ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Animation Film Use on Earthquake Knowledge Level of 4th Grade Students
Author: Dikmenli, Yurdal
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Animation,Teaching Methods,Films,Natural Disasters,Grade 4,Elementary School Students,Educational Technology,Technology Uses in Education,Program Effectiveness,Social Sciences

Today, use of different teaching models, materials, and tools in education and teaching process have increased. The main reason for such increase is the search to make education more quality, easier, more entertaining, and more permanent. In this sense, animation films are technological products that contribute learners in visual and audial terms. In this study, what effect does animation film use has on earthquake knowledge level of 4th grade students was analysed. The pattern of this study was selected as pre-test/post-test control group trial model among experimental research models. Participants of this study were selected among 4th grade students in Fatih Elementary School in Bünyan District, Kayseri in 2017-2018 academic year. Total of 62 students was included in the study where 31 students were included in experiment group and 31 students were included in control group. The duration of this study was four weeks. Pre-test was applied on first week, post-test was applied on last week, and application was conducted on remaining two weeks. Traditional methods were applied on the control group and animation films selected by researchers based on content and subject of class were applied on experiment group. In this study, &quot;Academic Success Test&quot; developed by researchers was adopted to test the effects of animation film use on earthquake knowledge level of 4th grade students. As a result, it was determined that experiment group was more successful than control group in terms of academic success, and animation film use in earthquake knowledge level of 4th grade students had positive effects.
How GPE Supports Teaching and Learning. Policy Brief
Author: de Chaisemartin, Talia
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: International Programs,Partnerships in Education,Equal Education,Developing Nations,Educational Quality,Grants,Faculty Development,Instructional Materials,Evaluation,At Risk Students,Elementary Secondary Education,Access to Education,Educational Improvement,Time,Educational Environment,Leadership Role,Language Usage,Curriculum,Foreign Countries,Reading Achievement,Accountability,Data Collection,Data Analysis,Elementary School Students,Elementary School Teachers

An estimated 274 million primary school children in low and middle income countries are not learning the basic foundational skills necessary to lead productive and healthy lives. The Global Partnership for Education (GPE) is committed to improved and more equitable student outcomes, and has framed this as goal 1 of its strategic plan for 2016-2020. Through the GPE results framework, the partnership gives strategic attention to teaching and learning. Indicators include the improvement of learning outcomes, the quality of learning assessment systems, and the availability and distribution of trained teachers. With support from GPE implementation grants, partner developing countries are making significant investments to improve the quality of teaching and learning. Of the 54 active grants in July 2016, 93 percent invested in teacher development, 76 percent in learning materials, 67 percent in learning assessment systems, 52 percent in teacher management, 50 percent in teaching in the early grades, and 28 percent in the increase of instructional time. This policy brief examines how GPE is dedicated to dramatically increasing the number of children who are in school and learning, with particular attention to the most vulnerable. It describes GPE's efforts in education sector planning, results-based financing, collecting and measuring learning data, and support to teacher development and improved instruction, especially in early grades.
Homeschooling: The Ultimate School Choice. White Paper No. 170
Author: Heuer, William
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Home Schooling,School Choice,Educational History,Parent Role,Costs,Educational Policy,Court Litigation,Incidence,Elementary Secondary Education,Decision Making,Parent Attitudes,Demography,Student Diversity,Educational Methods,State Regulation,Educational Finance,Federal Regulation

Although many may be surprised at the growth of homeschooling during the past few decades, the real surprise is probably how that growth happened and that it continues. Home school advocates and practitioners have succeeded despite a lack of funding, recruiting efforts, publicity, and grant money from philanthropic billionaires. They have faced opposition from the National Education Association (NEA), obstacles imposed by individual school districts and various state restrictions, regulations, and requirements. There is also little if any professional development for parent-instructors and virtually no future career path (or pensions) for those parents. Systemically, there is a lack of institutional knowledge with which to keep the homeschooling movement going forward. This paper attempts to elucidate some of these issues by reviewing a brief history of homeschooling, the challenges associated with defining and counting homeschoolers, the predominant reasons for homeschooling, and the critical role parental choice plays in the decision to homeschool. By becoming more knowledgeable about the practices and benefits of homeschooling, traditional educators can begin to offer parents information, support, and encouragement, treating them as educational colleagues who care deeply about children's learning.
Strategies for Strengthening the Technical Workforce: A Review of International Evidence. RR #2017-1
Author: Conn, Katharine
Date: 2017-00-00
Type: Information Analyses
Subjects: Labor Force Development,STEM Education,Employment Qualifications,Career Development,Vocational Education,Technical Education,Nongovernmental Organizations,Industry,Educational Strategies,Skill Development,Apprenticeships,Cooperative Education,Information Technology,Career Education,Career Counseling,Incentives,Electronic Learning,On the Job Training,Workplace Learning,Career Academies,Employment Services,High School Students,High School Graduates,Employment

