ethanporcaro/eric-fulltext-meta huggingface dataset:
The Professional Teaching and Learning Cycle: Introduction. 2nd Edition
Author: SEDL
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Faculty Development,State Standards,Teacher Collaboration,Alignment (Education),Systems Approach,Academic Achievement,Educational Improvement,School Effectiveness,Decision Making,Leadership Role,Instructional Leadership,Data Analysis,Teaching Methods,Learning Processes,Teamwork,Educational Planning,School Culture,School Districts,Time Management,School Schedules,Partnerships in Education

The professional teaching and learning cycle (PTLC) is a professional development process in which teachers collaboratively plan and implement lessons aligned to their state standards. This process is an important part of the Working Systemically approach, designed by SEDL to improve a school system's capacity to increase student achievement. Working in partnership with the Charles A. Dana Center at the University of Texas at Austin, SEDL developed this job-embedded process that reflects the research on professional development and school improvement. PTLC is an ongoing, cyclic process that is designed to improve the: (1) quality of professional development (ongoing, job-embedded, results-driven); (2) professional collaboration among staff; (3) use of data to inform instructional and programmatic decisions; (4) alignment of curriculum, instruction, and assessment to the state standards; (5) quality and coherence of instruction across classrooms; (6) monitoring of student learning; and (7) leadership-support systems for continuous school improvement. The process comprises six steps--study, select, plan, implement, analyze, and adjust. This publication provides a detailed overview of the process and outlines the objectives for each of the six steps and the overall cycle. It also addresses the importance of leadership roles and the culture and conditions necessary to support PTLC. The information presented herein provides the grounding needed in order to understand and explain PTLC to teachers and leaders as they work through this process.
Digital Literacy: An NMC Horizon Project Strategic Brief. Volume 3.3
Author: Alexander, B.
Date: 2016-10-00
Type: Reports - Research
Subjects: Information Literacy,Technological Literacy,Definitions,Instructional Leadership,Best Practices,Models,Program Implementation,21st Century Skills,Alignment (Education),Computer Software,Creativity,Interdisciplinary Approach,Strategic Planning,Critical Thinking,Partnerships in Education,School Business Relationship,Educational Cooperation,Library Role,Student Empowerment,Media Literacy,College Students,Curriculum Design

&quot;Digital Literacy: An NMC Horizon Project Strategic Brief&quot; was commissioned by Adobe Systems to explore an increasingly pressing challenge for United States higher education institutions: advancing digital literacy among students and faculty. Unfortunately, lack of agreement on what comprises digital literacy is impeding many colleges and universities from formulating adequate policies and programs. The aim of this publication is to establish a shared vision of digital literacy for higher education leaders by illuminating key definitions and models along with best practices and recommendations for implementing successful digital literacy initiatives. Findings from our digital literacy survey as well as from the NMC Horizon Project environmental scanning process will depict the benefits of digital tools and approaches, providing positive exemplars in higher education. [This Strategic Brief was made possibly by Adobe Systems. To view the follow-up to this brief, &quot;Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief,&quot; see ED593904.]
The Impact of Therapeutic Horse Riding on Motor Function and Social Skills of Children with Cerebral Palsy
Author: Charitaki, Garyfalia
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Animals,Therapy,Cerebral Palsy,Physical Therapy,Psychomotor Skills,Interpersonal Competence,Children

The purpose of this research is to investigate the impact of Therapeutic Horse Riding on Motor and Social Skills of children with Cerebral Palsy. Social skills are closely related to the quality of social relationships and the ability to communicate and collaborate in general (So &amp; Brush, 2008). Motor function difficulties are common in cerebral palsy and can cause important activity restriction (Rosenbaum, et al., 2007). The sample of the research consisted of 30 participants (18 Special Educators and 12 Therapists). Semi-structured interviews were conducted with all participants in order to be collected sufficient data to triangulate. Results from the qualitative analysis shown that Therapeutic Horse Riding can benefit the development of social skills in children with Cerebral Palsy. Motor function can also be benefited due to the three-dimensional movement of the horse and heat from the body of it, which improves the blood circulation and contributes directly to the relaxation and reduction of spasticity. Though, the effect of Therapeutic Horse Riding on children with Cerebral Palsy, and other special needs are directly related to the child's particular needs.
A Different, More Durable Model: Hunter College Urban Teacher Residency Project
Author: Sloan, Kay
Date: 2018-09-00
Type: Reports - Research
Subjects: Urban Teaching,Urban Schools,Public Schools,Beginning Teachers,Secondary School Teachers,Teacher Interns,Program Effectiveness,Teacher Persistence,Teacher Effectiveness,Academic Achievement,Partnerships in Education,Urban Universities,Longitudinal Studies,Special Education Teachers,Teacher Education Programs

