ethanporcaro/eric-fulltext-meta huggingface dataset:
Illustrative Multiple-Choice Test Items on the Taxonomy of Cognitive Objectives in Assessing and Evaluating Musical Learning
Author: Tabuena, Almighty C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Test Items,Cognitive Objectives,Taxonomy,Music Education,Foreign Countries

This study identified and annotated appropriate test items using the multiple-choice test item format in the cognitive domain of the taxonomy of educational objectives in assessing and evaluating musical learning through the descriptive-developmental research design. This assessment approach is one of the key skills needed of Music teachers to resolve the learning competencies, difficulties, and diversity of the current curriculum, to assist them in exploring the needs of their students and to provide them with a structure for determining the best and most suitable evaluative methodology in the assessment process. The data were analyzed using Bloom's taxonomy including knowledge, comprehension, analysis, application, synthesis, and evaluation. The annotation for each test item utilized a summary of main ideas and responses for a brief description and discussion in accordance with the cognitive domain and musical concept. Twenty-three illustrative multiple-choice test items were identified and annotated including areas in the Philippine music, Asian music, Western music, and choral works and conducting. Planning classroom tests and assessments requires determining what is to be measured and then defining it precisely so that tasks can be constructed using various relevant measures related to musical learning. This process implied that constructing an assessment requires a clear, concise, and complete direction incorporating the music rudiments and test format according to the behavioral indicators essential in constructing appropriate assessment, that is, an objective test item such as the multiple-choice test item format on the cognitive domain of the taxonomy of educational objectives in assessing and evaluating musical learning.
A Comparative Study between Secondary Level and Tertiary Level Communicative English Language Teaching in Bangladesh
Author: Ivan, Shafaat Bari
Date: 2016-09-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Teaching Methods,Comparative Analysis,Secondary Education,Postsecondary Education,Foreign Countries,Communicative Competence (Languages),Instructional Effectiveness

Communicative Language Teaching (CLT) is the most recent development in Language Teaching which has been termed effective for communication skills needed to meet the demands of today's fast-paced global world. The principles of CLT have been tried and compared with other methods and particularly adopted in Bangladesh to credit its success worldwide. When compared with traditional methods of teaching such as Grammar Translation we have identified CLT as the most effective method in Second or Foreign Language Teaching. We carried out a comparative study between the Secondary and Tertiary Level English Language Teaching in Bangladesh to determine whether CLT is being implemented in actuality in either of the levels, to what extent and with what outcomes. The findings will try to give a clear indication of English Language Teaching in urban Bangladesh and the expected success of this methodology. While researching, a qualitative approach had been taken and a careful literature review was done to construct a theoretical framework.
Introduction to Cost-Effectiveness Analysis Brief
Author: Fermanich, Mark
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Cost Effectiveness,Program Costs,Evidence Based Practice,Educational Finance,Decision Making

The goal of this brief is to provide school district and school staff with tools to help make more effective and efficient use of resources, particularly American Rescue Plan ESSER III funding. ESSER III funding offers districts and schools an opportunity to not only support their immediate needs of safely reopening schools to in-person instruction and addressing learning loss due to COVID-19-related interruptions to schooling, but also leverage opportunities for planning and restructuring for long-term improvement. Cost-effectiveness (CE) analysis is a tool that may be used by districts and schools to compare the costs and effectiveness of two or more program alternatives with similar objectives. CE analysis requires both a detailed accounting of the costs of each alternative and a common outcome that may be compared across the alternatives under consideration. This brief provides an introduction to CE analysis, including the five steps for conducting a CE study.
Guidance for Designing Asynchronous Learning Experiences for Adult Learners
Author: Edmonds, Gerald
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Guidelines,Asynchronous Communication,Instructional Design,Learning Experience,Adult Students,Computer Mediated Communication,Distance Education,Electronic Learning,Teaching Methods,Cognitive Processes,Delivery Systems

This guide is a companion to the &quot;Adult Learning Planning Framework. Toolkit&quot; (ED614137). It works in partnership with the framework while considering the unique challenges associated with the development of engaging and effective online, asynchronous learning experiences that have become embedded in the fabric of learning for all. The information contained in this guide focuses on: (1) The design of adult learner asynchronous learning; (2) The implementation of adult learner asynchronous learning; and (3) The selection of strategies, tools, and techniques. The guide's appendices provide sample worksheets to support instructional planning and adult learner support.
A Year Apart: Adapting Curricula for a Pandemic--Educational Resources in U.S. K-12 Education, 2021
Author: Seaman, Julia E.
Date: 2021-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Open Educational Resources,School Closing,Educational Technology,Online Courses,Technology Integration,Faculty Development,Program Effectiveness,Curriculum,Teaching Methods,Health,Safety,School Districts,Teacher Attitudes,Administrator Attitudes,Instructional Materials,Blended Learning,Teaching Experience,Certification,Knowledge Level

