ethanporcaro/eric-fulltext-meta huggingface dataset:
2005 Mississippi Curriculum Framework: Secondary Aging Services. (Program CIP: 19.0702 - Adult Development and Aging)
Author: Walker, Kathy
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Aging Education,Caregiver Training

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). Aging Services is an instructional program that prepares individuals to perform tasks involved in providing personal care to elderly clients under the supervision of qualified staff members. This personal care includes management of their health, home, retirement, recreational needs, dietary needs, and safety needs. A student completing this program could be employed in nursing homes, home health agencies, homemaker agencies, assisted living facilities, or adult day care centers, or as an in-home sitter. Students who complete this program are eligible to take the Homemaker examination administered through the Mississippi Department of Education, Office of Vocational and Technical Education. The curriculum references the National Health Care Skill Standards. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)
2005 Mississippi Curriculum Framework: Secondary Hotel, Restaurant, and Tourism Management. (Program CIP: 52.0901--Hospitality Administration/Management)
Author: Bruce, Lady Anne
Date: 2005-18-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Tourism,Hospitality Occupations,Food Service

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, sec. 14; Laws, 1991, ch. 423, sec. 1; Laws, 1992, ch. 519, sec. 4 eff. from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001).Hotel, Restaurant, and Tourism Management includes an overview of the travel/tourism, lodging, and food service industries. The program focuses on marketing, supervisory skills, front office, reservations, bell service, housekeeping, safety, customer service, communications, food service, banquet, catering, and employability skills. Program completers are prepared to assume entry level positions in the hospitality industry or to enter advanced studies at the postsecondary level. Completers with 90 days of specialized industry work experience are eligible to obtain certification from American Hotel &amp; Lodging Association's Educational Institute in the following Line Level areas: Bell Attendant, Concierge, Front Desk, Room Attendant, Reservationist, Banquet Server, Banquet Set-Up, Busperson, Kitchen Steward, Restaurant Server, and Room Service. Appended are: (1) American Hotel &amp; Lodging Association's Educational Institute's Line Level Hospitality Skills Certification; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)
2005 Mississippi Curriculum Framework: Secondary Vehicle and Mobile Equipment Technician. (Program CIP: 47.0699 - Vehicle Maintenance and Repair Technology, Other)
Author: Brackeen, Scott
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Motor Vehicles,Auto Mechanics,Equipment Maintenance

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 Custodian/Caretaker Services prepares individuals enrolled at the Mississippi School for the Deaf for entry-level employment or continuing education in a variety of fields in the horticulture and business maintenance 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 according to his/her Individualized Education Program (IEP). Students also receive supplementary instruction and reinforcement of learning through activities in the Junior National Association of the Deaf (Jr. NAD). Content areas covered in the two-year program may require three years due to the nature of the IEP. Custodian/Caretaker Services I (Horticulture) topics include: plant structure and growth, plant propagation, pest management, residential/commercial care, floristry, greenhouse crops and management, vegetable production, and plantscaping. Custodian/Caretaker Services II (Landscape and Building Maintenance) topics include: nursery/landscape plants, landscape maintenance, plant identification, turfgrass installation and maintenance, building maintenance safety, floor and upholstery care, and bathroom care. Appended are: (1) 2004 ASE/NATEF Medium/Truck Technician Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)
DoDEA Seniors' Postsecondary Plans and Scholarships, 2009
Author: Embler, Sandra
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Schools,High Schools,Scholarships,Postsecondary Education,High School Seniors,High School Graduates,College Bound Students,Community Colleges,Technical Education,Apprenticeships,Military Service,Job Training,Employment,Student Financial Aid,Graduation Rate,Ethnicity,Racial Differences,Planning,Grants,Paying for College,Gender Differences,Public Schools,Foreign Countries,American Indian Education,Asian American Students,African American Students,Hawaiians,Pacific Islanders,Alaska Natives,Hispanic American Students,Multiracial Persons,White Students,Academic Aspiration