This report shares findings from three longitudinal studies of the Urban Teacher Residency (UTR) Project, a partnership between New Visions for Public Schools, Hunter College, and the New York City Department of Education. From 2009 to 2014, with funding from the US Department of Education's Teacher Quality Partnership (TQP) Program, UTR placed over 150 new English, mathematics, science, and special education teachers in some of the city's highest-need secondary schools. For UTR, both internal program data and external evaluation data had shown promising results: Each cohort of UTR residents, selectively chosen, increasingly diverse, had completed all program requirements with only modest attrition, spending a year in a high-needs school under the guidance of a trained mentor, meeting benchmarks on a set of program assessments that included a demonstration of effective practice, completing Hunter coursework, passing required New York state licensure exams, and obtaining jobs in high-needs schools. Survey and focus group data, gathered at the end of each UTR cohort's clinical year by Rockman et al, UTR's external evaluator, confirmed that residents were entering classrooms confident in their skills and knowledge--and in their decision to become teachers. Year after year, Rockman's annual analyses of student achievement also showed that students taught by UTR teachers were performing as well as, often better than their peers. Perhaps most important, early retention data indicated that UTR were staying, at rates that surpassed city-wide figures. A selective admissions process, a skill- and confidence-building full year in the classroom, built-in accountability--all seemed to have paid off: UTR was increasing the numbers of teachers--effective teachers--in the pipeline. What the early data couldn't confirm was whether the benefits were long-term, even increasing as teachers gained experience. To explore those questions, Rockman, in collaboration with UTR partners, designed three supplemental studies. Individual sections of this report explain the rationale and research design for the three studies. The summaries describe the studies, and the questions that guided them. This report is organized into the following chapters: (1) Training Teachers to Increase Student Performance; (2) Educating All Students; and (3) Training and Retaining Good Teachers.
Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief. Volume 3.4
Author: Alexander, B.
Date: 2017-08-00
Type: Reports - Research
Subjects: Information Literacy,Technological Literacy,Instructional Leadership,Best Practices,Models,21st Century Skills,Alignment (Education),Interdisciplinary Approach,Higher Education,Educational Cooperation,Student Empowerment,Media Literacy,College Students,Curriculum Design,Foreign Countries,Elementary Secondary Education,Global Approach,Citizenship Responsibility,Teaching Methods,Disadvantaged,Access to Information,Academic Libraries,Scholarship,Learner Engagement,Independent Study,Educational Change,Information Dissemination,Faculty Publishing,Social Differences,Intellectual Disciplines

&quot;Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief&quot; is a follow-up to the 2016 strategic brief, supported by Adobe, which explored an increasingly pressing challenge for United States higher education institutions: advancing digital literacy among students and faculty. This second edition aims to examine digital literacy through a global and discipline-specific lens to reveal new contexts that are shaping the way learners create, discover, and critically assess digital content. The NMC's research examines the current landscape of digital literacy frameworks to illuminate its multiple dimensions -- technical, psychological, and interpersonal -- around which students' ability to produce new content generates a sense of empowerment. [Funding for this publication was provided by Adobe. To view the brief, &quot;Digital Literacy: An NMC Horizon Project Strategic Brief,&quot; see ED593900.]
Improving Young English Learners&apos; Language and Literacy Skills through Teacher Professional Development: A Randomized, Controlled Trial
Author: Babinski, Leslie M.
Date: 2018-02-00
Type: Journal Articles
Subjects: English (Second Language),Language Proficiency,Surveys,Second Language Learning,Elementary School Students,Hispanic American Students,Second Language Instruction,English Language Learners,Elementary School Teachers,English Teachers,Faculty Development,Randomized Controlled Trials,Educational Strategies,Teaching Methods,Teacher Collaboration,Intervention,Outcomes of Education,Student Improvement,Skill Development,Instructional Design,Cultural Capital,Experimental Groups,Control Groups,Achievement Gains,Classroom Observation Techniques,Literacy

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English Learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an Intent-To-Treat (ITT) analysis, we found effects for the intervention on teachers' implementation of high-impact instructional strategies and students' language and literacy skills. [This article was published in &quot;American Educational Research Journal&quot; (EJ1167074).]
The Effect of 3D Virtual Learning Environments on Mathematic Success: Second Life Sample
Author: Deniz, Salih
Date: 2015-08-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Electronic Learning,Mathematics Achievement,Foreign Countries,Mathematics Education,Laboratories,Secondary School Students,Secondary School Mathematics,Mathematics Instruction,Experimental Groups,Control Groups,Mathematics Tests,Achievement Tests,Educational Technology,Student Attitudes,Attitude Change,Mathematical Concepts

