ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Longitudinal Study of 2002 (ELS:2002): A First Look at the Postsecondary Transcripts of 2002 High School Sophomores. First Look. NCES 2015-034
Author: Lauff, Erich
Date: 2015-04-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,High School Students,Student Records,Postsecondary Education,College Attendance,Educational Attainment,Student Characteristics,Family Characteristics,Grade Point Average,College Credits,Remedial Instruction,Undergraduate Study,Academic Degrees,Error of Measurement,Tables (Data)

The Education Longitudinal Study of 2002 (ELS:2002) tracks the educational and developmental experiences of a nationally representative sample of United States high school students who were sophomores in the spring of 2002. This First Look report provides a descriptive portrait of their postsecondary education experiences through the end of the 2012-13 academic year by using information obtained during the postsecondary transcript data collection conducted in 2013-14. It is important to note that many of the variables examined in this report may be related to one another, and complex interactions and relationships among the variables have not been explored. The variables presented here are just a small subset of those that can be examined with the ELS:2002 data; they were selected to demonstrate the range of information available from the study. The release of this report is intended to encourage more in-depth analysis of the ELS:2002 data using more sophisticated statistical methods. Appended are: (1) Standard Error Tables; and (2) Technical Notes and Methodology.
Blueprint for College Readiness: A 50-State Policy Analysis
Author: Glancy, Emmy
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: College Readiness,State Policy,Educational Policy,High Schools,Postsecondary Education,Graduation,Alignment (Education),Career Readiness,Graduation Requirements,Accountability,College Admission,Admission Criteria,Remedial Instruction,Student Placement,Articulation (Education),Transfer Policy,Elementary Secondary Education,Higher Education

The Education Commission of the States launched the Blueprint for College Readiness initiative to provide guidance and support to the growing number of states working to improve student success and transition from high school into postsecondary. Designed by state leaders for state leaders, the Blueprint features a menu of 10 critical policies promoting college readiness and success. This 50-state analysis explores the extent to which states are pursuing these policies. The accompanying resources, technical assistance and online database are designed to respond to the unique needs of states. The Blueprint is designed to serve as a framework to help K-12 and higher education leaders conceptualize the multitude of education reform efforts underway in their states. The analysis includes four high school policies, four postsecondary policies and two &quot;bridge&quot; policies that impact both stakeholders. Collectively, the 10 policies described in the Blueprint enable states to bring together college and career readiness, transition and degree attainment goals. The second section of the report contains individual state profiles as a way for leaders to quickly discern where strengths and opportunities exist and where they can get more information and resources should they decide to take action. Finally, a 50-state searchable data portal will provide an array of content-rich, easy-to-understand features.
Education System of John Amos Comenius and Its Implications in Modern Didactics
Author: Lukaš, Mirko
Date: 2014-06-00
Type: Journal Articles
Subjects: Didacticism,Educational Philosophy,Scientific Concepts,Educational History,Instructional Systems

The authors were particularly interested in scientific conceptions shaped and systematized in subject-teaching school system proposed by J.A. Comenius, which are still actively applied in day-to-day school practice. Within the analysed ideas of J.A. Comenius the goal and the task of this paper is to present to the pedagogic public the originality and the permanence of certain didactic phenomena which can be found in the beginnings of didactics 355 years ago, as well as to confirm on a scientific level their contemporariness and topicality. According to its significant characteristics, this longitudinal research is based on the historical analysis of the contents of pedagogic literature and periodicals. The most important results obtained by this research are interpreted in the sense of evidence confirming that Comenius advocated the concept of holistic and unified educational system in his ideas. The paper refers to and presents the proposed school system, but more attention is devoted to other didactical phenomena which have marked the systematization of classes, and raised didactics to the level of science. In this paper, a special attention is paid to Comenius's constant emphasis of the need to permanently connect the school with life, as well as with the surroundings such as family, homeland, people and its culture and national traditions. Along with reported results of the analytical approach to texts, the principle of harmony of thoughts, words and actions, as well as didactical rules and the graphical quality of classes whereby permanent knowledge necessary for life is acquired, are explained. From Comenius's commitment to the pansofic (cross-disciplinary) approach in teaching all things to all men, the permanence of this implication as a maxim and principle of work in the future school life can be seen. Although from an ecclesiastical educational and cultural background, his visionary and futuristically oriented views of life and world without ecclesiastic dogmas are shown in his work. He wants to change the existing, no matter how good it may be; in his humanistic spirit he incites others to think, to be creative and original, and shows the need to introduce changes, to reform and change, instead of reconciliating with the existing. Although a Czech, he indebted the entire human race with his teaching, as over three hundred years now people have not been able to find ideas more original than his to change the current school. This paper aims at reminding us that history must be used as a basic research starting point, and incentives to discover new, so far unknown experiences, must come from it.
Science and Technology Teachers' Opinions about Problems Faced While Teaching 8th Grade Science Unit &quot;Force and Motion&quot; and Suggestions for Solutions
Author: Bozdogan, Aykut Emre
Date: 2015-03-00
Type: Reports - Research
Subjects: Teacher Attitudes,Grade 8,Science Teachers,Science Education,Barriers,Motion,Physics,Scientific Concepts,Teaching Methods,Questionnaires,Content Analysis,Educational Resources,Time,Textbooks,Relevance (Education),Student Characteristics,Science Process Skills,Science Laboratories,Student Participation,Problem Solving,Foreign Countries,Interviews,Statistical Analysis

