ethanporcaro/eric-fulltext-meta huggingface dataset:
The Teachers of 2030: Creating a Student-Centered Profession for the 21st Century
Author: Berry, Barnett
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Teacher Effectiveness,Political Influences,Teacher Leadership,Instructional Effectiveness,Textbook Content,Trust (Psychology),Educational Environment,Expertise,Peer Influence,Influence of Technology,Educational Change,Educational Development,Unions,Teacher Salaries,Alternative Teacher Certification,Global Approach,Student Centered Curriculum

This monograph appears midway through the development of a book on the future of teaching, scheduled for publication in the fall of 2010. The book is a team effort, undertaken by 12 accomplished educators from across the United States, who have agreed to systematically study and speculate about public education and the teaching profession in the year 2030. As they go about this work, these teacher leaders are drawing upon their own experiences, current policy research and debate, and the insights of other future-thinkers who, like themselves, look at the educational, social and political trends of today and begin to imagine best-case scenarios about learning and teaching tomorrow. This paper presents a progress report on the TeacherSolutions 2030 (TS2030) project, written from the perspective of the author, who is President and CEO of the Center for Teaching Quality and a writing partner with the TS2030 team. In this monograph, the author speaks in his own voice about the future of the teaching profession, but he draws deeply on the understandings and insights emerging from his teacher colleagues as they continue work on next year's book from Teachers College Press. (Contains 59 endnotes and 4 figures.)
Reading Education Issues: Principals' and Teachers' Perceptions
Author: Keller, Sarah Ann
Date: 2004-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Principals,Middle School Teachers,Reading Instruction,Administrator Attitudes,Teacher Attitudes,Classification,Information Sources,Teacher Qualifications,Teacher Effectiveness,Accountability,Federal Legislation,Educational Legislation,Professional Development,Comparative Analysis,Surveys

The purpose of this study was to examine middle school principals' and teachers' perceptions of the current issues in middle school reading education and to identify the sources of information that these educators use and find helpful to keep informed reading issues. Participants were employed in the 14 middle schools of the Knox County  School System (KCS) in Knoxville, Tennessee. Questionnaires were completed in March and April 2004 by the 14 middle school principals and 14 teachers who were reading chairpersons for their schools. The questionnaire used in this study, Middle School Principals and Teachers: Knowledge of the Reading Program, consists of five tasks. A chi square analysis was used for three of the tasks and percentages of responses were compared to analyze two tasks. Principals and teachers agreed more than they disagreed on their responses to all tasks in the questionnaire. There were three items in which participants' responses showed statistically significant differences: (a) the two  groups' &quot;classification&quot; and &quot;ranking of importance&quot; of one issue, providing a supportive learning community including teachers who serve as role models of active literacy via apparent relish for reading (teachers &quot;classified&quot; and &quot;ranked&quot; this as unresolved more often than did principals), and (b) one &quot;source of information,&quot; journals for educators (reported as used more by principals than teachers). Principals and teachers agreed that three issues are unresolved: (a) meeting the criteria of No Child Left behind for &quot;Highly Qualified&quot; teachers, (b) effects of public accountability, which foster teaching to the test, on reading instruction, and (c) planning reading instruction for struggling readers. Analysis of participants' &quot;rating of understanding&quot; of reading issues showed similarity in their reported level of understanding. Participants identified three &quot;sources of information&quot; most often used in the last 12 months to keep informed about issues in reading education: (a) Informal contacts with specialists in the field, (b) formal contacts with specialists in the field, and (c) popular national magazines and/or newspapers. Participants rated the &quot;helpfulness&quot; of these sources of information similarly. Seven appendixes are included: (1) Knox County Permission to Conduct Survey; (2) Informed Consent Form; (3) Survey Instrument; (4) Demographic Information; (5) Survey Data Tables; (6) Statistical Analyses--Tasks 1, 2, and 4; and (7) Rating Comparisons--Tasks 3 and 5. (Contains 14 figures and 11 tables.)
Learning Outcomes of Project-Based and Inquiry-Based Learning Activities
Author: Panasan, Mookdaporn
Date: 2010-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Active Learning,Student Projects,Inquiry,Learning Activities,Science Instruction,Elementary School Science,Science Process Skills,Science Achievement,Thinking Skills,Grade 5,Elementary School Students,Instructional Effectiveness,Comparative Analysis,Foreign Countries

