ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Strategies for Effective Fifth Grade Math Intervention
Author: Zank, Alicia A.
Date: 2015-06-00
Type: Reports - Research
Subjects: Intervention,Mathematics Instruction,Grade 5,Response to Intervention,Check Lists,Teaching Methods,Data Collection,Matrices,Surveys,Student Behavior,Action Research,Rural Schools,Disadvantaged Youth,Mathematics Achievement,Qualitative Research,Statistical Analysis,Progress Monitoring,Student Evaluation,Formative Evaluation,Summative Evaluation,Pretests Posttests

The purpose of the study is to determine what effects explicit and systematic math intervention instruction will have on student's performance on math assessments. The study will focus on a small group of fifth grade students that have been identified as needing targeted intervention (tier 2) and intensive interventions (tier 1) through the Response to Intervention (RtI) process. During a scheduled daily thirty minute math intervention block, the researcher will focus on using explicit and systematic instruction to help students make progress and close gaps in the area of mathematics. To track student data and ensure consistency, the researcher will utilize an instructional checklist, progress monitoring assessment, student interest survey, and behavior monitoring checklist. The desired outcome will produce results about instructional practices and strategies that help students with math deficiencies to make progress. The following are appended: (1) Data Collection Matrix; (2) Data Collection Tool 1: Instructional Strategy Checklist; (3) Data Collection Tool 2: Diagnostic Assessment/Progress Monitoring Tool; (4) Data Collection Tool 3: Interest Survey; (5) Data Collection Tool 4: Student Behavior Notes; (6) Data Collection Timeline; and (7) Data Tables.
Supported Self-Explaining during Fraction Intervention
Author: Fuchs, Lynn S.
Date: 2015-06-00
Type: Reports - Research
Subjects: At Risk Students,Elementary School Students,Grade 4,Mathematics Instruction,Mathematical Concepts,Cognitive Processes,Intervention,Comparative Analysis,Teaching Methods,Word Problems (Mathematics),Pretests Posttests,Control Groups,Experimental Groups,Short Term Memory,Mathematical Logic,Questionnaires,Problem Solving,Mathematics Skills,Listening Comprehension

The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for limitations in cognitive processes. We randomly assigned 212 children to 3 conditions: a control group and 2 variants of a multi-component fraction intervention. Both intervention conditions included 36 sessions, each lasting 35 min. All but 7 min of each session were identical. In the 7-min component, students were taught to provide high quality explanations when comparing fraction magnitudes or to solve fraction word problems. Children were pretested on cognitive variables and pre/posttested on fraction knowledge. On accuracy of magnitude comparisons and quality of explanations, children who received the explaining intervention outperformed those in the word-problem condition. On word problems, children who received the word-problem intervention outperformed those in the explaining condition. Moderator analyses indicated that the explaining intervention was more effective for students with weaker working memory, while the word-problem intervention was more effective for students with stronger reasoning ability.
Healthy Schools Promotion: An Experience in Thailand
Author: Erawan, Prawit
Date: 2005-05-00
Type: Journal Articles
Subjects: Health Promotion,Public Health,Holistic Approach,Well Being,Child Health,Foreign Countries,Comprehensive School Health Education,Networks,School Community Relationship,Focus Groups,Program Development,Cooperative Planning,Educational Environment,Student Attitudes,Psychological Patterns,Family Environment,Environmental Influences,Safety,Elementary Secondary Education,Skill Development,Social Justice,Student Rights,Academic Ability

The promotion of health education in schools has been operated continuously in Thailand with expecting to enhance a healthy society based on the definition of health under the new trend &quot;A comprehensive and integrated health and social dimensions of body, mind and soul into a lifestyle linked and interrelated the human relationship with a physical and social environment&quot;. This research aims to remove the lessons on building health and well-being to children and youths in schools from nine development projects, and then to determine a platform of healthy schools in order to provide a framework to supporting the improvement of healthy children and youths in the context of schools in Thailand and to make it going in the same direction.
Media Literacy Function in Critical Blogs
Author: Fedorov, Alexander
Date: 2015-04-00
Type: Journal Articles
Subjects: Media Literacy,Web 2.0 Technologies,Electronic Publishing,Criticism,Participation,Mass Media Use,Foreign Countries,Educational Practices

The Internet is widely recognized as playing an important role in facilitating education on a range of issues, including media literacy. Analyzing the media critical activity of contemporary Russian bloggers, the authors of the article reveal the following reasons for popularity or, on the contrary, unpopularity of blogger's media criticism: targeted orientation, emotional charge, entertainment nature, duration, interactiveness, multimedia mode, simplicity/complexity of the language of a media text, the level of conformity.
The Framework of Media Education and Media Criticism in the Contemporary World: The Opinion of International Experts (Situación de la educación en medios y la competencia crítica en el mundo actual: opinión de expertos internacionales)
Author: Fedorov, Alexander
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Journalism Education,Criticism,Surveys,Comparative Education,Expertise,Opinions,Audiences,Critical Thinking,Thinking Skills,Skill Development,Educational Practices