This study is one in a series on K-12 curricula discovery, selection, and adoption processes in the U.S. The COVID-19 pandemic sparked significant changes in how classes were taught and curriculum materials were sourced, and this survey's focus shifted to studying that impact. The pandemic-induced move to remote instruction was only possible because school districts had already embraced online-supported activities. This study includes a detailed examination of open educational resources (OER) awareness and OER adoption rates as part of the broader questions surrounding digital curricula decisions. Additionally, previous surveys indicated that the availability and quality of professional development materials had a measurable impact on teacher adoption and sentiment for curricula. As a result, the survey asks about the perceived effectiveness of professional development on the curricula, pedagogical practices, and health and safety issues during the pandemic. The survey examines the curricula use and choices of K-12 schools and districts during the COVID-19 pandemic. This year's survey asked teachers and administrators about their current teaching situation (in-person and/or remote), whether they made any adaptations to the current pandemic curricula, and whether they integrated any digital materials into their curricula.
The Conditions for Establishing a Therapeutic Alliance between the Counselor and the Gifted Client
Author: David, Hanna
Date: 2021-04-00
Type: Journal Articles
Subjects: Gifted,Counselor Client Relationship,Intervention,Patients,Intelligence,Children,Adolescents,Counselor Attitudes,Trust (Psychology),Counseling Techniques,Personality Traits,Best Practices

This article examines the issue of therapeutic alliance in counseling the gifted, focusing on the conditions essential to build a therapeutic alliance between the counselor and the patient. The subject of therapeutic counseling has been widely discussed by many psychologists, both from theoretical and practical points of view in many works. It has also been mentioned that such an alliance is the most important condition for achieving the goals of any psychological intervention. This work challenges some of the accepted principles about counseling in general and counselling the gifted in particular. While I do accept that having access to subjects that are of interest of the gifted client helps the therapist to connect with them, I have found that the issue of intelligence, not mentioned in any of the previous works dealing with therapeutic alliance, has been the most important one for establishing such an alliance. In my experience the most frequent complaint I have heard from gifted children and adolescents has been &quot;they cannot understand me because they are not smart enough&quot;. It can be concluded that high intelligence is a necessary condition for a therapeutic alliance with the gifted.
Planning Engaging Learning Experiences
Author: Lamitie, Amy
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Planning,Learning Experience,Learner Engagement,Adult Students,Guides,Professional Development

This resource provides recommendations for methods, tools, suggested (not endorsed) sample solutions, and tasks trainers can use to increase participant engagement in professional learning experiences. It also outlines connections between adult learning principles and steps in the &quot;Adult Learning Framework.&quot; This resource includes: (1) sample connection tasks; (2) sample consolidation tasks; and (3) sample transfer tasks. [For &quot;Adult Learning Planning Framework. Toolkit,&quot; see ED614137.]
Navigating the College-to-Career Pathway: The 10 Rules of Moving from Youth Dependency to Adult Economic Independence
Author: Carnevale, Anthony P.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,COVID-19,Pandemics,Young Adults,Economic Status,Socioeconomic Status,Social Justice,College Students,Economic Impact,Money Management,Independent Living,Vocational Education,Career Readiness,Value Judgment,Expectation,Employment Qualifications,Equal Education,Racial Bias,Outcomes of Education,Social Bias

Over the past half century, postsecondary education has taken on an increasingly important role in career preparation in the United States, with profound effects on the life experiences of young adults. Having a college credential has become both more valuable in the labor market and more expensive, with much of the burden falling directly on students and their families. At the same time, postsecondary institutions are not doing enough to equip students to lead economically independent and fulfilling lives. This essay explores several current trends, including the following: the role of the COVID-19 pandemic in both exacerbating the challenges young adults face on the way to economic self-sufficiency and amplifying postsecondary education's relationship to economic security; the increasing number of jobs that will require at least some postsecondary education and training; and the role that separate and unequal postsecondary institutions play in perpetuating and exacerbating racial and socioeconomic injustice. Based on these trends, the report outlines 10 rules of the college game for students and their families as they choose among different postsecondary institutions and programs. Finally, the essay concludes with recommendations to measure educational value to better align the classroom and the workplace, which will ensure that postsecondary education better fulfills its economic, political, and cultural missions.
The Impact of OER Initiatives on Faculty Selection of Classroom Materials
Author: Spilovoy, Tanya
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Open Educational Resources,Knowledge Level,Program Effectiveness,Technology Integration,Instructional Materials,College Faculty,Media Selection,Leadership,Committees,Public Colleges,Intellectual Disciplines,Geographic Regions,Correlation,Institutional Characteristics

