ethanporcaro/eric-fulltext-meta huggingface dataset:
How Cognitive Requirement of Prompt and Time in Course Are Correlated with Intersubjectivity within Threaded Discussions
Author: Hall, Barbara M.
Date: 2011-11-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Discussion Groups,Electronic Learning,Online Courses,Asynchronous Communication,Constructivism (Learning),Instructional Design,Interaction,Knowledge Representation,Content Analysis,Grounded Theory,Cues,Cognitive Processes,Time,Community Colleges,Two Year College Students,Correlation,Scaffolding (Teaching Technique)

Threaded discussions represent conversational turn-taking in asynchronous, online learning environments. Given the crucial role that discussions play in the construction of knowledge within an online course, the quality of the interaction that occurs within threaded discussions is important to achieving the learning objectives of the designed instruction. Despite this importance, research has consistently demonstrated that the threaded discussions could offer more substantial benefit to learning in constructivist environments. Three variables, two of which were considered elements of course design, were examined relative to threaded discussions: intersubjectivity, cognitive requirement of prompt (CROP), and time in course (TIC). Intersubjectivity is the representation of knowledge construction achieved through a synergistic progression from individual contributions to sequences of interdependent contributions. This variable was measured using the Interaction Analysis Model, a tool of content analysis developed in 1997 through a grounded theory approach. CROP was defined as the highest category in the cognitive process dimension of Bloom's revised taxonomy that was required within the response to a discussion prompt. TIC was the amount of course time that had elapsed before a particular message was posted to the discussion board, calculated as the percentage of course completion at the time the response was made. Peer responses (n=167) were examined from a wholly online communications course offered through an accredited community college. Both elements of course design, CROP and TIC, were found to have significant, positive correlations with intersubjectivity as a measure of quality in online classroom discourse. As online course delivery continues to grow, the challenge for instructional designers is the identification and implementation of those course elements which facilitate intersubjectivity in online courses. This study demonstrated that the cognitive requirement of prompt and time in course are two elements that are related to the quality of discourse within threaded discussions. The initial prompt is one of the first pieces of scaffolding necessary for the knowledge construction requisite in a constructivist learning environment. Instructional designers should continue to recognize that the strength of the construction of knowledge, as evidenced in the threaded discussion, depends upon the strength of the scaffolding that supports that construction. Two appendixes present: (1) Interaction Analysis Model (IAM); and (2) Inter-Rater Agreement Using IAM. (Contains 4 tables and 6 figures.)
Family Writing: Voices in Print, Voices Heard
Author: Weih, Timothy G.
Date: 2013-04-02
Type: Reports - Descriptive
Subjects: Childrens Writing,Writing (Composition),Writing Processes,Family Literacy,Community Cooperation,Community Involvement,After School Programs,Emergent Literacy,Adult Literacy,School Community Programs,School Community Relationship,Writing Workshops,Meetings,Outreach Programs,Improvement Programs

What can family members learn about each other from writing together? What sense of community can develop between family members and across families as they write together? What areas of culture and community can be realized as families write together? These are the questions that fostered this current inquiry into a family writing project. Four families, connected through an urban community school, met together to write and share with one another. Excerpts of adult and children's writing is included and discussed along with the structure of developing a family writing project. Implications for classroom practices for teaching writing with children are discussed. (Contains 8 figures.)
State of the States, 2012: Arts Education State Policy Summary
Author: Arts Education Partnership
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Art Education,Educational Policy,State Policy,Core Curriculum,Early Childhood Education,Elementary Secondary Education,Graduation Requirements,College Admission,Admission Criteria,Educational Assessment,Alternative Teacher Certification,Teacher Certification,Art Teachers,Continuing Education

The "State of the States 2012" summarizes state policies for arts education identified in statute or code for all 50 states and the District of Columbia. Information is based primarily on results from the AEP Arts Education State Policy Survey conducted in 2010-11, and updated in April 2012.
Teacher Transfer and Turnover. Research Capsule. Volume 0601
Author: Blazer, Christie
Date: 2006-08-00
Type: Reports - Evaluative
Subjects: Incentives,Beginning Teacher Induction,Beginning Teachers,Career Change,Teacher Persistence,Teacher Transfer,Faculty Mobility,Labor Turnover,Rewards,Ethnicity,Racial Differences,Age Differences,Teaching Experience,Gender Differences,Teacher Qualifications,Urban Schools,Institutional Characteristics,Student Characteristics,Poverty,Teaching Conditions,Faculty Workload,Teacher Salaries,Teacher Education Programs