Numerous countries suffer from a shortage of technicians and skilled workers, particularly in the STEM fields (science, technology, engineering, and mathematics), due to a mismatch between the skills and interests of the students graduating from or leaving the current education system and the needs of the labor market. Often, parents and students place a high priority on entering and completing university, and as a consequence, many students pursue academic education in secondary schools in order to gain entrance to university, only to find themselves entering the job market lacking the skills they need for employment and advancement. Further, in some countries, the vocational school system is not well-respected by the public and focuses heavily on preparation of youth for specific jobs in one firm rather than preparing them for careers within an industry as a whole. This literature review aims to synthesize the research evidence about the effectiveness of various strategies used by national governments, non-governmental organizations, technical schools, and industries to strengthen both the quality of the technical workforce, as well as the avenues through which individuals can access career and technical programming.
Help Me Where I Am: Scaffolding Writing in Preschool Classrooms
Author: Quinn, Margaret F.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Scaffolding (Teaching Technique),Preschool Children,Preschool Curriculum,Young Children,Preschool Teachers,Writing (Composition),Writing Across the Curriculum,Writing Skills,Writing Instruction,Emergent Literacy,Beginning Writing,Childrens Writing,Teaching Methods,Spelling

Early writing is important to young children's development -- research indicates that writing is predictive of later reading and writing. Despite this, preschool teachers often do not focus on writing and offer limited scaffolding to foster children's writing development. This article shares innovative ways to scaffold early writing across the three component skills of writing -- composing, spelling, and forming letters. [This paper was published in &quot;The Reading Teacher&quot; v70 n3 p353-357 Nov-Dec 2016 (EJ1118050).]
Redesigning State Financial Aid: Principles to Guide State Aid Policymaking. Updated August 2018
Author: Pingel, Sarah
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: State Aid,Educational Policy,Postsecondary Education,Paying for College,Student Financial Aid,College Students,Program Design,Student Needs,Goal Orientation,Enrollment,Academic Persistence,Inclusion

This Special Report examines four principles for state leaders to consider as they develop or evaluate financial aid redesign reform efforts. The financial aid redesign principles, identified through a Thinkers Meeting that included experts from across the country, fall into four areas: Financial aid programs should be student-centered, goal-driven and data-informed, timely and flexible, and broadly inclusive. [Support for this paper and this initiative was provided by Strada Education Network. For the first iteration of &quot;Redesigning State Financial Aid: Principles to Guide State Aid Policymaking,&quot; see ED556236.]
Work-Based Learning: Model Policy Components
Author: Zinth, Jennifer
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Work Experience Programs,High School Students,Access to Education,Career Exploration,Career Counseling,Educational Finance,Educational Quality,Credits,Career Readiness,Graduation Requirements

This Special Report outlines state-level policy components that help ensure work-based learning opportunities for high school students are well-coordinated, broadly accessible, aligned to state or regional workforce demands, and of high quality.
Language, Literacy and Learning in Tanzanian Secondary Schools: An Ethnographic Perspective on the Student Experience
Author: Adamson, Laela
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Secondary School Students,Student Experience,Language of Instruction,English (Second Language),African Languages,Official Languages,Second Language Learning,Language Fluency,Educational Environment,Self Esteem,Anxiety,Peer Relationship,Language Planning

Many students are currently being taught in a language in which they are not confident and this impacts on both their learning outcomes and experiences. This is the situation in Tanzania where secondary schooling is delivered in English, after seven years of primary schooling during which teachers and students use Kiswahili, the national language and &quot;lingua franca.&quot; Recognising that the current situation will remain for the foreseeable future, this research looks at the student experience in two secondary schools in the Morogoro region of Tanzania. It takes an ethnographic approach, with a view to developing an in-depth and more nuanced understanding of the challenges faced by pupils who are learning in a language in which they are not fluent. After outlining the current language situation in schools, this report identifies six factors that influence students' ability to learn English and to learn using English as the medium of instruction: the lack of an environment that supports language learning; low student confidence and fear of making mistakes; peer relationships and support; parental resources and students' language foundation; government policy and resource provision; and out-of-school challenges that affect learning. Ultimately, this report supports those who call for a shift to use Kiswahili as the language of instruction throughout the education system, alongside good quality English language teaching. It concludes with recommendations for Tanzanian government policymakers and practitioners.
Significance of Mentor-Mentee Relationship and Training for Effective Mentoring Outcomes
Author: Hadi, Marham Jupri
Date: 2017-02-26
Type: Speeches/Meeting Papers
Subjects: Mentors,Teacher Student Relationship,Training,Beginning Teachers,Program Effectiveness,Outcomes of Education