This report summarizes the postsecondary intentions and scholarship monies earned by high school graduates of the Department of Defense Education Activity (DoDEA) in SY08-09. As part of the process for planning for postsecondary life, seniors indicate whether they are planning to attend a 4-year college/university, junior/community college, or vocational/technical school; seek employment or an apprenticeship/on the job training; enlist in the military; join Job Corps; or have other postsecondary plans. Students also report the scholarships, financial aid, and grant monies they have been offered as well as which of those monies offered they have accepted or are planning to accept. It should be noted that data related to students' postsecondary plans and scholarship monies are self-reported by students and may not represent the absolute postsecondary status of DoDEA graduates or the totality of scholarship monies offered and accepted by students. All analyses in this report are based on those students (N=2,988) who were seniors enrolled in a DoDEA high school as of April 2009. Therefore, findings do not include seniors who may have withdrawn prior to or entered after this date. Based on interpretive guidance from the National Center for Educational Statistics (NCES), statistical tests are used throughout this report to determine if observed differences between groups are actually different. &quot;If the difference is statistically significant, the report describes the group averages or percentages as being different (e.g., one group was higher or lower than another group), regardless of whether the averages or percentages appear to be approximately the same. The reader is cautioned to rely on the results of the statistical tests rather than on the apparent magnitude of the difference between groups&quot; (NCES, 2008). (Contains 5 tables, 5 figures and 2 footnotes.) [For the previous report, &quot;DoDEA Seniors' Postsecondary Plans and Scholarships, 2008,&quot; see ED529456.]
2007 Mississippi Curriculum Framework: Secondary Technology Applications. (Program CIP: 21.0101 - Technology Applications)
Author: Fava, David
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Engineering Education,Technology 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). Technology Applications is a program in &quot;pre-engineering&quot; for high school students. Successful completion of Algebra I and an overall C average is a prerequisite for enrollment in this program. The purpose of the program is to provide students with expanded knowledge of the use of technological skills and to enable them to solve problems by applying knowledge in a technological context. The program is designed to provide students with &quot;hands-on&quot; experiences related to the application of technology education and engineering concepts in the workplace. Students will develop academic and technical skills, 21st Century skills, and human relations competencies which accompany technical skills for job success and life-long learning. Students who complete the program will be better prepared to enter and succeed in engineering programs offered by Mississippi community and junior colleges and institutions of higher education. Appended are: (1) International Technology Education Association (ITEA) Study of Technology Literacy Content Standards; (2) Academic Standards; and (3) 21st Century Skills. (Contains 6 footnotes.)
DoDEA 2006 Postsecondary Plans and Scholarships Report
Author: Department of Defense Education Activity (DoDEA)
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Schools,High Schools,Scholarships,Postsecondary Education,High School Seniors,High School Graduates,College Bound Students,Community Colleges,Technical Education,Apprenticeships,Military Service,Job Training,Employment,Student Financial Aid,Graduation Rate,Ethnicity,Racial Differences,Planning,Grants,Paying for College,Gender Differences,Public Schools,Foreign Countries,American Indian Education,Asian American Students,African American Students,Pacific Islanders,Hispanic American Students,Multiracial Persons,White Students,Academic Aspiration,Special Schools

At the end of every school year, each high school in the Department of Defense Education Activity (DoDEA) is required to document the postsecondary plans and scholarships of twelfth grade students. This report provides a summary of these data, including the postsecondary plans of students and the monies offered and accepted by these students for scholarships, grants, and financial aid. Data in this report are presented for DoDEA overall, as well as disaggregated by each of the three areas: Domestic Dependents Elementary and Secondary Schools (DDESS), including Cuba; Europe; and the Pacific, including Guam. It should be noted that in SY05-06, changes were made to the procedures and system DoDEA uses to collect student data. These new data collection procedures resulted in missing and invalid data and non-standard data entry. Therefore, caution should be used when interpreting and comparing these results among Areas and against previous years. Of the 3,191 seniors in DoDEA schools in SY05-06, approximately 99% (N=3,156) were reported as graduated. This is approximately 4% higher than reported in SY04-05; however, this difference may be due to differences in the data collection procedures rather than true differences in the graduation rates between the two years. (Contains 3 tables and 2 figures.) [For the previous report, &quot;DoDEA 2005 Graduates Post-Secondary Plans and Scholarships Report,&quot; see ED529457.]
The Effect of Using Educational Games on the Students' Achievement in English Language for the Primary Stage
Author: Mubaslat, Mania Moayad
Date: 2012-00-00
Type: Reports - Research
Subjects: Experimental Groups,Educational Games,Second Languages,Achievement,Foreign Countries,Statistical Analysis,Language Acquisition,Academic Achievement,Second Language Learning,Pretests Posttests,Comparative Analysis

