ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers' Assessments of Certain Curricular Determinants in Primary School
Author: Matijevic, Milan
Date: 2015-09-24
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Curriculum,Elementary School Teachers,Questionnaires,Teacher Attitudes,Educational Assessment,Educational Practices,Teaching Methods,Educational Indicators,Robustness (Statistics),Educational Change,Educational Technology,Statistical Significance,Statistical Analysis

There is a clear prevalence of equipment and spatial arrangements for traditional teaching from the front of the class in Croatian classrooms. During such instruction, pupils mostly sit, listen and watch. Further, it is evident that primary school classrooms feature several elements pointing to the use of constructivist didactics, and include attempts at adjusting the space and equipment to the developmental needs of pupils in middle childhood. A research team called &quot;School and Classes for the Net Generation&quot; organised several examinations of the assessments of curricular determinants in Croatian primary and secondary schools. The aim of this study is to examine the assessments of changes that happen in school and in classes (or those that could happen) under the influence of new didactic understandings and digital education technology. A specifically constructed questionnaire was used on a sample of primary education male and female teachers (N = 214), which is representative for Central Croatia, since the data were collected through individual surveys in schools located in the City of Zagreb and in eight counties. The questionnaire contained 50 statements that the respondents had to assess on a Likert-type scale. In this paper, we shall present only part of the results relating to the pedagogical and curricular characteristics of the teaching methods and didactics of primary education. Differences in assessments were tested in terms of the working experience of primary education teachers. Primary education teachers recognise the characteristics of constructivist didactics and modern developments in the theory of education and the theory of school quite well. Most agree that it is important to organise classes in which the pupils are more active than the teacher, and that any curriculum is regarded as implemented if pupils are actually active. Most respondents hold that classic textbooks will soon be replaced by modern digital multimedia sources of knowledge. Teachers agree that all pupils should be provided with an opportunity to exercise their abilities in the best possible way, bearing in mind that everyone has different talents.
Common Core Implementation in California: A Snapshot of Districts' Progress. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Common Core State Standards,School Districts,Program Implementation,Interviews,Administrator Attitudes,Teacher Competencies,Administrator Role,Alignment (Education),Financial Support,Capacity Building,Curriculum Development

It has been six years since California adopted the Common Core State Standards (CCSS). District leaders have been busy building capacity and developing infrastructure to support effective CCSS implementation, while teachers have been working hard to implement standards-aligned instruction that supports academic success for all students. In a state as vast and varied as California, what exactly does CCSS implementation look like, and what sort of progress are districts making? This issue of &quot;CenterView&quot; is the first in a special three-part series that describes the insights California district leaders have to offer about California standards implementation. To get an accurate snapshot of where California districts are in their standards implementation, the Center for the Future of Teaching &amp; Learning (CFTL) at WestEd interviewed superintendents and instructional leaders from 42 districts and charter school management organizations from urban, suburban, and rural areas across the state. This report discusses the internal capacity districts have built over time to support CCSS implementation, teacher proficiency in CCSS-aligned instruction, how district leaders select CCSS-aligned curricula, the use of combinations of funding sources to support their particular CCSS implementation expenses, and the need for new kinds of support.
VET in Schools 2015. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,School Statistics,High School Students,Apprenticeships,Secondary School Curriculum

This report presents information on VET in Schools, the vocational education and training (VET) undertaken by school students as part of their senior secondary certificate. The VET in Schools arrangement offers two main options: students can undertake school-based apprenticeships and traineeships; or they can take VET subjects and courses as part of their school curriculum (the latter is referred to as &quot;other VET in Schools programs&quot;). Highlights between 2014-2015, highlights in 2015, data scope, and more information is presented.
The Likelihood of Completing a Government-Funded VET Program, 2010-14. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Graduation Rate,Academic Persistence,School Statistics,Tables (Data),Federal Aid,Statistical Distributions,Full Time Students,Definitions,Cohort Analysis

