ethanporcaro/eric-fulltext-meta huggingface dataset:
Product Discovery Report for a Visual Data Management System. WCER Working Paper No. 2018-15
Author: University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER)
Date: 2018-12-00
Type: Reports - Research
Subjects: Educational Research,Internet,Research Methodology,Information Transfer,Information Management,Information Systems,Visual Aids

This report is a companion piece to WCER working paper 2018-14, &quot;A Cyberinfrastructure for Design-Based Research: A Collaborative Design Project Proposal.&quot; That paper stressed that the educational research community would be well served by a mutually created cyberinfrastructure that encourages and supports engagement by multiple design-based researchers in working toward answers to important theory-driven research questions, moving the field toward a &quot;bigger science&quot; approach. This current report, prepared by the Caktus Group for the University of North Carolina School of Education, outlines a process by which a single digital tool specific to design-based research (DBR) methodologies could be built. The goal in commissioning this report was to discover the most effective and suitable system to recording and visually representing learning environment workflows, building searchable collections of well-catalogued assets, and securely sharing data and analysis with the community of peers. With that goal in mind, the Caktus Group, in collaboration with Dr. Sharon Derry, built and administered a survey to better understand the needs of the DBR community. Following the survey, and informed by its results, the Caktus Group facilitated a discovery workshop to identify design and technical requirements for the system, outline its desired architecture, and gather information for an estimate of the cost of building such a system. This report proposes a full-scale design for a workflow visualization system to support design-based research in the learning sciences. It builds on participant experiences with prototypes and incorporates outcomes of survey research and a two-day intensive design workshop led by Caktus Group that took place on July 31-August 1, 2017, in Durham, North Carolina. The work was conducted under direction of Sharon Derry. Invited participants in the workshop were Janice Anderson, Kelly Barber-Lester, Lana Minshew (all from University of North Carolina at Chapel Hill), and Vanessa Svihla (University of New Mexico). [For the companion report, &quot;A Cyberinfrastructure for Design-Based Research: A Collaborative Design Project Proposal,&quot; see ED593634.]
Exploring the Situated and Cultural Aspects of Communication in the Professions: Implications for Teaching, Student Employability, and Equity in Higher Education. WCER Working Paper No. 2018-11
Author: Hora, Mathew T.
Date: 2018-10-00
Type: Reports - Research
Subjects: Employment Potential,College Students,Communication Skills,Nursing,Engineering,Context Effect,Cultural Influences,College Faculty,Employers,Two Year Colleges,Universities,Job Skills

One of the problematic features of the increasingly influential discourse of student employability in higher education is the widespread conception of &quot;skills&quot; as de-contextualized bits of knowledge, ability, and disposition. Instead, how particular competencies are valued, defined, and utilized in practice is deeply shaped by sociocultural, political, and situational factors. The effect of these influences is especially relevant for communication skills, which are widely viewed as critical for employability. In this study we examine how nursing and engineering experts and novices conceptualize communication within specific situations. The data highlight distinct ways respondents define communication and the role of contextual and cultural factors in shaping these perspectives, and how views of &quot;acceptable&quot; communication risk reifying norms of dominant classes while ignoring cultural variability.
Influence of Demographic Variables on Work Life Balance among School Teachers
Author: Suryakumar, R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Demography,Family Work Relationship,Private Schools,Foreign Countries,Work Experience,Family Structure,Child Care,Caregivers,Older Adults,Teachers

This study examines the influence of select demographic variables like Family type, Work experience and Dependent care on Work-Life Balance among the School teachers. In this Survey method, 172 Teachers from two private schools in Chennai were chosen. The tools used to collect the data were Work-life balance Scale by Udai Pareek &amp; Surabhi Purohit (2010). For statistical analysis t-test, ANOVA and Tukey B post-hoc test were used to analyze the results. The findings show that there is no significant difference between the Family type and Work experience of teachers and their work-life balance whereas there is a significant difference between the Dependent care of teachers and their Work-life balance.
Determination of Pre-School Teachers&apos; Competences to Prepare Children to Literacy
Author: Altinkaynak, Senay Özen
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Competencies,Literacy Education,Preschool Education,Teacher Attitudes,Learning Activities,Parent Teacher Cooperation,Teacher Student Relationship,Instructional Materials,Foreign Countries

