ethanporcaro/eric-fulltext-meta huggingface dataset:
Summary of Autism Spectrum Disorders Research, FY 2006-FY 2015
Author: National Center for Special Education Research (ED)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Special Education,Educational Research,Intervention,Preschool Education,Elementary Secondary Education

According to the Centers for Disease Control and Prevention (2014), one in 68 children is now classified as having an Autism Spectrum Disorder A(SD), a significant rise from previous estimates. The prevalence of ASD creates an extraordinary demand on schools, staff, and teachers to provide interventions that meet the educational needs of students with the disorder. The highly variable symptoms and the range of severity of symptoms creates a significant challenge in developing and implementing effective interventions that address the range of developmental and academic needs of students with ASD. In 2007, in its second year of grant funding, the National Center for Special Education Research (NCSER), in the Institute of Education Sciences (IES), created the Autism Spectrum Disorders topic area. This topic area was created to support a program of research intended to improve outcomes for students in preschool through high school identified with ASD. Currently funded research focuses on comprehensive school-based interventions. An intervention is comprehensive, as defined by NCSER, when it is designed to address multiple outcomes. At a minimum, outcomes for funded research must include two or more from the following domains: developmental, cognitive, communicative, academic, social, behavioral, or functional outcomes. Research on ASD interventions, however, is supported across various topic areas within NCSER, including those where funded research focuses on only one outcome (e.g., social) or on earlier ages (e.g., toddlers). The majority of these projects focus specifically on individuals with ASD, though a few focus on individuals with ASD as a part of a larger group of which ASD is one disability. NCSER has also funded a large-scale research and development center focused on supporting students with ASD in secondary school. This report summarizes the NCSER-supported research on children and youth with ASD across all research topics. [This report was summarized by Amy Sussman.]
A Historical Perspective of Medical Education
Author: Balcioglu, Huseyin
Date: 2015-00-00
Type: Journal Articles
Subjects: Medical Education,Educational History,Graduate Medical Education,Holistic Approach,Professionalism,Student Centered Learning,Evidence Based Practice,Blended Learning

Even though there are significant developments in recent years in medical education, physicians are still needed reform and innovation in order to prepare the information society. The spots in the forefront of medical education in recent years; holistic approach in all processes, including health education, evidence-based medicine and professionalism. Medical education; undergraduate, postgraduate and continuing medical education covering the period varies from country to country for the duration of this period. Increasing day pursuing the importance of medical education and student-centered education and is spread across the country as well as in blended learning model that includes educational centered education. Medical faculty, students and teaching staff should be informed about innovations and developments should offer opportunities for that matter, should support administrative and economic necessarily.
Nature of Science Lessons, Argumentation and Scientific Discussions among Students in Science Classes: A Case Study in a Successful School
Author: Ozturk, Elif
Date: 2015-00-00
Type: Journal Articles
Subjects: Scientific Principles,Persuasive Discourse,Science Instruction,Discussion (Teaching Technique),Case Studies,Elementary School Science,Elementary School Students,Qualitative Research,Grade 8,Private Schools,Focus Groups,Interviews,Observation,Science Teachers,Teacher Behavior,Teacher Student Relationship,Teacher Attitudes,Foreign Countries

Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the nature of science lessons, the structure of the argument and an effort to scaffold students' understanding concerning the argument's structure. As this was considered the initial, but students have to acquire fundamental skills before dealing with the inner validity of an argument. Moreover, successful and chosen students for this study were studied carefully dense by the researchers. In that scope, the study was designed on &quot;qualitative&quot; research techniques which are detailed as explorative and fundamentally interpretation for the related topic. Since a particular school's successful students are considered in the research, it could be viewed and designed as a case study. The study is conducted with 8th graders with the age of 12-13 in a private elementary school. Focus group interviews and classroom observations during science lessons were the basic tools to obtain data. The results were grouped under the following aspects: objectives of science education, science teaching methods of teachers, teaching materials and teacher's attitudes towards his/her students during the class. Two science teachers in this school both give importance inquiry based teaching science. This research has demonstrated that even the most successful 8th graders in science classes do not necessarily understand fundamental concepts about nature and science. The science teachers in this research also mentioned that the interactive nature of information technologies can support students in carrying out inquiry-based activities, using problems, questions, and even theories that they themselves define and develop argumentation.
Family Background and School Achievement of Children with Motoric Disorders
Author: Radojlovic, Jasmina
Date: 2015-00-00
Type: Journal Articles
Subjects: Family Characteristics,Parent Background,Correlation,Psychomotor Skills,Physical Disabilities,Academic Achievement,Socioeconomic Status,Teaching Methods,Parent Participation,Study Habits,Surveys,Educational Attainment,Marital Status,Homework,Parents as Teachers,Foreign Countries