The Australian vocational education and training (VET) system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees). The system provides training for students of all ages and backgrounds. Students may study individual subjects or full programs that lead to formal program completions. This report estimates the completion rates of government-funded VET programs in Australia (broadly defined as all programs delivered by government providers and government-funded programs delivered by community and other registered providers), in order to fill a gap in performance measures for the VET sector. Program completion rates are contrasted with subject load pass rates, which express the weighted percentage of successfully completed subjects, in each table of this publication. Completion rates in this report are derived using the most recent data available from the National VET Provider Collection and are an update on the previous release, Australian vocational education and training statistics: the likelihood of completing a government-funded VET program 2009-13. Additional program completions reported to the National Centre for Vocational Education Research (NCVER) since the previous release mean that figures for 2010-13 may vary slightly from those previously published.
The Education Writers Association Casts Its Narrowing Gaze on Boston
Author: Phelps, Richard P.
Date: 2016-04-28
Type: Opinion Papers
Subjects: Professional Associations,Writing (Composition),Educational Research,Expertise,Outsourcing,Journalism,Seminars,Common Core State Standards,Educational Policy,Advocacy,Educational Change

There are many thousands of education researchers in the world, thousands of higher education institutions, and hundreds of relevant research journals. But the EWA has chosen to rely almost exclusively on an infinitesimal proportion of it for expertise. Ironically, the tiny group on which they depend comprises some of the world's most poorly read and censorious researchers. In a variety of ways, the Education Writers Association functions to centralize expertise sourcing. If there were no EWA, the thousands of education journalists who attend their seminars would initiate all their expertise sourcing on their own. The result, in the absence of EWA's suggestions, would be a much wider variety of expertise sourced. And, the US populace would be much better informed. [This article was published in &quot;Pioneer Institute Blog,&quot; Boston, MA.]
Benefits Access for College Completion: Lessons Learned from a Community College Initiative to Help Low-Income Students
Author: Duke-Benfield, Amy Ellen
Date: 2016-07-11
Type: Reports - Evaluative
Subjects: Community Colleges,Access to Education,Low Income Groups,Social Services,Academic Persistence,Barriers,Technical Assistance,Two Year College Students,Student Needs,Minority Group Students,At Risk Students,Program Effectiveness,Cultural Influences

This report analyzes how students were served by Benefits Access for College Completion (BACC), a 2.5-year initiative designed to increase access to public benefits (such as SNAP or Medicaid) for eligible low-income students. These crucial supports reduce students' unmet financial needs and help them finish school. Launched in 2011, BACC funded seven community colleges to develop and implement sustainable policies and practices for embedding benefits access strategies into their operations. This report, &quot;Lessons Learned from a Community College Initiative to Help Low-Income Students,&quot; outlines challenges and successes experienced by college sites as well as statewide systems. Among colleges participating in BACC, no two institutions employed the same benefit access strategy. However, all the institutions found that increasing access to public benefits was more effective when combined with other services in which students already engage, such as financial aid, counseling, and advising. In addition, CLASP found that colleges' success with integrating and sustaining benefits depended on: (1) Changes in student flow and business processes; (2) Actions to overcome cultural barriers within the institution; (3) The capacity to produce and use data; (4) The importance of collaboration and teamwork within the colleges; (5) New relationships with local and state benefits agencies; and (6) The need to overcome student stigma. Drawing on data from an evaluation of BACC, the report also demonstrates how increased access to benefits improves student progress toward degree completion. This is especially true for students who bundle multiple benefits while enrolled.
Designing an Elective Course on Gelotology
Author: Haynes, Gene C.
Date: 2016-07-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Instructional Design,Elective Courses,Humor,Educational Theories,Learning Theories,Emotional Response,Medical Students,Stress Management,Coping,Medical Education,Course Descriptions,Caring,Patients,Physician Patient Relationship,College Freshmen,Teaching Methods,Physical Activities,Curriculum Development,Models,Taxonomy,Student Certification,Skill Development,Teacher Qualifications,Course Evaluation,Educational Benefits

