best Ways of Teaching English to Children: Using Children's Operas in Teaching to 5- to 6-Year-Old Children
Author: Achkasova, Natalya
Date: 2013-06-00
Type: Journal Articles
Subjects: Teaching Methods,English Instruction,Communicative Competence (Languages),Young Children,Best Practices,Music Activities,Acting,Art Activities,Integrated Curriculum,Integrated Activities,Opera,Early Experience,Emergent Literacy,English (Second Language)

This article invites teachers to consider how to strengthen links between English, music, arts, and acting, maximizing the potential for children to become successful language learners at a young age. It will show how children's opera can act as a catalyst for learning and using the language. The findings demonstrate that teaching English with a children's opera allows developing the basics of elementary communicative competence as it has everything that children of this age like rhythm, melody, story, and acting.
Views of Normative Professional Conduct in Kentucky Higher Education
Author: Alford, Kenneth Ray
Date: 2011-06-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Higher Education,College Faculty,Gender Differences,Ethics,Teacher Behavior,Institutional Characteristics,Religious Factors,Work Ethic,Teacher Characteristics,Teacher Participation,Governance,Social Justice,Teacher Student Relationship,Educational Practices,Teaching Styles

Few studies have explored the ethical conduct of college faculty in Kentucky's institutions of higher education. This study used a causal-comparative design to determine that there were no differences among faculty at three church-affiliated and three non-church affiliated, public institutions in Kentucky. Full-time faculty employed at those colleges voluntarily completed a modified version of the College Teaching Behaviors Inventory (CTBI) instrument. Gender-based perceptions were also measured using the CTBI instrument. Using an independent samples t-test, female respondents (M = 4.4667) were shown to have significantly different views than male respondents (M = 4.2702) with regard to issues involving comments made about students and colleagues, t(145) = 2.254, p less than 0.03. With respect to grading practices that consider non-academic performance in determining grades, female respondents (M = 4.1651) also indicated significantly different views than their male counterparts (M = 3.9624), t(145) = 2.395, p less than 0.02. The following are appended: (1) Informed Consent Statement; (2) Permission to Use CTBI; (3) Original CTBI: College Teaching Behaviors Inventory; (4) Modified CTBI: College Teaching Behaviors Inventory; (5) Table of Means and Standard Deviation for Behaviors Included in the Modified CTBI (by Institutional Type); and (6) Table of Means and Standard Deviation for Behaviors Included in the Modified CTBI (by Gender). (Contains 4 tables.)
Analyzing Activities in the Course of Science Education, According to Activity Theory: The Case of Sound
Author: Theodoraki, Xarikleia
Date: 2013-06-00
Type: Journal Articles
Subjects: Science Education,Foreign Countries,Educational Change,Learning Theories,Early Childhood Education,Science Activities,Acoustics,Performance Factors,Integrated Activities,Laboratory Experiments,Participant Characteristics,Sequential Approach,Science Course Improvement Projects,College Students

In the present study, we analyze activities on the topic of sound, which are performed in the science education laboratory lessons in the third-year students of the Department of Early Childhood Education at the University of Ioannina. The analysis of the activities is based on one of the most modern learning theories of CHAT (Cultural Historical Activity Theory). The use of CHAT contributes to the emergence of new and flexible ways of evaluating educational activities at European and global level. According to CHAT, the activity is not considered fragmented and isolated, disconnected from the socio-cultural and historical context that supports it. The subjects, rules, tools, and community learning do not operate in isolation, however, all parts/factors are in constant interaction. It is evident that a single change in the factors can cause a change in activity system. Furthermore, teaching and learning are influenced by socio-cultural and historical factors that coexist in the activities (Roth &amp; Tobin, 2007). The analysis of the teaching of science activities to university students illuminates aspects concerning the development and reshaping of curricula from the first stages of education. The socio-cultural theory of CHAT, as a vital component of our ever changing society, contributes to the child's development as a future active citizen. (Contains 3 figures.) [This research was co-funded by the European Union-ESF (European Social Fund) and National Sources, in the framework of the program &quot;HRAKLEITOS II&quot; of the &quot;Operational Program Education and Life Long Learning&quot; of the Hellenic Ministry of Education, lifelong learning and religious affairs.]
Harnessing the Use of Open Learning Exchange to Support Basic Education in Science and Mathematics in the Philippines
Author: Feliciano, Josephine S.
Date: 2013-06-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Modules,Science Course Improvement Projects,Open Source Technology,Courseware,STEM Education,Barriers,Change Strategies,Educational Innovation,Technology Integration,Technology Uses in Education,Technology Planning,Program Descriptions