The aim of this study is to explore the problems encountered while teaching force and motion unit in 8th grade science and technology course from teachers' perspectives and offer solutions to eliminate these problems. The study was conducted with 248 science and technology teachers working in 7 regions in Turkey in 2012-2013 academic year. Descriptive method was used in the research. The data of the research was obtained with a questionnaire developed by the researchers. Content analysis, arithmetic mean, and standard deviation were used for the analysis of the data. The teachers stated that the problems and solutions in force and motion unit in science and technology course depending on time, text book and work book, lack of connection to daily life, feature of the unit, students and implementations were examined. As a result of the study the teachers justified that abstract and complicated subject, lack of equipment and tools, and students' not being able to use scientific process skills adequately were the problems in force and motion unit in science and technology course. To solve the problems, the teachers suggested that course hours should be increased, labs should be improved, more equipment and tools should be provided and teachers should give more opportunities to the students to do more activities, link the subjects to daily life and materialise them, use technology (video, flash, presentations, sides and so on) in their classes, solve more problems about the topic and the number of activities in workbook should be increased.
Using Positive Behavior Intervention Support for Children with Autism in Inclusive Classrooms
Author: Grant, Marquis C.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Inclusion,Regular and Special Education Relationship,Mainstreaming,Behavior Problems,Behavior Modification,Positive Reinforcement,Intervention,Classroom Environment,Visual Stimuli,Rewards

The prevalence of autism and related disorders, now categorized under the common thread of autism spectrum disorder (ASD), is increasing, with one in 88 children being diagnosed each year. With this increase in prevalence comes an urgent need for interventions that will address the behavioral and learning challenges faced by children with ASD in the classroom. The need for more scrutiny of behavior-based therapies is critical given the number of children with ASD who are receiving instruction in mainstream classroom settings. The use of Positive Behavior Intervention Support (PBIS) may help educators and support personnel who are challenged when trying to find ways to meet the needs of their students with autism spectrum disorder.
Frequently Asked Questions: Common Core State Standards Initiative
Author: Common Core State Standards Initiative
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Elementary Secondary Education,Program Implementation,Program Content,Educational Trends,Futures (of Society),Program Development

The document provides answers to some of the frequently asked questions about the Common Core State Standards, from how they were developed to what they mean for states and local communities. The questions are organized into the following categories: (1) Overview; (2) Process; (3) Implementation and Future Work; and (4) Content and Quality of the Standards.
No Child Left Behind Act of 2001 (Public Law 107-110)
Author: US Congress
Date: 2002-01-08
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Educational Legislation,School Law,Educational Change,Educational Improvement,Academic Standards,National Standards,Accountability,Achievement Gap,Elementary Secondary Education,Academic Achievement,Educationally Disadvantaged,Teacher Education,Second Language Instruction,English (Second Language),Immigrants,School Choice,Educational Innovation,Federal Aid

The No Child Left Behind Act of 2001 is a comprehensive plan to reform schools, change school culture, empower parents, and improve education for all children. The law promises to raise standards for all children and to help all children meet these standards. No Child Left Behind is based on four principles: (1) Accountability for results; (2) Local control and flexibility; (3) Expanded parental choice; and (4) Use of research-based instruction that works.
The Social-Ecological Model: A Framework for Violence Prevention
Author: National Center for Injury Prevention and Control (DHHS/CDC), Division of Violence Prevention
Date: 2002-00-00
Type: Reports - Descriptive
Subjects: Violence,Prevention,Holistic Approach,Models,Influences

