ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination the Digital Competence of Teacher Candidates in Terms of Different Variables
Author: Korucu, Agâh Tugrul
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Technological Literacy,Likert Scales,Statistical Analysis,Technology Integration,Information Technology,Motivation,Grades (Scholastic),Intellectual Disciplines,Departments,Handheld Devices,Use Studies,Efficiency

It has been essential to make use of technology in education as a result of the improvements in information and communication technology in the 21st century. Teachers, who are the organizers and the developers of learning environments, need to have a high level of consciousness with regard to digital competence. Thus, students can acquire digital competence only if teachers do it first. The aim of this study is to analyse the digital competence of teacher candidates in terms of different variables. The study group consisted of 200 teacher candidates who study at different departments of Ahmet Kelesoglu Faculty of Education, Necmettin Erbakan University. Screening model was used as the research method in the present study. As data collection tools, a personal data form which was developed by researchers and by which the demographic characteristics of the study group students were obtained, and &quot;The Digital Competence Scale&quot; which was developed by Akkoyunlu, Yilmaz Soylu &amp; Caglar (2010) were used. The scale is 7 Likert type, 45 item and of four dimensions. Cronbach Alpha coefficients were calculated for the results of the scale reliability; and they were 0.86 throughout the scale, 0.94 in the first sub-dimension (Awareness), 0.84 in the second sub-dimension (Motivation), 0.78 in the third sub-dimension (Technical Access) and 0.81 in the fourth sub-dimension (Competence). The computer-aided statistical packaged program, SPSS was used in order to analyse the data collected, and the present study benefited from descriptive statistics, t-test, one-way analysis of variance and correlation methods. The study concluded that-- when the digital competence of teacher candidates assessed in terms of gender in sub-dimensions of the scale--the digital competence awareness and the technical access levels of both male and female teacher candidates were high, however, their digital competence and motivation levels were close to low. Also, it has been revealed that overall average scores of teacher candidates from different branches differed significantly. Teacher candidates also differed significantly in having Internet and computers.
Investigation the Technology Usage Level of Teacher Candidates
Author: Korucu, Agah Tugrul
Date: 2016-04-00
Type: Reports - Research
Subjects: Technology Uses in Education,Educational Technology,Preservice Teachers,Foreign Countries,Technological Literacy,Student Characteristics,Internet,Access to Computers,Correlation,Grades (Scholastic),Surveys,Statistical Analysis

Necessity to train individuals who are away from the digital divide that is defined as the gap between the masses who can make use of information technology effectively and who do not have access to information technology due to lack of education (Uckan, 2009). The aim of this study is to analyse the digital competence of teacher candidates in terms of different variables. The study group consisted of 200 teacher candidates who study at different departments Necmettin Erbakan University. Screening model was used as the research method in the present study. As data collection tools, a personal data form which was developed by researchers and by which the demographic characteristics of the study group students were obtained, and &quot;The Digital Competence Scale&quot; were used. As result of this research, positive steps need to be taken for the integration of information and communication technology into classes before teacher candidates are graduated from faculties, teacher candidates need to be assisted to use information and communication technology both in daily and educational life, and they need to be guided to acquire using skills of technology. Internet zones need to be developed so that teacher candidates can exchange their knowledge and experience with friends. An easily, cheaply and constantly accessible Internet infrastructure may be constructed among universities and schools, and applications may be developed so that teacher candidates and lecturers use in order to come together in different educational environments.
The Analysis of New Generation Mobile Device Dependencies of Students in Faculty of Education
Author: Korucu, Agah Tugrul
Date: 2016-04-00
Type: Reports - Research
Subjects: Foreign Countries,Handheld Devices,Telecommunications,Information Technology,Technology Integration,Use Studies,Preservice Teachers,Likert Scales,Measures (Individuals),Addictive Behavior,Factor Analysis

