ethanporcaro/eric-fulltext-meta huggingface dataset:
Employers&apos; Perspectives on Training: Three Industries. NCVER Research Report
Author: Shah, Chandra
Date: 2017-00-00
Type: Reports - Research
Subjects: Employer Attitudes,Foreign Countries,Employees,Workplace Learning,Adult Education,Qualitative Research,Semi Structured Interviews,Employers,Employer Employee Relationship,On the Job Training,Occupational Surveys,Vocational Education,Agribusiness,Industrial Training,Transportation,Institutional Cooperation,Food Processing Occupations

This study explores employers' perspectives on workforce training from 10 firms in three industries (red meat processing, road freight transport, and freight forwarding) located in urban and regional areas of five states on Australia's eastern seaboard. The analysis draws on data collected at interviews with senior managers and internal and external trainers in these firms. The study shows that, while training practices vary across industries, and sometimes across firms in the same industry, there are many similarities. All firms believe that ongoing training of the workforce is critical for the survival of the firm. Many factors determine how employers make decisions on what training to provide, which employees to support, and how to deliver the training. Employer-supported education and training accounts for the largest share of adult education and training in all Organisation for Economic Co-operation and Development (OECD) countries. The benefits flow to individuals, firms, and society. [For related reports, see &quot;Employer-Supported Training in Australia: Participation, Demand and Supply. NCVER Technical Report&quot; (ED577689) and &quot;Workplace Training: Employer and Employee Perspectives&quot; (ED577683).]
Gamification Strategies in a Hybrid Exemplary College Course
Author: Machajewski, Szymon
Date: 2017-00-00
Type: Reports - Research
Subjects: Higher Education,Educational Technology,Technology Uses in Education,Educational Games,Program Evaluation,Telecommunications,Integrated Learning Systems,Social Media,Game Theory,Blended Learning,Scoring Rubrics,College Students,Assignments,Grades (Scholastic),Attendance

Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Self-Regulated Learning: A Motivational Approach for Learning Mathematics
Author: K., Abdul Gafoor
Date: 2016-09-00
Type: Journal Articles
Subjects: Independent Study,Learning Strategies,Learning Motivation,Mathematics Education,Metacognition,Self Efficacy,Individual Differences,Correlation,Mastery Learning,Goal Orientation,Mathematics Achievement,Personality Traits,Gender Differences,Outcomes of Education,Problem Solving,Computer Assisted Instruction

Self-regulated learning is identified as a fruitful learning strategy as evidenced from the increase in the number of researches in academic self-regulation since year 2000. Knowing to manage one's own learning is helpful in attaining the goals. This analysis of literature on self-regulated learning focuses on the factors that affect self-regulated learning and the students' learning outcomes from application of self-regulated learning. This paper identifies major categories of variables studied in relation to self-regulated learning, and summarizes the findings there from. Factors like cognitive strategy use, meta-cognition, self-efficacy and other motivational beliefs and some individual differences were considered. An inter relationship between self-efficacy and self-regulated learning is manifest. Mastery goal orientation favours self-regulated learning. Areas of language and mathematics education manifests more studies on self-regulated learning than other curricular areas. Findings from both the areas confirm that self-regulated learning results in enhanced achievement and desirable affective outcomes. How the self-regulated learning is linked to mathematics learning outcomes is specifically elaborated for facilitating future research and classroom practices especially in mathematics education context around this motivational construct.
Integrating Language and Content: Challenges in a Japanese Supplementary School in Victoria
Author: Okumura, Shinji
Date: 2017-07-00
Type: Journal Articles
Subjects: Japanese,Second Language Learning,Second Language Instruction,Foreign Countries,Native Language Instruction,Mathematics Instruction,Numeracy,Mathematical Concepts,Elementary School Teachers,Secondary School Teachers,Visual Aids,Teaching Methods,Video Technology,Vocabulary Development,Instructional Materials,Academic Discourse,Language Proficiency,Bilingual Education,Heritage Education,Case Studies,Community Schools

