ethanporcaro/eric-fulltext-meta huggingface dataset:
Root Cause Analysis Webinar: Q&amp;A with Roni Silverstein. REL Mid-Atlantic Webinar
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2014-04-30
Type: Reports - Descriptive
Subjects: Data Analysis,Problem Solving,Academic Achievement,Validity,Decision Support Systems,Training Methods,Parent Participation,Student Participation,Elementary Secondary Education,Postsecondary Education

Root cause analysis is a powerful method schools use to analyze data to solve problems; it aims to identify and correct the root causes of problems or events, rather than simply addressing their symptoms. In this webinar, veteran practitioner, Roni Silverstein, talked about the value of this process and practical ways to use it in your school or district. This Q&amp;A addressed the questions participants had for Roni Silverstein following the webinar. The webinar recording and PowerPoint presentation are also available.
Creating Pathways to Employment: The Role of Industry Partnerships in Preparing Low-Income Youth and Young Adults for Careers in High-Demand Industries
Author: Grobe, Terry
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Young Adults,Late Adolescents,Low Income Groups,Labor Force Development,Partnerships in Education,School Business Relationship,Demand Occupations,Employment,Skilled Workers,Public Agencies,Employers,Role,Vocational Education

The National Fund for Workforce Solutions and Jobs for the Future, with support from the Rockefeller Foundation, launched the Youth/Industry Partnership Initiative (YIPI), to learn how employer-led industry partnerships could addressing the crisis of youth unemployment--7 percent of American youth (age 16-24) are neither in school or working--while helping employers find skilled workers in high-demand sectors. YIPI explored how industry partnerships can be harnessed to create employment pathways aligned with employer needs that offer a clear sequence of education coursework, training credentials, and job placement in high-demand sectors to generate improved outcomes for older youth and benefits to participating employers. YIPI supported three National Fund collaboratives to investigate this work--in Boston, Hartford, and Seattle--and the key lesson that emerged is the importance of a collective, place-based effort driven by employers and industry partnerships, and also relying on community providers and education/training providers, to build high-quality employer-connected pathways. [For the executive summary, see ED560801.]
Creating Pathways to Employment: The Role of Youth/industry Partnerships in Preparing Low-Income Youth and Young Adults for Careers in High-Demand Industries. Executive Summary
Author: Grobe, Terry
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Young Adults,Late Adolescents,Low Income Groups,Labor Force Development,Partnerships in Education,School Business Relationship,Demand Occupations,Employment,Skilled Workers,Public Agencies,Employers,Role,Vocational Education

The National Fund for Workforce Solutions and Jobs for the Future, with support from the Rockefeller Foundation, launched the Youth/Industry Partnership Initiative (YIPI), to learn how employer-led industry partnerships could addressing the crisis of youth unemployment--7 percent of American youth (age 16-24) are neither in school or working--while helping employers find skilled workers in high-demand sectors. YIPI explored how industry partnerships can be harnessed to create employment pathways aligned with employer needs that offer a clear sequence of education coursework, training credentials, and job placement in high-demand sectors to generate improved outcomes for older youth and benefits to participating employers. YIPI supported three National Fund collaboratives to investigate this work--in Boston, Hartford, and Seattle--and the key lesson that emerged is the importance of a collective, place-based effort driven by employers and industry partnerships, and also relying on community providers and education/training providers, to build high-quality employer-connected pathways. [For the executive summary, see ED560800.]
Equal Opportunity for Deeper Learning. Deeper Learning Research Series
Author: Noguera, Pedro
Date: 2015-10-00
Type: Reports - Research
Subjects: Equal Education,Low Income Students,Educational Quality,Educational Change,Minority Group Students,Teacher Effectiveness,School Effectiveness,Inquiry,Active Learning,Cooperative Learning,Mastery Tests,Performance Based Assessment,Individualized Instruction,Educational Policy,Elementary Secondary Education