Studies indicate that as many as 20 percent of teachers nationwide leave the profession after three years and close to 30 percent leave after five years. This research capsule examines the characteristics of teachers who move or leave and the types of schools they are most likely to leave. Findings on the impact of financial compensation on turnover rates, as well as policy recommendations for reducing teacher turnover, are also included. Finally, teacher retention in Miami-Dade County Public Schools (M-DCPS), the district's beginning teacher induction program, and financial incentives offered to M-DCPS teachers are summarized. (Contains 1 table.)
2005-06 Overview of M-DCPS Academic Performance. Research Capsule. Volume 0602
Author: Blazer, Christie
Date: 2006-08-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Gap,Student Evaluation,Racial Differences,Writing Tests,Reading Tests,Mathematics Tests,African American Students,White Students,Hispanic American Students

Miami-Dade County Public Schools (M-DCPS) earned a performance grade of &quot;B&quot; for the second year in a row and was just seven points short of the points required to earn an &quot;A.&quot; This Research Capsule summarizes several key elements that contributed to the district's achievement. Results indicate that, in most cases, students' levels of academic achievement have increased and that some progress has been made toward narrowing the achievement gap. (Contains 9 figures.)
Reciprocal Teaching. Information Capsule. Volume 0609
Author: Blazer, Christie
Date: 2007-03-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Reciprocal Teaching,Teaching Methods,Learning Strategies,Program Implementation,Class Size,National Competency Tests,Elementary School Students

Reciprocal teaching is an instructional approach designed to increase students' reading comprehension at all grade levels and in all subject areas. Students are taught cognitive strategies that help them construct meaning from text and simultaneously monitor their reading comprehension. This Information Capsule summarizes reciprocal teaching's basic principles, implementation steps, and four comprehension strategies. Issues to consider when implementing reciprocal teaching are discussed, including how to teach the strategies, what grade levels and types of students benefit from reciprocal teaching, and optimum group size. Research on the impact of reciprocal teaching on students' reading comprehension is reviewed and a brief summary of Miami-Dade County Public Schools' use of reciprocal teaching is provided.
Global Education: What the Research Shows. Information Capsule. Volume 0604
Author: Blazer, Christie
Date: 2006-12-00
Type: Reports - Descriptive
Subjects: Global Education,Cultural Awareness,Cultural Pluralism,Student Attitudes,Educational Objectives,Goal Orientation,Educational Resources,Educational Research,Second Language Instruction,Advanced Placement Programs,Internet

Teaching from a global perspective is important because the lives of people around the world are increasingly interconnected through politics, economics, technology, and the environment. Global education teaches students to understand and appreciate people from different cultural backgrounds; view events from a variety of perspectives; recognize the interrelated nature of conditions, issues, and events in the world; and play a part in finding creative solutions to the world's problems. This information capsule discusses the need for global education in America's classrooms and reasons why global education has not yet become an educational priority in the United States. The goals and objectives of global education, issues for globally minded schools to address, practical resources for teaching global education, and findings from research on global education are summarized. A summary of Miami-Dade County Public Schools' global education programs and a listing of online programs and resources available to teachers and students are also included. (Contains 25 online resources.)
What We Know about Culturally Responsive Instruction. Information Capsule. Volume 0606
Author: Blazer, Christie
Date: 2007-01-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Cultural Context,Culturally Relevant Education,Student Diversity,Teaching Methods,Cognitive Style,Student Centered Curriculum,Multicultural Textbooks,Teacher Expectations of Students,Student Evaluation,Parent School Relationship,Parent Teacher Cooperation,Teacher Education,Reading Programs,Computer Assisted Instruction,Standards

All children grow up within a cultural environment that influences their learning patterns and communication styles and how they interpret experiences, process and organize information, and perceive their surroundings. Culturally responsive instruction incorporates students' cultures and experiences into the classroom curriculum and uses their diverse backgrounds to enhance teaching and learning. Studies offer preliminary evidence that culturally responsive instruction may play a role in increasing culturally and ethnically diverse students' levels of achievement, but more research is needed. This information capsule reviews studies conducted on the impact of culturally responsive instruction on student academic outcomes and provides a summary of research-based strategies educators should consider to promote culturally responsive instruction.
Student Mobility. Information Capsule. Volume 0608
Author: Blazer, Christie
Date: 2007-03-00
Type: Reports - Descriptive
Subjects: Social Adjustment,Student Mobility,Academic Achievement,Student Characteristics,Student Adjustment,School Holding Power,Transitional Programs,At Risk Students,Racial Differences,Social Influences,Disadvantaged Youth,Educational Environment,Parent School Relationship,Extracurricular Activities,Peer Relationship,Family Programs,Professional Development,Enrollment Trends