Problem statement: Organization of science learning activities is necessary to rely on  various methods of organization of learning and to be appropriate to learners. Organization of project-based learning activities and inquiry-based learning activities are teaching methods which can help students understand scientific knowledge. It would be more efficient. This study aimed to compare learning achievement, science process skills and analytical thinking of fifth grade students who learned by using organization of project-based and inquiry-based learning activities. Approach: The sample used in the study consisted of 88 fifth grade students, 2 selected classrooms at Muang Nakhon Ratchasima School, under the Office of Nakhon Ratchasima Educational Service Area Zone 1 in the first semester of the academic year 2008, obtained cluster random sampling technique. Students were divided into 2 groups, 44 students each. The research instruments used in the study were lesson plans for organization of project-based and inquiry-based learning activities, 8 plans each; a 30-item 4-choice science learning achievement test with discriminating powers ranging 0.28-0.46 and a reliability of 0.86; a 20-item 4-choice science process skill test with difficulties (P) ranging 0.36-0.68, discriminating powers ranging 0.38-0.72 and a reliability of 0.82 and a 20-item 4-choice analytical thinking test with difficulties (P) ranging 0.44-0.67, discriminating powers ranging 0.32-0.81 and a reliability 0.76. Hotelling T2 was employed for testing hypotheses. Results: The plans for organization of project-based and inquiry-based learning activities in the science learning had efficiencies 89.05/78.79 of project-based learning and 87.58/78.64 of inquiry-based learning in respectively. The plans for organization of project-based and inquiry-based learning activities had effectiveness indices 0.6774 of project-based learning and 0.6781 of inquiry-based learning in respectively. Students who learned using the plans for organization of project-based learning activities and those who learned using the plans for organization of inquiry-based learning activities did not have different learning  achievement, science process skills and analytical thinking (p greater than 0.05). Conclusion: In conclusion, the plans for organization of project-based and inquiry-based learning activities were appropriately efficient and effective. The students in 2 groups did not show different learning achievement, science process skills and analytical thinking. Therefore, science teachers could implement both of these teaching methods in organization of activities as appropriate for learners to achieve in the future. (Contains 6 tables.)
Departmental Web Sites: Best Practices for Improving Student Recruitment--A Report of the Admissions Advisory Committee at the University of Rhode Island
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Web Sites,Internet,Student Recruitment,Design,Departments,Institutional Characteristics,Access to Information

The purpose of this report was to identify best practices in the design and content of college and university academic department Web sites that have been shown to enhance the recruitment of prospective students. The Admissions Advisory Committee at the University of Rhode Island conducted a literature review on the importance of college, university, and academic department Web sites to student recruitment and on the types and formats of information provided on these sites that are most likely to interest prospective students in an institution. The committee examined Web sites at the University of Rhode Island and other colleges and universities to identify academic department sites that exemplified best practices in this area. As a result of the study, the committee listed twelve characteristics of academic department Web sites that, if implemented, would be likely to increase the recruitment of prospective students. The committee provided examples of academic department sites at the University of Rhode Island that best illustrated each characteristic. The conclusion of the committee was that the Web site of the Department of Human Development and Family Studies at the University of Rhode Island best exemplified, overall, the best practices identified by the study. The report was endorsed by the Faculty Senate of the University of Rhode Island on April 29, 2010. (Contains 10 images and a bibliography.)
Perspectives of Young Children: How Do They Really Think?
Author: Costley, Kevin C.
Date: 2010-06-15
Type: Opinion Papers
Subjects: Young Children,Cognitive Processes,Child Development,Developmental Stages,Child Behavior,Attention,Self Control,Age Differences,Psychological Patterns,Textbooks

In his monumental research, although Piaget primarily relayed information about children's developmental stages of cognitive growth, Marian Marion goes on to discuss not only the developmental stages, yet focuses on how children think. In her textbook, "Guidance of Young Children", Marion conveys how teachers need to understand children and help them develop decision-making skills, resulting in them making appropriate choices and demonstrating self-regulation and pro-social behaviors. The author explains clearly the difference of a child being egocentric and selfish. As teachers understand the difference, they can more fully observe the motivations of children attempting to meet their own needs. Marion also focuses on other perceptions of young children including: (1) searching and scanning; (2) impulsivity affecting perception; (3) selecting things in which to ignore; (4) staying on task; and (5) intentional versus accidental behavior. Marion's writing has many applicable child scenarios, research on children, and well-grounded theories. The book is recommended for all early childhood majors and teachers, especially those who have been frustrated with "normal" childhood behaviors. Marion's unique style of presenting information adds a much greater dimension to previous child development information presented in teacher training institutions.
Comparison between Two Learning Management Systems: Moodle and Blackboard
Author: Momani, Alaa M.
Date: 2010-05-13
Type: Reports - Descriptive
Subjects: Instructional Design,Integrated Learning Systems,Computer Software,Comparative Analysis,Teaching Methods,Computer Mediated Communication,Curriculum Development,Computer Software Selection,Electronic Learning,Computer Software Reviews,Internet,Computer Assisted Instruction