Out of concern that the nation's schools--particularly those working with traditionally underserved populations--are not adequately preparing all students to succeed in college and careers, education policymakers have launched a series of major reform efforts in recent years. To help students meet the new standards, schools will need to provide regular opportunities to practice high-level skills such as solving complex problems, conducting research, communicating in multiple forms, and using new technologies to find, analyze, and evaluate information. This report addresses the issue of equity in the crucial dimensions of: teaching and learning. The authors argue that to ensure equity in access to deeper learning, practices and policies must address the context for education both outside and inside of schools. To inform efforts to prepare greater numbers of students for college, careers, and civic life, first are describe the obstacles that currently prevent schools from delivering high-quality instruction. Next, are examined educational models, structures, and practices that facilitate deeper learning. Finally, the authors take a wider systemic perspective to consider how policy, practice, and research can be aligned to support the development of pedagogy for deeper learning in schools serving students who have been placed at risk of school failure. [For the executive summary, see ED560803.]
Equal Opportunity for Deeper Learning. Executive Summary. Deeper Learning Research Series
Author: Noguera, Pedro
Date: 2015-10-00
Type: Reports - Research
Subjects: Equal Education,Low Income Students,Educational Quality,Educational Change,Minority Group Students,Teacher Effectiveness,School Effectiveness,Inquiry,Active Learning,Cooperative Learning,Mastery Tests,Performance Based Assessment,Individualized Instruction,Educational Policy,Elementary Secondary Education

Out of concern that the nation's schools--particularly those working with traditionally underserved populations--are not adequately preparing all students to succeed in college and careers, education policymakers have launched a series of major reform efforts in recent years. To help students meet the new standards, schools will need to provide regular opportunities to practice high-level skills such as solving complex problems, conducting research, communicating in multiple forms, and using new technologies to find, analyze, and evaluate information. This report addresses the issue of equity in the crucial dimensions of: teaching and learning. The authors argue that to ensure equity in access to deeper learning, practices and policies must address the context for education both outside and inside of schools. To inform efforts to prepare greater numbers of students for college, careers, and civic life, first are describe the obstacles that currently prevent schools from delivering high-quality instruction. Next, are examined educational models, structures, and practices that facilitate deeper learning. Finally, the authors take a wider systemic perspective to consider how policy, practice, and research can be aligned to support the development of pedagogy for deeper learning in schools serving students who have been placed at risk of school failure. [For the full report, see ED560802.]
Capturing Information on Arts Participants: Exploring Engagement Fund Toolkit
Author: James Irvine Foundation
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Art Activities,Private Financial Support,Participant Characteristics,Low Income Groups,Minority Groups,Data Collection,Needs Assessment,Educational Needs,Information Needs,Usability,Data Analysis,Data Processing,Questioning Techniques,Nonprofit Organizations,Innovation,Outreach Programs,Information Utilization

The Exploring Engagement Fund provides risk capital for arts nonprofits to experiment with innovative ideas about how to engage diverse Californians. In order to understand the variety of Californians engaged in arts experiences, this guide is intended to support current and future Fund grantees in collecting participant information. Exploring Engagement Fund grantees are testing their approaches to engaging participants from communities of color and low-income groups--two populations historically underserved by arts nonprofits and of particular interest to The James Irvine Foundation. The following key steps are identified as essential elements of information-gathering efforts: (1) Identify Learning and Reporting Needs; (2) Determine How to Collect the Information; (3) Create User-Friendly Tools; (4) Collect the Information; and (5) Analyze and Apply the Information. These steps are explained in depth in this guide, and form a framework for planning and implementation.
An Analysis of the Learning Activities Covered in the 5th Grade Science Textbooks Based on 2005 and 2013 Turkish Science Curricula
Author: Aydogdu, Cemil
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Education,Elementary School Science,Learning Activities,Textbook Content,Science Curriculum,Foreign Countries,Qualitative Research,Content Analysis,Textbook Preparation,Public Schools,Misconceptions

The aim of this study is to analyze the learning activities covered in 5th grade elementary science textbooks which depend on 2005 and 2013 elementary science curricula. Two elementary science textbooks depends on 2005 science curriculum and two elementary science textbooks depend on 2013 science curriculum were researched. The study is a qualitative research and the data were analysed through the document analysis technique. The findings revealed that textbooks based on 2005 science curriculum includes more activities. In addition, these activities were found to be designed to evaluate student learning. There was no preparation for workbooks in 2013 science curriculum. Based on the findings obtained some suggestions are developed about the design of the textbooks.
Concept Mapping Strategy: An Effective Tool for Improving Students' Academic Achievement in Biology
Author: Sakiyo, John
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Concept Mapping,Secondary School Science,Secondary School Students,High School Seniors,Teaching Methods,Science Achievement,Biology,Hypothesis Testing,Quasiexperimental Design,Pretests Posttests,Experimental Groups,Control Groups,Science Tests,Achievement Tests,Validity,Reliability,Statistical Analysis,Gender Differences,Instructional Effectiveness,Science Process Skills,Science Instruction