This study attempts to determine the role of educational games on learning a foreign language, and to compare games with more traditional practices as effective learning tools on the basic educational stage students at governmental schools in Jordan, an experimental research is conducted  using three groups out of six randomly. To determine the relationship between learning a foreign language and educational games among the participants, a one way Analysis of Variance (ANOVA) is performed based on achievement levels. For the relation between educational games and learning a foreign language a Pearson's Correlational analysis is used. The results of the post test for the experimental group are so better than the controlled one which show that games have a good effect on improving the achievement for the primary stage and to create an interactive environment. It is recommended to use games since they are very effective especially for the primary stages in teaching a second language and games are helpful for the teacher as a procedure for language acquisition.
SY 2008-09 Customer Satisfaction Survey Results (Full Report). DoDEA Results
Author: Department of Defense Education Activity (DoDEA)
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Public Education,Public Schools,Mass Media,Newspapers,Family Influence,Satisfaction,Parent Attitudes,Student Attitudes,Educational Quality,Elementary Secondary Education,Stakeholders,Global Approach,Student Needs,School Role,Crime,Educational Environment,Violence,Bullying,Drug Abuse,Alcohol Abuse,Obesity,Child Health,Racial Relations,Racial Bias,Ethnicity,Cultural Pluralism,Interpersonal Communication,Educational Finance,Financial Support,Curriculum,Class Size,Transportation,School Buildings,Lunch Programs,Educational Improvement,Educational Technology,Teacher Qualifications,Administrator Qualifications,Competence,Family School Relationship,Discipline,School Safety,Student Evaluation,Testing Programs,Academic Achievement,State Standards,Access to Computers,Technology Uses in Education,Student Personnel Services,School Counseling,Social Development,Career Development,Grades (Scholastic),Extracurricular Activities,Transfer Students,Newsletters,Web Sites,Electronic Mail,Telecommunications,Parent Teacher Conferences,Guides

The Department of Defense Education Activity (DoDEA) Customer Satisfaction Survey is a biennial survey administered by DoDEA to parents and students to monitor DoDEA's success in meeting students' needs. The survey is administered every other year to sponsors with children in pre-kindergarten--12th grade and to students in grades 4-12. For the 2008-2009 survey, 18,075 sponsors and 35,370 4th-12th grade students responded to the survey. Participation was voluntary and maximum participation was encouraged in order to obtain reliable and valid data. Questions posed in the survey related to school issues such as overall education, assessment, technology, student support, and communication.
DoDEA 2010-11 Customer Satisfaction Survey. Executive Summary
Author: Department of Defense Education Activity (DoDEA)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Public Education,Public Schools,Mass Media,Newspapers,Family Influence,Satisfaction,Parent Attitudes,Student Attitudes,Educational Quality,Elementary Secondary Education,Stakeholders,Global Approach,Student Needs,School Role,Crime,Educational Environment,Violence,Bullying,Drug Abuse,Alcohol Abuse,Obesity,Child Health,Racial Relations,Racial Bias,Ethnicity,Cultural Pluralism,Interpersonal Communication,Educational Finance,Financial Support,Curriculum,Class Size,Transportation,School Buildings,Lunch Programs,Educational Improvement,Educational Technology,Teacher Qualifications,Administrator Qualifications,Competence,Family School Relationship,Discipline,Altruism,Intelligence,Teacher Characteristics,Moral Values,Personality Traits,Student Motivation,School Safety,Student Evaluation,Testing Programs,Academic Achievement,State Standards,Access to Computers,Technology Uses in Education,Student Personnel Services,School Counseling,Social Development,Career Development,Grades (Scholastic),Graduation Requirements,Extracurricular Activities,Transfer Students,Specialization,Academically Gifted,Geographic Location,Newsletters,Web Sites,Electronic Mail,Telecommunications,Parent Teacher Conferences,Guides

