ethanporcaro/eric-fulltext-meta huggingface dataset:
The Ethnomathematics of Tutuwaru Community in the Crafts of Koli Leaf Weaving
Author: Laurens, Theresia
Date: 2020-12-00
Type: Journal Articles
Subjects: Handicrafts,Mathematics Instruction,Teaching Methods,Mathematical Concepts,Concept Formation,Problem Based Learning,Indigenous Populations,Indigenous Knowledge,Geometry,Arithmetic,Foreign Countries

Ethnomatemics-based mathematics concept implementation can be carried out through constructivism-based learning such as realistic mathematics, problem-based and learning with a scientific approach. This research purpose to explore the form of ethnomatemics on the woven cabbage leaves of the Tutuwaru community and analyze the process of understanding mathematics from the perspective of indigenous people and indigenous knowledge and examine the development of woven form ethnomatatics in school mathematics. The method used in this research is descriptive qualitative research. The subjects are 2 members of the weaving community, while the objects of research are &quot;Nyiru&quot; (winnowing-basket), &quot;Topi&quot; (hat), &quot;Keranjang dan Bakul&quot; (basket). The results showed that the form of weaving from a typical local Koli (cabbage) tree, could be connected with several mathematical concepts such as basic geometry and arithmetic. The hexagonal concept based on the understanding of multiples is an &quot;indegious knowledge&quot; that exists in the Tutuwaru community in constructing the form of nyiru-woven, reflection, points, lines and tessellation. These mathematical ideas can be used as context in school mathematics learning.
Intensive Intervention Practice Guide: Using Student Choice to Decrease Challenging Behaviors for Elementary Students with Comorbid Academic and Behavior Difficulties
Author: Crowell, Gabrielle
Date: 2021-00-00
Type: Guides - General
Subjects: Student Behavior,Behavior Problems,Behavior Modification,Elementary School Students,Comorbidity,At Risk Students,Participative Decision Making,Student Participation,Intervention,Self Determination,Functional Behavioral Assessment,Family Role,Cultural Differences,Students with Disabilities

An often overlooked but simple antecedent modification is student choice. Student choice can be incorporated with a variety of individuals and across a multitude of activities (Texas Statewide Leadership for Autism, 2013). Choice can be as simple as letting a student choose the assignment they want to complete first (Cosden et al., 1995; Kern &amp; Clemens, 2007; Fraumeni-McBride, 2017), asking what reinforcer(s) they wish to work for (Tiger et al., 2006), or allowing them to choose when they take a break (Rajaraman et al., 2021). Choice may be especially effective with students who have comorbid learning and behavior disorders (Killu, 1999l; May &amp; Howe, 2013)--and engage in task avoidant behavior (Morgan, 2006)--as it gives them a sense of control in challenging academic situations that typically precipitate challenging behavior (Kerns, 2002). The goal of this practice guide is to provide an overview of student choice, describe who it benefits, present examples of research on its efficacy, suggest tips for implementation, underscore its practicality, highlight questions that remain, and supply resources where you can learn more.
Supporting STEM Activities in Out-of-School Time Programs
Author: Mielke, Monica
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: STEM Education,Learning Activities,Elementary School Students,Middle School Students,Program Development,Program Implementation,School Recreational Programs,Teaching Methods,Alignment (Education),Program Descriptions

Out-of-school time programs are well-positioned to enhance students' Science, Technology, Engineering, and Math (STEM) skills, increase their interest in STEM fields, and increase their engagement in learning overall. In its 2011 Request for Proposals (RFP) for Out-of-School Time (OST) programs for youth in the elementary and middle grades, the New York City Department of Youth and Community Development (DYCD) encouraged programs to incorporate STEM subjects into their activities. In addition, DYCD's RFP required OST programs to institute a system of continuous quality improvement (CQI), which includes an examination of the program's goals and intended participant outcomes, observations and data collection, and adjustments to program practices based on this information. As part of its ongoing efforts to evaluate the implementation and effectiveness of the OST initiative, DYCD asked Policy Studies Associates, Inc. (PSA) to examine the ways in which OST programs implemented STEM activities, and to document their approaches to continuous quality improvement. This report describes the strategies and approaches used by five OST programs to implement STEM activities. Three of these programs were center-based and two were school-based; two of the programs served participants in grades K-5, one served grades 6-8, and two served both elementary- and middle-grades participants. This report is based on interviews with staff of these programs, as well as activity observations and document reviews. The first section of the report looks across the programs to examine the rationale for STEM implementation, and highlights areas where further technical assistance or guidance could strengthen implementation. The second section of the report contains a profile of each of the five programs visited for this study. [This report was prepared for Department of Youth and Community Development, New York, New York.]
Design Your Future: College &amp; Career Preparation Guide
Author: North Dakota University System
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Grade 9,Middle School Students,High Schools,Career Development,Career Choice,College Preparation,Guides,Student Adjustment,College Choice,Graduation,College Attendance,Paying for College,Academic Degrees,Student Financial Aid,Scholarships,Educational Planning

