ethanporcaro/eric-fulltext-meta huggingface dataset:
Digitalization of Education System and Teacher Educators' Computer Skill in Bangladesh
Author: Rahman, Mohammad Ataur
Date: 2011-06-00
Type: Reports - Research
Subjects: Computers,Foreign Countries,Computer Literacy,Teacher Educators,Gender Differences,Statistical Significance,Males,Females,Computer Uses in Education,Educational Technology,Information Technology,Technology Integration,Likert Scales,Media Adaptation,Electronic Publishing

This study examined how teacher educators perceive the incorporation and use of computer technology resources in Teachers' Training Colleges in Bangladesh. This study encompasses the thorough investigation of teacher educators' &quot;computer skills&quot; by using the valid and reliable instruments. The study finally examined whether any differences towards computer skills by gender exists. The results revealed that the teacher educators possessed moderate level of skills. Although there is a statistically significant differences between male and female towards computer skills. (Contains 2 tables.)
Preserving the Federal Pell Grant Program. BHEF Policy Brief
Author: Business-Higher Education Forum
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Income,Federal Programs,Educational Attainment,Federal Government,Student Financial Aid,Grants,Tuition,Budgets,Labor Force Development,Labor Needs,Innovation,Bachelors Degrees,Competition,Economic Climate,Access to Education,Federal Legislation

The Federal Pell Grant Program is a critical source of grant aid for many low-and moderate-income college students. Over the past decade, the federal government has expanded the program to serve more students, increasing the maximum level of each award to $5,550 and better ensuring college access and success. However, the House 2012 budget proposal calls for drastic cuts to the program, reducing the maximum grant by as much as 45 percent to $3,040. These cuts are substantially disproportionate to other cuts in the federal budget, unduly affecting the most vulnerable students in the college pipeline. The future U.S. workforce will require higher levels of educational attainment to meet workforce demand, particularly in fields expected to fuel the innovation economy. Moreover, demographic trends show that an increasing number of low-income students, who traditionally have not attended college, will need to enroll in postsecondary education and earn baccalaureate degrees to meet this demand. Business-Higher Education Forum (BHEF) members are dedicated to protecting the sustainability of the Pell Grant Program for low-income students already forced to navigate rising tuition rates and significant reductions to state higher education budgets. In the event that reductions to the Pell Grant Program are unavoidable, BHEF urges the Administration to oppose disproportionate cuts to the Pell Grant Program, compared to other federal programs, or the elimination of other Title IV programs to save the Pell program. Significant cuts to student aid programs will encourage large numbers of low-income students, already challenged by the recession, to drop out of postsecondary education, to the detriment of America's long-term competitiveness. (Contains 5 figures and 8 endnotes.)
Factors That Affect Psycho-Social Development of Preschool Children in Terms of Art Activities: Family and Teacher of Variables
Author: Dereli, Esra
Date: 2011-00-00
Type: Journal Articles
Subjects: Individual Development,Child Development,Preschool Children,Family Influence,Teacher Influence,Art Activities,Art Education,Preschool Education,Parent Background,Educational Attainment,Socioeconomic Status,Siblings,Foreign Countries

People living in a society need socialization. While maintaining social relations, they learn behaviors approved by the society. Through art education, which is applied in preschool education, planned studying habits, taking responsibilities, cooperating, helping, developing solidarity habit and building positive relations with others are taught to the children. However, the environment is an important factor in the psycho-social development of children. In this research, the psycho-social development of six-year-old children that attended preschool in affect of socio-cultural level, educational level of parents, the year of attending preschool, socio-economic level, gender, number of sibling and the status and graduation program of the teacher, has been investigated. Psycho-social Behaviors Scale for Preschoolers developed by Turkish Psychology Union Preschool Committee (1998) was applied to designate the psycho-social development. The sample is composed of 119 children. Different art activities of children attending preschools were recorded by camera and the psycho-social behaviors were assessed by two observers in four months. The correlation among the scores, which was given by the two observers, was calculated, and the averages of the two observers' scores were used. Data were tested through the Pearson moments multiplication correlation coefficient, regression analysis. As the result of the research, it was found that parents' socio-cultural level, socio-economic level, parents' education level, number of sibling, the year of attending preschool and status of teachers explained and predicted psycho-social development level six-year-old children that attend preschool. (Contains 3 tables.)
Web 2.0 Tools in High School in Portugal: Creating Screencasts and Vodcasts for Learning
Author: Moreira Rocha, Aurora Maria
Date: 2011-00-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Multimedia Materials,Foreign Countries,Grade 11,Geometry,Educational Experience,Technology Uses in Education,Video Technology,Virtual Classrooms,Questionnaires,Brainstorming,Participant Satisfaction,Teaching Methods,Student Projects

