ethanporcaro/eric-fulltext-meta huggingface dataset:
Blessed Complexities, Cursed Confusions: Identity Conflicts of Multilingual Persons
Author: O'Herin, Julie
Date: 2007-04-14
Type: Reports - Evaluative
Subjects: Social Systems,Multilingualism,Audiences,Bilingualism,Self Concept,Cultural Context,Second Language Learning,Language Usage,Personality,Classroom Environment,Teaching Methods,English (Second Language)

People have enough trouble defining themselves and determining what they want in life when they operate within a single language and culture, but the job gets trickier when they live in a world of multiple lexicons, grammars, histories, cultures, audiences and social systems, where identity and perceptions vary by language context. This paper considers situations of multilingual individuals dealing with their own senses of identity, their perspectives on the languages they have learned, and their choices of language use. The author notes how their personalities reflect their various language environments, transforming as those environments change. The notions of personal voice, values and worldview as influenced by language are briefly pondered. The costs as well as the benefits of multilingualism are recognized, and the author acknowledges that as multilingualism gains prevalence, individuals would be wise to seek to understand this phenomenon, as it will only increase within their linguistically complex world today. To transcend "the intellectual, linguistic, and pedagogical borders that are represented daily in classrooms" (Guleff, 2007 CATESOL Program, p. 2), participants at this presentation (most of whom were multilingual) considered questions such as Who am I?, Who is like me?, Who understands me? and How can I explain? as applied to teachers, students and families as they function and relate at school, work and home within multicultural TESOL communities. (Contains 1 footnote.)
Employees in Postsecondary Institutions, Fall 2010, and Salaries of Full-Time Instructional Staff, 2010-11. First Look. NCES 2012-276
Author: Knapp, Laura G.
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Employees,Data Collection,Student Financial Aid,Human Resources,Salaries,Tenure,Colleges,Employment,Higher Education

This &quot;First Look&quot; presents findings from the Human Resources (HR) Component of the Integrated Postsecondary Education Data System (IPEDS) winter 2010-11 data collection. The HR component consists of the following three sections: Employees by Assigned Position (EAP) and Fall Staff for fall 2010 and Salaries for academic year 2010-11. Only the EAP and Salaries sections of the HR component were required for the winter 2010-11 collection; the Fall Staff section was optional. The HR data were collected through the IPEDS web-based data collection system. This &quot;First Look&quot; report continues the series of First Look reports based on the collection of data from more than 7,000 postsecondary education institutions that participate in Title IV federal student financial aid programs. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Appended are: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 12 tables and 13 footnotes.) [For &quot;Employees in Postsecondary Institutions, Fall 2009, and Salaries of Full-Time Instructional Staff, 2009-10. First Look. NCES 2011-150,&quot; see ED512565.]
A Descriptive Analysis of State-Supported Formative Assessment Initiatives in New York and Vermont. Issues &amp; Answers. REL 2012-No. 112
Author: Louie, Josephine
Date: 2011-11-00
Type: Reports - Research
Subjects: Expertise,State Schools,Formative Evaluation,State Departments of Education,Teaching Methods,Summative Evaluation,Leaders,Accountability,Interviews,Academic Achievement,Outcomes of Education,Feedback (Response),School Districts

