ethanporcaro/eric-fulltext-meta huggingface dataset:
Abstraction in Action: K-5 Teachers&apos; Uses of Levels of Abstraction, Particularly the Design Level, in Teaching Programming.
Author: Waite, Jane Lisa
Date: 2018-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Computer Science Education,Programming,Abstract Reasoning,Computation,Design,Pedagogical Content Knowledge,Qualitative Research,Semi Structured Interviews,Educational Strategies,Educational Planning,Mathematics,Programming Languages,Coding,Data Analysis,Logical Thinking,Foreign Countries

Research indicates that understanding levels of abstraction (LOA) and being able to move between the levels is essential to programming success. For K-5 contexts we rename the LOA levels: problem, design, code and running the code. In our qualitative exploratory study, we interviewed five K-5 teachers on their uses of LOA, particularly the design level, in teaching programming and other subjects. Using PCK elements to analyse responses we found our teachers used design as an instructional strategy and for assessment. Our teachers used design as an aide memoire and the expert teachers used design: as a contract for pair-programming; to work out what they needed to teach; for learners to annotate with code snippets (to transition across LOA); for learners to self-assess and to assess 'do-ability'. Teachers used planning in teaching writing to scaffold learning and promote self-regulation revealing their understanding of student understanding. One issue was of our teachers' knowledge of terms including algorithm and code; we propose a concept of &quot;emergent algorithms&quot;. Our findings suggest design helps learners learn to program in the same way that planning helps learners learn to write and that LOA, particularly the design level, may provide an accessible exemplar of abstraction in action. Further work is needed to verify whether our results are generalisable more widely.
Computational Thinking in Secondary Education: Where Does It Fit? A Systematic Literary Review
Author: Lockwood, James
Date: 2018-01-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Logical Thinking,Secondary Education,Computer Science Education,Curriculum Development,Teaching Methods,Barriers,Literature Reviews

Computational Thinking has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert (Papert, 1980) is credited as concretising Computational Thinking in 1980 but Jeanette Wing (Wing, 2006) popularised the term in 2006 and brought it to the international community's attention. Since then, increased focus and attention have been placed on Computational Thinking and more and more research has been conducted on Computational Thinking in education. The first aim of this systematic literary review is to give second-level educators who are looking to include Computational Thinking into their schools and classrooms ideas and options when looking at how to achieve this. The hope is also to present reasons as to why it is important to teach Computational Thinking, along with potential issues. Secondly, we aim to give education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist. Thirdly, this is the first stage in a longer-term project to develop a Computational Thinking based curriculum which is taught using Computer Science. It is hoped that the problems, opportunities and ideas that are presented here will underpin this curriculum. Overall it was found in this review that, although there is a lot of work currently being done around the world in many different educational contexts, the work relating to Computational Thinking is still in its infancy. Along with the need to create an agreed-upon definition of Computational Thinking lots of countries are still in the process of, or have not yet started, introducing Computational Thinking into curriculum in all levels of education. It was also found that Computer Science/Computing, which could be the most obvious place to teach Computational Thinking, has yet to become a mainstream subject in some countries, although this is becoming more common. Of encouragement to educators is the wealth of tools and resources being developed to help teach Computational Thinking as well as more and more work relating to curriculum development. For those teachers looking to incorporate Computational Thinking into their schools or classes then there are bountiful options which include programming, hands-on exercises and more.
Data Linkage in VET Research: Opportunities, Challenges and Principles. Discussion Paper
Author: Osborne, Kristen
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Data Processing,Educational Research,Information Networks,Case Studies,Database Management Systems,Educational Opportunities,Barriers,Youth Programs,Educational Principles,Design Requirements,Elementary Secondary Education,Postsecondary Education,Foreign Countries

This discussion paper explores the possibilities and risks that data linkage presents for the vocational education and training (VET) sector. Along with a broad overview of the nature of data linkage, it highlights possible applications for data linkage in the VET sector and examines the key challenges associated with its use. A number of case studies are reviewed to illustrate the advantages data linkage can offer, as well as the challenges that may arise. In order to better understand the options for data linkage from an education and employment perspective, a 'map' of relevant Australian datasets is presented, along with a list of data sources that may be of use to VET research. As well as selected Australian datasets, the paper reviews some international datasets of potential interest for VET research in Australia. Using the insights gained from past data-linkage projects and taking into account the privacy and ethics concerns, the paper presents a set of six principles for data linkage. These principles provide researchers with basic steps for guidance when embarking upon a data-linkage project. Finally, future directions for data linkage in VET research are explored.
Analysis of the Contribution to Professional Knowledge of the Job Training within the Student Perspective in the 3+1 Education Model--The Example of Honaz Vocational School
Author: Aksit, Adnan
Date: 2017-07-00
Type: Journal Articles
Subjects: Vocational Schools,Training Methods,Internship Programs,Hypothesis Testing,Student Attitudes,Educational Methods,Statistical Analysis,Likert Scales,Questionnaires,On the Job Training,Gender Differences,Student Costs,Grade Point Average,Place of Residence,Professional Education,Knowledge Level,Foreign Countries