This paper presents the open learning initiatives of the Science Education Institute of the Department of Science and Technology to overcome certain barriers, such as enabling access, cost of replication, timely feedback, monitoring and continuous improvement of learning modules. Using an open-education model, like MIT's (Massachusetts Institute of Technology) OCW (open courseware), a Web-based system was developed to improve the capacity and capability building in primary science and mathematics education in the Philippines, by developing freely accessible, interactive teaching and learning resources. Finally, the paper presents the current status of the project, and discusses the system's potential to deliver better value for money, particularly with the economies of scale, when distribution and monitoring of quality learning modules became nationwide in scope. (Contains 4 figures.)
Teaching and Learning Mathematics in a Non-Native Language: Introduction of the CLIL Methodology in Italy
Author: Favilli, Franco
Date: 2013-06-00
Type: Journal Articles
Subjects: Teaching Methods,Foreign Countries,Language of Instruction,Questionnaires,Educational Needs,Needs Assessment,Second Language Instruction,Second Language Learning,Second Language Programs,Mathematics Teachers,Teacher Competencies,Teacher Attitudes,Classroom Techniques,Teacher Education Programs

The recent reform act for the Italian upper secondary school has ruled the gradual introduction, from the 2012-2013 school year onwards, of the CLIL (content and language integrated learning) methodology in the &quot;Licei&quot; and technical schools. While CLIL clearly offers students great opportunities for developing their skills and abilities in a foreign language, used as the medium of instruction, the impact of CLIL on the teaching/learning process, for the non-language subject contents, still needs to be investigated. The paper focuses on the training of mathematics CLIL teachers. Then, we try to identify the areas of competence that are necessary for CLIL teachers in general and mathematics CLIL teachers in particular. Our analysis is supported by the outcomes from a questionnaire. In the analysis, we make mainly use of the text linguistic perspective. (Contains 1 figure.)
Assessing Translation Misconceptions inside the Classroom: A Presentation of an Instrument and Its Results
Author: Mangulabnan, Pauline Anne Therese M.
Date: 2013-06-00
Type: Journal Articles
Subjects: Cognitive Processes,Misconceptions,Mathematics Education,Mathematical Formulas,Word Problems (Mathematics),Equations (Mathematics),Questionnaires,Mathematical Logic,Error Correction,Error Patterns,Problem Solving,Classroom Techniques,Algebra,High School Students,Asian American Students

This is a descriptive research on the difficulties of Filipino high school students in translating algebraic word problems into mathematical equations. This research is composed of three parts: (1) development of an 11-page "Filipinized" questionnaire; (2) analysis of the mathematical thinking processes of the respondents based on the answers to the questionnaire; and (3) identification of the alternative conceptions or errors of the students in translating word problems which lead to incorrect or misconceived answers. Through the instrument and students' answers analysis, this research categorizes the assimilation errors made by high school respondents as LBE (language-based errors), OIE (operational-influenced errors), ATE (algebraic translation errors), and RSE (relational-symbol errors). This research recommends a review of the construction of word problems in terms of its realness and logic to match students' mathematical background. (Contains 1 table and 2 figures.)
Thinking Systemically: Steps for States to Improve Equity in the Distribution of Teachers-- An Action-Planning Workbook to Help Guide Regional Comprehensive Center and State Education Agency Conversation to Address the Inequitable Distribution of Teachers
Author: National Comprehensive Center for Teacher Quality
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Stakeholders,Special Needs Students,State Departments of Education,Workbooks,Teacher Distribution,Predictor Variables

The National Comprehensive Center for Teacher Quality (TQ Center) is a resource to which the regional comprehensive centers, states, and other education stakeholders turn for strengthening the quality of teaching--especially in high-poverty, low-performing, and hard-to-staff schools--and for finding guidance in addressing specific needs, thereby ensuring that highly qualified teachers are serving students with special needs. The TQ Center designed this equitable distribution workbook to facilitate discussion between the state education agency (SEA) and regional comprehensive center (RCC) staff. The workbook provides a process to take states and their RCC support staff through a series of steps that the TQ Center sees as vital to promoting equitable distribution. Through this workbook, users have an opportunity to develop plans to identify challenges to the equitable distribution of teachers in their states and brainstorm strategies and solutions to ensure the equitable distribution of teachers across and within districts and schools.
Recruiting Quality Teachers in Mathematics, Science, and Special Education for Urban and Rural Schools. TQ Source Tips & Tools: Emerging Strategies to Enhance Teacher Quality
Author: National Comprehensive Center for Teacher Quality
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Special Education,Teacher Recruitment,Teacher Competencies,Rural Schools,Special Education Teachers,Urban Schools,Mathematics Teachers,Science Teachers,Teacher Shortage,Incentives,Partnerships in Education,Teacher Selection,Teaching Conditions,Faculty Mobility,School Districts

This publication offers a sampling of strategies, resources, and tips for educators and policymakers engaged in the recruitment of mathematics, science, and special education teachers--specific to urban and rural schools and districts. These strategies and resources, when implemented effectively, can have a positive and lasting impact on the recruitment of highly qualified mathematics, science, and special education teachers. Individual sections contain resources and references.