This study examines two state-supported formative assessment initiatives that promote a consensus definition of formative assessment endorsed by the Council of Chief State School Officers. It describes the primary components of the two initiatives and the strategies that state, district, and school leaders report using to support implementation of each initiative. Two research questions guided this study: (1) In Northeast and Islands Region states where state education agencies are supporting formative assessment initiatives, what are the primary components of each initiative?; and (2) What strategies do state, district, and school leaders report using to support implementation of formative assessment initiatives? State, district, and school leaders who were interviewed described a variety of strategies for achieving three implementation goals: getting teachers to adopt and integrate formative assessment practices into regular instruction, supporting and sustaining teacher use of formative assessment, and spreading or scaling use of formative assessment beyond pilot populations. Through analysis of the interview data, the study team identified nine sets of strategies that were present in both initiatives: (1) Providing training by well known experts and credible evidence of the benefits of formative assessment; (2) Creating a safe environment for teachers to try out new practices; (3) Aligning initiative reforms with existing contexts and concurrent training efforts; (4) Collaborating early with local leaders; (5) Employing both voluntary and mandatory participation approaches; (6) Providing ongoing training and support for teachers and others at different levels of the system; (7) Establishing accountability and monitoring methods for sustaining initiative implementation; (8) Building independent state and district capacity to sustain and spread teacher training; and (9) Harnessing enthusiasm at every level of the system to sustain and spread formative assessment. This study details two state-supported initiatives that have worked to promote a consensus definition of formative assessment. Findings from this study offer exploratory ideas for future research and practice. Appended are: (1) Study methods; (2) Teacher practices promoted by each initiative; (3) Primary components of each initiative; (4) Research context on formative assessment; (5) Interview protocols; and (6) Interview data codes. (Contains 5 boxes and 7 tables.) [For &quot;A Descriptive Analysis of State-Supported Formative Assessment Initiatives in New York and Vermont. Summary. Issues &amp; Answers. REL 2012-No. 112,&quot; see ED526434.]
A Descriptive Analysis of State-Supported Formative Assessment Initiatives in New York and Vermont. Summary. Issues &amp; Answers. REL 2012-No. 112
Author: Louie, Josephine
Date: 2011-11-00
Type: Reports - Research
Subjects: Expertise,State Schools,Formative Evaluation,State Departments of Education,Teaching Methods,Leaders,School Districts,Academic Achievement,Outcomes of Education,Accountability,Interviews,Feedback (Response)

This study examines two state-supported formative assessment initiatives that promote a consensus definition of formative assessment endorsed by the Council of Chief State School Officers. It describes the primary components of the two initiatives and the strategies that state, district, and school leaders report using to support implementation of each initiative. Two research questions guided this study: (1) In Northeast and Islands Region states where state education agencies are supporting formative assessment initiatives, what are the primary components of each initiative?; and (2) What strategies do state, district, and school leaders report using to support implementation of formative assessment initiatives? State, district, and school leaders who were interviewed described a variety of strategies for achieving three implementation goals: getting teachers to adopt and integrate formative assessment practices into regular instruction, supporting and sustaining teacher use of formative assessment, and spreading or scaling use of formative assessment beyond pilot populations. Through analysis of the interview data, the study team identified nine sets of strategies that were present in both initiatives: (1) Providing training by well known experts and credible evidence of the benefits of formative assessment; (2) Creating a safe environment for teachers to try out new practices; (3) Aligning initiative reforms with existing contexts and concurrent training efforts; (4) Collaborating early with local leaders; (5) Employing both voluntary and mandatory participation approaches; (6) Providing ongoing training and support for teachers and others at different levels of the system; (7) Establishing accountability and monitoring methods for sustaining initiative implementation; (8) Building independent state and district capacity to sustain and spread teacher training; and (9) Harnessing enthusiasm at every level of the system to sustain and spread formative assessment. This study details two state-supported initiatives that have worked to promote a consensus definition of formative assessment. Findings from this study offer exploratory ideas for future research and practice. Appended are: (1) Study methods; (2) Teacher practices promoted by each initiative; (3) Primary components of each initiative; (4) Research context on formative assessment; (5) Interview protocols; and (6) Interview data codes. (Contains 5 boxes and 7 tables.) [For the full report, &quot;A Descriptive Analysis of State-Supported Formative Assessment Initiatives in New York and Vermont. Issues &amp; Answers. REL 2012-No. 112,&quot; see ED526433.]
Achieving Dramatic School Improvement: An Exploratory Study. A Cross-Site Analysis from the Evaluation of Comprehensive School Reform Program Implementation and Outcomes Study
Author: Aladjem, Daniel K.
Date: 2010-01-00
Type: Reports - Research
Subjects: Discovery Processes,Educational Improvement,Qualitative Research,Case Studies,Educational Change,Outcomes of Education,Academic Achievement,Program Implementation,School Restructuring,Exhibits,Site Analysis