The development of technology brought about some advantages as well as particular disadvantages. Smart phones which are new generation mobile devices are technological tools for meeting certain needs such as entertainment, social media, realization of daily routines and usage for educational purposes. The facts that new generation mobile devices can realize many transactions and provide solutions for individuals' needs immediately, arise the continuous interaction of individuals with mobile devices and thus, technological dependency. It is important to determine the usage of mobile technology by instructors who own a particular role in ICT integration process. The habitudes which instructors gained before their professional lives affect their careers. Therefore it is important to determine their usage of new generation mobile technologies in order to earn them the correct habitudes. The aim of this study is to determine the prospective instructors' usages of smart phones who receive education in different branches of faculty of education in terms of various variables. Research group consists of 217 prospective instructors who are studying in different branches at Necmettin Erbakan University. As data collection tool of the study; &quot;personal information form&quot; and &quot;Smart Phone Dependency Scale&quot; were used. The scale is 6-point Likert-type scale. It consists of 33 items. The Cronbach alpha (a) internal consistency coefficient of Smart Phone Dependency Scale is found 0.947. SPSS package program is used in order to analyze the data collected by data collection tools. Descriptive statistics, t-test for independent samples and analysis of variance are used for the analysis of data.
NWEA Professional Learning
Author: Northwest Evaluation Association
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Publications,Delivery Systems,Professional Education,Professional Associations,Teacher Evaluation,Evaluation Utilization,Data,Teacher Workshops,Coaching (Performance),Electronic Learning,Learning Activities,Evidence Based Practice,Organizational Culture,Organizational Change,Formative Evaluation,Teacher Empowerment,Teacher Leadership

This comprehensive brochure presents how the Northwest Evaluation Association's professional development offerings--plus flexible delivery options designed for busy lives--can make it easier to utilize data. This brochure explores a range of workshops, coaching, online learning, and professional development packages to meet educators' needs and help create a culture where quality data inform day-to-day teacher practice, student learning, and curriculum. The brochure contains the following sections: (1) Create a Culture of Growth and Change; (2) Make the Most of MAP; (3) Master Classroom Formative Assessment Practices; (4) Create and Empower Leaders at All Levels; and (5) Extend Your Learning.
Thriving People. Vibrant Places. A Five-Year Progress Report from the Boston Foundation
Author: Hindley, Barbara
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Social Change,Community Development,Grants,Citizenship,Leadership Responsibility,Donors,Educational Improvement,Health Promotion,Wellness,Economic Development,Labor Market,Neighborhoods,Housing,Cultural Awareness,Community Organizations,Nonprofit Organizations

In the fall of 2009, the Boston Foundation announced a new strategic framework, &quot;Thriving People, Vibrant Places&quot;, to guide much of its work for the next five years. The framework had its roots in a larger strategic direction first taken by the Foundation's Board of Directors in 2001. At that time, the Board believed the Boston Foundation could expand its impact beyond its traditional role--as a broad, responsive funder of nonprofits--by serving as a civic leader, and proactively addressing the region's greatest challenges. The new framework released in 2009 was informed by the unsettling economic and social context of the time. Following a preface by the President and CEO of the Boston Foundation, Paul Grogan, this report describes the three primary roles the Boston Foundation plays in the community--grant maker, civic leader, and partner with donors--and focuses on the framework's five impact areas: (1) education; (2) health and wellness; (3) jobs and economic development; (4) neighborhoods and housing; and (5) arts and culture. The report describes the ways in which the Boston Foundation succeeded in meeting its goals and where it fell short, and summarizes some of the lessons learned since 2009 and how this new knowledge will inform the Boston Foundation's future work as it continues to play its fundamental role as a seeker of positive social change. Contains endnotes.
Blue Valley School District: Kansas District Extends Growth Measurement to the Early Grades, Experiences Measurable Impact
Author: Northwest Evaluation Association
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: School Districts,Standardized Tests,Academic Achievement,Elementary Schools,Elementary School Students,Data Collection,Student Needs,Student Evaluation,Measurement,Common Core State Standards,Kindergarten

Blue Valley, the fourth largest school district in Kansas, covers 91 square miles. More than 20,000 K-12 students attend its 34 schools ( five high schools, nine middle schools, and 20 elementary schools). Of the district's students, 8% qualify for free and reduced lunch and about 3% are English Language Learners. Blue Valley began using Measures of Academic Progress® (MAP®) in 2005 in order to track students' academic growth over time and independent of grade level. Having experienced how MAP data helps inform student learning and professional development in older grades, in 2010 the district also decided to implement computer-adaptive MAP for Primary Grades (MPG) in all 20 elementary schools, starting in kindergarten. Like their MAP-using counterparts, district teachers have discovered a core benefit of MPG data: it lets them identify each student's learning levels and skill gaps in order to quickly and precisely differentiate instruction-whether students are below, at, or above grade level. Blue Valley educators have found that MPG helps them set students on the right track early on, ensuring they enter the older grades with unparalleled growth and ready to take on the challenges of the Common Core Standards.
The Hunting Ground: The Inside Story of Sexual Assault on American College Campuses
Author: Dick, Kirby
Date: 2016-00-00
Type: Books
Subjects: Violence,Sexual Abuse,Documentaries,College Environment,Rape,School Culture,Films,College Administration,Administrator Role,Law Enforcement,Females,Athletes,Victims,Fraternities,Interviews,Males,Mass Media,College Athletics,College Faculty

