ethanporcaro/eric-fulltext-meta huggingface dataset:
2005 Mississippi Curriculum Framework: Secondary Welding Theory and Applications. (Program CIP: 48.0508 - Welding Technology/Welder)
Author: Cochran, Harry
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Best Practices,Welding

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and instructors are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Welding Theory and Applications curriculum is designed to prepare the students for entry level employment in the field of welding and fabrication. Students in Welding I complete study in occupational orientation and safety, basic math, introduction to blueprints (welding symbols), hand and power tools, Oxy/Fuel operations, and shielded metal arc welding (SMAW). Students in Welding II complete study in occupational orientation and safety, advanced shielded metal arc welding (SMAW), semi-automatic arc welding [gas metal arc welding and flux-cored arc welding (GMAW/FCAW), gas tungsten arc welding (GTAW), carbon arc cutting principles and practices (CAC-A), plasma arc cutting (PAC), and employability skills. The welding competencies required in this curriculum were developed to coincide with Contren Core/Welding I and II. The contributions of this resource are hereby acknowledged. Certification by the National Center for Construction Education and Research (NCCER): This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
2006 Mississippi Curriculum Framework: Secondary Outboard Marine Engine Mechanics. (Program CIP: 47.0692 - Outboard Engine Mechanics I)
Author: Chavarria, Ricardo
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Scoring Rubrics,Mechanics (Process),Engines

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Outboard Marine Engine Mechanics is an instructional program that provides students with basic skills related to the care, service, and repair of outboard marine engines. Students receive instruction related to safety, tools and equipment, fasteners, measurement, engine identification, basic electrical, engine principles and design cooling systems, lubrication systems, fuel and carburetor systems, shop management, mechanical remote control assembly, propeller and trim, mechanical gearcase, advanced fuel systems, advanced carburetion, ignition systems, and engine overhaul. The program also prepares students for advanced study at the postsecondary level in Marine Engine Mechanics (Gasoline). This program was written to include the Equipment &amp; Engine Training Council's Standards for 2- &amp; 4-Stroke Gasoline Engines. Appended are: (1) Equipment &amp; Engine Training Council, OPE Category 1, 2- and 4-Stroke Cycle Gasoline Engine Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; (4) National Educational Technology Standards for Students; and (5) Evaluations and Rubrics for Outboard Marine Engine Mechanics. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
2005 Mississippi Curriculum Framework: Secondary Masonry. (Program CIP: 46.0101 - Mason/Masonry)
Author: Davis, Milton
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Best Practices,Masonry

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Masonry is an instructional program which prepares students to enter the field of masonry. Study in the course allows an individual to prepare for employment and/or continued education in the masonry field. Included in Masonry I are units of study in student orientation, leadership and employability skills, safety, basic tools and equipment, basic math, masonry units, mortar, concrete, and rigging. Included in Masonry II are units of study in orientation, advanced leadership and employability skills, safety, power tools and equipment, wall layout, drawings/specifications and estimating, bricks, concrete masonry, and stonemasonry and recast panels. This curriculum has been aligned to modules in the Contemn Learning Series as endorsed by the National Center for Construction Education and Research (NCC ER). Students who study this curriculum using the Contemn Learning Series materials under the supervision of an instructor who has been certified by the NCC ER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCC ER by the instructor and will receive documentation from NCC ER. Appended are: (1) Contemn Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
2005 Mississippi Curriculum Framework: Secondary Heating and Air Conditioning. (Program CIP: 47.0201 - Heating, Air Conditioning, Ventilation, and Refrigeration Maintenance Technology/Technician)
Author: Green, Jacob
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Best Practices,Profiles,Climate Control,Equipment Maintenance