This exploratory study describes approaches to improving schools through retrospective, in-depth qualitative case studies. To select schools to be examined, the authors sought to identify Comprehensive School Reform (CSR) schools demonstrating two distinctive patterns of improved student achievement between 2000 and 2005, rapid-improvement (i.e., schools that made quick and dramatic improvements in student achievement over a one or two year time period) as well as slow-and-steady (i.e., schools that made noteworthy student achievement improvements but over a four or five year timeframe). This process led the authors to study 11 schools. This report provides examples of how some schools appear to be achieving noteworthy gains in student outcomes; while achieving these gains appears to be relatively rare, there also appears to be multiple ways to do so. This study points to the dynamic settings in which many low-performing schools operate and the need for ongoing investigation of how schools can achieve impressive results and sustain them in constantly changing environments. Researchers, policymakers, and practitioners in recent years have paid much attention to the scientific search for &quot;what works&quot; to improve schools and turn them around. This study's findings draw attention to the fact that turning schools around is not just about adopting a set of effective or promising practices. It is about recognizing that &quot;one best system&quot; does not exist--that no single approach can guarantee improvement in a particular school. It is also about implementing practices well, while at the same time navigating and adapting to a constantly changing landscape. Appended are: (1) Detailed Methodology; (2) Data Collection Instruments; and (3) Site Abstracts. (Contains 56 exhibits and 32 footnotes.)
Evaluation of the National Assessment of Educational Progress. Study Reports
Author: Buckendahl, Chad W.
Date: 2009-09-00
Type: Collected Works - General
Subjects: National Competency Tests,Program Evaluation,Educational Research,Program Effectiveness,Educational Policy,Evaluation Criteria,Audits (Verification),Standard Setting,Grade 4,Grade 8,Grade 12,Mathematics Achievement,Mathematics Tests,Reading Achievement,Reading Tests,Science Achievement,Science Tests,Writing Tests,Writing Achievement,Global Approach,Cross Cultural Studies,Foreign Countries,Evidence,Alignment (Education),Literature Reviews

The &quot;Evaluation of the National Assessment of Educational Progress: Study Reports&quot; describes the special studies that comprised the design of the evaluation. In the Final Report, the authors presented a practical discussion of the evaluation studies to its primary, intended audience, namely policymakers. On this accompanying CD, readers will find additional evidence to support findings and recommendations in the six study reports. The study reports represent summaries of the data collection, analysis, and findings of the different lines of inquiry that comprised the evaluation design. Included in this volume are: (1) Audit Study Report (Barbara S. Plake, Chad W. Buckendahl, and Susan L. Davis); (2) Evaluation of the Standard Setting on the 2005 Grade 12 National Assessment of Educational Progress Mathematics Test (Stephen G. Sireci, Jeffrey Hauger, Christine Lewis, Craig Wells, April L. Zenisky, and Jill Delton); (3) How Do Other Countries Measure Up to the Mathematics Achievement Levels on the National Assessment of Educational Progress? (Ronald K. Hambleton, Stephen G. Sireci, and Zachary R. Smith); (4) A Study of the Utility of the National Assessment of Educational Progress (April L. Zenisky, Ronald K. Hambleton, and Stephen G. Sireci); (5) Evaluating Score Equity Across Selected States for the 2005 Grade 8 NAEP Math and Reading Assessments (Craig S. Wells, Su Baldwin, Ronald K. Hambleton, Stephen G. Sireci, Ana Karantonis, Stephen Jirka, Robert Keller and Lisa A. Keller); and (6) Methods for Evaluating the Alignment Between State Curriculum Frameworks and State Assessments: A Literature Review (Drey Martone, Stephen G. Sireci, and Jill Delton). Individual tables, figures, footnotes, references, and appendices.
Understanding the Teaching and Learning of Fractions: A South African Primary School Case Study
Author: Brijlall, Deonarain
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Mathematics Instruction,Mathematical Concepts,Teaching Methods,Foreign Countries,Questionnaires,Teacher Attitudes,Student Attitudes,Rural Schools,Elementary School Mathematics,Grade 7,Observation