There is no pedagogical literature about school achievement that does not include the family as a very important factor. Family and family relationships of children with motoric disorders are determined by the ability of parents and other family members to build an objective attitude toward the child with disability. That includes the construction priority in the development of the child. The main aim of this paper is to provide information about possible correlation between various family backgrounds of children with motoric disorders and their school achievement. The family background is defined by several general and specific pedagogical aspects. General aspects of the family background are related to the socio-economic status. Special pedagogical characteristics are related to parents interest in school achievements of their children, parents' help with the child learning (defined through the school curriculum), parent's involving in forcing studying habits and their support in exploring children social surrounding. Participants in this research were 75 parents all with children with motoric disorders in one school for education of children with different forms of disability. The survey used in this study was designed by the researchers. The results show that there is no correlation between economic conditions of family and school achievement of children with motoric disorders. There is a correlation between school achievement and educational status of parents, marital status of parents, parental assistance in homework, encouraging child to learn when child is coping with some difficulties at school, ensuring consistency in learning and conversation between parents and child on various topics.
Keeping Young People in (Vocational) Education: What Works? Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: At Risk Persons,Dropouts,Foreign Countries,Economic Impact,Poverty,Employment Level,Individual Characteristics,Vocational Education,Academic Persistence,Dropout Characteristics,Job Skills,Public Policy,Outcomes of Education

Too many young people leave education (including vocational education) too soon. Yet early leavers are at greater risk of long-term unemployment, poverty and crime, and now cost the European economy 1.25% of GDP. This brief report looks at the reasons why young people leave and what could be done to end this trend. Considerations for policy-makers are included.
Return to Learning, Return to Work: Helping Low-Qualified Adults Out of Unemployment. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Job Training,Employment Qualifications,Adults,Job Skills,Foreign Countries,Educational Attainment,Workplace Learning,Barriers

Since 2008, the question uppermost in policymakers' minds has understandably been the explosive growth of youth unemployment. But the crisis has also severely affected low-qualified adults, who face the highest rate of unemployment across Europe. A recent Cedefop study confirms that work-based training programmes can address the particular needs of this group, provided programmes are properly targeted and designed. This brief report discusses the special challenges that low-qualified adults face, along with what work-based learning is and how it can help. Considerations for policy-makers are included.
Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000
Author: Balu, Rekha
Date: 2015-11-00
Type: Reports - Research
Subjects: Response to Intervention,Elementary School Students,Reading Instruction,Comparative Analysis,Incidence,Program Implementation,Program Effectiveness,Primary Education,Reading Achievement,Student Placement,Small Group Instruction,Reading Difficulties,Educational Policy

Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in Grade 1-3 reading was reported by 86 percent of the experienced schools. Fifty-five percent of these schools focused reading intervention services on Grade 1 students reading below grade level, while 45 percent of the schools also provided reading intervention services for Grade 1 students reading at or above grade level. Students who scored just below school-determined benchmarks on fall screening tests, and who were assigned to interventions for struggling readers, had lower spring reading scores in Grade 1 than students just above the threshold for intervention. In Grades 2 and 3, there were no statistically significant impacts of interventions for struggling readers on the spring reading scores of students just below the threshold for intervention. The following are appended: (1) Members of the Technical Working Group; (2) Data Collection; (3) Survey Sample Definition, Coding, and Analysis; (4) Schools' Decision Rules and Data Used for the Impact Analysis; (5) Estimation Methods; (6) Validity of the Regression Discontinuity Design; (7) Sensitivity of the Main Impact Findings; and (8) Exploratory Analyses. [For the executive summary to this report, see ED560821.]
Evaluation of Response to Intervention Practices for Elementary School Reading. Executive Summary. NCEE 2016-4000
Author: Balu, Rekha
Date: 2015-11-00
Type: Reports - Research
Subjects: Response to Intervention,Elementary School Students,Reading Instruction,Comparative Analysis,Incidence,Program Implementation,Program Effectiveness,Primary Education,Reading Achievement,Student Placement,Small Group Instruction,Reading Difficulties,Educational Policy

Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in Grade 1-3 reading was reported by 86 percent of the experienced schools. Fifty-five percent of these schools focused reading intervention services on Grade 1 students reading below grade level, while 45 percent of the schools also provided reading intervention services for Grade 1 students reading at or above grade level. Students who scored just below school-determined benchmarks on fall screening tests, and who were assigned to interventions for struggling readers, had lower spring reading scores in Grade 1 than students just above the threshold for intervention. In Grades 2 and 3, there were no statistically significant impacts of interventions for struggling readers on the spring reading scores of students just below the threshold for intervention. [Presented in this report is the executive summary of the study. For the full report &quot;Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000,&quot; see ED560820.]
How Business Leaders Can Support College and Career-Readiness: Staying the Course on Common Core. White Paper
Author: Meyer, Lori
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Academic Standards,Common Core State Standards,Elementary Secondary Education,Alignment (Education),Program Development,Program Implementation,Public Schools,Outcomes of Education,Economic Factors,Job Skills,College Readiness,Planning,Business,Responsibility,Competence,Government Role

For the first time in the nation's history, a majority of students in the United States are learning based on a common set of standards for mathematics and English language arts (ELA) that will prepare them for the demands of the 21st century. The Common Core State Standards (CCSS) provide a clear, consistent framework for what students should know at each grade throughout their K-12 education, aligned to the expectations of colleges, career training programs and the workforce.1 The standards level the playing field for students, rich or poor, black or white, and set the stage for collaboration on a range of tools to support teaching and learning. This white paper presents a discussion of the Common Core from idea, to development, to adoption, an overview of implementation, and an action plan for business leaders to show support for the Common Core. The paper begins by discussing why the common core is needed.
Developing Apprenticeships. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Apprenticeships,Foreign Countries,Educational Benefits,Job Skills,Education Work Relationship,Partnerships in Education,Vocational Education,International Cooperation,Governance

To reduce high unemployment among their young people, countries are looking to others for help. During the economic downturn, some countries have performed better and youth unemployment has remained relatively low, for example in Germany, the Netherlands and Austria. This has been attributed in part to their apprenticeships or &quot;dual'&quot; systems and, consequently, interest in them has increased. Apprenticeships and other forms of work-based learning are seen as having particular advantages as a learning method. They can provide young people and adults with the job-specific and generic skills employers need and so help smooth transition from school or other learning to work. This brief reports discusses transitioning from learning to work and the advantages of apprenticeships.
Exploring Diverse Educational Landscapes: A Relational and Responsive Lens
Author: Ford, T.
Date: 2015-10-02
Type: Speeches/Meeting Papers
Subjects: Culturally Relevant Education,Equal Education,Educational Change,Interpersonal Relationship,Teacher Collaboration,Educational Practices,Discourse Analysis,Individualized Education Programs,School Community Relationship,Indigenous Knowledge

Our goal in this session is to open up new pathways for addressing the seemingly immutable educational disparities, often brought about by historical power imbalances and traditional transmission pedagogies in classrooms and schools that continue to value and perpetuate a view of knowledge and learning maintained by the dominant group. We share culturally response-able processes for coming to grips with what it is we do not know.
Piloting a European Employer Survey on Skill Needs: Illustrative Findings. Research Paper No 36
Author: Sofroniou, Nicholas, Ed.
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Employers,Surveys,Labor Needs,Job Skills,Pilot Projects,Change,Manufacturing Industry,Construction Industry,Health Occupations,Managerial Occupations,Public Administration,Financial Services,Computers,Consultants,Retailing