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Heating and Air Conditioning is an instructional program designed to teach students to install, operate, test, repair, and maintain residential heating and air conditioning systems. Upon successful completion of the program, the student should be prepared for an entry level heating and air conditioning technician or related position and may pursue postsecondary education. This curriculum has been aligned to modules in the Contren Learning Series as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Contren Learning Series materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
2005 Mississippi Curriculum Framework: Secondary Residential Carpentry. (Program CIP: 46.0201 - Carpentry/Carpenter)
Author: Ladner, David
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Best Practices,Woodworking,Construction (Process),Structural Elements (Construction)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Residential Carpentry is an instructional program that prepares individuals to safely layout, fabricate, erect, install, and repair structures and fixtures, using hand and power tools. It includes instruction in common systems of framing, construction materials, estimating, and blueprint reading. This curriculum has been aligned to modules in the Contren Learning Series as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Contren Learning Series materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
An Overview of the Life, Central Concepts, Including Classroom Applications of Lev Vygotsky
Author: Costley, Kevin C.
Date: 2012-02-17
Type: Reports - Descriptive
Subjects: Role Models,Psychologists,Interpersonal Relationship,Interaction,Classroom Environment,Language Acquisition,Children,Child Development,Constructivism (Learning),Biographies,Epistemology,Learning Theories,Educational History,Educational Theories,Sociocultural Patterns,Learning Activities,Cognitive Development

Lev Vygotsky is no doubt one of the leading educational theorists in history. His theories have been used to guide teaching and learning in public school classrooms for over a century. Vygotsky was considered to be one of the most creative psychologists of the twentieth century. This article covers a brief accounting of his birth, life experiences, and pursuits. This article explains some of Vygotsky's monumental theories. His theories focus on the importance of children learning from immediate models in their lives. Children learn to imitate appropriate behaviors. Children also imitate inappropriate behaviors; thus, it is vital for children to be exposed to healthy role models. Vygotsky emphasizes the concept of children interacting with the environment. Young children learn from hands-on experiences and social interaction with others. The theorist emphasizes the importance of social interaction in the acquisition of language development. Other Vygotsky theories are discussed in this article in addition to suggestions on how to apply Vygotsky's theories in the classroom. This article is a brief overview to stimulate interest in Vygotsky's theorist and lead the reader into exploring his theories in more detail.
Are the Prospective Teachers at Secondary Level Aware about Inclusive Education?
Author: Mumthas, N. S.
Date: 2011-11-11
Type: Reports - Research
Subjects: Expertise,Preservice Teacher Education,Educational Quality,Specialization,Gender Differences,Secondary School Teachers,Inclusion,Familiarity,Knowledge Level,Student Teacher Attitudes,Preservice Teachers,Institutional Characteristics,Governance,Foreign Countries

By recognizing the potentiality of education, every society has committed itself to the universalization of education with an aim of providing &quot;Quality Education for All.&quot; The governments and the communities ought to ensure that every section of society gets equality of opportunity and necessary inputs for effective participation in the educational process. In order to address the issue of inclusive education there is a wide spread acceptance that teacher training institutions must ensure that teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. In a study involving teachers in USA it was found that only 29 percent of general educators felt that they had enough expertise or training in inclusion (Hobbs and Westling 2002). The present study is an attempt to find out whether the prospective teachers have adequate awareness on the concept of inclusive education through an Awareness Test on Inclusive Education (Mumthas &amp; Shamina, 2010). A sample of 300 prospective teachers at secondary level from various teacher-training institutions of Malappuram and Calicut districts were selected for the study. Test of significance of difference between means and one-way ANOVA were used for the analysis of data. It is found that prospective teachers do not have adequate Awareness on Inclusive Education and it does not differ significantly irrespective of their gender, locale of Institution and type of management of institution. The mean value of prospective teachers in science occupies first position followed by prospective teachers in commerce, social science and language. The study suggests that adequate training programs on Inclusive Education should be given to prospective teachers for successful implementation of Inclusive Education. A bibliography is included. (Contains 4 tables.)
She Is My Language Broker: How Does Cultural Capital Benefit Asian Immigrant Children in the United States?
Author: Md-Yunus, Sham'ah
Date: 2011-12-19
Type: Reports - Evaluative
Subjects: Asians,Immigrants,Children,Cultural Capital,Translation,Asian Culture,Parent Influence,Expectation,Metacognition,Language Skills,Academic Achievement,Language Minorities,Interpersonal Competence