The purpose of the current study is to determine pre-school teachers' competences in developing works to prepare children for literacy. The current study, aiming to determine pre-school teachers' competences in developing works to prepare children for literacy, employed the phenomenological design, one of the qualitative research methods. The study was conducted with the participation of 18 pre-school teachers working in pre-school institutions. The data of the current study were collected with a semi-structured interview form and an observation chart developed by the researcher. In the analysis of the data, the descriptive analysis technique was used. As a result of the current study it was concluded that the pre-school teachers conduct limited variety of activities within the context of preparing children for literacy, they mostly prefer desks to conduct these activities, they prefer teacher-centered activities and they experience some problems during the process in relation to parents, children and provision of materials.
The Investigation of Environmental Risk Perception and Attitudes towards the Environment in Secondary School Students
Author: Altunoglu, Bahattin Deniz
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Risk,Environment,Gender Differences,Institutional Characteristics,Differences,Grade 9,Grade 10,Grade 11,Grade 12,High School Students

In the study, secondary school students' perceptions of environmental risk perceptions and their attitudes towards the environment were investigated. The study was conducted on 1003 secondary school students from Ankara, Turkey. Survey method is used in this study which is descriptive research. To determine the state of students' environmental risk perception the Environmental Appraisal Inventory (EAI) was used. New Ecological Paradigm (NEP) scale was used to determine student attitudes towards the environment. Multivariate analysis (MANOVA) has been used to determine whether class, school type, and gender make a difference in the risk perceptions. The relationship between environmental risk perceptions and environmental approaches were determined by the Pearson correlation coefficient. In the MANOVA test, it was determined that the genders, school type, and class levels showed a significant difference in terms of scores obtained from the EAI scale.
Assessing the Effectiveness of International Student Recruitment
Author: Choudaha, Rahul
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Students,Student Recruitment,Higher Education,College Students,School Holding Power,Strategic Planning,Advertising,Social Media,Alumni,Enrollment,Financial Support,Human Capital

Many higher education institutions are under pressure to increase revenue and reduce cost are driving momentum for doing more with less in higher education. If these pressures were not strong enough, the emergence of new services offered by a range of third-party providers has made it even more difficult to assess, implement, and evaluate the outcomes of the services. Lacking the ability to measure the effectiveness of recruitment strategies can have another unintended consequence in the form of poor retention of international students. Given the challenges many institutions face in applying ROI, an alternative tool for measuring the effectiveness of international student recruitment is assessment--a measurement that is already deeply embedded in institutions from the lens of accreditation and learning outcomes. This chapter provides an overview as to how to assess the effectiveness of international student recruitment with an overarching objective of achieving strategic goals. [This chapter was published in: Jessica Black (Ed.) &quot;NAFSA's Guide to International Student Recruitment, 3rd Ed,&quot; (pp. 245-252). Washington, DC: NAFSA: Association of International Education, 2017.]
The Council of Chief State School Officers and National Governors Association: Whom Do They Serve?
Author: Phelps, Richard P.
Date: 2018-08-29
Type: Journal Articles
Subjects: Educational Administration,State Officials,Governance,Professional Associations,Common Core State Standards,Politics of Education,Evidence Based Practice,Institutional Role,Fees,Bias,Standards,Decision Making

The Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA) are member associations headquartered in Washington, DC. They are also co-owners of the Common Core Standards--the controversial educational content standards that most US states have incorporated, in whole or in part, into their K-12 education programs. Yet, despite what their names might suggest, they are not government entities, even though most of their members are elected or appointed state government officials. The impact these organizations have on US schools via the Common Core Initiative deserves our attention and scrutiny. Also important to consider, however, is the impact their intimate association with the Common Core Initiative has had on them. Do these organizations any longer serve their members' needs on education issues? Do governors and state superintendents receive unbiased information and a full range of evidence and policy options from the association staff they pay with their member dues?
Federal Student Aid Handbook with Active Index, 2017-2018
Author: Federal Student Aid (ED)
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Federal Aid,Student Financial Aid,College Programs,Federal Programs,Financial Aid Applicants,Audits (Verification),Citizenship,College Administration,Distance Education,Eligibility,Error Correction,Expenditures,Federal Legislation,Grants,Institutional Characteristics,Loan Default,Loan Repayment,Money Management,Privacy,Program Evaluation,Program Termination,Recordkeeping,Records (Forms),Sanctions,Scholarships,School Safety,Educational Legislation,Student Loan Programs,Parent Financial Contribution,Funding Formulas,Income,Work Study Programs,Income Contingent Loans,Gender Discrimination,Sex Fairness