In this article, we present an experiment carried out in an 11th grade class in the curricular subject of DG (descriptive geometry). In a context where failure is more in the national exam, as well as in the discipline's attendance, the main objectives that motivated the implementation of this educational experience, were, on the one hand, to increase the interests and motivations of students for learning DG and, on the other hand, to prepare them for the final national exam. The project consisted of the development of multimedia applications based on the concept of podcast/vodcast/screencast--the geomcast. These applications were created by the teacher and students (in small groups), whose objective was to enable students to review the discipline's curriculum contents in any place or at any time, from the Internet, iPods or mobile phones, whenever the memory needs to be refreshed, since these multimedia applications were always available in the class blog. (Contains 1 figure.) [This research article was published in the SITE 2009 proceedings (available at http://site.aace.org).]
The Effectiveness of the Brain-Based Teaching Approach in Generating Students' Learning Motivation towards the Subject of Physics: A Qualitative Approach
Author: Saleh, Salmiza
Date: 2011-00-00
Type: Journal Articles
Subjects: Experimental Groups,Cognitive Style,Teacher Effectiveness,Physics,Learning Motivation,Questionnaires,Program Effectiveness,Foreign Countries,Brain,Teaching Methods,Secondary School Students,Science Instruction,Control Groups,Qualitative Research,Interviews,Instructional Effectiveness,Educational Environment,Educational Strategies

The aim of this study was to measure the effectiveness of the BBTA (brain-based teaching approach) in dealing with issues related to the learning motivation towards the subject of physics amongst secondary school students in Malaysia. This research sample constitutes 100 Form Four science stream students from two science secondary school in the Northern Peninsular, Malaysia. The implementation of this study was made based on the qualitative approach using achievement analysis of the experimental group and control on pre- and post-tests. Data collection techniques involved the questionnaire of physics learning motivation, the questionnaire of student learning style, journal documentations and student interviews. Qualitative data obtained were then analyzed using the progressive focus technique and were then triangulated to obtain the required results. The findings of this study showed that the BBTA module was an effective teaching approach in dealing with the issue aforementioned. It was found that students who followed the BBTA module possessed a better physics learning motivation compared to students who received CTM (conventional teaching method). (Contains 1 figure.)
Prompt and Proper Placement: Enrolling Students without Records. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Federal Legislation,Disadvantaged Youth,School Counselors,School Personnel,Educational Legislation,Enrollment,Student Evaluation,Screening Tests,Student Placement

The McKinney-Vento Homeless Assistance Act, reauthorized as Title X, Part C, of the No Child Left Behind Act, requires schools to enroll homeless students immediately, even if they do not have the documents normally required for enrollment such as school records, medical records, proof of residency, or others. Unfortunately for many homeless students on the move, incomplete records often result in classroom/curriculum placements that promote frustration and result in failure. This document offers teachers, school counselors, and other school personnel valuable tools and information to assist in making sound educational decisions for immediate placement of homeless children and youth in appropriate classroom settings.
Modeling the Success of Metropolitan College. The Business-Higher Education Forum's Simulation Series
Author: Sturtevant, Daniel
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Planning,Technical Institutes,Educational Objectives,Outcomes of Education,Academic Achievement,Partnerships in Education,Urban Schools,Models,Labor Force,Labor Force Development,Colleges,Program Effectiveness,School Business Relationship,Educational Attainment,Program Evaluation