The article analyzes the results of the international survey &quot;Synthesis of Media Literacy Education and Media Criticism in the Modern World,&quot; conducted by the authors in May-July 2014. 64 media educators, media critics, and researchers in the field of media education and media culture participated in the survey, representing 18 countries: the USA, the UK, Canada, Australia, New Zealand, Germany, Ireland, Spain, Portugal, Sweden, Finland, Greece, Cyprus, Hungary, Ukraine, Serbia, Turkey, and Russia. Analysis of the data shows that the international expert community on the whole shares the view that the synthesis of media education and media criticism is not only possible, but also necessary, especially in terms of effectively developing the audience's critical thinking skills. However, only 9.4% of the experts believe that media critics' texts are used in media literacy education classes in their countries to a large extent. Approximately one-third (34.4% of the polled experts) believe that this is happening at a moderate level, and about the same number (32.8%) believe that this is happening to a small extent. Consequently, media education and media criticism have a lot of work to do to make their synthesis really effective in the modern world.
The Significance of Recursion Using the TI-84 Sequence Editor
Author: Domenick, Anthony
Date: 2015-06-29
Type: Reports - Descriptive
Subjects: Graphing Calculators,College Mathematics,Mathematics Instruction,Mathematics,Mathematical Concepts,Sequential Approach,Computation,Problem Solving,Algebra

Patterns are a ubiquitous phenomenon. They exist in nature's plant species emerging as a complete order from truncated matter. Patterns are also present in the fine arts where the aesthetic properties of form exist and conjugate through paintings and sculptures. Mathematical patterns, the focus of this position paper, dominate financial scenarios, growth and decay problems, as well as population rates. These topics can be articulated through the language of recursion where a present numerical value occurs in the sequential context of prior ones. Many college students have little or no knowledge of this recursion concept, and traditional analytic pedagogy is often characterized by tedium. The TI-84's designated sequence mode is modeled and implemented here as a paragon for students to define, investigate and visually perceive recursively defined problem solving tasks in terms of the natural value, n. The sequence mode structurally delineates the recursion function by translating present and antecedent iterations associated with the following conceptions: (1) a computational sequence; (2) a financial scenario; and (3) a medication problem. These three tasks are conveyed by applying n as an independent variable, a table of integer or discrete outcome values, and a graphic representation of a disconnected set of points. The TI-84 sequence graphing mode edifies the cognition of advanced algebraic topics for students.
On Media Education
Author: Fedorov, Alexander
Date: 2008-00-00
Type: Reports - Research
Subjects: Foreign Countries,Media Literacy,Web Sites,Models,Secondary Schools,Cultural Influences,Teacher Attitudes,Creative Teaching,College Students,Classification,Faculty Development,Teacher Competencies,Comparative Analysis,Higher Education,Films,Video Technology,Violence,Electronic Learning,Technology Uses in Education,Multimedia Instruction,Legislation,Compliance (Legal),Technological Literacy

This monograph analyzes the theory and practice of media education and media literacy. The book also includes the list of Russian media education literature and addresses of websites of the associations for media education.
Media Education: Sociology Surveys
Author: Fedorov, Alexander
Date: 2007-00-00
Type: Books
Subjects: Foreign Countries,Technological Literacy,Media Literacy,Technology Uses in Education,Questionnaires,Attitude Measures,Educational Technology,Social Influences,Cultural Influences,Geographic Location,Cultural Differences,Information Technology,Teacher Attitudes,Elementary Secondary Education,Higher Education,Violence,Age Differences,Gender Differences

In Russia as well as in foreign countries we can witness sort of the confusion of the terms of &quot;media education&quot; and &quot;media literacy&quot;. There are quite a few differences in theoretical approaches to media education, to distinguishing of the most important aims, objectives, means of introduction into the teaching process, etc. These are the reasons why the author addressed to the leading Russian and foreign media educators asking them to answer the special survey aimed at the clearing up of the following questions: (1) which of the well known definitions of media education and media literacy are supported the most among the experts; (2) what media education aims and theories seem as the most important; (3) how these theories and purposes correspond to the modern socio-cultural context of different countries; and (4) what way of the integration of the media education into schools and universities, supplementary educational and recreational institutions is seen as the most preferable. There is an appendix following chapter 4: Questions on the topic &quot;Attitude of the School Teachers to Media Education of Pupils and University Students&quot;.
Violence on the Russian &amp; American Media Screen and Youth Audience
Author: Fedorov, Alexander
Date: 2003-00-00
Type: Books
Subjects: Violence,Childrens Rights,Television,Programming (Broadcast),Foreign Countries,Standards,Comparative Analysis,Films,Video Games,Victims,Crime,Tests,Adolescents,Course Descriptions,Terrorism,Adolescent Attitudes,Media Literacy,Evaluation Methods