The ultimate goal of the work of violence prevention is to stop violence before it begins. The Centers for Disease Control (CDC) uses a four-level social-ecological model (SEM) to better understand and prevent violence. The four levels are: (1) Individual; (2) Relationship; (3) Community; and (4) Societal. This model considers the complex interplay between individual, relationship, community, and societal factors. It allows the CDC to understand the range of factors that put people at risk for violence or protect them from experiencing or perpetrating violence. The overlapping rings in the model illustrate how factors at one level influence factors at another level. Besides helping to clarify these factors, the model also suggests that in order to prevent violence, it is necessary to act across multiple levels of the model at the same time. This approach is more likely to sustain prevention efforts over time than any single intervention.
History: Twenty-Five Years of Progress in Educating Children with Disabilities through IDEA. Archived
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2007-07-19
Type: Reports - Evaluative
Subjects: Educational Legislation,Disabilities,Equal Education,Educational Quality,Student Rights,Federal Legislation,Educational History,African American Students,Culturally Relevant Education,English Language Learners,Student Diversity,Academic Achievement,Early Intervention,Early Childhood Education,Elementary Secondary Education,Court Litigation,Preschool Children

Congress enacted the Education for All Handicapped Children Act (Public Law 94-142), in 1975, to support states and localities in protecting the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children, and youth with disabilities and their families. Since the passage of Public Law 94-142, significant progress has been made toward meeting major national goals for developing and implementing effective programs and services for early intervention, special education, and related services. Before the Individuals with Disabilities Act (IDEA), many children were denied access to education and opportunities to learn. This archived report chronicles the first 25 years of progress since the passage of Public Law 94-142 in 1975. It describes conditions before IDEA, provides numerous illustrations of key early Federal legislation that supported improved programs and services, and outlines concrete examples of IDEA accomplishments. Four purposes of PL 94-142 are provided, and culturally relevant instructional principles that help African American students, English language learners, and other diverse students become more actively involved in their academic assignments are listed. In charting the next 25 years, this report challenges the United States to build on its previous support for equality of access and continue to expand and strengthen its support for quality programs and services. Improving educational results for children with disabilities requires a continued focus on the full implementation of IDEA to ensure that each student's educational placement and services are determined on an individual basis, according to the unique needs of each child, and are provided in the least restrictive environment. Through such sustained Federal leadership, the United States today is the world leader in early intervention and preschool programs for infants, toddlers, and preschool children with disabilities.
Methods Matter: Teacher-Trainee Perspectives on Language Teaching Methods in a South Korean TESOL Certificate Program
Author: Jobbitt, Todd
Date: 2014-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Preservice Teachers,Teacher Attitudes,Language Teachers,Teaching Methods,Qualitative Research,Statistical Analysis,Futures (of Society),Learning Experience,Course Content,Communicative Competence (Languages),Grammar,Translation,Audiolingual Methods

The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students actually try out new methods, or techniques from these methods, in their present or future teaching contexts? Qualitative and quantitative results show that although students overwhelmingly had limited prior exposure to a variety of teaching methods and shared a heavy reliance on a select few methods, there was a strong propensity for future learning using the methods and techniques presented in the course.
A Proposal: Modification for Instruments and Tools Used in the Science Laboratory Setting for Students with Disabilities
Author: Kogan, Denis
Date: 2015-04-01
Type: Reports - Research
Subjects: Academic Accommodations (Disabilities),Laboratory Equipment,Science Equipment,Science Laboratories,Action Research,Check Lists,Student Surveys,Individualized Instruction,Science Education,Student Evaluation,Urban Schools,Public Schools

The purpose of this action research proposal is to create a Modification of Instruments and Tools in Science (MITS) program to address the need for providing Students With Disabilities (SWDs) appropriate access to scientific tools and techniques of scientific inquiry. This proposal contains a review of literature on SWDs, differentiating instruction to meet individual student need, evaluation and survey tools on levels of student accessibility to tools and technology, and science education requirements. In order to appropriately evaluate students, the author developed a Skills Checklist for MITS in addition to combining an already existing Levels of Accessibility Matrix (LAM) system and Student Learning Survey (SLS) recommendations. The Skills Checklist for MITS and LAM/SLS were constructed from modifications to--and hybrids of--similar Evidence-Based Practice tools used by the Assistive Technology Evaluation Unit in District 75, Plourde and Klemm's (2004) Levels of Accessibility Matrix (LAM) system, Boone and Higgins' (2007) &quot;Software v-List,&quot; and Tzu-Chi, Gwo-Jen, and Jen-Hwa's (2013) recommendation for taking into consideration multiple learning criteria, including learning styles, cognitive styles, and knowledge levels, for developing adaptive learning systems. In addition a logic model for the project was developed (see appendix). This proposal supports research on how to provide SWDs with appropriate access to instructional equipment and tools used in science by providing a method for their modification.
A Multilevel Study of Partnership Building to Support Early Childhood Development across Different Education Contexts
Author: Wang, Jianjun
Date: 2015-04-00
Type: Reports - Research
Subjects: Early Childhood Education,Context Effect,Partnerships in Education,Child Development,School Taxes,Child Health,Family Programs,State Aid,Performance Factors,Integrated Services,Outreach Programs,Geographic Location,Influences,Investigations,Interviews,Social Networks,Network Analysis,Group Dynamics,Institutional Cooperation,Program Descriptions,Preschool Evaluation,Educational Practices,Educational Assessment

