ethanporcaro/eric-fulltext-meta huggingface dataset:
Andragogy through Social Enterprise: Engaging Students in the Learning Process Is Borderless
Author: Queen, Victoria
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Andragogy,Adult Learning,Learning Processes,Business,Models,Relevance (Education),Entrepreneurship,Learning Activities,Experiential Learning,Transformative Learning

Andragogy is the art and science of helping adults learn. As the number of college students classified as adults increases it is important their learning needs are met. The andragogical principles that frame this model describe how adult students need to know how, what, and why they are learning. Adults also possess the characteristics of self-direction, prior experience, readiness to learn, application orientation, and intrinsic motivation which distinguish the way they learn from traditional pedagogy. Social enterprise uses business methods and the power of the marketplace to advance an agenda; however, it is different from other types of business because the primary purpose is the common good. Social enterprise directly addresses a social need through products, services or employment of disadvantaged people. Social enterprise uses a triple bottom-line; measuring the good for people (staff/faculty, students, customers and community), the planet (environment), and profit (money generated or saved by the social enterprise activities). In the academic setting, social enterprise also measures programs (education, job training, and outcomes), thus reporting a quadruple bottom-line. The educator, acting as a facilitator or co-learner, can utilize the andragogical principles in helping adult students learn in a real-world social enterprise. A social enterprise should coexist with current programs or departments, and not cannibalize prevailing resources. Entrepreneurial activities that involve creative vision and practical market-based strategies should be considered. When start-up costs are not attainable, learning can also occur by helping students create a hypothetical social enterprises. [For full proceedings, see ED570489.]
Education Interrupted: Kosovo 1980-1999
Author: Llapi, Gjylbehare
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational History,Educational Discrimination,Ethnic Groups,Qualitative Research,Semi Structured Interviews,Elementary Secondary Education,Poisoning,Safety

The period between 1980 and 1999 was one of interruption of education for Albanian students in Kosovo. Serbian students were allowed to attend school, which was now taught in the Serbian language that excluded Albanians. A parallel system of education evolved in which secret house-schools were established in order to educate Albanian speakers in their own language. This study recounts the time through the eyes of students, teachers, and others involved in education during this period. The paper describes measures undertaken to restore education of Albanians in Kosovo, implications for the future, and a caution to keep in mind. [For full proceedings, see ED570489.]
Tools That Matter: The Assessment of Online Resources for International Students
Author: Colón, Valeriana
Date: 2015-11-00
Type: Reports - Research
Subjects: Foreign Students,Technology Uses in Education,Educational Technology,Online Courses,Communication Strategies,Student Attitudes,Adult Students,Oral Language,Written Language,Computer Mediated Communication,Interviews,Documentation,Content Analysis,Language Usage

In the age of technology, educators are encouraged to incorporate online resources into their teaching, but the effectiveness of these resources on learning and the student perspective is rarely taken into consideration. A key aspect to the assessment of online resources for international students is the user's perspective. Culture has a significant impact on preferences towards tools, design aesthetics, and information provided online. This study begins with a review of theories and research on how students learn across oral, written and online modes of communication, creating a foundation for assessing online resources. After highlighting the similarities and differences across modalities, the study looks at current assessment methods as noted in scholarly literature. The study concludes by exploring student perceptions through a case study of three adult international students. With this information, educators are able to select and assess effective online resources for diverse groups. This is a very broad overview of theories and research. It is not intended to go into much depth on any particular aspect, but rather to encourage educators to reflect on their use of online resources. [For full proceedings, see ED570489.]
So Much More than a Humble Hall: World War I Memorials in NSW Schools of Arts &amp; Mechanics&apos; Institutes
Author: Morris, Roger K.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Education,World History,War,Technical Institutes,Educational History

This paper outlines the important role that School of Arts and Mechanics' Institutes played in the story of Australian adult education and highlights their significance in acknowledging those members of their local communities who had served in World War I, in honoring who had fallen, and in stressing the great cost of war to the community. [For full proceedings, see ED570489.]
Becoming a Lifelong Learning City: Lessons from a Provincial City in South Korea
Author: Kwon, In Tak
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Lifelong Learning,Local Government,Community Problems,Teacher Role,Community Education,Schools,Adult Learning,Adult Students,Educational Administration,Citizenship Education,Communities of Practice,Quality of Life,Human Resources,Social Integration