The comparison of the Russian and American experience regarding media violence, standards for rating Russian media programs, and a course of study on media violence for students will have a significant impact upon Russian society, will raise Russian societal and governmental attention to the infringement of the Rights of the Child on the Russian screen, will help to mobilize Russian society against unnecessary violence in the media, will raise the level of responsibility expected of those who disseminate violence on the television, cinema, video, PC-games, etc., and will decrease the atmosphere of Russian social indifference to this problem. This publication was prepared (in part) under a grant funded by the United States Information Agency and administered by the Kennan Institute for Advanced Russian Studies of the Woodrow Wilson International Center for Scholars, Washington D.C. The statements and views expressed herein are those of the author and are not necessarily those of the Wilson Center. The final phase of research for this book was supported in part under a grant funded by the United States Information Agency and administered by the Kennan Institute for Advanced Russian Studies of the Woodrow Wilson International Center for Scholars, Washington D.C. The statements and views expressed herein are those of the author and are not necessarily those of the Wilson Center. The initial phase of research for this book was supported by Open Society Institute (1998, grant No. ???809), ECHO Program (Central European University, Budapest, Senior Visiting Grant, 1998, October), Russian Science Foundation for Humanities (RGNF, 1999-2000, grant N 99-06-00008a, and partly published in &quot;Russian Foundation for Humanity Journal.&quot; 2001. N 1, pp.131-145). Another short publications: &quot;Media I Skole og Samfunn&quot;/Norway, 2001. N21, p.41, 2000. N 1, pp.16-23. 1999. N 5, pp.37-39; &quot;News from The UNESCO International Clearinghouse on children and Violence on the Screen.&quot; 2000. N 2, p.5; &quot;The International Research Forum on Children and Media&quot;/Australia. 2000. N 9, p.5.
Quality Online Resources and Supports for Educators Teaching the Common Core State Standards for Mathematics
Author: Walters, Kirk
Date: 2015-03-00
Type: Reports - Research
Subjects: Internet,State Standards,Academic Standards,Mathematics Instruction,Elementary Secondary Education,Rural Education

This study was designed in response to a request from rural educators in the Northeast for support in identifying high-quality online resources to implement the Common Core State Standards for Mathematics (CCSSM). The process for identifying online resources included selecting resources that had an easily navigable CCSSM organizational structure and explicit references to the CCSSM content and/or practice standards. The process for evaluating quality involved math content experts applying the Educators Evaluating the Quality of Instructional Products (EQuIP) rubric to the selected online resources. A total of 184 online resources were initially screened, with 59 meeting all three of these criteria. Among these 59 resources, 19 were determined to be exemplary according EQuIP: 13 of the 19 were classified as instructional resources and 6 of the 19 were classified as resources to support teachers' understanding of the CCSSM. Results indicate variability in the quality of available resources designed to support instruction and understanding of the CCSSM. Educators should determine which types high-quality online resources are most highly aligned to their specific needs. Appended are: (1) Data and Methodology; and (2) Educators Evaluating the Quality of Instructional Products (EQuIP). Rubric.
Visual Representation of Sport Activities in Secondary School English and Turkish Coursebooks
Author: Zorba, Mehmet Galip
Date: 2014-06-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Textbook Evaluation,Secondary Education,Athletics,Visualization,Recreational Activities,Foreign Countries,Cultural Differences,Gender Differences,Grade 5,Grade 6,Grade 7,Grade 8,Coding,Pictorial Stimuli,Team Sports,Exercise,Aquatic Sports,Thematic Approach,Second Language Instruction,English (Second Language),Turkish

Along with language teaching purposes, coursebooks also convey different kinds of cultural and social messages through both written texts and visualization. Therefore, studying coursebooks in terms of such qualities is necessary in foreign language education. In the learning process, visualization plays a pivotal role since visuals cater for concrete sensory stimuli and thus is an indispensable part in all coursebooks. The aim of this study is to comparatively investigate how sports, including recreational activities, are portrayed in secondary school English and Turkish coursebooks prepared according to the new education system in relation to such variables as which sports are particularly shown, and sex of persons doing sports and/or recreational activities. A total number of eight coursebooks (four English and four Turkish) are studied and the findings are also compared with similar studies. The results showed the problems associated with these coursebooks.
Trends and Issues in Technology Education Research in Taiwan: A Co-Word Analysis of 1994-2013 Graduate Theses
Author: Lee, Lung-Sheng
Date: 2015-07-00
Type: Reports - Research
Subjects: Foreign Countries,Technology Education,Information Technology,Bibliometrics,Masters Theses,Doctoral Dissertations,Electronic Libraries,Electronic Learning,Information Literacy,Technological Literacy,Teacher Education,Information Retrieval,Online Searching