The adoption of Open Educational Resources (OER) is on the rise, driven in part by increasing awareness of OER. But while faculty and institutions have shown increasing awareness and acceptance of OER, many remain unfamiliar with what they are, or how to utilize them. When faculty are aware of OER initiatives at their institution, there is an increased awareness of OER, and an increased reported likelihood of consideration and of future OER adoption. This report examines activities at the state and regional level in the U.S., with a focus on regional higher education compacts. This report aims to examine the effectiveness of large-scale OER initiatives on faculty awareness and adoption of OER. The ultimate goal is to gain an understanding of how large-scale OER efforts influence faculty decisions, and ultimately have a positive impact on students. As the regional compacts continue to collaborate around issues of OER policy and practice, this report serves as an initial assessment and a foundation by which to measure impact of OER leadership at compacts over time.
Digital Faculty: Faculty Expectations about the Future of Higher Education
Author: Veletsianos, George
Date: 2021-00-00
Type: Reports - Research
Subjects: College Faculty,Teacher Attitudes,Expectation,Futures (of Society),Higher Education,Educational Trends,COVID-19,Pandemics,Blended Learning,Web Based Instruction,Online Courses,Electronic Learning

This report is part of a broader research project called &quot;Digital Faculty.&quot; &quot;Digital Faculty&quot; builds upon previous studies about faculty use of technology, faculty use of social media, and faculty views of the future of higher education. This specific report focuses solely on faculty expectations about the future of higher education. The findings reflect the responses of 1,131 faculty from across the United States. The sample is representative of the overall range of faculty in the United States. The findings report on faculty members' sense of optimism and pessimism, their expectations as to the degree to which COVID-19 will impact their institutions, their views of what other factors might impact their institutions, and what they speculate teaching and learning may potentially look like in the future. Finally, the report presents descriptive statistics and open-ended comments, and highlights areas for future work. [George Veletsianos received support from the Social Sciences and Humanities Research Council of Canada and the Canada Research Chairs program.]
The Overview of Gifted Education in Israel in Terms of Rate of Receiving International Prizes Israelis and Jews Living Elsewhere?
Author: David, Hanna
Date: 2013-00-00
Type: Journal Articles
Subjects: Jews,Awards,Professional Recognition,Educational Quality,International Organizations,Foreign Countries,Comparative Analysis,Gifted,Gifted Education,Enrichment Activities,Place of Residence,Scientific Research,Intelligence Quotient,Computer Science,Literature,Economics

One of the indicators about countries' quality of education is receiving the international prizes e.g. The Nobel Prize, The Fields Medal, The Turing Award, The IJCAI -- Computers and Thought Award, and the Award for Research Excellence according to international criteria. In this study the comparison of prizes that Israelis and Jews living elsewhere Israel has been examined in terms of population of the country where they live, the number of prizes. It is clear that the numbers of prizes that Jewish living elsewhere has won are high in comparison to living in Israel. In this situation, enrichment programs for gifted children practiced for 40 years in Israel should be check out in terms of international criteria.
What We Teach: K-12 Educators&apos; Perceptions of Curriculum Quality
Author: Seaman, Julia E.
Date: 2020-00-00
Type: Reports - Research
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Educational Quality,Open Educational Resources,Mathematics Curriculum,Language Arts,Science Education,History Instruction,Social Studies,Media Selection,Curriculum Development,Program Effectiveness,Faculty Development

Curriculum based on open educational resources (OER) -- materials that are free for educators and students to use, customize, and share -- represent a small portion of all K-12 recent adoptions, at slightly over 5%. OER are concentrated in Mathematics, where 14% of adoption decisions were OER (compared to 4% for English Language Arts, 2% for Science, and 1% for History and Social Studies). Despite the small numbers, those who select OER view the overall quality as slightly better than commercial alternatives, and considerably better on multiple specific aspects of teaching and learning, such as extending the core knowledge to novel tasks and situations, and collaborating with others. The use of external curriculum review sites during the selection process is associated with higher OER adoption rates; districts that did not employ an external review site in their selection process were least likely to adopt an OER solution. This study examines curricula adoption decisions and use among K-12 schools and districts in the U.S. A total of 2,137 respondents are included in the analysis, composed of district administrators, school-level administrators, and in-class teachers. As part of the broader questions surrounding adoption decisions, the study includes a more detailed examination of OER awareness, OER adoption rates, the impact of OER on teaching and learning, and the relationship between the effectiveness of the adopted curriculum and the overall effectiveness of the professional development used to support it. The responses for this study were collected prior to the shift to emergency distance learning in schools and districts across the country spurred by COVID-19. Such a massive effort on the part of so many in the K-12 universe will no doubt impact their options, strategies, and future plans, so the results presented here need to be viewed through that lens.
Digital Faculty: Faculty Social Media Use and Communications
Author: Johnson, Nicole
Date: 2021-00-00
Type: Reports - Research
Subjects: Social Media,Teacher Attitudes,College Faculty,Web Sites,Electronic Publishing,Teacher Student Relationship,Technology Uses in Education,Mass Media Use