Moodle and Blackboard are two of the most famous and widely-known Learning Management Systems (LMS) over the world especially in the universities and other educational organizations. They have lots in common, but also have some key differences which make each one special in its own way. We note these differences below. If you have used any one of them before, this document will help you understand the other.
Exploring Faculty Perceptions of the Benefits and Challenges of Mentoring Undergraduate Research
Author: Adedokun, Omolola A.
Date: 2010-00-00
Type: Reports - Research
Subjects: Student Research,Mentors,Teacher Attitudes,College Faculty,Supervision,Performance Factors,Barriers,Program Effectiveness,Participant Satisfaction,Educational Benefits,Undergraduate Study,Mail Surveys

A notable limitation in the extant and emerging literature on faculty-mentored undergraduate research is that the focus is often on the benefits to students' with little or no examination of the benefits and challenges to participating faculty. Using the cognitive apprenticeship model as a theoretical framework, descriptions of the benefits and challenges accruing to faculty are drawn from analysis of their responses to open-ended questions. Reported gains include &quot;contribution to research agenda&quot; and the personal satisfaction derived from enhancing students' professional growth while time constraints emerged as an important challenge. Although we cannot make generalizations beyond the scope and context of this qualitative study, the data provides some insight into the impact of mentoring undergraduate research on faculty.
Are the Schools We HAVE the Schools We NEED in Ghana? A Contribution to the Ongoing Debate on Ghana's Education Reform
Author: Agbemabiese, Padmore E.
Date: 2010-01-04
Type: Reports - Evaluative
Subjects: Educational Change,Foreign Countries,Financial Support,Educational Finance,Politics of Education,Change Strategies,Educational Development,Educational Assessment,Access to Education,Foreign Policy,Educational Philosophy,Educational Planning,Barriers,Performance Factors

The purpose of this study is to contribute to the ongoing discussion on Ghana's education reform initiatives in the light of contemporary socioeconomic constraints, and linguistic and diversity issues. The Ghanaian education system today faces inadequate financial resources (for education programs) combined with the continuous unprecedented demand for access, the legacy of colonialism, longstanding economic and social crises as challenges that present a particularly difficult reality for education in Ghana. The goal therefore is to identify areas of concern and the need to address factors that have influenced education reforms in Ghana. By the early 1970s, Ghanaian educators and stakeholders in Ghana's education system observed and expressed concerns that Ghana's education system needed major reforms. According to critics of the education system, Ghana's education system was not meeting the needs of the changing dynamics of Ghanaian society (McWilliam and Kwamena-Poh, 1975; EAC, 1972; Nimako, 1976; Antwi, 1992). How does Ghana address these concerns as it embarks on another education reform in 2010? [This document was published in: &quot;The Ghanaian Times&quot; &quot;Features&quot; Column (January 4, 2010).]
Teaching and Learning with Technology: IT as a Value-Added Component of Academic Life
Author: Sandler, Martin E.
Date: 2010-04-30
Type: Reports - Research
Subjects: Undergraduate Study,Student Attitudes,Academic Achievement,Path Analysis,Information Technology,Structural Equation Models,Electronic Learning,Educational Assessment,Instructional Effectiveness,Reliability,Student Surveys,Technology Integration,Computer Uses in Education,Evaluation Methods,Correlation,Predictor Variables,Student Characteristics,Educational Technology

Effective assessment of teaching and learning with technology requires a capacity to map learning outcomes. Student attitudes of the use of IT are measured in a structural equation model derived from an instrument based on the principles of undergraduate practice of Chickering and Ehrmann (1996). Institutional and background data are included. By employing path analysis derived from reliable measures, assessment can assist administrators and faculty in understanding the role of instructional/information technology (IT) as a value-added component of undergraduate education. IT Academic Use (R[superscript 2] = 0.158), Course Learning Management (R[superscript 2] = 0.584), Academic Performance (R[superscript 2] = 0.785), and IT as a Value-Added (R[superscript 2] = 0.195) component of teaching and learning are examined. An appendix contains: Teaching and Learning with Technology Spring 2008 Survey Reliability Statistics. (Contains 1 figure and 3 tables.)
Patterns of Learning Strategies of Brazilian EFL Learners
Author: Salies, Tania Gastao
Date: 1995-00-00
Type: Reports - Research
Subjects: Learning Strategies,Second Language Learning,Factor Analysis,Foreign Countries,English (Second Language),Metacognition,Measures (Individuals),Questionnaires,Second Language Instruction,Computer Software,Data Analysis,Portuguese,Student Attitudes,Classification,Statistical Analysis,Language Proficiency

