ethanporcaro/eric-fulltext-meta huggingface dataset:
The Condition of College &amp; Career Readiness 2016: Maryland Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Maryland: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Maryland's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
Educate All Girls and Boys in South Asia: The Global Out-of-School Children Initiative
Author: United Nations Children's Fund (UNICEF), Regional Office for South Asia (ROSA)
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Access to Education,Barriers,Intervention,Educational Policy,Nutrition,Preschool Education,Elementary Secondary Education,Children,Adolescents,Gender Differences,Educational Attainment,Out of School Youth,Rural Areas,Poverty,Academic Persistence,Change Strategies,Dropout Prevention

Business as usual has not provided educational opportunities to world's most marginalized children. The South Asia Out-of-School Children Initiative (OOSCI) is part of the global initiative launched by UNICEF and the UNESCO Institute for Statistics (UIS) in 2010. The goal of the initiative is to make significant and sustained reduction in the number of out-of-school children around the world by: (1) developing comprehensive profiles of excluded children using consistent and innovative statistical methods; (2) linking these profiles to the barriers and bottlenecks that lead to exclusion; and (3) identifying, promoting and implementing sound policies that address exclusion from a multi-sectorial perspective. This report presents a snapshot of progress made since 1999 in improving child nutrition, expanding pre-school education, getting more children to school. Presented are graphic illustrations statistically demonstrating exclusion in education in South Asia, where the out-of school children in South Asia reside, who the out-of school children in South Asia are, the learning crisis, and what keeps South Asia's children from education in this part of the world. Suggestions for change are proposed. [This report was produced under the leadership of Leotes Lugo Helin and Urmila Sarkar, with contributions from Frank van Capelle and Shailendra Sigdel.]
An Investigation of the Structure of Group Activities in ELT Coursebooks
Author: Jacobs, George M.
Date: 1996-04-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Cooperative Learning,Textbooks,Task Analysis,Teacher Role,Student Role,Learning Activities,Teaching Methods

This article reports a study examining the use of group activities in English language coursebooks published since 1990. Ten coursebooks were randomly selected for examination. The number and percentage of group activities and of group activities rated as fostering cooperation were calculated. The results are discussed in light of theory and research on cooperative learning, task-based language teaching, and the roles of learners, teachers, and coursebooks. Suggestions are made for how group activities can better foster cooperation among group members. [This article appeared in &quot;ELT Journal,&quot; v50 n2 p99-107 Apr 1996.]
Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme. UNICEF Programme Report 2012-2016
Author: Shah, Ritesh
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: War,Peace,Children,Youth,At Risk Persons,Social Problems,Advocacy,World Problems,Reports,Coding,Content Analysis,Intervention,Gender Differences,Teamwork,Outreach Programs,Governance,Financial Support,Well Being,Foreign Countries,Role of Education,Resilience (Psychology),Educational Policy,Capacity Building,Access to Education

Too many parts of the world are suffering from conflict and its repercussions. Millions of children and young people are at risk of not reaching their full potential. Before more decades of development efforts are undone and future progress is blocked, it is a moral obligation of society to collectively find ways to foster social cohesion among communities, resilience in systems and individuals, and a sense of security in daily lives. The Learning for Peace programme attempted to do just that. This Peacebuilding, Education and Advocacy in Conflict-Affected Contexts (PBEA) Programme Report summarizes processes, results and learning that occurred during the entire course of the PBEA programme--Learning for Peace--from 1 December 2011 through 30 June 2016. It draws extensively on reports produced by the 14 participating UNICEF country offices, five regional offices, a total of nine headquarters sections, units or divisions, and partners engaged in the programme. These documents were systematically coded and analysed for this report. This evidence was supplemented by a review of an extensive body of research produced within and outside the auspices of the programme. Members of the Learning for Peace Programme Management Team, along with other technical advisers and experts at UNICEF headquarters, provided additional insight and analysis. UNICEF hopes that the testimonies of approaches, achievements and challenges documented in this report inform its readers of how education (or social services more broadly) can be harnessed to build peace. [Funding for this programme was provided by the Government of the Netherlands.]
The Dynamics of Digital Groups: Cooperative Learning in IT-Based Language Instruction
Author: Jacobs, George M.
Date: 1997-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Computer Uses in Education,Group Activities,Second Language Instruction

We begin the article with a brief discussion of why groups are recommended in language teaching. After that, we describe what Cooperative Learning (CL) is. Then, we suggest ways in which CL and Information Technology (IT) fit well together. This is followed by some examples of how to combine CL with IT. [This article was published in Teaching of English Language and Literature,&quot; v13 n2 p5-8 1997.]
Cooperative Learning: Theory, Principles, and Techniques
Author: Jacobs, George M.
Date: 2004-09-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Second Language Instruction,Second Language Learning,Learning Theories,Educational Principles,Classroom Techniques,Lesson Plans

