ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents Guide to "Third Grade" Instruction
Author: Department of Defense Education Activity (DoDEA)
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Grade 3,Academic Achievement,Curriculum Guides,Parent Education,Behavioral Objectives,Educational Objectives,Academic Standards,National Standards,Alignment (Education),Instructional Improvement,Expectation,Science Education,Mathematics Education,Social Studies,Language Arts,Reading Instruction,Public Agencies,Educational Policy,Educational Technology,Educational Resources,Web Sites

The Department of Defense Education Activity (DoDEA) is committed to providing the highest quality of education to its students. One way to provide a quality education is with an effective curriculum that reflects high standards and expectations. Thus, DoDEA has developed rigorous content standards aligned with national guidelines and standards. But even the most rigorous standards cannot make schools and students successful without the support of parents. This booklet is designed to inform you, parents, of DoDEA's expectations for students in the four major curriculum areas-reading/language arts, mathematics, science, and social studies-at the third grade level. These expectations are aligned with the third grade curriculum that is used by the classroom teacher for daily instruction. The booklet also provides examples of what your child is learning in the classroom, and what he or she should know and be able to accomplish upon exiting third grade. In addition, it provides suggestions and tips on how you can help him or her at home. Resources for children are appended.
Parents Guide to "First Grade" Instruction
Author: Department of Defense Education Activity (DoDEA)
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Grade 1,Academic Achievement,Curriculum Guides,Parent Education,Behavioral Objectives,Educational Objectives,Academic Standards,National Standards,Alignment (Education),Instructional Improvement,Expectation,Science Education,Mathematics Education,Social Studies,Language Arts,Reading Instruction,Public Agencies,Educational Policy,Educational Technology

The Department of Defense Education Activity (DoDEA) is committed to providing the highest quality of education to its students. One way to provide a quality education is with an effective curriculum that reflects high standards and expectations. Thus, DoDEA has developed rigorous content standards aligned with national guidelines and standards. But even the most rigorous standards cannot make schools and students successful without the support of parents. This booklet is designed to inform you, parents, of DoDEA's expectations for students in the four major curriculum areas-reading/language arts, mathematics, science, and social studies-at the first grade level. These expectations are aligned with the first grade curriculum that is used by the classroom teacher for daily instruction. The booklet also provides examples of what your child is learning in the classroom, and what he or she should know and be able to accomplish upon exiting first grade. In addition, it provides suggestions and tips on how you can help him or her at home. Resources for children are appended.
Parents Guide to "Fifth Grade" Instruction
Author: Department of Defense Education Activity (DoDEA)
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Grade 5,Academic Achievement,Curriculum Guides,Parent Education,Behavioral Objectives,Educational Objectives,Academic Standards,National Standards,Alignment (Education),Instructional Improvement,Expectation,Science Education,Mathematics Education,Social Studies,Language Arts,Reading Instruction,Public Agencies,Educational Policy,Educational Technology,Educational Resources,Web Sites

The Department of Defense Education Activity (DoDEA) is committed to providing the highest quality of education to its students. One way to provide a quality education is with an effective curriculum that reflects high standards and expectations. Thus, DoDEA has developed rigorous content standards aligned with national guidelines and standards. But even the most rigorous standards cannot make schools and students successful without the support of parents. This booklet is designed to inform you, parents, of DoDEA's expectations for students in the four major curriculum areas-reading/language arts, mathematics, science, and social studies-at the fifth grade level. These expectations are aligned with the fifth grade curriculum that is used by the classroom teacher for daily instruction. The booklet also provides examples of what your child is learning in the classroom, and what he or she should know and be able to accomplish upon exiting fifth grade. In addition, it provides suggestions and tips on how you can help your child at home. Resources for children are appended.
Leading Part-Time Teaching Staff to Achieve Excellent Teaching
Author: Kabouridis, Georgios
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Teacher Effectiveness,Engineering Education,Professional Development,Teaching Methods,Part Time Faculty,Teaching Skills,Teacher Competencies,College Faculty,Reflection,Foreign Countries