The Digital Faculty research project builds upon previous studies about faculty use of technology, faculty social media use and communications, and faculty perceptions of the future of higher education. This report focuses on Faculty Social Media Use and Communications. In this report, findings are presented about most commonly used social media platforms by faculty, personal and professional uses of social media, and patterns of social media use. The authors report on the proportion of faculty with personal websites or blogs and examine variations between faculty subgroups. The authors also share open-ended comments made by faculty members that express their perceptions about social media, and examine faculty communications with students and the role that social media plays in these interactions. Finally, the implications of these findings are discussed and recommendations for future research are made.
Perception of the Students between the School&apos;s Support in Academics and Sports towards the Promotion and Sustainability of Sports Activities
Author: Tabuena, Almighty C.
Date: 2020-04-00
Type: Journal Articles
Subjects: Student Attitudes,Kindergarten,Elementary Secondary Education,Outcomes of Education,Team Sports,Academic Education,Physical Education,Information Dissemination,Mental Health,Physical Health,Catholic Schools,Foreign Countries,Sustainability,High School Students

In the emergence of the existing curriculum--K to 12, where the students are the primary emphasis, the perceptions of the students are important in quality monitoring systems which are crucially needed to enable monitoring and evaluation of these important outcomes, such as the student activities. This study examined the perceptions of students regarding the support of the school between academic and sports activities. It focuses more on the school's support towards sports activities on how will the school provide the students &quot;a healthy mind in a healthy body&quot; in motivating them, as well as to promote and sustain the sports activities. This would be beneficial to the students in order to provide them an engaging and conducive learning environment inside and outside the school premises aside from academic activities which are the encouragement to promote and sustain sports activities, as their perceptions become evident throughout the study. According to the perception of the students, it is clearly interpreted that the school gives more support in academic activities compared to sports activities; therefore the school should promote and sustain the sports activities through training, enough training hours and sports activities, number of trainers, scope and time span of sports activities, and dissemination of information.
Supporting Families in Region XI AIAN Head Start: Centers&apos; Early Responses to the COVID-19 Pandemic. OPRE Report 2021-182
Author: Gonzalez, Katie
Date: 2021-00-00
Type: Reports - Research
Subjects: Federal Programs,Disadvantaged Youth,Preschool Education,COVID-19,Pandemics,American Indians,Alaska Natives,Tribes,Child Development,Economically Disadvantaged,Child Care Centers,Family School Relationship,Referral,Family Needs,Geographic Regions,Administrator Attitudes,Social Media,Computer Mediated Communication,Lesson Plans,Web Sites,Distance Education,Instructional Materials,Telecommunications,Internet,Access to Education,Barriers,Health Services,Ancillary School Services,Communication Strategies

COVID-19 was declared a pandemic by the World Health Organization and a public health emergency by the U.S. Centers for Disease Control in March 2020 (Centers for Disease Control and Prevention 2020). In the following months, families in the U.S. experienced financial hardships such as job and income loss, increasing food insecurity, and loss of child care (Gassman-Pines et al. 2020; Patrick et al. 2020). Historically, pandemics and diseases have had higher prevalence and impact in American Indian and Alaska Native (AIAN) communities (Kakol et al. 2020). Children and families in AIAN communities have also been disproportionately affected by the COVID-19 pandemic as well. Region XI Head Start programs are operated by federally recognized AIAN tribes and deliver comprehensive children's development services to economically disadvantaged children and families. Even while physically closed, Head Start programs and centers may have offered children and families valuable support during the COVID-19 pandemic. This brief focuses on how Region XI Head Start children's centers responded early in the COVID-19 pandemic to support children and families in Region XI. In the brief, the authors use information reported by center directors in June and July 2020 to describe how children's centers adjusted their communications and services with families during the early months of the COVID-19 pandemic. They first describe the strategies that children's centers used to communicate with families. They then examine the needs that families reported to center staff during the COVID-19 pandemic, and explore whether children's centers provided supports that correspond with those needs, on average. The brief concludes with a discussion how the services and referrals that children's centers provided to children and families changed during the early months of the COVID-19 pandemic. [The brief is cowritten with the AIAN FACES 2019 Workgroup.]