The debate over sexual violence on campus is reaching fever pitch, from headlines about out--of-control fraternities, to the &quot;mattress protests&quot; by female students at Columbia University and other colleges. &quot;The Hunting Ground,&quot; the new documentary by award-winning filmmakers Kirby Dick and Amy Ziering, has taken this debate to a new level, becoming a galvanizing catalyst for discussion at the hundreds of campuses where the documentary is being screened each month. The film has sparked calls for legislation by Governor Andrew M. Cuomo of New York and other prominent public figures and sparked a backlash from university administrators, fraternities, and conservative groups. Now, in a new companion volume to the film, all those concerned about the &quot;rape culture&quot; on campus will be offered an inside perspective on the controversy, as well as reactions to the film from a range of leading writers and guidance on how to learn more and get active. As in the film, it's the gripping personal stories told by female students--and the obstinate refusal of college administrators and law enforcement authorities to recognize the severity of the problem--that will rivet readers.
How Boston and Other American Cities Support and Sustain the Arts: Funding for Cultural Nonprofits in Boston and 10 Other Metropolitan Centers
Author: Koo, Juliana
Date: 2016-01-00
Type: Reports - Research
Subjects: Financial Support,Nonprofit Organizations,Arts Centers,Comparative Analysis,Urban Areas,Corporations,Income,Change Strategies,Statistical Analysis,Expenditures,Costs,Resource Allocation,Budgets,Organization Size (Groups),Focus Groups,Taxes

Arts and culture are essential components of a vibrant community. This new report revisits the issue of financial support for the nonprofit arts sector in Boston and compares it to 10 other cities. The 10 comparison cities are: (1) Baltimore; (2) Chicago; (3) Cleveland; (4) Houston; (5) Minneapolis-St. Paul; (6) New York; (7) Philadelphia; (8) Portland, Oregon; (9) San Francisco; and (10) Seattle. It also shows that, while Bostonians are tremendously supportive of nonprofit arts organizations, both as audience members and donors, limited investments by foundations, corporations and government may be preventing the region's cultural institutions, especially small and mid-sized nonprofits, from realizing their fullest potential. The study asks 3 questions: (1) How do Boston's arts organizations compare to those in other cities in terms of depth, breadth and assets?; (2) How do Boston's revenue mix and funding landscape compare to those in other cities?; and (3) Where are the opportunities to identify resources that Boston could deploy to create systemic change? To explore these questions, the Technical Development Corporation (TDC) used two sources for quantitative information: IRS Form 990 data from GuideStar and data from the Cultural Data Project, using 2012 as the base year of analysis. It was found that: (1) Boston's arts market is densely populated; (2) Boston's arts organizations of all sizes are engaging audiences; (3) Boston's arts market is unevenly distributed; (4) Boston's arts organizations pay full freight on facilities; and (5) Boston's individual donors are extremely generous. The following are appended: (1) Methodology and Data Sources; (2) Interviewees; and (3) Works Cited and Data Sources.
Keeping Learning on Track: A Case-Study of Formative Assessment Practice and Its Impact on Learning in Meridian School District
Author: Thum, Y. M.
Date: 2015-03-01
Type: Reports - Research
Subjects: Case Studies,Formative Evaluation,Academic Achievement,School Districts,Professional Development,Program Effectiveness,Outcomes of Education,Partnerships in Education,Evidence,Research Design,Program Implementation,Measures (Individuals),Mathematics Achievement,Reading Achievement,Statistical Analysis,Teacher Surveys,Student Surveys,Models,Fidelity,Learner Engagement,Factor Analysis