The paper points out the significance of hourly-waged tutors to the quality of the teaching-learning procedure in Mechanical Engineering Department. Existing research shows that higher education faces many challenges in its attempt to keep pace with the needs of students' body for effective learning. The changing nature of higher education is presenting many real challenges within academic practice. Therefore, the discourse of performatives is pervasive. A recent study has concluded that very much part of what it means to be an excellent teacher are: individual attributes of the teachers, their ability to deal with complex human interactions and relationships, a concern for &quot;weaker&quot; students, a commitment to student-centered methodologies and a commitment to ongoing professional development. In 2009, 30 hourly-waged tutors completed self-reflective written statements, based on van Manen's framework to explore the reflective processes of teachers. Once hourly-waged tutors had completed the statements, they attended a development session where they shared and discussed their experiences and then collated anonymous data. The contents of the teaching material and the teaching methodology are discussed based on the hourly-waged tutors' self-reflection process. Effective teaching is both a relational and an intellectual practice. The department, based on the findings of this study, must design and provide a professional development program addressed to part-time tutors. (Contains 4 tables.)
Parents Guide to "Sixth Grade" Instruction
Author: Department of Defense Education Activity (DoDEA)
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Academic Achievement,Educational Quality,Grade 6,Curriculum Guides,Parent Education,Behavioral Objectives,Educational Objectives,Academic Standards,National Standards,Alignment (Education),Instructional Improvement,Expectation,Science Education,Mathematics Education,Social Studies,Language Arts,Reading Instruction,Public Agencies,Educational Resources,Web Sites

The Department of Defense Education Activity (DoDEA) is committed to providing the highest quality of education to its students. One way to provide a quality education is with an effective curriculum that reflects high standards and expectations. Thus, DoDEA has developed rigorous content standards aligned with national guidelines and standards. But even the most rigorous standards cannot make schools and students successful without the support of parents. This booklet is designed to inform you, parents, of DoDEA's expectations for students in the four major curriculum areas-reading/language arts, mathematics, science, and social studies-at the sixth grade level. These expectations are aligned with the sixth grade curriculum that is used by the classroom teacher for daily instruction. The booklet also provides examples of what your child is learning in the classroom, and what he or she should know and be able to accomplish upon exiting sixth grade. In addition, it provides suggestions and tips on how you can help him or her at home. Resources for children are appended.
Parents Guide to "Second Grade" Instruction
Author: Department of Defense Education Activity (DoDEA)
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Grade 2,Academic Achievement,Curriculum Guides,Parent Education,Behavioral Objectives,Educational Objectives,Academic Standards,National Standards,Alignment (Education),Instructional Improvement,Expectation,Science Education,Mathematics Education,Social Studies,Language Arts,Reading Instruction,Public Agencies,Educational Policy,Educational Technology,Educational Resources,Web Sites

The Department of Defense Education Activity (DoDEA) is committed to providing the highest quality of education to its students. One way to provide a quality education is with an effective curriculum that reflects high standards and expectations. Thus, DoDEA has developed rigorous content standards aligned with national guidelines and standards. But even the most rigorous standards cannot make schools and students successful without the support of parents. This booklet is designed to inform you, parents, of DoDEA's expectations for students in the four major curriculum areas-reading/language arts, mathematics, science, and social studies-at the second grade level. These expectations are aligned with the second grade curriculum that is used by the classroom teacher for daily instruction. The booklet also provides examples of what your child is learning in the classroom, and what he or she should know and be able to accomplish upon exiting second grade. In addition, it provides suggestions and tips on how you can help him or her at home. Resources for children are appended.
2005 Mississippi Curriculum Framework: Secondary Horticulture. (Program CIP: 01.0601 - Applied Horticulture/Horticultural Operations, General)
Author: Mississippi Department of Education, Office of Vocational and Technical Education
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Academic Standards,Job Skills,Student Evaluation,Competence,Course Objectives,Teaching Methods,Time on Task,Technological Literacy,Federal Legislation,Educational Legislation,State Legislation,State Standards,Horticulture,Gardening,Agricultural Education