In Taiwan, the Technology Education for 1-12 graders is comprised of two courses--Living Technology (LT) and Information Technology (IT). With its ever-changing feature, Technology Education needs on-going research to support its decisions and actions. The education-related academic programs in universities regularly concern about the development of primary and secondary education. To identify the evolution directions and knowledge orientation of the research topics of theses and dissertations, from LT and IT education graduate programs, will be helpful for clarifying trends and issues in Technology Education of primary and secondary education. Hence, this study used co-word analysis of bibliometrics to analyze the theses and dissertations from all LT and IT education graduate programs in Taiwan and completed in the last decade (2004-2013 academic years). Totally, 884 LT and 992 IT summaries of theses and dissertations in the database--National Digital Library of Theses and Dissertations in Taiwan, served as the subject of this study. The results show: (1) The number of LT's and IT's theses and dissertations significantly declined; (2) LT's research topical focuses have moved to e-learning, while IT's focuses have changed from universal e-learning to game-based e-learning; (3) The connection between research sub-areas and theme in either LT or IT is not well-structured; and (4) The research topics completed are in lack of teacher education and technological/information literacy. The following are appended: (1) The keywords/nodes in Figure 2--Phases I (left) and II (right); and (2) The keywords/nodes in Figure 3--Phases I (left) and II (right).
Rural Education: Examining Capacity Challenges That Influence Educator Effectiveness
Author: Best, Jane
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Rural Education,Teacher Effectiveness,Performance Factors,Teacher Recruitment,Teacher Persistence,Technology Integration,Access to Computers,Access to Information,Teacher Evaluation,Educational Technology,Change Strategies,Educational Practices,Educational Improvement,Elementary Secondary Education

While a quarter of all American students are enrolled in rural public schools, many rural teachers and administrators believe that education stakeholders are slow to fully recognize and address the unique challenges facing rural educators. This brief discusses recent steps taken by the federal government and individual states to address the concerns of rural teachers and administrators, and outlines questions policymakers should consider when exploring additional initiatives. The following capacity challenges highlighted by rural teachers and administrators are addressed: (1) Recruiting and retaining highly effective teachers; (2) Connectivity to technology and use of digital capacity; and (3) Effective teacher evaluation processes for rural school settings. In addition, the brief summarizes responses to the proposed legislation and provides considerations and recommendations for policymakers.
Funding Early Childhood Education: The President's Plan for the Future and States' Current Actions
Author: Best, Jane
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Federal Aid,Federal Programs,State Action,Educational Finance,State Programs,Preschool Education,Funding Formulas,School Taxes,Program Descriptions,Finance Reform,Federal Legislation,Educational Policy,Educational Change,Educational Planning

Increased attention to proposed federal early childhood education (ECE) legislation has sparked a debate on what the future holds for state-funded ECE systems. This brief explores how the goal of universal preschool is being shaped by the federal agenda and examines state programs in various stages of development. President Obama's Preschool for All program is outlined, along with associated funding strategies. An overview of selected state-funded preschool programs is provided. Recommendations for state policymakers are included: (1) Build upon existing ECE infrastructure; (2) Make state-supported ECE programs a comprehensive investment; and (3) Implement a state-supported ECE program in phases.
Continuous Improvement in Schools and Districts: Policy Considerations
Author: Best, Jane
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Educational Improvement,School Districts,Total Quality Management,School Effectiveness,Educational Policy,Accountability,Educational Objectives,Strategic Planning,Time,Information Utilization,Program Evaluation,Leadership,Knowledge Management,Capacity Building,Investment,Change Strategies,Elementary Secondary Education,Educational Practices

Discussions about improving public education often focus on outcomes without considering how schools and districts can accomplish those outcomes. Research shows that using a continuous improvement process has proven successful in healthcare, manufacturing, and technology, and may hold potential for use in education as well. This brief defines and describes the continuous improvement process, and looks at the policy considerations for using such a process in education to help schools, districts, and systems achieve higher levels of reliable performance. Policy considerations for adapting and using continuous improvement processes in education are discussed: (1) Addressing problems more effectively by focusing on fewer, and more specific, goals; (2) Creating system flexibility that allows for rapid prototyping of potential solutions; (3) Planning for ongoing evaluation of programs that allows for midcourse corrections; and (4) Development of school and district leaders trained in formal improvement methodology.