In partnership with Joint School District 2 in Meridian, Idaho, this theory-driven study assessed the impact of Keeping Learning on Track® (KLT™), a professional development program pioneered by Dylan Wiliam and his colleagues at the Educational Testing Service (ETS). A team of Northwest Evaluation Association™ (NWEA™) researchers surveyed teachers and students over two academic years (2012-13, 2013-14) to examine which elements of the program, and under what conditions, we saw the greatest impact on 1) the use of formative assessment instructional practices in the classroom and, 2) changes in student achievement measures in reading and mathematics. Our results were generally positive. The findings suggest that KLT influenced teacher practices and student engagement over time. Teacher and student survey responses report successful adoption of the five key formative assessment strategies. Additionally, participants reported positive evaluations of their KLT experience and cited sharing experiences with their peers in learning communities as the most helpful aspect of the program. There was little direct evidence that KLT impacted student achievement over the course of the study. But, as many researchers have observed, professional development programs may take more time to show discernible progress in terms of student achievement outcomes. Thus, it could be too early to see measurable gains in student achievement. NWEA plans to continue its partnership with Meridian and track student growth in subsequent years to explore this possibility. Lastly, various aspects of KLT implementation that were measured did not appear to influence our conclusions about KLT in Meridian. We hope our findings help Meridian and other partner districts assess the value of their investment in KLT and inform recommendations to improve the program and its delivery to improve student engagement and learning. The following are appended: (1) Tables and Figures; (2) Teacher, Teacher Leader, and Administrator Survey; and (3) Student Survey.
Making Work-Based Learning Work
Author: Cahill, Charlotte
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Workplace Learning,On the Job Training,Educational Principles,Access to Education,Models,Educational Objectives

Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or advancement in a particular career field--offers a solution to this problem. But although the benefits of work-based learning are clear, they have accrued primarily to the most highly educated and socially connected segments of the U.S. population. In recent years, educators and leaders in the workforce development field have returned again and again to the problem of providing work-based learning opportunities to the marginalized populations for whom this experience can mean the most. This paper guides the design and implementation of effective models of work-based learning that expand access for the many people who don't currently benefit from these opportunities, including the introduction of seven principles for effective work-based learning that Jobs For the Future (JFF) has identified based on more than three decades of experience in promoting and implementing education and workforce strategies that support youth and adults seeking to launch and advance in careers. [For the related document: &quot;7 Principles for Effective Work-Based Learning,&quot; see ED567847.]
7 Principles for Effective Work-Based Learning
Author: Cahill, Charlotte
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Work Experience Programs,Disadvantaged,Educational Benefits,Career Readiness,Job Skills,Skill Development,Compensation (Remuneration),Academic Persistence,Social Support Groups

Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or advancement in a particular career field--offers a solution to this problem. But although the benefits of work-based learning are clear, they have accrued primarily to the most highly educated and socially connected segments of the U.S. population. In recent years, educators and leaders in the workforce development field have returned again and again to the problem of providing work-based learning opportunities to the marginalized populations for whom this experience can mean the most. The full report &quot;Making Work-Based Learning Work&quot; guides the design and implementation of effective models of work-based learning that expand access for the many people who don't currently benefit from these opportunities. This document, &quot;The 7 Principals for Effective Work-Based Learning&quot; expands on each of the seven principles, laying out the benefits of each. [For the full report: &quot;Making Work-Based Learning Work,&quot; see ED567846.]
Work-Based Courses: Bringing College to the Production Line
Author: Kobes, Deborah
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Community Colleges,Workplace Learning,Courses,Partnerships in Education,School Business Relationship,On the Job Training,Manufacturing Industry

Work-based courses are an innovative way to bring college to the production line by using the job as a learning lab. This toolkit provides guidance to community college administrators and faculty who are interested in bringing a work-based course model to their college. It contains video content and teaching tips that introduce the six steps of implementation, as well as related tools and resources for in-depth support for your program design and implementation process.
MAP Science for Use with Next Generation Science Standards. NWEA External FAQ
Author: Northwest Evaluation Association
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Science Achievement,Academic Standards,Student Evaluation,Science Tests,Test Items,Evaluation Methods,Grade 6,Grade 7,Grade 8,High School Students,Design,Measurement,Grade 3,Grade 4,Grade 5

Measures of Academic Progress® (MAP®) Science for use with Next Generation Science Standards (NGSS) assessments are available for the 2016-17 school year. These new assessments measure student growth toward understanding of the multidimensional NGSS performance expectations. This report presents MAP Science for use with NGSS by presenting and answer the following questions: (1) What are the Next Generation Science Standards (NGSS)?; (2) What is the purpose of MAP Science for use with NGSS assessments?; (3) How are the items in MAP Science for NGSS aligned to the dimensions of NGSS?; (4) How do multidimensional items compare to single dimensional items?; (5) How are the MAP Science for use with NGSS blueprints different from older MAP for Science blueprints?; (6) Is MAP Science for use with NGSS for grades 6-8 useful for high school students?; (7) How will the Learning Continuum reports reflect multidimensional standards?; (8) How does the new assessment affect the growth and status norms?; (9) What does engineering design look like in the assessments?; (10) How does NWEA ensure MAP Science for use with NGSS item pools provide a wide range of content complexity and cognitive rigor?; and (11) Is the current MAP for Science still available?