A well-educated and qualified workforce is one of the most important outputs in vocational and technical education. Vocational schools constitute the last circle in Turkey for the preparing students about the vocational and technical education in order to meet the need for the intermediate staff needed by the labor market. The educational model which called 3 + 1, allows the period of training to be carried out in enterprises in order to make up for the students lack practice and skills in the vocational schools which criticized for lack of internship period and ineffectiveness. The purpose of this research is the student perspective analysis of the contribution to student's professional knowledge of job training (internship) in the 3 + 1 education model. This research was conducted on 234 students with 6 hypotheses. According to the results of the research, some variables are significant differences in the occupational contribution from the model. These variables are the program being studied, the monthly spending level of the student, the attitude developed against the vocational higher school and the place where the student lives. Gender of the student and academic achievement do not have significant effects on the professional contribution.
Using the Lexia Reading Program to Increase NWEA MAP Reading Scores in Grades 1 to 3
Author: Taylor, Mark
Date: 2018-00-00
Type: Reports - Research
Subjects: Reading Instruction,Reading Programs,Elementary School Students,Primary Education,Reading Achievement,Reading Tests,Scores,Program Effectiveness,Outcomes of Education,Urban Schools,Experimental Groups,Control Groups,Pretests Posttests,Reading Improvement,Reading Difficulties,Computer Assisted Instruction,Reading Skills,Grade 1,Grade 2,Grade 3

This study evaluated the efficiency of the Lexia Reading Program in 132 early elementary school students in an inner-city school in Hartford, Connecticut. Students who met the criteria were assigned to the experimental Lexia group, and other students were randomly assigned to a comparison group. The NWEA MAP was used to provide pre and post measures of literacy skills. Results indicated that students who used Lexia outperformed students in the control group (p &lt; 0.01): their MAP scores increased from 157 to 174, a 17-point increase, while the control group's scores increased from 166 to 171, a 5-point increase. The Lexia reading program appears to be an effective tool to improve the literacy skills of struggling first- to third-grade readers.
Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0043-1707
Author: Hayes, Anne M.
Date: 2017-07-00
Type: Guides - Non-Classroom
Subjects: Disabilities,Student Needs,Inclusion,Mainstreaming,Regular and Special Education Relationship,Low Income Groups,Educational Needs,Educational Resources,Educational Policy,Developing Nations,Misconceptions,Planning,Teacher Role,Disability Identification,Academic Accommodations (Disabilities),Teacher Competencies,Teacher Education,Barriers,Teacher Attitudes,Budgeting,Progress Monitoring,Check Lists,Children,Childrens Rights,International Law,Treaties,Foreign Countries

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all students, including students with disabilities or other learning challenges, in quality education--has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Two appendices are included.
Suspension and Expulsion: What Is the Issue and Why Does It Matter? Policy Snapshot
Author: Rafa, Alyssa
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Suspension,Expulsion,Discipline Problems,Behavior Problems,Student Behavior,Academic Achievement,At Risk Students,Crime,Dropouts,Minority Group Students,Disabilities,Elementary Secondary Education,Disproportionate Representation,Racial Differences,Gender Differences,Student Experience,Educational Legislation,State Legislation,Geographic Location