This publication is intended for college financial aid administrators and counselors who help students begin the aid process--filing the Free Application for Federal Student Aid (FAFSA®), verifying information, and making corrections and other changes to the information reported on the FAFSA. In addition to the active index, the following topics are covered in this guide: (1) The Application Process: FAFSA to ISIR; (2) Filling Out the FAFSA ; (3) School Determined Requirements; (4) Verification, Updates, and Corrections; and (5) Special Cases. A Glossary of acronyms is provided. [For the 2016-2017 edition, see ED589016.]
Infinity Communication Access Lab Recognized with 2012 Product Utilization Support and Help (PUSH) Award. FOCUS Technical Brief No. 36
Author: Leahy, James A.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Technology Transfer,Developmental Disabilities,Hospitals,Boards of Education,Public Schools,Awards,Accessibility (for Disabled),Augmentative and Alternative Communication,Students with Disabilities,Needs Assessment,Communities of Practice,Program Descriptions,Partnerships in Education

This &quot;FOCUS Technical Brief&quot; describes the exemplary knowledge translation work of the winner of the Center on KT4TT's 2012 PUSH Award. The recipient, the Infinity Communication Access Lab, is a partnership between Holland Bloorview Kids Rehabilitation Hospital and the Toronto District School Board in Toronto, Canada. The lab aims to discover person-centered access solutions and to ensure that those solutions are transferred into environments true to where children live and learn. Dr. Tom Chau oversees the lab, which serves 130 public school students with a range of developmental conditions. [This report was published by SEDL's Disability Research to Practice Program.]
The Organization Named Achieve: Cradle of Common Core Cronyism
Author: Phelps, Richard P.
Date: 2018-08-29
Type: Journal Articles
Subjects: Common Core State Standards,Nonprofit Organizations,Elementary Secondary Education,Institutional Mission,Educational Change,Organizational Effectiveness,Organizational Change

Achieve is corporate America's direct connection to national education policy. Mainstream business leaders seem to trust it, and their foundations give it money. Whether Achieve actually achieves its mission is open to debate. Over two decades, it has grown substantially and spun off several other organizations that extend its reach. Has Achieve used its resources wisely? Is it now what it was meant to be twenty years ago when 86 governors and corporate CEOs created it? That is the subject of this report.
Pre-Service English Teachers&apos; Views on Coursebook Evaluation and Designing Supplementary Materials
Author: Kilickaya, Ferit
Date: 2019-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Self Esteem,Content Analysis,Textbook Evaluation,Learning Activities,Middle School Students,Teacher Education Programs,Faculty Development,Material Development,Foreign Countries

The current study comprises the views of the pre-service English language teachers on the process of coursebook evaluation and creating supplementary activities for the coursebook written for the fifth graders at middle schools in Turkey. The participants included seniors in the Department of Foreign Language Education at a state university in Turkey. A qualitative approach was adopted and semi-structured interviews were used. The data were subject to content analysis. The results indicated that the participants valued the coursebook evaluation activity due to the contribution of this activity to their professional development, which encouraged them to use previous knowledge and skills. Moreover, the participants also noted that creating supplementary materials helped improve especially their self-confidence.
Real Clear Propaganda: Bellwether&apos;s Education News Bias
Author: Phelps, Richard P.
Date: 2018-08-29
Type: Journal Articles
Subjects: News Reporting,Propaganda,Web Sites,Journalism,Consultants,Political Attitudes,Bias,Common Core State Standards,Conflict of Interest,Ethics,Educational Policy,Trust (Psychology),Educational Finance,Policy Analysis,Private Financial Support,Elementary Secondary Education

Education news aggregation at the &quot;RealClearEducation&quot; (RCE) website purports to be journalistic, independent, thorough and somewhat representative of the whole. During a period from 2014 to 2016, however, it was run directly by leaders of the DC consulting group Bellwether Education Partners (BEP). During that period, RCE's selection of source material was lopsidedly skewed toward those issues and perspectives favored by those allied with BEP. Except for some occasional instances of pandering to the more politically well connected among the opposition, &quot;RealClearEducation&quot; was about as biased a news source as was humanly possible to construct. Its coverage of the Common Core Standards Initiative (CCSI), in particular, ranged from blatant promotion to a variety of disingenuously framed news and opinion pieces featuring individuals and organizations receiving funds from Common Core's donor groups, without revealing their conflict of interest. Bellwether's behavior in managing a news outlet raises larger questions about the trustworthiness of information provided by education policy funders and recipients, the incestuous nature of the interlocking interests at both ends of the funding, and the almost total absence of the vast majority of the US population from some education policy discussions.
Report to the Legislature: Annual Report on Students with Disabilities, 2009-2010
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2011-03-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Disabilities,Special Education,Compliance (Legal),Academic Achievement,State Standards,Disability Identification,Student Placement,Low Income Students,At Risk Students,Inclusion,Public Schools,School Districts,Educational Legislation,Equal Education,Federal Legislation,Student Characteristics,Educational Environment,Educational Finance,Health Insurance,Early Childhood Education,Transitional Programs,Professional Development,Elementary Secondary Education,Enrollment Trends,Limited English Speaking,English (Second Language),Private Schools,Dropout Rate,Graduation Rate,State Aid,Federal Aid,Cooperative Programs,Disproportionate Representation