This publication was created to help eighth-grade students make a successful transition to high school and begin looking at college and career options. Topics covered in the booklet include exploring career options; choosing the right college for you; the North Dakota University System; making plans to graduate from high school; and attending a North Dakota college or university. &quot;A Parent's Guide to Paying for College: Answers to Frequently Asked Questions&quot; is also included.
2017 Spring Enrollment Report. Daring to Be Great: The NDUS Edge
Author: Weber, Jennifer
Date: 2017-02-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,State Universities,Institutional Mission,Community Colleges,Research Universities,Comparative Analysis,Two Year Colleges,Trend Analysis,Full Time Students

To improve student access and success in North Dakota University System (NDUS) institutions, the State Board of Higher Education has implemented enrollment policies that better reflect the differentiated missions of research universities, regional universities, and community colleges. This report addresses the transition in policy by grouping data by institutional mission. A one-year comparison of two-year institutions, four-year institutions, and system wide; five-year trends; and ten-year trends are examined based on overall headcount, full time students, and full time equivalencies (FTEs). [This report was prepared for the State Board of Higher Education. For &quot;2016 Fall Enrollment Report. Daring to Be Great: The NDUS Edge,&quot; see ED572887.]
American Indian and Alaska Native (AIAN) All Programs (2020-2021). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: American Indians,Alaska Natives,Preschool Children,Infants,Toddlers,Pregnancy,Disadvantaged Youth,Preschool Education,Enrollment,Financial Support,Child Care Centers,Child Care,Age Differences,Homeless People,Foster Care,Ethnicity,Racial Differences,Language Usage,Family Environment,Health Services,Access to Health Care,Individualized Education Programs,Individualized Family Service Plans,Disabilities,Family Programs,Services

This American Indian and Alaska Native (AIAN) Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all American Indian and Alaska Native (AIAN) programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start.
North Dakota Native American Needs Assessment: Action Plan 2021-2022
Author: North Dakota Department of Public Instruction
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: American Indian Education,American Indian Students,Elementary Secondary Education,Academic Achievement,Culturally Relevant Education,Social Emotional Learning,Equal Education,School Community Relationship,Public Education,Educational Strategies,Educational Needs,Needs Assessment,Faculty Development

The Native American Needs Assessment Action Plan is designed to assist educators and administrators in addressing the needs and areas of possible opportunity that have been identified through the annual Native American Needs Assessment conducted by the North Dakota Department of Public Instruction. The Action Plan is organized around areas of need identified by the Native American Needs Assessment Survey. Each need has a set of evidence-based strategies and resources associated with it. The Action Plan is designed as a living document. After each administration of the Needs Assessment Survey, the Action Plan will be updated, and additional needs and associated strategies and resources will be added.
Parallel Play in the Education Sandbox: The Common Core and the Politics of Transpartisan Coalitions. Part of New America&apos;s Strange Bedfellows Series
Author: McGuinn, Patrick
Date: 2016-01-00
Type: Reports - Research
Subjects: Common Core State Standards,Politics of Education,Advocacy,Educational Policy,Program Implementation,Educational Change,Resistance to Change,Case Studies,Unions,Ideology,Conflict