The Melbourne International School of Japanese (MISJ) is a supplementary Saturday school which offers Japanese language and mathematics taught in Japanese from kindergarten to senior secondary level. Classes are scheduled on Saturdays from 9am to 3pm and approximately half of the program is dedicated to mathematics. While mathematics education aims at developing both numeracy and Japanese language skills, many students struggle to understand mathematical concepts. Furthermore, the students have difficulties in solving worded mathematical problems due to poor command of Japanese. This lack of Japanese language competency is, thus, a significant issue for the students. In order to address this situation, one primary teacher and one secondary teacher attempted several strategies in mathematics teaching, incorporating strategies typical of second language teaching. The primary school teacher integrated teacher talk with the use of visual aids including video clips to assist the students' understanding of mathematical concepts. The secondary teacher employed vocabulary cards, so that the students would pay attention to key words in order to be able to comprehend mathematical concepts in Japanese effectively. Although both teachers incorporated these strategies, some students still had difficulty in understanding mathematical concepts because of their lack of cognitive academic language proficiency (CALP) (Cummins, 1996).
Principals Management Support Practices to Promote Teachers&apos; Instructional Improvement for Sustainable Development in Secondary Education in Anambra State, Nigeria
Author: Victor, Akinfolarin Akinwale
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Principals,Secondary School Teachers,Teacher Competencies,Teacher Improvement,Sustainable Development,Administrator Surveys,Questionnaires,Test Reliability,Test Construction,Supervision,Observation,Teaching Skills,Teacher Motivation,Rating Scales,Administrator Role,Administrator Effectiveness

This study ascertained the principals management support practices to promote teachers instructional improvement for sustainable development in secondary education in Anambra State. Two specific purposes were formulated and two research questions guided the study. The study adopted a descriptive survey design. The study was conducted in the six education zones in Anambra State namely: Aguata, Awka, Nnewi, Ogidi, Onitsha and Otuocha. The study population comprised 257 principals in public secondary schools in the six education of the State. No sampling was used due to the manageable size of the population. The instrument used for data collection is a structured 15 items researchers developed instrument titled; Principals Management Support Practices to Promote Teachers Instructional Improvement Questionnaire (PMSPTIIQ). The face validation of the instrument was established by three research experts. The Cronbach alpha was used to determine the reliability of the instrument. Coefficient value of 0.84 was obtained. Data were analyzed using mean and standard deviation. The findings of the study revealed among others that secondary school principals in Anambra State do not engage in instructional supervision practices of observing classroom instruction to ensure curriculum coverage, monitoring teachers compliance to school schedules, meeting regularly with teachers to discuss instructional challenges and providing feedback to teachers after class observation. The study also found out that secondary school principals do not engage in adequate motivational practices to promote teachers instructional improvement for sustainable development in secondary education in Anambra State. Based on the findings, it was recommended that school administrators should always engage in instructional supervision practices by observing classroom instruction to ensure curriculum coverage, monitoring teachers compliance to school schedules, meeting regularly with teachers to discuss instructional challenges and providing feedback to teachers after class observation among others. Conclusion was drawn.
Building Excellence: How Helping Charters Access Facilities Can Improve Opportunity for Idaho Kids
Author: Robson, Kelly
Date: 2016-12-00
Type: Reports - Research
Subjects: Charter Schools,Educational Opportunities,Educational Facilities Improvement,Educational Facilities,Administrator Surveys,Administrator Attitudes,Interviews,Funding Formulas,Educational Facilities Planning,Educational Finance,Barriers,Elementary Secondary Education,Public Schools

To better understand charter leaders' experiences acquiring facilities, the authors conducted a survey of all charter school leaders in the state of Idaho. The leaders of 26 brick-and-mortar charter schools responded, representing 65 percent of all such charter schools in the state. The survey gathered a number of facilities-related data points, including the square footage and seat capacity of schools' current facilities, monthly and annual facilities-related expenditures, and whether charter school facilities have amenities like auditoriums, gyms, and libraries. Charter leaders were also asked about the specific challenges they face as they search for and finance property for their schools. This survey data, coupled with follow-up interviews with six school leaders and an analysis of publicly available data and reports, surfaced four key findings: (1) Limited access to financing is a major barrier to securing an adequate facility; (2) Charter leaders struggle to find suitable properties and often make significant tradeoffs; (3) Inadequate facilities funding makes it more challenging for charter schools to provide the educational programming they envision; and (4) Charter schools are able to construct and renovate facilities at a fraction of what districts spend. Based on these findings, the authors make the following three recommendations to the Idaho legislature to ensure charter public schools have more equitable access to facilities: (1) Give charter schools the right of first refusal or free or low-cost access to vacant, taxpayer-funded properties; (2) Allow charter schools to be included in local district bonds and levies; and (3) Increase funding for existing programs.
Bayou Blues: How Louisiana&apos;s Retirement Plan Hurts Teachers and Schools
Author: Aldeman, Chad
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Teacher Retirement,Retirement Benefits,Teacher Salaries,State Programs,Debt (Financial),Retrenchment,Expenditures,Taxes,Financial Policy,Costs,Educational Trends