Today, information and data on skills development come mainly from household and employees surveys: trends in the labour market, demand and supply of skills, data on skill mismatch and skills obsolescence. Recurrent analysis of individual cross-sectional data and their extrapolation into the future indicates significant structural changes over time. Despite the critical nature of such structural data, they do not allow one to understand fully the complexity of changing skill requirements and developments in occupations at the workplace. Therefore, Cedefop, with financial support from the European Commission has taken a step forward by developing a European employer survey on skill needs. Cedefop worked, in close cooperation with experts, to develop and evaluate innovative approaches for measuring skill needs from the employers' point of view. The pilot survey focuses on testing questions on the importance of generic skill requirements and specific working tasks, as well as relevant changes in defined occupations. It also collected information on drivers of change, such as innovation, and their impact on skill requirements at the workplace to broaden the perspective on future needs. The survey also piloted questions on staff preparedness to meet new requirements, and firms' policies to address this issue. This publication describes in brief the measurement concept and the survey methodology tested in the pilot survey to identify current and future skill needs as perceived by employers in Europe. It provides illustrative findings with some implications to be followed up in future work, as well as an assessment of the approach's practicability and options for moving to a large-scale employer survey on skill needs in Europe. A tabular annex provides the share of employment covered by the survey. [The publication is a result of development work under a contract between Cedefop and TNS Infratest Socialfoschung.]
Labour Market Outcomes of Vocational Education in Europe: Evidence from the European Union Labour Force Survey. Research Paper No 32
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Labor Market,Outcomes of Education,Evidence,Young Adults,Education Work Relationship,Comparative Education,Graduates,Employment Potential,Qualifications,Educational Practices,Apprenticeships,Statistical Analysis,Employment Level,Educational Attainment,Tenure,Job Search Methods,Income

This report focuses on the outcomes of vocational education and, in particular, on the transition from education to work in the current employment situation for young adults in the European Union. Using anonymised microdata from the EU labour force survey 2009 ad hoc module, this is one of the first studies to undertake a large cross-country comparison of the labour market outcomes of different education orientations and levels. The report underlines that vocational education graduates experience initially positive labour-market outcomes relative to graduates of medium-level general education. Vocational graduates enjoy a faster transition to work, are more likely to have a permanent first job, and are less likely to find a first job with a qualification mismatch. Additional country level analysis is complemented by an investigation of national institutional features as a possible explanation for cross-country differences in VET labour market outcomes. Annexes include: (1) ISCED [international standard classification of education] definitions; (2) Empirical models used in analysis; (3) Labour market institutions and VET premiums: Theoretical links; and (4) Robustness of institutional analysis. [This report is the result of a team effort, with contributions from Cedefop colleagues under the supervision of Pascaline Descy (Head of Research and Policy Analysis). Alex Stimpson coordinated the study. Marco Serafini and Konstantinos Pouliakas finalised the report. Giovanni Russo and Nick Sofroniou provided valuable input and suggestions throughout. Cedefop is grateful to Emilio Colombo and Luca Stanca (University of Milano-Bicocca) for the research and drafting. This work was carried out under Cedefop's service contract No AO/RPA/ALSTIMSERA/ labour market outcomes of VET/008/10.]
Renewing VET Provision: Understanding Feedback Mechanisms between Initial VET and the Labour Market. Research Paper No 37
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2013-00-00
Type: Reports - Research
Subjects: Interviews,Feedback (Response),Vocational Education,Case Studies,Foreign Countries,Labor Market,Educational Philosophy,Economic Climate,Sustainable Development,Youth,Employment Opportunities,Job Skills,Role,Educational Policy,Educational Change,Educational Planning,Research Needs,Apprenticeships,Models,Classification

A strong VET system is increasingly seen as essential to overcoming the current economic crisis in Europe. VET is seen as a powerful tool to assist in balancing labour market inefficiencies, increasing youth employment possibilities, and reducing skills mismatch. Its inherent flexibility and closeness to the labour market place VET in a good position to contribute to a faster economic recovery and long-term sustainable development. However, crucial for this role is continuous and systematic VET renewal that assures its relevance for the labour market. This publication explores 15 European national approaches to feedback mechanisms between VET and the labour market. It illustrates the diversity of solutions currently applied across Europe and how they are embedded in national traditions and education philosophy. The study asks three fundamental questions: how inclusive are national mechanisms for feedback between the VET system and the labour market; how responsive are existing mechanisms; and how transparent? Three annexes provide: (1) Case Studies; (2) List of interviewees; and (3) List of experts responsible for the country overviews. Bibliography and references are included. [This paper is the result of a team effort reflecting the work of a research consortium led by Jörg Markowitsch from 3s Research Laboratory who together with Tanja Bacher, Carol Costley, David Etherington, Gerhard Geiger, Günter Hefler, Jelena Helemäe, Triin Roosalu, Ellu Saar, Auni Tamm, and Odd Bjørn Ure conducted the research and fieldwork and drafted the report. This work was carried out under Cedefop's service contract No 2011-0161/AO/ECVL/JB-IPS/Cooperation Labour market--VET/007/11.]