This conference paper discusses the use of cooperative learning (CL) in second language (L2) instruction. After two brief definitions of CL, key areas discussed in the paper are: a) how CL relates to theories of L2 acquisition, b) CL principles, and c) some CL techniques and lesson plan considerations when using CL in L2 instruction. An appendix provides a list of websites on CL.
Using Cooperative Learning in Large Classes
Author: Jacobs, George M.
Date: 2003-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Class Size,Large Group Instruction,Group Activities,Classroom Techniques

This chapter describes how cooperative learning provides one means of making the best of the less than ideal situation that teachers face when facilitating learning in large classes. The chapter begins with a description of some of the difficulties teachers confront when using group activities with large classes. Next, background on cooperative learning is presented, including theory, research, principles, differences between cooperative learning and traditional group activities, and details of a few cooperative learning techniques. The rest of the chapter offers practical solutions to problems and concerns of teachers who use cooperative learning in large classes. These include matters such as how to form groups, getting students' attention when they are working in their groups, arranging the seating of groups, dealing with the noise level, selecting cooperative learning techniques appropriate to large classes, and delegating responsibility to students. [This article was published in M. Cherian &amp; R. Mau (Eds). &quot;Large Classes,&quot; p142-157 2003. Singapore: McGraw-Hill.]
The Predictive Degree of University Students' Levels of Metacognition and Need for Cognition on Their Academic Achievement
Author: Akpur, Ugur
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Metacognition,Academic Achievement,Cognitive Processes,Grade Point Average,Correlation,Predictor Variables,Multiple Regression Analysis,Foreign Countries,Personality Traits

The purpose of this study is to find out the predictive degree of university students' levels of need for cognition and metacognition on their academic achievement. A total of 253 university students formed the study group. To collect the data of the study, &quot;The Metacognition Awareness Inventory&quot; (MAI) and &quot;The Need for Cognition Scale&quot; (NFCS) were used to measure students' metacognitive awareness and their tendency to think and enjoy thinking. For the students' academic performance, the average points (GPA) that they got during the term were taken into consideration. The correlation analysis revealed the fact that there is a significant and positive relationship between students' levels of need for cognition, metacognition and their academic achievement at the level of p&lt;0.01. The multiple linear regression analysis suggested that the power of need for cognition and metacognition to predict academic achievement are meaningful. In another word, the two independent variables, namely need for cognition and metacognition can be considered as the significant predictors of the dependent variable, academic achievement.
Six Questions and 58 Answers about Using Cooperative Learning
Author: Jacobs, George M.
Date: 1997-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Second Language Instruction,Native Language,Language Usage,Classroom Techniques,Standardized Tests,Test Preparation,Educational Planning,Teaching Methods

Group activities are becoming more and more popular in the teaching of second/foreign languages and other subjects in Thailand and around the world. Since about 1970, a great deal of work has gone into research and methodology in order to develop ways that teachers can help their students learn more effectively and happily in groups. Many people working in this area use the term &quot;Cooperative Learning&quot;, (also known as &quot;Collaborative Learning&quot;) to describe these ways of enhancing group learning. Since the late 1980s, ES/FL teachers interested in Cooperative Learning have come together to share ideas at the annual convention of the International TESOL organization. The 1996 convention was no exception. The four of us hosted a Breakfast Seminar at which fifty other teachers joined us to begin our day with good food and good discussion about important questions in using Cooperative Learning (CL) with our students. Below is a list of the questions we discussed and the responses we received. After the convention, we showed our list to others and added their responses. These included a group of English teachers from Thailand attending a course at RELC in Singapore, sponsored by Srinakarinwirot University. We included everyone's responses, even when one response seemed to contradict a previous one. Each teacher must make their own decision based on their own particular teaching situation and their own beliefs about education. No doubt, you, our talented readers, will have some ideas we have not thought of. Please be so kind to write as to us and share them, so that we can share them with others. Thank you. A combined list of references and related readings on Cooperative learning is provided. [This article was published in &quot;ThaiTESOL Bulletin,&quot; v10 n1 p16-24 1997.]
The Condition of College &amp; Career Readiness 2016: Michigan Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Michigan: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Michigan's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Illinois Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Illinois: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Illinois' state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Minnesota Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Participation,Student Behavior,Testing,Trend Analysis,College Preparation