&quot;Learn and Earn&quot; programs offer one channel for ameliorating some of the workforce challenges that are of concern. Learn and Earn programs involve partnerships between postsecondary education institutions and employers to provide opportunities for adults to attend college while maintaining their employment. One such example is Metropolitan College, an educational partnership founded in 1998 among United Parcel Services (UPS), the University of Louisville, and Jefferson Community and Technical College (JCTC). This report summarizes a project undertaken by the Business-Higher Education Forum (BHEF) that used a system dynamics modeling approach to understand the factors and describe the results that led to the success of Metropolitan College. The findings show that after Metropolitan College was introduced, employee demographics at UPS changed to reflect a better educated and more experienced workforce. In effect, Metropolitan College appeared to serve as a tool for attracting and retaining employees at UPS. The changing employee demographics resulted in financial benefits to UPS and the program saw a 600 percent return on investment. Given that it effectively pinpointed vital reasons for Metropolitan College's success, this relatively simple model can be a valuable tool for policymakers and other stakeholders interested in implementing new Learn and Earn programs. Specifically, for example, the model's ability to sort more important factors from less important ones can help others who seek to adapt and scale the successful Metropolitan College model. The tool can help policymakers understand &quot;why&quot; prior successes occurred. Importantly, for those who would seek to replicate Metropolitan College's success in their own community, system dynamics-based modeling can simulate the effect of important contextual differences &quot;prior&quot; to implementation. A generic Learn and Earn decision-aid tool could be built that incorporates collective wisdom about how these programs can be successful. Metropolitan College system dynamics model structure is appended. (Contains 7 figures and 22 endnotes.)
Using a Developed Instrument to Evaluate University Students' Perceptions of Six Teachers' Pedagogical Content Knowledge
Author: Jang, Syh-Jong
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Attitude Measures,College Students,College Faculty,Pedagogical Content Knowledge,Teacher Workshops,Case Studies,Pretests Posttests,Foreign Countries

This research aimed to evaluate university students' perceptions of six teachers' PCK (pedagogical content knowledge) development, using a developed instrument and workshop intervention, in order to help the university teachers understand their teaching better. The survey was conducted twice in this study, with the pre-test carried out during the mid-term examination and the post-test, in the last week of the semester. PCK workshops were also held for six university participated teachers to facilitate the reflection and exchange of ideas among teachers. This study adopted a case study approach and conducted both quantitative and qualitative analyses. The results show that except for teachers B and C, who show no significant difference in scores between the two surveys and slightly lower average points, the average points of the other four teachers improve significantly. In particular, this study clearly describes every teacher's teaching performance before and after the reflection. The research limitations and difficulties encountered are also discussed in this study. (Contains 2 tables and 1 figure.)
Is the US Plan to Improve Its Current Situation in Science, Mathematics, and Technology Achievable?
Author: Hossain, Md. Mokter
Date: 2011-00-00
Type: Journal Articles
Subjects: Legislators,Internet,Technology Education,Presidents,Children,STEM Education,Teachers,Educational Improvement,Academic Achievement,Science Education,Technology,Engineering,Mathematics,Mathematics Instruction,Mathematics Education,Engineering Education,Mathematics Achievement,Science Achievement,Comparative Education,Grade 4,Grade 8,Scores

Despite being the inventing country of the Internet, the US is not satisfied with its current state in Internet speed and broadband adoption. Although, more students, teachers and researchers in the US use Internet than any other country in the world, it is not satisfactory for the US educators and legislators to maintain US competitiveness in the achievement of science, mathematics and technology. Another alarming situation is that the mean scores in science and mathematics of US, students are lower than expected. Even with coherent action taken by the government and various institutions, the US cannot produce a sufficient number of experts in science, mathematics and technology fields to meet national and global needs. These situations are not satisfactory for educators and legislators to reach US education goals. To improve this situation, President Obama's government has taken several action plans. This paper presents a closer look at US science, mathematics and technology education as well as the President's plan to improve the situation. Conclusions are made regarding whether the US plan is too ambitious as well as whether the vision is comprehensive enough but still possible to execute. (Contains 1 table.)
Navigating the Intersections of IDEA and McKinney-Vento: A Problem-Solving Process. Best Practices in Homeless Education
Author: Julianelle, Patricia
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Homeless People,Federal Legislation,Disadvantaged Youth,Federal Programs,Disabilities,Public Education,School Districts,Conferences (Gatherings),Financial Support,Special Education,Cooperation,Educational Legislation,Access to Education,Student Needs

The McKinney-Vento Homeless Assistance Act is the main federal program concerning the education of children and youth experiencing homelessness. It provides federal funding to states, which then distribute the funds to their school districts through a competitive application process; the funds are used to ensure that children and youth experiencing homelessness have access to the free, appropriate public education to which they are entitled under federal law. This publication was developed from the McKinney-Vento Act and Individuals with Disabilities Education Act (IDEA) administrators one-day web-based policy forum co-hosted by the National Center for Homeless Education (NCHE) and Project Forum at the National Association for State Directors of Special Education (NASDSE). In June 2008, NASDSE and NCHE convened online state and local teams of McKinney-Vento and IDEA Part B and Part C administrators from Colorado, Texas, and Virginia. The purpose of this forum was to develop a collaborative process and identify strategies to enable state and local IDEA and McKinney-Vento staff to think through complex issues from an administrative and policy perspective. This brief was developed to assist in addressing complex issues that arise in applying the McKinney-Vento Act and IDEA to children who experience homelessness and have disabilities. [This brief was collaboratively developed with the National Association for the Education of Children and Youth.]
Aligning Higher Education STEM Production with Workforce Demand through Professional Master's Degrees. BHEF Issue Brief
Author: Business-Higher Education Forum
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Graduate Study,Innovation,Masters Degrees,Engineering,Public Sector,Corporations,Tuition,STEM Education,Science Careers,Private Sector,Labor Force Development,Labor Needs,Alignment (Education),Interdisciplinary Approach,Recruitment,Student Financial Aid,School Business Relationship,Competition,Higher Education