This paper is designed to explore Jeonju City's strategies to build a successful lifelong learning city by analyzing the practices for the Lifelong Learning City Movement (LLCM) and then draw the limitations and needed tasks for building a Lifelong Learning City at the local government level. As Cunningham (1993) pointed out, we found some gaps between the ideal and the reality for Jeonju LLCM. Accordingly, in order to promote LLCM at the local government level successfully, the city/county should give residents autonomous rights to solve community problems with their collective efforts. It should make full use of the local resident autonomous facilities and organizations in fostering lifelong learning. It needs to place lifelong educators who plan local lifelong education projects at lifelong learning centers and institutions, offer various lifelong education programs to the citizens, and hold various lifelong education events at lifelong education institutions. In sum, Jeonju City's LLCM should provide learning opportunities for adult learners by strengthening administrative organizational structures with regard to citizen education, and allow residents to play an important role in building local learning communities by voluntarily organizing study groups under the support of the city. [For full proceedings, see ED570489.]
Evolution and Revolutions of Adult Learning: Capacity Building in Adult and Non-Formal Education in Nigeria
Author: Ugwu, Chinwe U.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Learning,Capacity Building,Nonformal Education,Delivery Systems,Program Effectiveness,Sustainability,Barriers,Adult Education,Educational Objectives,Program Development,Program Descriptions,Change Strategies,Educational Development,Educational Change

The National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC) is the Federal Statutory Agency set up to co-ordinate all aspects of Non-Formal Education in Nigeria whether offered by government agencies or non-governmental organisations. This study looked at the existing Capacity Building Programme, the delivery methods, impact and achievement as well as the challenges. One of the challenges is lack of adequate, well trained and qualified personnel at the Federal, State and Local Government levels. NMEC should organise training for staff on Monitoring and Evaluation. The researcher also recommended that more facilitators should be recruited. [For full proceedings, see ED570489.]
Cutting Edge Discoveries for the 2015: Capsule of a History and Philosophy of Andragogy
Author: Henschke, John A.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Andragogy,Educational History,Educational Philosophy,Content Analysis,Lifelong Learning,Vocational Education,Independent Study,Human Resources,Adult Education,Creative Thinking,Critical Thinking,Thinking Skills,Skill Development,Educational Theories,Definitions,Adult Learning,Distance Education,Trust (Psychology),Theory Practice Relationship,Educational Trends

This 2015 updated capsule on a History and Philosophy of Andragogy includes nine new items and is mainly limited [with a few exceptions] to a chronological history and the accompanying philosophy of andragogy, in line with when the English language documents were published and personal descriptions of events were recorded. Some of these documents, however, present aspects of the events and ideas which recount the years and contexts prior to the time in which they appeared in published form. To date, nearly 500 documents have been discovered, but space limitations in this paper allowed the inclusion of only 140--a fraction of the total number. Each of 16 eras is articulated with selected works and the cutting edge discoveries are found mainly in the most recent era. [For full proceedings, see ED570489.]
Comparing Italian Pre-Service and In-Service Teachers&apos; Beliefs on Competence Based Learning
Author: Giampaolo, Mario
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Comparative Education,Preservice Teachers,Inservice Teacher Education,Beliefs,Questionnaires,Competency Based Education,Interviews,Teaching Experience,Opinions,Student Teacher Attitudes,Behavioral Objectives,Program Content,Teacher Student Relationship,Educational Technology,Online Surveys,Likert Scales,Factor Analysis,Qualitative Research,Statistical Analysis

This research highlights pre-service and in-service teachers' beliefs on competence- based learning: Teachers who want to facilitate the acquisition, development and strengthening of competencies in their students. From an assessment perspective, such a competence-based approach implies providing students with authentic learning situations related to real life. At the same time evaluation needs to switch from quantitative and standardized tests to formative moments in which students become aware of their learning weaknesses and understand how to cooperate and use resources in order to make the most out of their learning process. The research is based on a 15-item questionnaire that was completed by 442 pre-service and in-service teachers attending a compulsory annual training course. The questionnaire's main themes are related to competencies, learning objectives, study contents, teacher-student relation, and technologies. The questionnaire, administered online during the month of April 2015 in two different Italian universities, reports as main results a statistical difference between pre-service and in service teachers about the perceived importance of competencies in their teaching practice. [For full proceedings, see ED570489.]
The Implementation and Effects of the Mathematics Design Collaborative (MDC): Early Findings from Kentucky Ninth-Grade Algebra 1 Courses. CRESST Report 845
Author: Herman, Joan L.
Date: 2015-06-00
Type: Reports - Research
Subjects: Grade 9,Algebra,Mathematics Instruction,Secondary School Mathematics,Common Core State Standards,Formative Evaluation,Teacher Attitudes,Scores,Mathematics Achievement,Pretests Posttests,Quasiexperimental Design,Program Implementation,Program Effectiveness,Mathematics Teachers,Diaries,Student Records,Scoring Rubrics,Surveys