The purpose of this capstone project was to design a course description on gelotology, the study of laughter, at a XYZ Institute. The course provides a detailed analysis of the background of gelotology, how the course was designed and how to put the course into application at the capstone site. The course was designed using a sample curriculum as a template provided by XYZ Institute. Four theories were used to support the design of the course on gelotology, the Humor Processing Theory, Kurt Lewin's theory of unfreezing, changing, and refreezing, the relief theory and the tension release theory. The format of the course proposal used a syllabus as a template provided by XYZ Institute. The syllabus served as a model to propose an elective course to introduce the concepts of gelotology to medical students. The content learned can help students to reduce their stress by teaching them stress-coping mechanisms to use while in college. One can apply this information in the workplace by training medical professionals how to use laughter to improve their patients' health. The course description can be submitted to college administrators as a recommendation for a new elective course. The human side of caring for patients is often times lost. The course description on gelotology educates participants on using laughter approaches that can bring the human side of caring for patients back into the medical field. The principles learned throughout the course include the growing body of research conducted by Norman Cousins, Lee Berk, Patch Adams, and Madan Kataria. The intent was to submit the course description (GS200) introduction to gelotology to XYZ Institute. The proposal was to add an elective course as part of the curriculum for medical students.
Improving Student Engagement of Health Services Management Students
Author: Trowers, LaToya L.
Date: 2016-03-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Undergraduate Students,Learner Engagement,Business Administration Education,Health Services,School Health Services,Clubs,Student Surveys,Online Surveys,Student Participation,Instructional Materials,Training,Training Methods,Administrator Education,Career Development,Leadership Training,Professional Identity,Program Development,Teaching Guides,Guides,Teacher Influence,Peer Relationship,Health Occupations,Extracurricular Activities

This capstone provides readers with an analysis of the role student engagement has in higher education. Student engagement has been studied extensively by many authors, and each has provided a framework for understanding the various approaches to increasing engagement of students. This paper approaches the topic of student engagement by examining the role a Health Services Administration Club plays in the engagement of student's on and off-campus. This study utilized feedback from an online survey provided to current members of the club that were used to gain an understanding of their level of engagement as they participate in activities, and it served as a tool for the design of the attached training manual. The accompanied training manual provides a new approach to increasing student engagement of students by providing leaders and organizers with a framework for development and management of their respective club. The following are appended in the accompanying training manual: (1) Example Club Constitution; (2) Example Meeting Agenda: College Health Services Administration Club; (3) Example Meeting Minutes: Health Services Administration Club Meeting Minutes; (4) Example Bake Sale Flyer; (5) Example Sign-Up Sheet; and (6) Example How Marrow Donation Works &amp; How You Can Save Lives Flyer.
Physics Doctorates: Skills Used &amp; Satisfaction with Employment. Data from the Degree Recipient Follow-Up Survey for the Classes of 2013 and 2014. Focus On
Author: Pold, Jack
Date: 2016-08-00
Type: Reports - Research
Subjects: Physics,Doctoral Programs,Doctoral Degrees,Science Instruction,Science Process Skills,Knowledge Level,Job Skills,Employment Qualifications,Job Satisfaction,Surveys

By the time people earn physics PhDs, they have learned a great deal about physics and how research is conducted. However, physics PhDs also develop skills and knowledge in a number of related areas, such as advanced mathematics, programming, modeling, and technical writing. Physics PhDs draw upon an arsenal of skills and knowledge in their careers. This &quot;Focus On&quot; begins with a discussion about the types of skills and knowledge that physics PhDs from the classes of 2013 and 2014 used regularly in the jobs they held after earning their degrees. A summary of qualitative job satisfaction measures follows.
Left to Chance: U.S. Middle Schoolers Lack In-Depth Experience with Technology and Engineering. Vital Signs: Reports on the Condition of STEM Learning in the U.S.
Author: Change the Equation
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: STEM Education,Middle School Students,Grade 8,Job Skills,Student Surveys,Educational Opportunities,Technological Literacy,Engineering,Socioeconomic Status,Technology Uses in Education,Females