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The secondary program in Horticulture prepares individuals for entry level employment or continuing education in a wide variety of fields in the horticulture industry. Students enrolled in the program participate in a variety of instructional activities including lectures, discussions, laboratory experiences at the school, and work-based learning activities in the field such as field trips and shadowing experiences. Students also receive supplementary instruction and reinforcement of learning through activities in youth organizations. Topics covered in the two-year program include plant structure and growth; plant propagation; pest management; floristry; greenhouse crops and management; olericulture; plantscaping; landscape design, installation, and management; and turfgrass management. Student competencies and suggested objectives in the curriculum framework have been correlated to the knowledge and skill statements listed in &quot;Career Cluster Resources for Agriculture, Food, and Natural Resources,&quot; as published by the National Association of State Directors of Career and Technical Education. Appended are: (1) Proposed Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
2007 Mississippi Curriculum Framework: Secondary Introduction to Agriscience.  (Program CIP: 01.0001 - Introduction to Agriscience)
Author: Mississippi Department of Education, Office of Vocational and Technical Education
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Academic Standards,Job Skills,Student Evaluation,Scoring Rubrics,Competence,Course Objectives,Teaching Methods,Time on Task,Technological Literacy,Federal Legislation,Educational Legislation,State Legislation,State Standards,Agricultural Education,Biotechnology,Animal Husbandry,Food,Agronomy,Natural Resources,Entomology

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Introduction to Agriscience serves as an introduction to the science of agriculture and will provide a solid foundation for advanced agriscience classes or for additional agriculture/science classes. Students will be introduced to agricultural science topics including biotechnology, animal science, mechanical technology, food science, plant science, environmental and natural resources, and entomology. These concepts are taught through classroom and laboratory instruction and applications such as the Supervised Agricultural Experience Program (SAE) and FFA Career Development Activities. This program will utilize the problem solving method of instruction and will rely upon the agricultural information systems, including the Internet. Leadership, citizenship, and cooperation skills are taught through participation in FFA activities. The FFA is an intra-curricular vocational student organization designed to provide a learning laboratory for the implementation of this curriculum. Introduction to Agriscience is intended to be a one-year course of study. Students completing the course will receive one Carnegie unit for science and an additional 0.5 Carnegie unit for completion of the Supervised Agricultural Experience (SAE). Appended are: (1) Agriculture, Food, and Natural Resources Standards; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. A list of suggested references is provided for each unit. (Contains 6 footnotes.)
Chemistry That Applies. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Chemistry,Science Instruction,Units of Study,Hands on Science,Educational Research,Instructional Effectiveness,Middle School Students,Grade 8

&quot;Chemistry That Applies&quot; is an instructional unit designed to help students in grades 8-10 understand the law of conservation of matter. It consists of 24 lessons organized in four clusters. Working in groups, students explore four chemical reactions: burning, rusting, the decomposition of water, and the reaction of baking soda and vinegar. As part of the unit, students conduct experiments in which they cause these reactions to happen, obtain and record data in individual notebooks, analyze the data, and use evidence-based arguments to explain the data. The instructional unit engages the students in a structured sequence of hands-on laboratory investigations interwoven with other forms of instruction. Two studies reviewed by the What Works Clearinghouse (WWC) Science Topic Area investigated the effects of &quot;Chemistry That Applies&quot; on middle school students. One study (Pyke, Lynch, Kuipers, Szesze, &amp; Driver, 2004), summarized in this report, is a randomized controlled trial that meets WWC evidence standards. The remaining study does not meet WWC eligibility screens. Appended are: (1) Summary of findings; (2) Outcome measures for each domain; (3) Findings included in the rating for the general science achievement domain; and (4) Summary of subgroup findings for the general science achievement domain. A glossary of terms is included. (Contains 3 tables and 9 endnotes.)
ThinkerTools. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Physics,Science Instruction,Computer Assisted Instruction,Middle School Students,Science Curriculum,Educational Research,Instructional Effectiveness