Years of irresponsible budgeting practices have left the Teachers' Retirement System of Louisiana (TRSL) almost $12 billion in debt. Without significant reforms, Louisiana's pension problems are likely to get worse, with further negative consequences for workers and schools. This report shows that schools participating in the TRSL already must contribute more than 30 percent of each teacher's salary toward the state pension plan. The vast majority of this contribution goes toward paying down debt, not for benefits for current workers. As debt has grown, many communities have been forced to make difficult choices between raising taxes, reducing teachers' salaries and benefits, or making cuts to school-based programs such as art, music, and foreign languages -- all of which affect the quality of education. The state's school districts have already made noticeable cuts to their expenditures on instructional programs, textbooks and other school supplies, and special education services. In addition to its high costs, the plan also doesn't deliver adequate retirement benefits for all teachers. Moreover, Louisiana is one of 15 states that has chosen not to offer Social Security coverage to its teachers, leaving them solely dependent on their state pension. The good news is that it's not too late to fix the problems, and there are solutions that Louisiana could adopt or expand to help improve the financial stability of the pension system and offer all teachers a path to a secure retirement. These include: (1) Lowering the state's assumed discount rate on investment returns to more closely match the present market environment; (2) Treating the current pension debt as a legacy cost owed by the state, not as a tax on teachers' salaries; (3) Enrolling all new teachers in Social Security to provide at least a minimum floor of portable, progressive retirement benefits; and (4) Adopting a more portable retirement plan for new workers, which would be better for Louisiana's teachers and ensure that the state does not take on any additional debt going forward.
Time Management Strategies as a Panacea for Principals&apos; Administrative Effectiveness in Secondary Schools in Enugu State, Nigeria
Author: Victor, Akinfolarin Akinwale
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Time Management,Principals,Administrator Effectiveness,Secondary Schools,Administrator Surveys,Questionnaires,Rating Scales,Meetings,Leadership Styles,Decision Making,Administrative Organization,Power Structure

This study ascertained the time management strategies for principals' administrative effectiveness in secondary schools in Enugu State. Two research questions guided the study. The study adopted a descriptive survey design. The study was conducted in Enugu State. The study population comprised all the 291 secondary school principals' in Enugu State. Simple random sampling technique was used to sample 146 principals for the study. The instrument used for data collection was a well-structured 15 items researcher developed instrument titled; Time Management Strategies for Principals' Administrative Effectiveness Questionnaire (TMSPAEQ). The instrument was structured on a four rating scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) weighted 4, 3, 2 and 1 respectively. The face validation of the instrument was established by subjecting it to criticism by colleagues, experts and authorities in the field of inquiry. The cronbach alpha was used to determine the reliability of the instrument. Data were analyzed using mean and standard deviation. The findings of the study revealed that principals' manage their time for administrative effectiveness in secondary schools by adopting meetings management strategies, it also revealed that principals' do not adopt delegation strategies in managing time for administrative effectiveness in secondary schools in the areas of; allowing assistants to make decisions regarding assigned tasks, having complete faith in staff ability when delegating tasks, delegating to staff according to their abilities, and placing a limit for task completion when delegated among others. The study concluded among others that principals' do not adopt delegation strategies in managing time for administrative effectiveness in secondary schools in Enugu State. Based on the findings, it was recommended that capacity building on effective time management should be considered by State Ministry of Education by organizing workshops, seminars and conferences on time management strategies for a successful school administration among others.
The Best Teachers for Our Littlest Learners? Lessons from Head Start&apos;s Last Decade
Author: Kaplan, Marnie
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Preschool Teachers,Teaching Skills,Educational Policy,Educational History,Educational Innovation,Teacher Qualifications,Teacher Effectiveness,Academic Standards,Case Studies,Labor Force Development,Educational Trends