The usage of three dimensional (3D) virtual worlds in Mathematics Education not only eliminates the dependence of education on K-12 schools but also enables the subjects to be more concrete. The objective of this study is to create a mathematics laboratory by using the virtual classroom qualities of 3D worlds. In this lab, abstract mathematics subjects are concretised by the materials developed. This state makes the learning of secondary school students, who still think concretely, easier and more consistent. In our country, Turkey, studies on three dimensional virtual worlds exist in Management, Sociology, Fine Arts, Architecture, Science and Technology. In terms of teaching, there are only studies in the field of Foreign Language. No studies are available about its contribution in Mathematics Education yet. For the objective of this study, an experiment group of 28 people was chosen from Fatih Secondary School third grade students. The teaching of Mathematics to this group was supported by Second Life. At the beginning and at the end of the study, an achievement test was applied. With this study, the positive effect of three dimensional virtual worlds on Mathematics education was observed together with the change of student success in Mathematics courses, and it was found significant at a level of 0.01.
The Impact of Interactive Learning on the Quality of Communication in Teaching Process
Author: Kovacevic, Branka
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Quality,Teaching Methods,Listening Skills,English (Second Language),Second Language Learning,Second Language Instruction,Interaction Process Analysis,Communication Skills,Communicative Competence (Languages),Teacher Student Relationship,Student Needs,Faculty Development,Elementary School Students,Foreign Countries

The application of interactive learning is directed towards increasing the quality of communication in the teaching process. The focus of the research in this paper is the influence of the communicative approach on the quality of the teaching process, and the purposeful interaction that has been both the method and the aim of the communicative approach. The authors of this paper argue that the interactive method significantly adds to a successful implementation of purposeful communication in the teaching process. The authors argue that effective communication in the teaching process implies mutual respect, equality of all the participants in the process, honesty and straightforwardness, together with the acknowledgement of both teachers' and students' needs. The results of experimental research relating to the impact of interactive learning on the quality of communication in the language teaching process are presented in this paper. The effects of interactive learning have been expressed through a higher degree of communication freedom and active listening enticement. The overall results of this research point to the significance of further training of teachers in terms of the application of the interactive method in the classroom, thus creating an atmosphere abundant in positive stimuli and challenges for the students.
Analysis of Faculty Wellness and Workplace Bullying
Author: Hollis, Leah P.
Date: 2019-04-06
Type: Speeches/Meeting Papers
Subjects: College Faculty,Teacher Behavior,Wellness,Bullying,Work Environment,Higher Education,Mental Disorders,Sleep,Alcohol Abuse,Suicide,Incidence,Stress Variables

Perpetrators of workplace bullying in higher education hurt the academic work environment and demoralize the faculty and staff. While European researchers have documented the impact workplace bullying has on employee health, American researchers are just beginning to consider the health problems associated with workplace bullying. Further, as higher education has been confirmed as an American workplace that has a higher propensity for workplace bullying, the health of those working in higher education is the subject of this study. Specifically, this study examines RQ1: &quot;What is the percentage of faculty who experience health problems because of workplace bullying?&quot; Health problems for this study included insomnia, needing a counselor, increased alcohol intake, and suicidal ideation. The second research question is RQ2: &quot;Are faculty who work at colleges and universities with anti-bullying policies less likely to endure health problems related to workplace bullying?&quot; Using a conceptual framework of job stress theories, this study confirmed that there is a positive association between workplace bullying and the health issues for faculty who work at colleges and universities without an anti-bullying policy.
The Inter-Relationships between Language, Music and Movement Pattern Learning
Author: D'Acierno, Maria Rosaria
Date: 2015-03-00
Type: Journal Articles
Subjects: Correlation,Learning Processes,Islam,Musical Instruments,Exercise,Physical Activities,Language Acquisition,Brain Hemisphere Functions,History,Psychological Patterns,Motion,Psychomotor Skills

The aim of this paper is to discuss the interrelationships between the learning of a language, the learning of playing a musical instrument and the learning of movement patterns in order to perform physical exercise. Each area of learning is dealt with separately and in a manner that explains in depth the process of learning. An historical account of the importance of language, music and physical exercise is presented with key references to texts from the ancient world and from different cultural backgrounds including the ancient Greeks and early Islamic texts.
The Effects of Differential Learning Trainings on Technical Development of Basketball School Players
Author: Alpullu, Aytekin
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Team Sports,Teaching Methods,Skill Development,Preadolescents,Training,Physical Education,Foreign Countries