Cultural capital benefits Asian immigrant children when they become language brokers. This skill can also benefit their parents and families in the United States. Language brokering may shape and possibly enhance students' academic performance and can further children's linguistic and academic achievement. (Contains 2 figures and 1 table.)
Workforce Skills and Innovation: An Overview of Major Themes in the Literature. OECD Education Working Papers, No. 55
Author: Toner, Phillip
Date: 2011-01-07
Type: Reports - Descriptive
Subjects: Human Capital,Qualifications,Labor Market,Academic Standards,Innovation,Education Work Relationship,Foreign Countries,Literature Reviews,Labor Force Development,Skill Analysis,Skill Development,Comparative Education,Definitions,Educational Policy,Educational Development,Educational Needs,Supply and Demand,Educational Benefits,Community Benefits

This paper provides an account of the main approaches, debates and evidence in the literature on the role of workforce skills in the innovation process in developed economies. It draws on multiple sources including the innovation studies discipline, neoclassical Human Capital theory, institutionalist labour market studies and the work organisation discipline. Extensive use is also made of official survey data to describe and quantify the diversity of skills and occupations involved in specific types of innovation activities. The principal debates within the literature are outlined and evaluated. These debates centre on the definition of "skill"; the idea of generic "skills for innovation"; the contribution of skills supply in promoting innovation; the apparent paradox of simultaneous skill shortages and "over-qualification" in the workforce; the notion of "high or low-skill equilibrium"; how industry and training systems balance the demands for workers to acquire firm-specific skills of immediate value in the market against more general skills and knowledge that may be relevant to a broader range of firms and technologies over a working life; the role of different work organisation systems in promoting and utilising workforce skills and whether technical change is fundamentally biased towards demanding higher level workforce skills. The paper identifies a number of major findings in the literature. First, the predominant form of innovation in firms is incremental, and this points to the central role of the broader workforce in the generation, adaptation and diffusion of technical and organisational change. Second, achieving high academic standards within a country for the largest proportion of school students not only supports high participation in post school education and training but creates a workforce with greater potential to engage productively with innovation. Third, the extent to which a firm's workforce actively engages strongly determined by particular work organisation practices. Finally, there are large differences across advanced nations in workforce skill formation systems, especially for vocational skills. Such differences result in large disparities across nations in the share of their workforce with formal vocational qualifications, and in the level of these qualifications. The resulting differences in the quantity and quality of workforce skills are a major factor in determining the observed patterns of innovation and key aspects of economic performance. (Contains 7 tables, 1 figure and 40 endnotes.)
Taking on the Completion Challenge: A Literature Review on Policies to Prevent Dropout and Early School Leaving. OECD Education Working Papers, No. 53
Author: Lyche, Cecilia S.
Date: 2010-11-09
Type: Information Analyses
Subjects: Dropouts,Identification,At Risk Students,Foreign Countries,Dropout Prevention,Socioeconomic Influences,Intervention,Dropout Research,Student Attitudes,Student Behavior,Academic Achievement,Motivation

This paper reviews international research in the field of dropout from upper secondary education and training in OECD countries in order to present possible solutions to policymakers faced with the completion challenge. The paper begins by presenting existing definitions of dropout and upper secondary completion and states that dropout must be understood as the final step in a process of disengagement that begins early. Causes that lead to dropout in OECD countries are then studied, and the paper illustrates that causes of dropout are highly complex and intertwined. Finally, to address these causes or risk factors, the paper reviews research that had been carried out on piloted or implemented measures across OECD countries. It finds that successful measures address several risk factors and involve action both within school, outside school and at systemic level simultaneously. The paper concludes by presenting a set of solutions according to educational level and emphasizes that preventive measures to reduce dropout should start early. Early identification enables broader, less costly measures to be set up earlier and leaves the more costly one-on-one measures for later stages of education to the remaining at risk students that have not yet been picked up. Overcoming the completion challenge requires a close cooperation between educational authorities and many other parts of government such as social and labour services, health services and justice system in some countries. A bibliography is included. (Contains 9 figures.)