Head Start comprises a substantial share of the early childhood workforce. Given this, changes in Head Start workforce policies impact the broader early childhood ecosystem--and changes in the larger ecosystem in turn affect Head Start. This paper seeks to inform efforts to strengthen the early childhood workforce by documenting the current state of the Head Start workforce and examining the effects of recent efforts to improve the skills of Head Start teachers. The first part traces the evolution of Head Start workforce policy over the last 50 years and identifies how shifts in the broader early childhood landscape, especially state-funded pre-k programs, have influenced these policies. The second part analyzes the impact of the most recent reauthorization of Head Start, which required half of all Head Start teachers to hold bachelor's degrees with training in early childhood education. It reveals that while the bachelor's degree requirement succeeded in raising the credentials of Head Start teachers, it did not alleviate, and may have exacerbated, other challenges related to recruiting, retaining, and compensating a high-quality Head Start workforce. The third part provides case studies of the evolution of the Head Start workforce in four states (Alabama, New Jersey, New York, and Washington, D.C.), which demonstrate the interconnection between Head Start and the larger early childhood workforce and offer lessons for both state and federal policymakers. The fourth part of this paper details how the broader policy and research context has evolved since the last Head Start reauthorization. Finally, the paper offers policy recommendations to strengthen the Head Start workforce.
A New Agenda: Research to Build a Better Teacher Preparation Program
Author: Mitchel, Ashley LiBetti
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Action Research,Program Improvement,Evidence Based Practice,Access to Information,Student Records,Research Methodology,Educational Strategies,Program Design,Program Evaluation,Program Effectiveness,Models,Educational Policy,Research Needs,Educational Change,Change Strategies,Preservice Teacher Education,Inservice Teacher Education,Faculty Development

Every year, new teachers collectively spend about $4.8 billion on their training requirements, nearly all of which goes to teacher preparation programs. Unfortunately, it is unclear whether that is money well spent. Despite decades of research and ongoing calls to improve the quality of teacher training, we still do not know how to sculpt an effective teacher preparation program. In this report, the authors argue that a new approach focused on rigorous, actionable research is critical to driving improvement in teacher preparation. To create that body of research, the field needs: (1) systems that link completer performance data to preparation programs, make those data publicly accessible, and maintain individual privacy; (2) research methods that use those data to produce actionable strategies and effective practices to improve program design; and (3) policies that incentivize programs to evaluate the effectiveness of their model and adopt new, evidence-based practices. The end result should be a body of rigorous research that explores a multitude of possible improvement strategies, testing which components of program design are effective, for whom, and under what circumstances. Until those pieces are in place, the quality of teacher preparation will remain stagnant. The authors make several interrelated recommendations to authentically improve teacher preparation that are the shared responsibility of researchers, preparation programs, and state and federal policymakers.
New Jersey&apos;s Segregated Schools: Trends and Paths Forward
Author: Orfield, Gary
Date: 2017-11-00
Type: Reports - Research
Subjects: Trend Analysis,School Segregation,Demography,Public Schools,Private Schools,Charter Schools,Racial Segregation,Intergroup Relations,English Language Learners,Elementary Secondary Education,Preschool Education,Enrollment Trends,Poverty,Low Income Students,Racial Composition,School Districts

This report updates earlier research published by the Civil Rights Project in 2013. That report detailed troubling racial and economic segregation trends and patterns from 1989-2010. The latest report includes new data from 2010-2015. The research updates public school enrollment trends and details segregation in the state's schools by race and income. It also includes information about segregation in private schools, examines student enrollment trends in charter schools and their potential to increase segregation, and includes new research on segregation in PreK schools. A new analysis looks at the plight of students who are English Language Learners (ELLs), finding many attend schools triply segregated by race, income and language. Key findings of the report include: (1) the student population is transforming; (2) racial segregation has doubled since 1989 and is increasing for some students; (3) Black and Latino students are double segregated by race and income; (4) segregation starts early; and (5) ELLs face &quot;Triple Segregation&quot; by race, income and language. One appendix is included. [To view the first report, &quot;A Status Quo of Segregation: Racial and Economic Imbalance in New Jersey Schools, 1989-2010,&quot; see ED558804.]