For more than decades, mentoring has gained its popularity and has been recognized to be an effective way in helping novice teachers to deal with challenges facing them in their first years. As mentoring deals with human relation, thus relationship between mentor and novice teachers plays significant roles for mentoring effective outcome. The current article presents significance of mentor-mentee relation to achieve effective mentoring program and the need of conducting mentor selection and mentoring training for optimal collegial mentoring program
Student Perceptions of an Intelligent Tutoring System: A Technology Acceptance Model Perspective
Author: Karaci, Abdulkadir
Date: 2018-10-00
Type: Journal Articles
Subjects: Student Attitudes,Intelligent Tutoring Systems,Technology Uses in Education,Educational Technology,College Students,Difficulty Level,Intention,Value Judgment,Foreign Countries

The aim of this study is to understand how students accept an Intelligent Tutoring System (ITS) in terms of the Technology Acceptance Model. For this study, a web-based intelligent tutoring system was used by 38 university students for four weeks. Fifteen randomly selected students participated in two semi-structured focus group interviews which were transcribed and coded. Results showed that 64.12%, of the students perceived the system to be useful, 14.50% perceived ease of use, and 21.37%, reported an intention to use the instruction system. Among the most frequently reported features of usefulness of the ITS were the repeatability of course materials, effective and permanent learning, the flexibility in time and place of learning, and increased learning performance. While not many students found the system 'fun,' they still frequently reported the intention to use it. Student remarks on the perceived ease of use were less common than those on its perceived usefulness and intention to use. However, the lack of complaints about system usability could mean that they found it sufficient to mention that it was easy to learn and use.
Promising Practice: Government Schools in Vietnam
Author: McAleavy, Tony
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Public Schools,Educational Practices,Educational Policy,Parent Attitudes,Educational Improvement,Success,Accountability,Teacher Competencies,Leadership Responsibility,Principals,Partnerships in Education,Parent School Relationship,Secondary School Students,International Assessment,Elementary Secondary Education,Elementary School Students,Government Role

Vietnam's government schools have attracted a great deal of international attention since the publication of the 2012 PISA student tests: Vietnamese students performed particularly well in science, ranking eighth globally out of 65 participating jurisdictions; Vietnam maintained this position in 2015. The Education Development Trust partnered with the Vietnam Institute of Educational Sciences to find out how and why Vietnam has been so successful. Adopting a mixed-methodology approach for an insightful qualitative view of the Vietnam phenomenon, the authors conducted a policy analysis, a survey of parents, reviewed available secondary data, and conducted qualitative fieldwork in contrasting four provinces in Vietnam (Ho Chi Minh City, Hanoi, Binh Dinh and Ha Giang). The aim of the research was to explore the country's approach to educational improvement. The investigation identified five key features of the Vietnamese school system that contributed to its success, each of which is explored in detail in this report: (1) Purposeful policy: the government of Vietnam has consistently stated, over many years, that education is a national priority; (2) High levels of accountability: the Vietnamese system can be characterised by high levels of accountability at all levels; (3) The quality of teaching and teachers: teaching in Vietnam is a highly respected profession; (4) School leadership that focuses on the classroom: principals in Vietnam have clearly defined roles as leaders of teaching and learning; and (5) Partnership between schools and parents: the Vietnamese government encourages high levels of partnership between schools and parents.
Children&apos;s Outcomes and Program Quality in the North Carolina Pre-Kindergarten Program: 2012-2013 Statewide Evaluation
Author: Peisner-Feinberg, Ellen S.
Date: 2014-02-00
Type: Reports - Research
Subjects: Preschool Education,Outcomes of Education,Program Effectiveness,Educational Quality,Preschool Children,State Programs,Classroom Environment,Teacher Student Relationship,Preschool Teachers,Longitudinal Studies