This report has been provided to the Legislature on an annual basis since 2000 when the legislature amended the language of G.L. c.71B to align Massachusetts special education terminology with the federal &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;). The Department is required to submit an annual report on compliance and performance to the Office of Special Education Programs (OSEP) each year on February 1. This annual state legislative report provides: (1) statewide longitudinal enrollment data on students with disabilities; (2) data on the number of students with disabilities who are being served according to grade level, educational environment, and disability category; and (3) information on special education expenditures, claims filed for &quot;circuit breaker&quot; reimbursement, and Medicaid reimbursement for eligible services provided in the school environment.
Report to the Legislature: Annual Report on Students with Disabilities, 2010-2011
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2012-04-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Disabilities,Special Education,Compliance (Legal),Academic Achievement,State Standards,Disability Identification,Student Placement,Low Income Students,At Risk Students,Inclusion,Public Schools,School Districts,Educational Legislation,Equal Education,Federal Legislation,Student Characteristics,Educational Environment,Educational Finance,Health Insurance,Early Childhood Education,Transitional Programs,Professional Development,Elementary Secondary Education,Enrollment Trends,Limited English Speaking,English (Second Language),Private Schools,Dropout Rate,Graduation Rate,State Aid,Federal Aid,Cooperative Programs,Bullying,Prevention,Intervention,Achievement Gap,Disproportionate Representation

This report has been provided to the Legislature on an annual basis since 2000 when the legislature amended the language of G.L. c. 71B to align Massachusetts special education terminology with the federal &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;). The Department is required to submit an annual report on compliance and performance to the Office of Special Education Programs (OSEP) each year on February 1. This annual state legislative report provides: (1) statewide longitudinal enrollment data on students with disabilities; (2) data on the percentage of students with disability by disability category, educational environment, and other special population status; (3) data on the enrollment and educational environment of students who have been diagnosed with Specific Learning Disability (SLD), as this disability category has the highest rate of identification and represents approximately one third of Massachusetts' special education population; (4) a description of programs and improvement activities -- including the development of the Massachusetts Tiered System of Support (MTSS), the new bullying prevention and intervention law, and the Massachusetts FOCUS Academy -- that have the potential to reduce the need for special education services; and (5) information on special education expenditures, claims filed for &quot;circuit breaker&quot; reimbursement, and Medicaid reimbursement for eligible services provided in the school environment. [For the previous report, &quot;Report to the Legislature: Annual Report on Students with Disabilities, 2009-2010,&quot; see ED593661.]
Report to the Legislature: Annual Report on Students with Disabilities, 2011-2012
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2013-05-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Disabilities,Special Education,Compliance (Legal),Academic Achievement,State Standards,Disability Identification,Student Placement,Low Income Students,At Risk Students,Inclusion,Public Schools,School Districts,Educational Legislation,Equal Education,Federal Legislation,Student Characteristics,Educational Environment,Educational Finance,Health Insurance,Early Childhood Education,Transitional Programs,Professional Development,Elementary Secondary Education,Enrollment Trends,Limited English Speaking,English (Second Language),Private Schools,Dropout Rate,Graduation Rate,State Aid,Federal Aid,Cooperative Programs,Achievement Gap,Disproportionate Representation,Accountability,Racial Differences,Ethnicity

This report has been provided to the Legislature on an annual basis since 2000 when the legislature amended the language of G.L. c. 71B to align Massachusetts special education terminology with the federal &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;). The Department is required to submit an annual report on compliance and performance to the Office of Special Education Programs (OSEP) each year on February 1. This annual state legislative report provides: (1) statewide longitudinal enrollment data on students with disabilities; (2) data on the percentage of students with disability by disability category, educational environment, and other special population status; (3) a compilation of findings and data from the Review of Special Education in the Commonwealth of Massachusetts written by Dr. Thomas Hehir in April 2012; (4) descriptions of programs and improvement activities -- including an update on the development of the Massachusetts Tiered System of Support (MTSS), a brief discussion regarding the fact that Massachusetts met requirements for the first time under the IDEA Part B State Performance Plan, and a report on the impact of the No Child Left Behind Waiver on special education accountability determinations; and (5) information on special education expenditures, claims filed for &quot;circuit breaker&quot; reimbursement, Medicaid reimbursement for eligible services provided in the school environment, educational collaboratives and statistics from the Division of Administrative Law Appeals (formerly Bureau of Special Education Appeals). [For the previous report, &quot;Report to the Legislature: Annual Report on Students with Disabilities, 2010-2011,&quot; see ED593662.]