EFL learners from three language institutes in Brazil answered the Strategy Inventory for Language Learning--SILL--to self-report how they go about learning English.  They emerged as balanced users of various strategies with a tendency to use metacognitive and social strategies to learn the language.  This tendency, further reinforced by factor analysis, may derive from the need to cope with the demands of the Brazilian foreign language environment, as well as from learning patterns determined by the base-learning culture.  Realistic language practice was the factor that influenced learners' answers to the self-reported questionnaire the most.  Implications that are particularly relevant to EFL contexts include training learners in those strategies they report using with low frequency to provide them with a larger repertoire of tools in learning how to learn a language. (Contains 5 tables.)
Grappling with the Gaps: Toward a Research Agenda to Meet the Educational Needs of Children and Youth in Foster Care
Author: Center for the Future of Teaching and Learning
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Foster Care,Children,Youth,Educationally Disadvantaged,Educational Research,Agenda Setting,Educational Needs,Educational Objectives,Educational Improvement,Outcomes of Education,Group Discussion,School Readiness,Academic Achievement,Data Processing,Sharing Behavior,Expertise,Opinions

Some of the nation's leading scholars and philanthropic organizations selected a dozen foster care experts to discuss what they know--and don't know--about improving educational outcomes for children and youth in foster care. These experts represent a wide range of experience and perspective including that of an urban county school superintendent, a juvenile court judge, an attorney, a pediatric mental health clinician, a social service director, and several university-based researchers. This paper presents a summary of what this group of influential leaders said about their understanding of school readiness, school success, and data sharing, and the research needed to address the educational disadvantages that children and youth in foster care often face. (Contains 2 footnotes.) [This paper was prepared for the Stuart Foundation and the Ready to Succeed Leadership Team.]
Recruiting Teachers to High-Need Schools: A Career Pathway that Builds on California's Afterschool Infrastructure. Afterschool Policy Brief
Author: Children Now
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Recruitment,Teacher Shortage,Achievement Gap,Career Development,Paraprofessional School Personnel,Occupational Mobility,After School Programs,Educational Quality,Teaching Models

Effective teachers are the most important component in high-quality education systems. Teachers are on the front line of education every day, carrying the responsibility for ensuring students are college- and career-ready upon graduation. As such, teachers also play a pivotal role in California's economic engine and prosperity. The state's current teacher shortage and severe budget crisis require public, nonprofit and private institutions to work together and develop new strategies to meet the demand for skilled and knowledgeable teachers. This policy brief highlights an innovative approach to recruiting and preparing effective teachers, one that involves developing stronger partnerships, capitalizing on the availability of new federal resources and expanding promising models. The success of local career ladder initiatives in developing high-quality teachers points to a larger opportunity to leverage California's afterschool infrastructure in meeting the need for effective teachers. (Contains 45 endnotes.)
Setting the Agenda for Children. California Report Card, 2010
Author: Children Now
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Children,Well Being,College Graduates,Adolescents,Integrated Services,Poverty,Educational Finance,Financial Support,Federal Aid,Economic Climate,Budgets,State Aid,Federal Legislation,Financial Exigency,Expenditure per Student,Accountability,Decision Making,Elementary Secondary Education,Access to Health Care,Health Insurance,Public Policy,Child Development,Educational Improvement,Welfare Services,Child Welfare,State Legislation,Child Health,Mental Health,Physical Health,Child Safety,Academic Achievement,Educational Policy,Dental Health,Early Childhood Education,After School Programs

Throughout history, societal investments in children have resulted in increased prosperity for individuals, communities, states and nations. This proved to be the case for California in the 1950s and 1960s, when the state strongly supported children's futures. Despite once following this path to prosperity, California has de-prioritized children over time in state policy and budget decisions. 2009, in particular, was a devastating year for California's children. When push came to shove over the state's budget crunch, children suffered the deepest cuts. While federal stimulus funding is providing some relief to the children impacted, this support is temporary. These are undeniably difficult economic times in California, and additional, large-scale state budget cuts are widely expected in the near future. This tough climate, however, does not justify the state's short-sighted decision-making regarding investments in children. Other states facing severe budget shortfalls in 2009, such as Oregon, New Jersey and Florida, have recognized the clear value of putting children first and acted accordingly. California's failure to prioritize children is jeopardizing the state's chances for a sustainable, long-term economic recovery. For example, current reports estimate that the state will face a shortfall of one million college graduates by 2025. Yet policymakers continue to cut funding for education, leaving California ranked near last in the nation on adjusted per pupil spending. Families make the needs of their children the top priority, even when struggling to make ends meet. The state should be held accountable to reflect this fundamental value of its citizens. California's 9.4 million children--13% of all children in the nation--are its most important asset, and they are in dire need of attention now. This &quot;2010 California Report Card&quot; provides a policy agenda that prioritizes children in order to strengthen California. The report covers: (1) Key policy and budgetary decisions made in 2009 that affect children's well-being; (2) Policy objectives for improving children's well-being; (3) Recent data reflecting the status of California's children; and (4) updates on specific policy recommendations that must be accomplished within the current legislative session. (Contains 322 endnotes.)