The Common Core State Standards (CCSS) was originally promoted in 2010 by a centrist bi-partisan coalition that included Democrats interested in leveraging more rigorous academic standards to improve educational opportunity and moderate probusiness Republicans concerned about workforce development. As states moved to implement the new Standards (and aligned assessments), an anti-Common Core coalition arose first on the far right among Tea Party activists and then from the left, particularly among teacher advocacy groups. While temporarily united by their opposition to the CCSS, opponents across the political spectrum did not agree on the sources of their concern or on policy solutions. Understanding where the disparate sides of this coalition agreed and disagreed on the specific issue of the Common Core, and education policy more generally, can shed light on the conditions under which transpartisanship might flourish and the extent to which these types of coalitions can impact policy and remain aligned over time. This report examines the controversy surrounding implementation of the CCSS, which offers a case study of a better understanding of the political dynamics and potential limitations of transpartisan coalitions.
Prevalence of Cyberbullying in the New Normal of Learning: Implications to Higher Education Institutions
Author: Asio, John Mark R.
Date: 2022-04-00
Type: Journal Articles
Subjects: Higher Education,Bullying,Computer Mediated Communication,Student Attitudes,Pandemics,COVID-19,Distance Education,Educational Change,Student Behavior,Student Characteristics,Profiles,Correlation,Student Surveys,Undergraduate Students,Victims,Foreign Countries,Incidence

In the advent of the &quot;new normal&quot; during the pandemic era, strategies to teach and learn switched to online. Students' behavior and attitude also shifted from face-to-face to online. This study aims to assess the students' profiles and the prevalence of cyberbullying in the higher education institutions in Central Luzon, Philippines. The study used a descriptive-correlational technique with the help of an online survey to gather data. Using a convenience sampling technique, 300 higher education students participated in the online survey during the first semester of 2021-2022. In order to attain the objective of the study, the investigators used a standardized instrument. With the help of SPSS 23, the data analyst analyzed the gathered data using the following statistical tools: frequency, weighted mean, and non-parametrical tests like Kruskal-Wallis, Mann-Whitney U, and Spearman rho. The investigators found that the student-respondents were &quot;never&quot; cyberbullying victims or offenders. Furthermore, statistical inferences showed a variation for cyberbullying offenders as to age and sponsorship/scholarship and a weak indirect relationship between cyberbullying offenders and sponsorship/scholarship characteristics of the students. The investigators recommended pertinent implications for the new normal of learning among students and the institution from the study results.
The Effects of Intrapersonal Development among Female Entrepreneurs: The Role of Self-Efficacy in the Success of Women-Owned Businesses
Author: Albertson, Trinity
Date: 2022-05-00
Type: Reports - Research
Subjects: Entrepreneurship,Higher Education,Self Efficacy,Females,Womens Education,Motivation,Psychological Patterns,Self Esteem,Creativity,Innovation,Persistence,Productivity,Accountability,Individual Development,Success,Mentors,Peer Influence,Social Networks,Coaching (Performance),Communities of Practice,Program Effectiveness,Professional Development

Limited entrepreneurial training programs are offered in higher education that address the hurdles, issues, knowledge, and experiences of female entrepreneurs. In addition, few opportunities are available for the intrapersonal skill and self-efficacy development needed by female entrepreneurs to be successful. Few theoretical studies on female entrepreneurship exist, and little research can be found on the specific challenges and barriers faced by the female business owners and entrepreneurs. However, within the literature that exists, valid evidence is available that female business owners and entrepreneurs are negatively impacted by their own limiting beliefs, as well as by restrictive sociocultural norms. The Aspire Program (TAP) was developed in 2019 to create a place in which female entrepreneurs can gain support, consultation, accountability, and the training and resources needed to be successful. Eleven critical success factors of female entrepreneurship include inspiration, motivation, shame, vulnerability, confidence, creativity, innovation, effort, persistence, productivity, and accountability. This mixed-methods, action research, survey-based study was conducted to identify the effects of intrapersonal development on the 11 critical success factors of new businesses started and run by female entrepreneurs, as well as to identify the role of self-efficacy in the success of female-owned businesses. The results and findings of the study revealed TAP's Mastermind and personal development components support a positive correlation to an overall increase in the 11 critical success factors of entrepreneurship, providing valuable feedback, support, experience, training, and solution-driven results to female entrepreneurs. The findings suggest increases in the participants' overall self-efficacy, which likely positively impacts their business ventures moving forward. The study concludes intrapersonal development among female entrepreneurs positively impacts the success of women-owned businesses in this study, and self-efficacy among the study's participants positively impacts their overall success with starting, operating, and/or owning a business. The study also provides insight into the challenges of creating and delivering an effective and innovative entrepreneurial development program for women.
Teachers&apos; Attitudes towards Unethical Use of Mobile Technologies in Higher Education
Author: Mâ?a, Liliana
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,College Faculty,Telecommunications,Handheld Devices,Ethics,Technology Integration,Teaching Methods,Foreign Countries,Educational Technology,Gender Differences,Specialization