The purpose of the 2012-2013 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the quality of the program and the outcomes for children, along with comparisons to previous years. The primary research questions addressed by this evaluation included: (1) What were the key characteristics of the local NC Pre-K programs?; (2) What was the quality of the NC Pre-K classrooms attended by children and what factors were associated with better quality?; (3) What were the outcomes of children attending the NC Pre-K Program and what factors were associated with better outcomes?; and (4) To what extent have there been any changes over time in these results? To address these questions, information was gathered from multiple sources, including monthly service reports, teacher surveys, observations of classroom quality, and individual assessments of children's outcomes. The statewide monthly service report data provided information about characteristics of the program and demographic information about the children served. Observations conducted in a random sample of 99 NC Pre-K classrooms provided information about classroom quality, including global classroom quality, teacher-child instructional interactions, language and literacy environment, and sensitivity of teacher-child interactions, and teacher surveys provided information about classroom characteristics and teacher perceptions. Child outcomes data were gathered for a sample of 561 children to examine changes in language, literacy, math, general knowledge, and behavior skills over the course of the pre-k year. For 117 Spanish-speaking dual language learners (DLLs) in the sample, skills were measured in both English and Spanish using parallel measures. Key findings in this study include: (1) Many of the characteristics of the NC Pre-K Program were consistent with good quality standards, as well as program guidelines; (2) In general, most program characteristics have been fairly stable over time; and (3) One continuing trend in the NC Pre-K Program has been a steady improvement in the levels of teacher education and credentials, with increases in both of these areas in 2012-2013 compared to past years. [For the previous report, &quot;Quality and Characteristics of the North Carolina Pre-Kindergarten Program: 2011-2012 Statewide Evaluation,&quot; see ED541936.]
Are Teacher Education Programs Failing the Nation&apos;s Urban Schools? A Closer Look at Pre-Service Teachers&apos; Beliefs about Working with Inner-City Students
Author: Celik, Servet
Date: 2012-10-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Urban Schools,Urban Education,Preservice Teachers,Student Attitudes,Beliefs,Urban Areas,Student Diversity,Program Effectiveness,Failure,Field Instruction,Cultural Background,Misconceptions,Social Bias

To address the issue of pre-service teachers being under-prepared for work in multicultural and impoverished environments in America's urban schools, teacher education programs have taken steps to improve diversity-oriented curricula and provide relevant fieldwork experience. However, research indicates that a large proportion of teacher candidates still do not have the necessary skills to deal with students from divergent upbringings. This interpretive study investigated the beliefs of pre-service teachers about urban students and how well their teacher education programs are addressing the issues of working in inner-city schools. The results revealed that, although some progress has been made, a significant gap remains between the need to prepare teachers for work in urban schools and the reality that many teacher education programs fall short of this goal. The authors concluded that further research is necessary to pinpoint the failings of teacher education programs in training future teachers for work in diverse settings. [This report is published in &quot;The Journal of Multiculturalism in Education&quot; v8 Oct 2012.]
Use of Guided Reflection Tools in Collaborative Health Care Settings Following Simulated Learning
Author: Westbury, Laury A.
Date: 2018-10-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Health Services,Simulation,Nursing Education,Patients,Teamwork,Health Personnel,Cooperation,Teaching Methods,Innovation,Reflection,Undergraduate Students,Graduate Students,Occupational Therapy,Speech Language Pathology,Student Attitudes,Allied Health Occupations Education

The Institute of Medicine (2012) and Benner, Sutphen, Leonard, and Day (2010) suggested a radical change within nursing education programs to move toward the goal of optimal patient care and to expand technologies and innovation. The World Health Organization (2011) supports the concept that health professionals must receive adequate education at the student level to be able to work in interprofessional teams that collaboratively solve complex problems. Simulated learning experiences incorporated into health care education have become an innovative and significant component of instruction. Studies on debriefing depict the practice of guided reflection during the post-simulation scenario activity of debriefing as a creative way to deepen learning, since learning occurs best when ideas and thoughts are shared, discussed and reflected upon with others (Dreifuerst, 2009; Wright &amp; Lundy, 2012). Research indicates a lack of collaborative reflection tools for promoting group learning and increasing perceived individual knowledge exchange. The purpose of this phenomenological study was to determine the following research questions: 1. Does guided reflection, in the experience of the learner, increase knowledge exchange? 2. Does pairing the use of a guided reflection tool with simulated learning experiences increase participants' perception of learning? 3. Are collaborative health care teams able to exchange relevant information during simulated learning experiences? 4. In the experience of the participants, is guided reflection a valuable learning tool? A review of the literature provided the context for the study, and was organized into six sections. Volunteers from prelicensure programs (undergraduate and graduate) of nursing, and the undergraduate and graduate levels of occupational therapy and speech- language pathology students were asked to reflect on their lived experiences using guided reflection following simulation in a training environment. Six main themes were identified from the data analysis. Based on the results, the implications for health care education and transition to professional practice are discussed. The contributions serve to aid health care students and the educators who integrate collaborative education and reflection processes into the curriculum. Future research to further the findings of this study may support reflective tool usage in interprofessional simulated learning experiences.