Every two years the Department of Defense Education Activity (DoDEA) administers the DoDEA Customer Satisfaction Survey (CSS) to all parents with children attending DoDEA schools and all 4th-12th grade students enrolled in a DoDEA school. Parents were asked to complete one survey for each school in which they had a child enrolled. The purpose of the CSS survey is to gauge the satisfaction and opinions of students and parents with DoDEA schools in comparison with parents nationally and to identify strengths and weaknesses in the services provided. The current survey was administered from Nov 1, 2010-December 20, 2010. There were 19,861 parents and 27,514 students who responded to the 2010 survey, representing approximately 24% of parents and 57% of eligible students in grades 4-12. The current response rate for parents is consistent with past response rates which have ranged from 23-25%. However, this year's response rate for students represents a significant decrease from the 2008-09 survey in which 75% of eligible students participated. The DoDEA CSS survey was designed to obtain parent and student perceptions in five major areas: (1) Overall education; (2) Student support; (3) Assessment; (4) Communication; and (5) Technology. This report provides results for DoDEA overall. [For the full report, "SY 2010-11 Customer Satisfaction Survey Results (Full Report). DoDEA Results," see ED529470.]
SY 2010-11 Customer Satisfaction Survey Results (Full Report). DoDEA Results
Author: Department of Defense Education Activity (DoDEA)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Public Education,Public Schools,Mass Media,Newspapers,Family Influence,Satisfaction,Parent Attitudes,Student Attitudes,Educational Quality,Elementary Secondary Education,Stakeholders,Global Approach,Student Needs,School Role,Crime,Educational Environment,Violence,Bullying,Drug Abuse,Alcohol Abuse,Obesity,Child Health,Racial Relations,Racial Bias,Ethnicity,Cultural Pluralism,Interpersonal Communication,Educational Finance,Financial Support,Curriculum,Class Size,Transportation,School Buildings,Lunch Programs,Educational Improvement,Educational Technology,Teacher Qualifications,Administrator Qualifications,Competence,Family School Relationship,Discipline,Altruism,Intelligence,Teacher Characteristics,Moral Values,Personality Traits,Student Motivation,School Safety,Student Evaluation,Testing Programs,Academic Achievement,State Standards,Access to Computers,Technology Uses in Education,Student Personnel Services,School Counseling,Social Development,Career Development,Grades (Scholastic),Graduation Requirements,Extracurricular Activities,Transfer Students,Specialization,Academically Gifted,Geographic Location,Newsletters,Web Sites,Electronic Mail,Telecommunications,Parent Teacher Conferences,Guides

The Department of Defense Education Activity (DoDEA) Customer Satisfaction Survey is a biennial survey administered by DoDEA to parents and students to monitor DoDEA's success in meeting students' needs. The survey is administered every other year to sponsors with children in pre-kindergarten-12th grade and to students in grades 4-12. For the 2010-2011 survey, 19,861 sponsors and 27,514 4th-12th grade students responded to the survey. These statistics represent an approximate response rate of 24% of eligible sponsors (down 1% from the previous survey) and 57% of eligible students (down 18% from the previous survey). Participation was voluntary and maximum participation was encouraged in order to obtain reliable and valid data. Questions posed in the survey related to school issues such as overall education, assessment, technology, student support, and communication. [For "DoDEA 2010-11 Customer Satisfaction Survey. Executive Summary," see ED529469.]