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Minnesota: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Minnesota's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Massachusetts Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Massachusetts: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Massachusetts' state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
Disciplining Students Receiving Special Education
Author: Gordon, Vincent H. A., Jr.
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Special Education,Discipline,Student Behavior,Disabilities,Public Schools,Case Studies,Educational Legislation,Equal Education,Access to Education,Student Rights,Board of Education Role,School Districts,Federal Legislation

A brief synopsis of the legality of disciplining students with special needs in public education is presented. An example of a case study is also presented from the experience of the author demonstrating laws surrounding providing students with a free and public education (FAPE). Examples of the application of the laws protecting students' rights to FAPE and the responsibility of school districts to insure the timely response of handling discipline issues are also presented.
Teachers Candidates' Reviews on Teacher Candidate Training System
Author: Altintas, Sedat
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Interviews,Teacher Education Programs,Program Effectiveness,Student Attitudes,Foreign Countries,Qualitative Research,Attitude Measures,Program Content,Student Teacher Supervisors

In our country, as a result of the appointment in some different disciplines, nearly 30000 teacher candidates could be a part of education system. Also, a new revision has been completed on teacher candidate training and it has been put into action. Teacher candidates have been trained for six months after they have been appointed. These teachers can change their cities or schools from the schools they have been appointed. Each teacher candidate has got a supervisor chosen from experienced teachers. It is seen as important for searching that how the new model can affect applications and how it serves the purpose of teacher candidates' needs. In this manner, the aim of this study is to analyze teacher candidates' remarks on teacher candidate training process. This study is designed as a qualitative research to get information about teacher candidates' ideas on teacher candidate training process. The participants of this study are 10 teacher candidates appointed for first time in February, 2016. In order to get information for the study, an interview form consisting of open-ended questions designed by the researchers is used. In this study, to analyze the data, NVivo 11 that is a data analysis program is used. According to the findings, while some teachers get this process as experience gaining, some teachers see it waste of time or got in stuck between being teacher and intern teacher. In the process, teachers indicated that they have gained required skills concerning experience in occupation, classroom interaction, didactics, problem solving, and managerial workloads.
Students' Out-of-School Experiences, Job Priorities, and Perceptions toward Themselves as a Scientist: A Cross-Cultural Study
Author: Korkmaz, Hunkar
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,Experience,Occupational Aspiration,Self Concept,Scientists,Student Surveys,Foreign Countries,Gender Differences,Cultural Differences,Student Attitudes,Science Education,Cross Cultural Studies,Mixed Methods Research

The purpose of this study was to examine middle school students' out-of-school experiences related to science, priorities related to their future job, perception toward themselves as a scientist. One intact school was assigned randomly from each country. The study involved 479 students (363 Turkish students; 116 American students), aged between 11 and 13. It was used the survey instrument &quot;Relevance of Science Education&quot; was developed by an international team. Results show that for this sample there continue to be significant gender and cultural differences in science experiences and perceptions towards scientists and of careers. It is thought that the findings of this research will contribute to the development of universal education on science, to the researchers studying on comparative education, cultural diversity and also to the international literature on science education.
Teacher Leadership Program Readiness Surveys. Toolkit/Guide
Author: Finster, Matthew
Date: 2016-12-00
Type: Guides - General
Subjects: Teacher Leadership,School Districts,Readiness,Federal Programs,Teacher Surveys,Administrator Surveys,Principals,School Culture,Teacher Supply and Demand,Fiscal Capacity,Educational Policy

Federal initiatives, such as the Teacher Incentive Fund (TIF), encourage school districts to develop teacher leadership (TL) roles and use funds to provide incentives for teachers to fill them. Before starting a teacher leader program, school districts should assess whether their current conditions are favorable to implementing teacher leader roles. The TL readiness surveys that this document describes provide a tool for school districts to examine whether the conditions that research and practice suggest are supportive of successful TL are in place. Using the surveys, school districts can begin their own investigation of school and district conditions that support or inhibit TL programs. The surveys include a teacher, principal, and district administrator survey to assess schools' and districts' conditions that will support TL. The surveys assess teachers' and administrators' perceptions of school culture, work appropriate for teacher leaders (referred to as TL work), work that schools could benefit from teacher leaders performing (referred to as TL demand), and the extent that willing and qualified teachers are available to perform specific duties (referred to as TL supply). The district-level administrator survey also assesses the districts' fiscal conditions and potential state or local policies and regulations that may interfere with implementation of a TL program. School districts that administer the surveys will have data to inform the development and implementation of a role-based TL program. Administering the surveys can provide beneficial information to school districts. This document provides an overview of the surveys, including some guidelines for customizing them, administering them, and examining their findings. The following are appended: (1) Teacher leadership readiness survey: Teacher version; (2) Teacher leadership readiness survey: Principal version; and (3) Teacher leadership readiness survey: District administrator version.