Mobility, rather than stability, has become the norm for students in schools across the United States. The student mobility rate is now higher in the United States than in any other industrialized country. This Information Capsule discusses the reasons for student mobility and the characteristics of highly mobile students and families. Research studies on the impact of mobility on students' academic achievement and social adjustment and its effect on the entire school community are reviewed. Strategies designed to help schools reduce mobility rates and facilitate students' transitions to new schools are summarized.
Improving the Classroom Environment: Classroom Amplification Systems. Information Capsule. Volume 0607
Author: Blazer, Christie
Date: 2007-03-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Teacher Attendance,Acoustics,Classroom Environment,Auditory Perception,Instructional Effectiveness,Listening Comprehension,Listening Skills,Parent Attitudes,Teacher Attitudes

Recent research has demonstrated that students with normal hearing ability benefit from the use of classroom amplification systems. Amplification systems allow teachers to control, stabilize, and equalize the classroom acoustical environment so their voices are clearly audible over background noise at all locations within the classroom. Studies have found positive effects for students in amplified classrooms, including improved academic achievement and speech perception and increased on-task behavior. Positive outcomes using amplification systems can only be achieved when the existing classroom instruction is effective. In other words, if students are not being provided with strategic instruction, the introduction of classroom amplification systems will not increase their levels of academic achievement or classroom engagement. Teacher benefits include reduced vocal strain and voice fatigue and the ability to move more freely about the classroom. Schools using classroom amplification systems have reported significant decreases in teacher absences due to voice-related problems. School staff, students, and parents have responded positively to the use of amplification systems.
The Timing of Foreign Language Instruction and Related Issues. Information Capsule. Volume 0610
Author: Blazer, Christie
Date: 2007-05-00
Type: Reports - Evaluative
Subjects: Second Language Instruction,Second Languages,Second Language Programs,Language Proficiency,High School Graduates,Program Effectiveness,Instructional Effectiveness,Time Factors (Learning),Time on Task,Age Differences

In an effort to support the development of higher levels of foreign language proficiency among our nation's students, researchers have examined the effectiveness of foreign language programs based on the amount of time students receive instruction, the age at which instruction begins, and the course schedule utilized. This Information Capsule reviews research that has been conducted in these three areas. A brief summary of Miami-Dade County Public Schools' foreign language programs and schedules is also provided.
Mentoring. Information Capsule. Volume 0603
Author: Blazer, Christie
Date: 2006-11-00
Type: Reports - Descriptive
Subjects: Drinking,Mentors,High School Graduates,Adults,Academic Achievement,Social Development,Social Behavior,Student Attitudes,Youth Programs,Drug Abuse,Alcohol Abuse,Self Concept,Program Effectiveness,Public Schools,Dropout Prevention,Educational Attainment,Attendance Patterns,Adjustment (to Environment),Parent Child Relationship,Peer Relationship,At Risk Persons,Family Relationship,Interpersonal Relationship

Mentoring is a structured one-on-one relationship between an adult and youth that focuses on the needs of the youth, providing him or her with support, guidance, and assistance. This information capsule summarizes research findings on the impact of mentoring on factors such as academic achievement, social behaviors, attitudes, drug and alcohol use, and self-perceptions. Characteristics of effective mentoring relationships are reviewed and a summary of mentoring programs operating within Miami-Dade County Public Schools is also included.
Statistics of Agricultural and Mechanical Colleges, 1916-17. Bulletin, 1918, No. 41
Author: Andrews, Benjamin F.
Date: 1919-00-00
Type: Historical Materials
Subjects: Statistical Data,Agricultural Education,Military Training,War,Cooperation,Government School Relationship,Enrollment Trends,Efficiency,Engineering Education

The report of the agricultural and mechanical colleges for the year 1916-17 has more than ordinary significance on account of the important relation of those institutions to the war. From the beginning they have cooperated closely with the Government in furnishing a large quota of men with military training. Courses have been added which will further promote efficiency in the home and agricultural life of the community at large. Many colleges have added or adapted mechanical and engineering courses which will be of special service in war activities. The statistics here do not show the exact loss of students and instructors which resulted from the declaration war, but is has been estimated that the loss amounts to about 20 per cent of the total enrollment. This bulletin presents the statistics of agricultural and mechanical colleges from 1916-1917. (Contains 12 tables and 1 footnote.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1918, No. 42
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-12-00
Type: Historical Materials
Subjects: Professional Associations,Vocational Education,Career Guidance,Agricultural Education,Special Needs Students,Extension Education,Educational Administration,Professional Education,School Administration,Child Welfare,Elementary Secondary Education,Library Services,Rural Education,Surveys,Periodicals,Educational Testing,Educational Psychology,Teacher Education,Higher Education,Educational Theories,Educational Practices,Architecture,Hygiene,Sanitation,Veterans,Educational Environment,Religious Education,Values Education,Physical Education,Educational History,Social Development,Civics,Teaching Methods,Professional Recognition,Business Education,Curriculum,Kindergarten,Deafness,African American Education,Military Training,Special Education,Immigrants,Acculturation,Womens Education,Blindness