With support from the Bill and Melinda Gates Foundation, researchers and experts in mathematics education developed the Mathematics Design Collaborative (MDC) as a strategy to support the transition to Common Core State Standards in math. MDC provides short formative assessment lessons known as Classroom Challenges for use in middle and high school math classrooms. UCLA CRESST's study of ninth-grade Algebra 1 classrooms in Kentucky implementing MDC showed strong support from teachers for the intervention and a statistically significant positive impact on student scores on the PLAN Algebra assessment, as compared to similar students statewide in Kentucky. The following are appended: (1) MDC Instruments and Rubrics, (2) MDC Teacher Log Descriptives; (3) MDC Teacher Survey Descriptives; (4) Analysis of MDC Student Work Artifacts; and (5) Quasi-Experimental Analysis of MDC Effects.
On the Road to Assessing Deeper Learning: What Direction Do Test Blueprints Provide? CRESST Report 849
Author: Herman, Joan L.
Date: 2015-09-00
Type: Reports - Research
Subjects: Summative Evaluation,Raw Scores,Problem Solving,Thinking Skills,Transformative Learning,Mathematical Concepts,Mathematics Tests,Elementary School Students,Middle School Students,High School Students,Mathematics

This study examines the extent to which deeper learning is expected to be present in the new college and career ready (CCR) standards. This is done by examining the distribution of items and tasks at high levels of cognitive demand (DOK3 and DOK4) in the summative test blueprints developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (Smarter Balanced). The study found that while only 10-20% of the consortia's assessment items and tasks appear to require higher levels of cognitive demand, approximately 30-45% of the total possible raw scores are allocated to deeper learning. Furthermore, the analyses indicated that while the end-of-year (EOY) exams are focused on relatively lower level items, components of the performance tasks primarily concentrate on deeper learning and higher levels of thinking. If the consortia maintain the levels of cognitive demand specified in their blueprints, there is no doubt that this will result in an increase in intellectual demand from prior state tests. &quot;Smarter Balanced Summative Assessment Grade-Level Results&quot; are appended.
With the Design in Mind: &quot;High School Reform Model Features That Matter in Implementation.&quot; Conference Paper
Author: Shiffman, Catherine Dunn
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Program Design,Program Implementation,Educational Change,High Schools,Change Strategies,Change Agents,Educational Environment,Teacher Characteristics,Literacy Education,Expectation,Faculty Development,Data Collection,Teacher Role,Administrator Role,Alignment (Education),Educational Resources,Communication Strategies

This paper proposes a framework for analyzing program design features that seem to matter in implementation. The framework is based on findings from a study conducted by the Consortium for Policy Research in Education (CPRE) between 2004 and 2007 that explored how reform ideas and practices created by five external provider organizations were enacted in a national sample of high schools. Four interrelated design factors are examined: emphasis, level of complexity, approaches to teacher and administrator engagement, and availability of implementation supports. This framework offers a guide for local educators, provider organizations, and researchers to generate questions and collaborate to strengthen implementation and realize program goals.
Using a Networked Improvement Community Approach to Design and Scale up Social Psychological Interventions in Schools. Conference Paper
Author: Barron, Kenneth E.
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Partnerships in Education,College School Cooperation,Universities,Public Schools,Educational Improvement,Improvement Programs,Instructional Improvement,Intervention,Student Development,Educational Practices,Psychological Evaluation,Scaling,Networks,Cognitive Processes,Classroom Observation Techniques,Learner Engagement,Handheld Devices,Computer Oriented Programs,Program Effectiveness