The purpose of research is to explore the attitudes of university teachers towards the use of mobile technologies and to explore their perception of the ethical aspects related to the integration of new technologies. There was applied a questionnaire with closed-ended and open-ended questions. The results of this research highlight university teachers' positive attitudes towards the use of mobile technologies in higher education. These technologies become pedagogical tools in higher education with multiple valences on teacher professional learning. [For the full proceedings, see ED619611.]
Influence of Piaget&apos;s Theory on Convincing Experts about the Difficulties in the Understanding of Scientific Terms by Children
Author: Nodzynska, Malgorzata
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Piagetian Theory,Developmental Stages,Teaching Methods,Science Instruction,Scientific Concepts,Concept Formation,Informal Education,Language Usage,Difficulty Level,Academic Language,Specialists,Likert Scales,Vocabulary,Elementary School Students

In formal education, the teaching of natural sciences begins when children are about 12 years old. Teachers justify this with the difficulty and abstraction of concepts in these sciences, and they refer to the theory of child development by Piaget. However, numerous examples from everyday life, from non-formal education, analysis of the difficulties of individual terms as well as research in the field of mathematics and didactics of chemistry show that it is possible to teach natural science at lower stages of education. [For the full proceedings, see ED619611.]
Engineering Pedagogy Science as the Contemporary Basis for Effective Teaching of Science, Technology and Engineering
Author: Rüütmann, Tiia
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Engineering Education,STEM Education,Teaching Methods,Learning Processes,Constructivism (Learning),Educational Principles,Educational Philosophy,Instructional Design,Models

This study is introducing the basic principles of Engineering Pedagogy Science for effective design, teaching and learning of science, technology and engineering. The basic didactical models are introduced for contemporary design of effective teaching and learning. A quadruple instruction model of Engineering Pedagogy Science is proposed, integrating the principles of Behaviourism, Cognitivism, Social Constructivism and Humanism on the basis of didactic model of Engineering Pedagogy Science. [For the full proceedings, see ED619611.]
Higher Order Thinking Task and Question Application in the World Cognition Lessons in Primary Forms
Author: Venskuviene, Nadia
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Task Analysis,Educational Quality,Natural Sciences,Social Sciences,Elementary School Students,Thinking Skills,Schemata (Cognition),Teaching Methods,Lesson Plans,Elementary School Teachers,Foreign Countries,Achievement Tests,International Assessment

Recently, one has become concerned about the quality of natural science and social education basics of the primary school students. Particular attention is devoted to the higher-order thinking ability education. In the qualitative research, it was analysed what higher order thinking questions and tasks primary school teachers apply in the world cognition lessons. Research data were gathered using a lesson observation method. The gathered data were analysed making a technical picture. Research results showed that primary school teachers proportionally applied lower and higher-order thinking questions and tasks. [For the full proceedings, see ED619611.]
The Construction Activity as a Method of Polytechnic and Science Learning
Author: Hubálovská, Marie
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Science Education,Technical Education,Secondary Education,Models,Construction (Process),Scientific Concepts,Physics,Motion,Concept Formation

The research orientation of the Department of technics, Faculty of Education, University of Hradec Kralove focuses on finding new ways for development of polytechnic and science education. The research is motivated by the fact that children's interest in technical and science subjects is decreasing in recent years in the Czech Republic. The research aims are to prove the applicability and effectiveness of multidisciplinary methods in teaching of technical and science subjects. The research observed the effect of the use of construction activity in teaching of physics in lower secondary school. The results of research confirmed that working and construction activity can develop technical and science thinking of children. [For the full proceedings, see ED619611.]
National (2020-2021). Office of Head Start - Head Start Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Disadvantaged Youth,Preschool Education,Enrollment,Educational Finance,Homeless People,Foster Care,Race,Native Language,Health Services,Students with Disabilities,Human Services

This National Head Start Services Snapshot summarizes key data on demographics and services for preschool-age children served by Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
Migrant and Seasonal Head Start (MSHS) All Programs (2020-2021). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Disadvantaged Youth,Preschool Education,Migrant Education,Enrollment,Educational Finance,Homeless People,Foster Care,Race,Native Language,Health Services,Students with Disabilities,Human Services

This Migrant and Seasonal Head Start (MSHS) Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.