The study investigated the use of concept mapping teaching method on secondary school students' academic achievement in biology. Two hypotheses tested at 0.05 level of significance guided the study. The design of the study was quasi-experimental design with 122 Senior Secondary students selected purposively from two senior secondary schools in Adamawa state. Instrument used for data collection was an achievement test tagged Biology Students' Achievement Test (BSAT) adapted from WAEC tests 2005 to 2010. The instrument was content validated by three experts and Cronbach alpha formula was used for testing its reliability. The reliability coefficient of 0.78 was obtained. The treatment lasted for six weeks and data were analyzed using one-way Analysis of Covariance (ANCOVA). The result revealed that, concept mapping method enhanced students' academic achievement in biology. Furthermore, there was no significant difference between male and female students in the experimental group. It was recommended that, concept mapping method should be incorporated in the teaching of biology for meaningful learning and that workshops should be organized for in-service and practicing teachers on how to use concept mapping strategy.
Which One Is Better? Jigsaw II versus Jigsaw IV on the Subject of the Building Blocks of Matter and Atom
Author: Turkmen, Hakan
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Grade 6,Science Achievement,Pretests Posttests,Control Groups,Randomized Controlled Trials,Secondary School Science,Secondary Schools,Foreign Countries,Statistical Analysis,Science Tests,Achievement Tests,Teaching Methods,Cooperative Learning,Instructional Effectiveness,Molecular Structure

In this study, the effect of using Jigsaw II and Jigsaw IV techniques on the subject of &quot;Atoms-The Basic Unit of Matter&quot; in science course of 6th grade on academic achievement was examined. Pre-test post-test control group research was used in the study. Study population is all secondary schools in Turgutlu district of Manisa province and the sample group was determined from &quot;Samiye Nuri Sevil Secondary School&quot; among 20 secondary schools in Turgutlu district through cluster sampling method. The experiment and control groups of the research were constituted from two branches based on the results of pre-test and there are 48 persons in total of which 24 are in experiment and 24 are in control group. In the study, the subject of &quot;Atoms--the Basic Unit of Matter&quot; was taught to the experiment group by using Jigsaw IV technique and it was taught to the control group by using Jigsaw II technique. In this research, Science achievement test consisting of 12 multiple-choice items which were developed by the researcher was used. T-test was used for the analysis of data obtained as a result of achievement test. In paired samples t-test (dependent group) conducted for achievement pre-tests and post-tests of the control and experiment group a significant difference was found, while no significant difference in terms of statistics in favor of the experiment group was found in independent samples t-test (independent group) conducted for post-tests of the control and experiment groups. At the end of the research, although the effect of Jigsaw II and Jigsaw IV techniques on the achievement in Science course was found to be positive on students learning, no statistical differences were found in these two techniques.
Turkish Chemistry Teachers' Views about Secondary School Chemistry Curriculum: A Perspective from Environmental Education
Author: Icoz, Omer Faruk
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Environmental Education,Sustainability,Secondary School Science,Chemistry,Science Teachers,Teacher Attitudes,Science Curriculum,Integrated Curriculum,Case Studies,Interviews,Course Content

Teachers' views about environmental education (EE) have been regarded as one of the most important concerns in education for sustainability. In secondary school chemistry curriculum, there are several subjects about EE embedded in the chemistry subjects in Turkey. This study explores three chemistry teachers' views about to what extent the subjects related with EE should be integrated into secondary school chemistry curriculum at an individual level of analysis. The findings of the study indicate that there is a consensus among teachers on the inadequacy of secondary school chemistry curriculum for providing students an effective EE. However, there is an inconsiderable divergence among the teachers' views about the placement of subjects about EE in chemistry curriculum and the integration of subjects about EE into the curriculum. Through the results of the study, policy makers and curriculum developers would gain a comprehensive insight about deficiencies in chemistry curriculum for EE from the point of view of chemistry teachers and they would have opportunity to realize the ways for the remedy of this deficiency. The interview protocol is appended.
A Study on Using Hands-On Science Inquiries to Promote the Geology Learning of Preservice Teachers
Author: Lai, Ching-San
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Hands on Science,Geology,Preservice Teachers,Inquiry,Science Instruction,Teaching Methods,Pretests Posttests,Qualitative Research,Statistical Analysis,Science Activities,Scores,Feedback (Response),Concept Formation,Knowledge Level,Science Teachers