Suspensions and expulsions have long been employed in schools to discipline students for disruptive behavior and maintain a safe school environment. However, a growing body of research suggests that these types of disciplinary interventions negatively impact student achievement and increase both students' risk of dropping out and their likelihood of future involvement with the criminal justice system. The effects of these policies are more pronounced for students of color and students with disabilities, who have historically experienced higher rates of suspensions and expulsions. Recent national data show that black students in K-12 schools are 3.8 times as likely to be suspended, and twice as likely to be expelled, as white students. Similarly, students with disabilities are more than twice as likely to receive out-of-school suspensions as students without disabilities. These racial and gender disparities are evident as early as preschool, where black students are 3.6 times as likely to receive an out-of-school suspension as their white classmates.4 Additionally, while boys represent 54 percent of preschool enrollment, they constitute 79 percent of all suspended preschool children. Research indicates that a child's early educational experiences greatly influence their development and outcomes later in life, making these data particularly consequential. State policymakers have attempted to address these problems through legislation aimed at striking an appropriate balance between promoting a safe school environment and reducing the adverse effects of harsh disciplinary policies. Generally, recent legislative efforts to address school discipline policies have focused on: (1) Restricting suspension and expulsion by grade level and type of infraction; (2) Limiting the length of exclusion; (3) Implementing reporting requirements; and (4) Supporting re-engagement.
Students&apos; Relationships in School and Feelings about Personal Safety at School. Data Point. NCES 2018-096
Author: Lessne, Deborah
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: School Safety,Crime,Student Attitudes,Peer Relationship,Interpersonal Relationship,National Surveys,Neighborhoods,Student Surveys,Educational Environment,Urban Schools,Rural Schools,Suburban Schools,Elementary Secondary Education

This report investigates the relationship between students' feelings of safety in school and their perceptions about the level of crime in their home neighborhoods and school neighborhoods. It further examines whether students' reports of feeling safe in school despite being in high crime neighborhoods are related to students' reports that they have supportive relationships with adults and peers in school. The data used in this report come from the 2015 School Crime Supplement (SCS), a nationally representative sample survey of students ages 12 through 18. Analysis for this report is restricted to the SCS respondents who were enrolled in grades 6 through 12 and who did not receive any part of their education through homeschooling during the school year.
Repetition and Power Imbalance in Bullying Victimization at School. Data Point. NCES 2018-093
Author: Lessne, Deborah
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Bullying,Victims,Power Structure,Repetition,Student Experience,Elementary School Students,Middle School Students,High School Students,Academic Achievement,Interpersonal Relationship,Self Concept,Physical Health,National Surveys,Student Surveys,Elementary Secondary Education

For the 2014-2015 school year, 20.8 percent of students reported being bullied at school. This report examines these students' experiences of bullying by repetition and power imbalance, two components of the Center for Disease Control and Prevention's (CDC) uniform definition of bullying. The report reviews the association of these components with students' school work, relationships, physical health, and feelings about themselves. Data in this report are from version 1 of the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS), a nationally representative sample survey of students ages 12 through 18.
High School Diploma Options That Meet Federal Graduation Rate Calculation Requirements. Education Trends
Author: Zinth, Jennifer
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Graduation Rate,High School Graduates,Graduation Requirements,State Programs,Secondary School Curriculum,Federal Regulation

Federal requirements stipulate that states and local education agencies annually calculate and report an Adjusted Cohort Graduation Rate, disaggregated by student group. The ACGR includes all students who graduate from high school in four years with a regular high school diploma, plus all students with the most significant cognitive disabilities who are assessed using an alternate assessment aligned with alternate academic achievement standards. Seven states offer two or more curricular pathways leading to a single diploma, while six states offer two or more diploma options that meet federal requirements. Excluded from the ACGR calculation are students who complete a credential other than the regular high school diploma--such as a general equivalency diploma, certificate of completion, certificate of attendance, a diploma based on meeting Individualized Education Program goals or a diploma that sets requirements below the regular high school diploma. This resource provides details and examples of each of these state approaches.
Providing English Language Development Services to English Learners with Disabilities: Approaches to Making Exit Decisions. NCEO Report 404
Author: Thurlow, Martha L.
Date: 2016-12-00
Type: Reports - Research
Subjects: English Language Learners,Disabilities,Federal Legislation,Educational Legislation,Student Needs,State Surveys,Standards,Language Proficiency,Second Language Instruction,English (Second Language),Criteria,Language Tests,Scores,Decision Making