There are several different methods of learning motor skills, like traditional (linear) and differential (nonlinear) learning training. The traditional motor learning approach proposes that learners improve a skill just by repeating it. According to the teaching principles, exercises are selected along continua from easy to hard and from simple to complex. The differential learning approach is mainly characterized by taking advantage, for the purpose of learning, of fluctuations that occur, without movement repetitions and without corrections during the skill acquisition process. The purpose of this study is to examine the effects of differential training on technical development of between 10-12 year-old basketball players who have been continuing basketball education. Twenty-three (23) basketball players who were 10-12 years old from the youth basketball team (Under 13) of Istanbul Marmara University Basketball School were tested voluntarily in this study. In this study, the German Heidelberger Basketball Tests; tourniquet test, dribbling test, shooting test, and passing test were applied on the basketball field with synthetic surface of the Istanbul Marmara University in 2018. The Wilcoxon test for the comparison of pre- and post-tests of the groups were used for statistical analyses. In conclusion, the findings suggest that the differential learning group showed the improvement in performance. These findings may be useful for trainers and physical education teachers in the selection process of players and in preparing basketball training programs.
Physical Education between Body Health and Cognitive Growth for Young Children (Age 3 to 5)
Author: D'Acierno, Maria Rosaria
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Physical Education,Physical Health,Cognitive Development,Young Children,Exercise,Mental Health,Memory,Prevention,Obesity,Diabetes,Metabolism,Brain,Physical Activities,Neurological Organization,Cognitive Processes,Physiology

This study, based on the observation of children (3-5 year olds) following a program of specific physical exercises guided by music, wants to evaluate the effect of movement on body, mind and cognition. It will promote activities and experience in order to 1) build up a healthy body and a healthy mind; 2) prevent obesity as well as type 2 diabetes, and 3) to improve &quot;the functions of the liver, muscles themselves, and (importantly) the brain,&quot; as attested by the essays edited by B. Spiegelman, which report the results of the metabolism related to people regularly practicing physical education. By taking into account the last researches about the stimuli the brain receives from a rich environment and their impact on the activation of neural plasticity, which is more elastic during childhood, this analysis aims at stressing that the hormone irisin, whose beneficial effects on our health belong to the latest studies on physical exercises, is of great help not only to build up a healthy future life, but also to cure some diseases due to age or occasional accidents.
&quot;It&apos;s a Good Way to Keep in Touch&quot;: Children and Young People&apos;s Letter Writing in 2017/18. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2018-10-00
Type: Reports - Research
Subjects: Teaching Methods,Letters (Correspondence),Writing (Composition),Elementary Secondary Education,Decision Making,Leisure Time,Interpersonal Relationship,Psychological Patterns,Electronic Publishing,Writing Skills,Self Concept,Student Attitudes,Life Satisfaction,Foreign Countries,Gender Differences,Age Differences,Socioeconomic Status,Ethnicity,Racial Differences

To celebrate Blue Peter turning 60, we took a closer look at children and young people's letter writing in 2017/18, exploring how many children write letters in their free time, how often children write letters, and why children decide to write, or not write, letters. Our report is based on the responses of 42,363 pupils aged 8 to 18 who answered questions about letters in our eighth Annual Literacy Pupil Survey, which we conducted between November 2017 and January 2018. We found that: (1) Children and young people's letter writing has risen in popularity, with 36.7% of children and young people now writing letters in their free time, compared to 28.9% in 2011; (2) Children are mostly writing letters to stay in touch with family and friends (52.7%) or to make the person they are writing to happy (47.8%); (3) Children also say that writing letters makes them feel happy (33.8%) and helps them express their feelings (30.7%); and (4) Despite the increasing popularity of letter writing among children and young people, 2 in 3 (63.3%) still don't write letters in their free time. These children say they don't write letters because they prefer to write emails or text messages (59.4%), they don't know what to write (33.6%) or they don't have the time (33.3%). The benefits of letter writing were found to be far reaching. We discovered that children and young people who write letters in their free time are more likely than their peers who don't write letters to: (1) Enjoy writing overall (65.3% vs 40.4%); (2) Write something daily (23.8% vs 13.5%); (3) Rate their writing skills as above average (47.8% vs 33.3%); (4) Enjoy reading (71.0% vs 48.5%); (5) Have high levels of literacy engagement (40.5% vs 17.6%); and (6) Be happier with their lives (life satisfaction score of 7.69 out of 10 vs 7.16 out of 10). Our report also includes new research from Blue Peter and Oxford University Press.