This bulletin contains a list of current educational publications received by the Bureau of Education. The record comprises a general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of its publication. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer or in the case of an association publication from the secretary of the issuing organization. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Education and the war; (5) Educational theory and practice; (6) Educational psychology: Child study; (7) Educational tests and measurements; (8) Special methods of Instruction; (9) Special subjects of curriculum; (10) Kindergarten and primary school; (11) Rural education; (12) Secondary education; (13) Teachers: Training and professional status; (14) Higher education; (15) School administration; (16) School management; (17) School architecture; (18) School hygiene and sanitation; (19) Physical training; (20) Social aspects of education; (21) Moral education; (22) Religious education; (23) Manual and vocational training; (24) Vocational guidance; (25) Agricultural education; (26) Commercial education; (27) Professional education; (28) Civic education; (29) Americanization of Immigrants; (30) Military education; (31) Reeducation of war invalids; (32) Education of women; (33) Negro education; (34) Education of blind and deaf; (35) Exceptional children; (36) Education extension; and (37) Libraries and reading. [Compiled by the Library Division of the Bureau of Education. Best copy available has been provided.]
Instruction in Art in the United States. Bulletin, 1918, No. 43
Author: Sargent, Walter
Date: 1919-00-00
Type: Historical Materials
Subjects: Teaching Methods,Art Education,School Activities,National Surveys,Art Appreciation,Educational Change,State Departments of Education,Superintendents,Urban Areas,Universities,Meetings

The term "art education" is used somewhat loosely in connection with a wide range of school activities. Any discussion of the subject must therefore define somewhat arbitrarily the aspects with which it will deal. This chapter includes the following: (1) Drawing, painting, and constructive and decorative design, whether used to record facts of form and structure in connection with industrial and scientific work, or to interpret forms and appearances pictorially or decoratively; and (2) The advancement of artistic appreciation, whether gained by technical practice or by acquaintance with good art through some approach other than that of actual production, or by a combination of these methods. The material here presented is based upon the replies to inquiries regarding recent changes in aims and methods of art instruction, sent to State commissioners of education, and to the superintendents of schools in the three largest cities of each State, to the art departments of State and other leading universities, and upon an examination of a wide range of courses of study and of reports of art associations and educational meetings where art was a subject of discussion. (Contains 2 footnotes.) [Best copy available has been provided.]
Agricultural Education, 1916-1918. Bulletin, 1918, No. 44
Author: Lane, C. H.
Date: 1919-00-00
Type: Historical Materials
Subjects: Agricultural Education,Agriculture,Agricultural Colleges,Minicourses,Department Heads,Elementary Secondary Education,Foreign Countries,Extension Education,Graduate Study,Educational Finance,Federal Aid

This bulletin discusses the status of agricultural education from 1916-1918. Contents include: (1) Agriculture in secondary schools; (2) The elementary schools; (3) Agricultural education at meetings; (4) Agricultural education in other countries; (5) Educational work of the Department of Agriculture; (6) The agricultural colleges; (7) Appropriations; (8) Extension and short course; and (9) The graduate school of agriculture. [Best copy available has been provided.]
Medical Education, 1916-18. Bulletin, 1918, No. 46
Author: Colwell, N. P.
Date: 1919-00-00
Type: Historical Materials
Subjects: Qualifications,Medical Education,Foreign Countries,Professional Associations,Medical Schools,Coeducation,College Entrance Examinations,Academic Standards,Accreditation (Institutions),State Standards,Certification,Tests,War,Military Service,National Standards

In previous reports attention was called to the rapid improvements in medical education in the United States, secured through a campaign which was begun by the American Medical Association in 1904. At the beginning of the campaign, the number of medical schools in this country exceeded the total in all the rest of the world. There was clearly an oversupply of medical schools. Many of them were poorly equipped and adhered only to low entrance requirements, while some were conducted for profit and required for admission little or nothing in the way of educational qualifications. The campaign for improvement successfully urged the merging of two or more medical colleges in each, of various cities or States. This resulted in a rapid reduction in the total number, but a material strengthening of the quality of the institutions remaining. At the present time there are 90 medical colleges; the number of students during 1917-18 was 13,630, and the number of graduates in 1918 was 2,670. These lower figures represent the normal decrease that was expected under the increased entrance requirements, and are not due to the war. Contents include: (1) Entrance requirements of medical colleges; (2) Coeducation in medicine; (3) Medical education and the war; (4) Medical education and the selective service; (5) A national control of medical education; (6) Improved standards of licensing boards; (7) State requirements of preliminary education; (8) Confusion from multiple boards; (9) Simplifying medical licensure; (10) Practical and clinical examinations; (11) National Board of Medical Examiners; (12) Premedical college work; (13) Need of a list of approved colleges of arts and sciences; (14) Items concerning medical education; and (15) Developing medical education in China. (Contains 2 charts and 4 footnotes.) [Best copy available has been provided.]