First five years are identified as a critical period of child growth in scientific literature. In 1998, California voters passed Proposition 10 that appropriated a 50 cent per pack tax on cigarettes and other tobacco products to support early childhood development. As a result, Kern County Children and Families Commission administered over $10 million in FY 2013-14 to fund 40 programs in focus areas of &quot;Child Health,&quot; &quot;Family Functioning,&quot; and &quot;Child Development.&quot; In this study, variability of partnership strength is partitioned at the &quot;program&quot; and &quot;focus area&quot; levels. The result indicates co-existence of program effects with the significant funding impact, including &quot;center-based&quot; vs. &quot;home-based&quot; services, &quot;initiation&quot; or &quot;collaboration&quot; in partnership building, Summer-Bridge learning, referral support, and program outreach in hard-to-reach communities.
Toward the Application of Constructivism and Constructionism to Work-Related Training in Service of the Enhancement of Human Capital Development in Postsecondary Education Settings in the United States
Author: Mays, Antje
Date: 2015-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Constructivism (Learning),Postsecondary Education,Human Capital,Vocational Education,Labor Force Development,Job Skills,Cognitive Structures,Experiential Learning,Cooperative Learning,Reflection,Teacher Role,Educational Environment,Interpersonal Relationship,Career Education

Education research and employer surveys reveal that the skill gap in the United States spans across the realms of academic foundations, industry qualifications and technical competencies, higher-order cognitive skills, and behavioral skills and values. The purpose of this investigation was to identify key components of the two theoretical models of constructivism and constructionism which have been found to enhance children's intellectual and affective development and to apply these components to career instruction in postsecondary education settings. Through a critical analysis of existing theory and research related to human capital, constructivism, and constructionism, the components which might be logically applied to workforce development in postsecondary career education settings in the United States were identified. The goal of applying constructivist and constructionist strategies would be to empower postsecondary career learners to internalize their career fields' knowledge base and its practical applications as well as strengthen learners' analytical skills, creativity, perseverance, ethics, and behavioral workplace competencies. To accomplish this goal, seven core components were distilled from constructivism and constructionism: the whole person, knowledge structures, strategically prepared learning environments, the teacher as expert guide and subtle facilitator, experiential learning, social interaction and collaborative learning, and reflection.
Family Intervention with a Case of Bipolar I Disorder with Family Conflict
Author: Sahu, Kamlesh Kumar
Date: 2013-07-00
Type: Journal Articles
Subjects: Mental Disorders,Family Relationship,Drug Therapy,Compliance (Psychology),Conflict,Coping,Psychoeducational Methods,Outcomes of Treatment,Problem Solving,Interpersonal Relationship,Therapy,Intervention,Case Studies,Clinical Diagnosis,Counselor Client Relationship,Foreign Countries

Bipolar disorder is a major mental illness. Inherited treatment of bipolar disorder has been focused on pharmacological treatments. Though, psychosocial variables appear to be important antecedents of bipolar disorder, poor drug compliance, expressed emotion or faulty communication and life events play a vital role in relapse. Conflict is commonly seen in family due to this disorder, particularly when family member have less knowledge about illness or has poor coping capabilities. So, integrating psychosocial treatments with the widely used drug regimens could be more effective as various researches have shown the evidence. Family-focused treatment (FFT) with the goal to enhance family function through communication, problem-solving and coping skills training, psychoeducation, and relapse preparedness has known efficacy along with interpersonal and social rhythm therapy (IPSRT). This social casework report illustrates the positive outcome of individual as well as family intervention using FFT and IPSRT with an individual with bipolar I disorder having strained interpersonal relationship with his family due to his illness. Family intervention with a case of bipolar I disorder with family conflict. Available from: https://www.researchgate.net/publication/236121539_Family_intervention_with_a_case_of_bipolar_I_disorder_with_family_conflict [accessed Apr 22, 2015].