Graduate education in the natural sciences has traditionally emphasized doctoral training for academic or research careers. This training, however, is not meeting the demand for professionals in business, industry, and the public sector, where individuals with a combination of scientific, technical, and managerial skills will be required. Professional master's degrees (often called Professional Science Master's (PSM) or Professional Engineering Master's degrees) aim to redress this mismatch by providing students with intensive interdisciplinary graduate level coursework in science, technology, engineering, and mathematics (STEM) fields, combined with training in management. PSMs have been hailed as the "21st Century MBA" and have grown dramatically recently. One of their key features is that business has been deeply involved in their development from the onset, to ensure that graduates have a seamless transition into high-demand STEM jobs. This paper calls to employers that they should support their employees' participation in PSM programs through tuition assistance or reimbursements. Businesses should incorporate programs leading to these new professional degrees in their research collaborations with universities. They should retool their recruiting practices to ensure that they draw from the advanced talent and training that professional graduate-level programs produce. Similarly, research universities have an invaluable role to play in doing more to collaborate with corporations to develop additional professional master's programs. Continued innovation is needed to design and execute programs that align in focus and content with workforce needs. Universities should continue and expand their practice of engaging with corporate partners in the development of professional master's programs. Finally, policy makers need to become better aware of the potential of professional master's degrees in enhancing innovation and competitiveness in both the public and private sectors. Future legislation should include and support such programs. (Contains 10 endnotes.)
An Analysis of LRE Placement Data Collection for Region 1: Verification, Consistency, and Comparability. Final Report
Author: Bull, Bruce
Date: 2007-01-09
Type: Reports - Research
Subjects: Disabilities,Training Methods,Technical Assistance,Special Education,Mainstreaming,Surveys,Measures (Individuals),Classification,Special Needs Students,Reliability,Comparative Analysis

Historically, states in the northeast region have differed considerably from neighboring states in the percentage of their special education student population served in different educational environments. Placement data indicate the degree to which students with disabilities are placed in the least restrictive environment (LRE) along the continuum of placement options. This study investigated the degree of consistency with which placement classifications are used by different raters or coders within and across states within the region and explored possible explanations for state-to-state variation in placement patterns. State-specific surveys were created and each contained a core set of questions and exact scenarios. State respondents (special education local district personnel) independently assigned an LRE placement classification to the fictitious students in scenarios based on state-provided LRE placement descriptions. Additional questions were asked about availability, utilization, and perceived value of state-delivered training and technical assistance relative to LRE knowledge transfer. Wide variation existed in the scenario response patterns of respondents both within states and across states. Local, regional, and national recommendations are provided for improving the reliability of LRE data. Appended are: (1) Northeast States LRE Data (Based on 2004 Data); (2) Advance Project Checklist for LRE Materials; (3) Process Form; (4) Generic Survey Instrument; (5) Summary results of availability, engagement, and value of different technical assistance and training methods; (6) State School Age LRE Definitions; and (7) Aggregate and State Level Consensus on Coding LRE for School Age Scenarios. (Contains 9 tables, 2 figures and 2 footnotes.)
School Selection for Students in Out-of-Home Care. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Homeless People,Child Welfare,Foster Care,Federal Legislation,Childrens Rights,Student Placement,School Choice,Best Practices

The Legal Center for Foster Care and Education and the National Center for Homeless Education present this brief to provide a framework for local homeless education liaisons, educators, child welfare caseworkers, and other child welfare advocates for assessing best interest when selecting a school for students in out-of-home care. While the brief focuses on students &quot;awaiting foster care placement&quot; under the McKinney-Vento Act, it provides information relevant to school selection and school stability for all children and youth in out-of-home care. Two federal laws give children and youth in out-of-home care certain rights to remain stable in one school despite changes in their living placement: The McKinney-Vento Homeless Assistance Act and the Fostering Connections to Success and Increasing Adoptions Act. (Contains 2 footnotes.) [This paper was developed with Legal Center for Foster Care and Education.]