Instructional and decision-making practices for English learners (ELs) with disabilities are garnering increased attention as the number of these students increases across the U.S. Although many critical educational decisions are made for these students, the determination that an EL with disabilities should be reclassified and exited from services is one of the more critical decisions made for individual students. The purpose of this report is to provide a baseline report, prior to the passage of the &quot;Every Student Succeeds Act,&quot; on factors that affect decisions to exit ELs with disabilities from English language development services. In this report, the authors review what is known about current populations of ELs with disabilities--their numbers and their language and disability characteristics. Then, they describe a survey of states that was conducted in 2015-16, and the responses to that survey. The responses of the 90% of states and DC that completed the survey indicated that some states had clear exit criteria for ELs with disabilities, although in many of those cases, the criteria for ELs with disabilities were the same as those for ELs without disabilities. Many states did not have a specific exit process or criteria for ELs with disabilities, allowing districts to establish their own criteria. Most states did not know how many ELs with disabilities exited EL services; in those states that did know, the percentages of ELs with disabilities exiting from EL services were relatively small. The survey results suggested that many states could benefit from developing or refining their exit criteria for ELs with disabilities.
Maricopa County Community College District: Fall 2015 Developmental Education Report
Author: Maricopa Community Colleges
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Community Colleges,Developmental Studies Programs,Remedial Reading,Remedial Mathematics,English Instruction,Student Placement,Academic Achievement,Enrollment Trends,Two Year College Students,High School Graduates,Success,Student Characteristics,Gender Differences,Full Time Students,Part Time Students,Grants,Racial Differences,Ethnic Groups

This report presents the results of the Fall 2015 Developmental Education Report for the Maricopa County Community College District. Section 1 of the report provides numbers of students enrolled in one or more developmental courses in the Fall 2015 Term. Section 2 Deals with placement. The placement and performance sections of this report (Sections 2-4) were largely based on the Student Success Initiative (SSI) cohort, specifically students who were new to higher education and degree- or transfer-seeking. Section 3 deals with student performance and reveals that successful completion rates in developmental courses have been improving for the last five cohort terms, from 62% (Fall 2010) to 70% (Fall 2014). Highlights of key findings include: (1) Total enrollment in developmental classes (not limited to any cohorts) increased only slightly over last fall (0.7%). Fewer students enrolled in English and reading developmental classes, but 24% more students enrolled in math developmental courses; (2) A smaller percentage of students who were new to higher education and degree- or transfer-seeking tested into developmental education; 64% this past fall compared to 65% in 2014; (3) Recent high school graduates continued to test into developmental education at lower rates than students who had been out of high school for more than one year (with the exception of reading, which was the same as the prior fall); (4) Successful completion rates in developmental courses have improved over the past 5 years from 62% to 70%; and (5) Success rates in subsequent college-level courses remained stable for math and increased for English compared to last year's report.
Revealing Students&apos; Cognitive Structure about Physical and Chemical Change: Use of a Word Association Test
Author: Yildirir, Hasene Esra
Date: 2018-00-00
Type: Journal Articles
Subjects: Association Measures,Cognitive Structures,Chemistry,Change,Misconceptions,Science Education,Secondary School Students,Foreign Countries

The current study aimed at examining the utility of a word association test in revealing students' cognitive structure in a specific chemistry topic through a word association test. The participants were 153 6th graders in a western Turkish city. The results revealed that the word association test serves a useful purpose in exploring the students' cognitive structure with regard to physical and chemical change and identifying their misconceptions about this topic. Some students gave irrelevant responses to stimulus words and seemed to have difficulty with distinguishing between physical and chemical changes. Implications for teacher education were discussed.
MCCCD 2016 Monitoring Report: Governing Board Outcomes and Metrics. November 2016
Author: Maricopa Community Colleges
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,School Holding Power,Graduation Rate,Remedial Mathematics,College Mathematics,Full Time Students,Part Time Students,Two Year College Students,College Credits,College Transfer Students,Vocational Education,Remedial Reading,English Instruction,College English,Remedial Instruction,Success,Student Costs,Public Colleges,Private Colleges,Demand Occupations,Enrollment,High School Graduates,Adult Students,Reentry Students,Diversity (Faculty),College Faculty,Student Surveys

This is the fifth annual Governing Board Monitoring Report that utilizes the Board outcome metrics adopted in 2010 to gauge institutional effectiveness. The Executive Summary focuses primarily on the 11 &quot;Key Metrics.&quot; Some general highlights of the report include the following: (1) More students are successfully completing college-level courses; (2) More students are being retained from fall-to fall; (3) Six-year graduation rates for full-time students are increasing; (4) Developmental math course success rates increased, and even more dramatically did students' success rates in college-level math after completion of developmental math. (While not a Key Metric, it is worth noting that student success rates in college-level math after completion of developmental math increased from 62% to 71% for Under Represented Minority students.); and (5) Three-year graduation rates for students in occupational programs increased. Areas evaluated include: (1) University Transfer Education and General Education; (2) Student Retention; (3) Workforce and Economic Development; (4) Community Development and Civic and Global Engagement; and (5) Development Education. A slide presentation with numerical, statistical data is also included.