&quot;ThinkerTools&quot; is a computer-based program that aims to develop students' understanding of physics and scientific modeling. The program is composed of two curricula for middle school students, &quot;ThinkerTools Inquiry&quot; and &quot;Model-Enhanced ThinkerTools&quot;. &quot;ThinkerTools Inquiry&quot; allows students to explore the physics of motion and then asks them to apply that knowledge to solve real-world problems. In the &quot;Model-Enhanced ThinkerTools&quot; curriculum, students create computer models that express their own theories of force and motion. The What Works Clearinghouse (WWC) identified four studies of &quot;ThinkerTools&quot; for middle school students that were published or released between 1990 and 2011. Two studies are within the scope of the Science review protocol but do not meet WWC evidence standards. These quasi-experimental studies did not establish that the comparison group was comparable to the treatment group prior to the start of the intervention. Two studies are out of the scope of the Science review protocol because they have an ineligible study design. For the purposes of this report, the studies did not use a valid comparison group, as authors compared &quot;Model-Enhanced ThinkerTools&quot; to the prior curriculum version, &quot;ThinkerTools Inquiry&quot;. A glossary of terms is included. (Contains 3 endnotes.)
On Synchronous Distance Teaching in a Mathematics MS (Master of Science) Program
Author: Li, Kuiyuan
Date: 2011-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Cost Effectiveness,Graduate Study,Mathematics Instruction,Inservice Teacher Education,Mathematics Teachers,Secondary School Teachers,Distance Education,Instructional Design,Web Based Instruction,Computer System Design,Educational Technology,Computer Software,Guidelines,College Instruction,Program Effectiveness,Synchronous Communication,Blended Learning,Electronic Learning,Teleconferencing

A fully online graduate program that was developed at the UWF (University of West Florida) has been successfully implemented using synchronous instruction since fall 2009. The hybrid nature of the developed model has proven to be of benefit to both face-to-face and distance students. Aside from the robustness of students' discussions and interactions outside the regular class period via an e-learning platform, the fact that the instructor can be a part of the discussion when needed has been an added advantage. Moreover, our assessment results showed that the model is flexible and cost effective. A statistical analysis of students' performance indicated that the distance students do as well as their face-to-face counterparts when this delivery model is used. We will provide some recommendations for institutions wishing to adapt this hybrid model. (Contains 1 table and 1 figure.)
Information Design for Visualizing History Museum Artifacts
Author: Chen, Yulin
Date: 2011-00-00
Type: Journal Articles
Subjects: Museums,Visual Aids,Web Sites,History,Databases,Online Systems,Computer Interfaces,Foreign Countries

In the past few years, museum visualization systems have become a hot topic that attracts many researchers' interests. Several systems provide Web services for browsing museum collections through the Web. In this paper, we proposed an intelligent museum system for history museum artifacts, and described a study in which we enable access to China and Japan cultural heritage information from two history museums, the National Palace Museum in Taiwan and the Tokugawa Art Museum in Japan. Results from these museums' databases were used to develop a prototype system to demonstrate advanced cultural learning and historical timeline functionalities for foreigners. This system is based on temporal data from the museums' databases and provides the user with powerful data manipulation and graphical visualization tools. It might become a basis of an interactive digital museum system for Chinese and Japanese heritages, especially for foreign users. (Contains 3 figures.) [This research was sponsored in part by the Ministry of Education, Culture, Sport, Science and Technology, Japanese Government under Grand-in-Aid for Scientific Research and the Japan Educational Mutual Aid Association of Welfare Foundation.]
Participatory Research in a School Setting: A Process of Acculturation
Author: Ducharme, Daphne
Date: 2011-00-00
Type: Journal Articles
Subjects: Participatory Research,Acculturation,Phonological Awareness,Foreign Countries,Reading Instruction,Teaching Methods,Educational Environment,Reading Improvement,Reading Programs,Reading Teachers,Program Effectiveness,Program Evaluation,Professional Development,Knowledge Base for Teaching,Pedagogical Content Knowledge,Achievement Gains,Improvement Programs,Instructional Improvement,Student Improvement,Teacher Improvement,College School Cooperation

This article describes a collaborative research study of university researchers and Grades one and two teachers from an Ontario, Canada French-language School Board. The School Board offered phonological awareness and reading-teaching training to grades one and two teachers with a long-term goal of improving the reading outcomes of the students in these classes. Researchers from University of Ottawa were asked to lead a collaborative research project on the impact of this training on the teacher's pedagogical approaches to teaching reading and ultimately the impact it had on their students. The objective of this article is to report the results of this collaborative research and more specifically to show the originality of SAS[superscript 2] (social analysis systems) methodological tools, which mobilized a collective analysis and interpretation of perceptions on the training's impact. We also discuss the difficulties of doing collaborative research in a school setting, where traditional research is better known and expected. (Contains 1 table, 3 figures, and 4 footnotes.)