This study aims to investigate the geology learning performance of preservice teachers. A total of 31 sophomores (including 11 preservice teachers) from an educational university in Taiwan participated in this study. The course arrangements include class teaching and hands-on science inquiry activities. The study searches both quantitative and qualitative data as the sources for the analyses. The quantitative data are taken from the results of four specimen identification tests; the respondents are required to take a pre-test before teaching and then practice the explorative hands-on science activities. Afterwards, the scores of test results are used as the foundation of the analyses. The qualitative data are the feedback from the preservice teachers in the study. The research results show the results of the four post-tests are significantly better than those of the four pre-test scores, indicating the preservice teachers' concepts of minerals and rocks significantly improved. The analysis of the qualitative data also found the preservice teachers demonstrate a good understanding on geology content during geological inquiries. According to the research results, this study believes the cultivation of and training in hands-on geology inquiries can actually enhance preservice teachers' learning performances in geology.
Teaching the Future Teachers: A Teacher Educator's Self-Study in Making Science Relevant, Useful and Meaningful for New Zealand Pre-Service Teachers
Author: Sexton, Steven
Date: 2015-01-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Elementary School Science,Science Instruction,Teacher Educators,Questionnaires,Focus Groups,Educational Environment,Scientific Principles,Attitude Change,Student Attitudes,Foreign Countries,Personal Narratives,Teaching Methods,Curriculum,Classroom Environment,Self Evaluation (Individuals),Statistical Analysis,Scoring,Instructional Effectiveness

This self-study investigated how one teacher educator influenced his final-year pre-service teachers perceived primary science classroom learning environment. The study utilized the Nature of Science as Argumentative Questionnaire (NSAAQ) and regularly scheduled focus group interviews. These tools investigated how the learning environment the teacher educator created effectively modelled the pedagogical approaches stated in &quot;The New Zealand Curriculum.&quot; The initial NSAAQ results indicated where the pre-service teachers understanding of the nature of science were naive and what aspects needed to be addressed over the course of the programme. Focus group sessions revealed how some of the student teachers' science attitudes altered over their course of study. These pre-service teachers reported they are now more confident to teach science and that their teacher educator influenced their anticipated teaching practices. This research supports the importance of self-study in initial teacher education.
Examination of the Teacher Candidates' Environmental Attitudes via NEP Scale in Terms of Different Variables
Author: Aydos, Emine Hande
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Student Teacher Attitudes,Predictor Variables,Intellectual Disciplines,Geographic Regions,Early Experience,Cohort Analysis,Attitude Measures,Preservice Teacher Education,Preservice Teachers,Foreign Countries

In today's world, the importance of environment education that is one of the most important issues is increasing rapidly. In the basis of the education, families and teachers take role together. It is aimed to grow up individuals who have positive attitudes and are sensitive the environment at every level of education. In order to achieve this goal, there is need for teachers giving importance to environment education and having adequate equipment. It will be beneficial to learn the environmental attitudes of teacher candidates who grow up elementary students after a few years. Because of this reason, in this study, it is aimed to examine the environmental attitudes of teacher candidates in terms of different variables. In the research, quantitative research methods were used. Sample is consisted of 1st and 3rd grade students from different department of science in Faculty of Education at Hacettepe University. In order to collect the data, New Environmental Paradigm (NEP) Scale was used. In the finding of the research, it was investigated that there is a difference in environmental attitudes of teacher candidates in terms of department of science, grade level, region lived during their childhood and get the status of environment education course variables and there is no difference in term of also, some suggestions were given.
Exploring Secondary Students' Conceptions about Fire Using a Two-Tier, True/False, Easy-to-Use Diagnostic Test
Author: Potvin, Patrice
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Students,Fire Science Education,Diagnostic Tests,Misconceptions,Test Construction,Student Attitudes,Interviews,Multiple Choice Tests,Questionnaires,Psychometrics,Program Validation,Science Activities,Science Achievement,Foreign Countries

This article describes the design of a misconception diagnostic test about fire-related phenomena. It proposes a new test format in which a certainty-measuring tier has been integrated into each of the true/false response choices. This format is argued to be easier for teachers to use than the increasingly popular three-tier format. First, we review the available literature about misconception diagnostic tests and then literature about fire-related misconceptions. We then describe the design process of the test, which was preceded by an interview phase. We then describe its administration to 221 secondary school students. We finally present, in an explorative and accessible manner, the results that were obtained. These results support the existence of previously recorded misconceptions, but also bring certain nuances to some of their previous interpretations. They also support the hypothesis according to which some misconceptions are presumed to be more widespread than they truly are. Conclusive remarks are formulated about the benefits of the use of our--and other--misconception diagnostic tests.