In our session, we showcase work from a researcher-practitioner partnership between James Madison University, the University of Virginia, and Harrisonburg City Public Schools that is focused on developing a continuous improvement process to translate social-psychological interventions into teaching practices that enhance motivation and learning. Specifically, we highlight one of our first collaborative projects to develop and scale up an intervention to teach students about adopting a growth mindset (Dweck, 2006) to address our practitioners' concern that many of their students lacked the belief that they could learn. In addition, we discuss how our local work to scale up psychological interventions is being conducted as part of a national Networked Improvement Community sponsored by the Carnegie Foundation for the Advancement of Teaching, called the Student Agency Improvement Community. [Additional key financial support for this research was provided by the Commonwealth of Virginia's 4VA grant program and the Harrisonburg City Public Schools.]
Designing and Scaling Highly Effective Interventions That Produce BIG Improvement: &quot;Counter-Intuitive Lessons from the Higher Order Thinking Skills (HOTS) Project.&quot; Conference Paper
Author: Pogrow, Stanley
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Intervention,Program Design,Thinking Skills,Creative Thinking,Educational Improvement,Research,Research Methodology,At Risk Students,Two Year College Students,College Freshmen,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Learning Disabilities,Cooperative Planning,Models,Program Effectiveness,Program Development,Research and Development

There is little discussion in the Design-Based Research (DBR) literature on how to design an intervention that has the potential to be highly effective. The act of designing is usually viewed as engineering something from theory or research on best practices. This paper challenges that universal belief and presents successful design as an intuitive creative process that has little to do with existing academic theory or research--yet is still within the domain of science. Evidence for this perspective is based on (a) the author's experience in designing and disseminating the Higher Order Thinking Skills (HOTS) project which has been one of the most successful large-scale improvement networks, (b) research on the design of the Carnegie Foundation's Statway project, and (c) alternative modes of discovery in science. Implications for the design of more effective interventions and related scholarship are discussed.
Building Teacher Leadership for Innovation and Ownership. Conference Paper
Author: Chimbel, Bethanne
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Teacher Leadership,Educational Change,Educational Innovation,Educational Quality,Teamwork,Teacher Collaboration,Ownership,High Schools,Urban Schools,Principals,Administrator Role,Leadership Training

At Arlington Heights High School, a grassroots effort began in the 2010-2011 school year with the formation of a new committee of teacher leaders on campus, tasked with envisioning and creating campus change hand-in-hand with administration. This committee's membership has continued to evolve over the last five years, and we are now known as the School Innovation Design Team as our work expands to include the &quot;National Center for Scaling Up Effective Schools Student Ownership and Responsibility&quot; innovation. There are several reasons why we have been able to create change on a campus-wide level. First, campus administration allowed the team the flexibility to develop, change and throw out school-wide practices. Second, we used faculty feedback and discussions, along with passing rates (both state testing and credit/no credit) to guide the direction of the changes. Third, the district recognized our successes and continued to give us the support necessary to continue to make changes. We have begun to see results, making it easier to convince doubters that we actually can change our direction, our focus and our outcomes. The development of a leadership team, made up of teachers and responding to teacher-driven issues and questions, is an integral part of our success in building not only student ownership on our campus, but teacher ownership as well. We believe the model of teacher leadership and ownership is one that can be replicated on other campuses in our district and beyond.
Using Personalization to Get at the Core of Student Learning. Conference Paper
Author: Tiernan, Peter
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Student Needs,Common Core State Standards,College School Cooperation,High Schools,Educational Improvement,High School Students,Teacher Student Relationship,Interpersonal Communication,Teaching Methods,Student Interests

With the study that has gone into personalizing education by the &quot;National Center for Scaling Up Effective Schools&quot; in recent years, there now must be the consideration as to how personalizing the actual curriculum should occur. In the current testing environment created by the implementation of Common Core, this will be a challenging endeavor. We know students can benefit from personal relationships throughout the school day; unfortunately, during actual instruction, the student often vanishes to test preparation in the form of common assessments, impersonal writing prompts, and other often-times frantic practices in which the primary goal is simply to manipulate test scores. The emphasis on data becomes the focus, rather than the quality of instruction. Many practitioners understand that the standards of Common Core, at their most basic level, can be applied to any lesson that has true value, and the skills themselves are often useful ones that will lead to preparing students for college. But even the skills lose authenticity in the current data-driven environment. The goals of this paper are to address the following areas: (1) Review the positive impact that Personalization of Academic and Social-Emotional Learning has had on schools in Florida; (2) Look at how the emphasis on testing data and learning gains hinders personalizing the curriculum; and (3) Discuss the ways in which teachers might implement Common Core with ease, authenticity, and in a way that connects with students.