Technology and engineering have played central roles in forming our national identity. We see the United States as a nation of tinkerers and inventors who have helped chart the course of global innovation for centuries. Only time will tell if we can continue to live up to this conception of ourselves. As technology and engineering come to affect almost every aspect of modern life, this is no small matter. New data from the first-ever Nation's Report Card in Technology and Engineering Literacy (TEL) are not reassuring. Well less than half the nation's eighth-graders are on track to become proficient in a set of skills they will need to thrive in society and the workplace. This brief presents Change the Equation's analysis of results from survey questions TEL test takers answered after they completed the TEL assessment. A nationally representative sample of 21,500 eighth-graders in 840 U.S. public and private schools completed the survey, answering questions about how often they have learned about technology and engineering or taken part in technology and engineering activities, both in and out of school.
Students on STEM: More Hands-On, Real-World Experiences
Author: Change the Equation
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: STEM Education,Hands on Science,Experiential Learning,Adolescent Attitudes,High School Students,Student Attitudes,Scientific Attitudes,Science Education,Biology,Access to Education,Science Instruction,Student Experience,Educational Change,Low Income Students,Science Careers,Science Interests,Student Surveys,Online Surveys

A new survey of American teenagers from the Amgen Foundation and Change the Equation offers real cause for optimism about the future of high school science and biology education in the United States. Teens generally like science--and biology in particular--and they grasp the importance of the field to people's lives. They know good biology teaching when they see it, and they would like the opportunity to do more engaging, hands-on science in school. These attitudes present a significant opportunity to improve Americans' knowledge and skills in science, yet we are not taking full advantage of that opportunity. The survey suggests, among other things, that many teens lack access to engaging, real-world science experiences, which is limiting their chances to pursue science any further. These findings are a call to action for anyone who is committed to inspiring the next generation of American scientists and innovators. Leaders in government, education, and industry need to support schools' and teachers' critical efforts to improve science teaching while enriching students' opportunities to experience science outside of school.
California's Youth and Young Adult Arrest Rates Continue a Historic Decline. Fact Sheet
Author: Males, Mike
Date: 2016-08-00
Type: Reports - Research
Subjects: Youth,Young Adults,Crime,Juvenile Justice,Trend Analysis,Institutionalized Persons

This Center on Juvenile and Criminal Justice (CJCJ) fact sheet shows that, in 2015, arrests of young people under age 25 dropped below 2014 levels and continue a decades-long trend of decline. While the causes of these declines are unknown, falling youth arrests rates coupled with decreased youth incarceration suggest that high rates of incarceration are not required to protect public safety. California sends far fewer young people to locked facilities today than it did in the 1990s, yet youth arrests continue to fall and now stand at the lowest level ever reliably recorded.
Change in Practice in Maryland: Student Learning Objectives and Teacher and Principal Evaluation
Author: Slotnik, William J.
Date: 2015-09-00
Type: Reports - Research
Subjects: Behavioral Objectives,Teacher Evaluation,Educational Practices,Program Implementation,Evidence Based Practice,Teacher Effectiveness,Interviews,Case Studies,State Surveys,Teacher Surveys,Teacher Attitudes,Administrator Surveys,Administrator Attitudes,Principals,Barriers,Capacity Building,Change Strategies,Academic Achievement,Mixed Methods Research,Observation

The Maryland State Department of Education (MSDE) is guiding and supporting the implementation of a new Teacher and Principal Evaluation (TPE) system in all school districts throughout the state. The system includes measures of both professional practice and student growth. Because the historical and current practice in Maryland is one of local control, the key TPE implementation decisions and the organizational supports that reinforce those decisions are made at the district level. This study examines the perceptions of frontline educators in Maryland of the support they receive in understanding and implementing the TPE system. It particularly focuses on the key component of Student Learning Objectives (SLOs), an evidence-based instructional process for improving educator effectiveness and student achievement. Findings of this study are intended to help further inform and strengthen the overall TPE system and the SLO component, in particular, in Maryland. Data for this study include interviews of leaders from 12 districts and the state level education association; a case study of four districts; and statewide survey responses provided by teachers, principals and other educators from 24 districts. Findings show that TPE implementation is generating changes in practice and perception. An appendix is attached that contains two figures and nine tables.