The authors explored the teaching and learning of fractions by reflecting on teachers and learners' views on practical work and their classroom practices. The teachers and learners were from two primary schools in a rural area in KwaZulu-Natal (South Africa). Questionnaires, in which teachers and learners expressed their views on practical work and fraction teaching and learning, were administered to teachers and their learners. Lessons on the division of fractions were observed to determine teachers' practices in relation to the researchers' assumptions and claims by literature. Data yielded by these research instruments confirmed assumptions and literature claims. Although it was a small scale qualitative research, interesting observations were made that could have pedagogical implications. The paper is presented in two parts. The first considers the teaching of fractions and the second the learning of fractions. (Contains 2 tables and 7 figures.)
How to Deal with Those Bleeping Ideas: Free Speech in the Classroom. FACTC Focus, 2011
Author: Doerr, Mark, Ed.
Date: 2011-00-00
Type: Collected Works - Serial
Subjects: Academic Freedom,Technical Institutes,Freedom of Speech,Community Colleges,Classroom Environment,College Faculty,Teaching Methods,Social Justice,Social Responsibility,Consciousness Raising,College Students,Corporations

"FACTC Focus" is a publication of Faculty Association of Community and Technical Colleges (FACTC) with the purpose of presenting diverse views on faculty issues. Included in this issue are: (1) Courage and Expression (Phil Venditti); (2) Don't Stifle: Teach (Sarah Zale); (3) Academic Freedom: An Elegant Idea (Bill Autry); (4) Teaching Tolerance (Margot Boyer); (5) Do Not Block These Ideas (Dennis Knepp); (6) A Little Respect, Please (Patrick Murphy); and (7) The Corporate Think Machine Invades The American Classroom (Paul K. Haeder). [For the 2010 edition, see ED526788.]
How Critical Is Critical Thinking? FACTC Focus, 2010
Author: Doerr, Mark, Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Technical Institutes,Critical Thinking,Part Time Faculty,Community Colleges,College Faculty,Thinking Skills,Scaffolding (Teaching Technique),Brain,Nurses,College Students,Teacher Salaries,Salaries,Administrators

"FACTC Focus" is a publication of Faculty Association of Community and Technical Colleges (FACTC) with the purpose of presenting diverse views on faculty issues. Included in this issue are: (1) LOL: The Easy ROUTE TO Critical Thinking (Barbara B. Parsons); (2) Critical Thinking: We Know It When We (Don't) See It (Jared Anthony); (3) Critical Thinking's New Clothes (Steve Quinn); (4) Wordle as a Revision Tool (Alexis McMillan-Clifton); (5) Intellectual Fitness (Carole Mackewitch); (6) The Question is the Answer (Rebecca Harris);  (7) Scaffolding: A Critical Thinking Technique (Paul S. Baeder); (8) Use the Brain First (Jeanette Smith-Perrone); (9) Nurses and Thinking (Nancy Cusick); and (10) Can Community College Students Think Critically? Yes! (Sara Zale). The Salaries and Compensation at Community and Technical Colleges Statewide section contains: (1) Full Time Faculty Salaries 2009 2010; (2) Part Time Faculty Salaries 2008-2009; and (3) Chancellor (CEO) and President Salaries 2009-2010. Individual articles contain references. [For the 2009 edition, see ED526807.]
Improving Social Interactions in Virtual Learning Environments: Guidance on Spatial Factors for Online Teachers
Author: Hernandez-Serrano, Maria Jose
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Socialization,Cognitive Processes,Social Experience,Virtual Classrooms,Web Based Instruction,Educational Technology,Social Environment,Educational Environment,Predictor Variables,Spatial Ability,Instructional Design,Graduate Students,Open Source Technology,Integrated Learning Systems,Questionnaires,Design Preferences,Statistical Analysis

This paper reports on a project in which students' interactions with learning environments are investigated from the perspective of the spatial factors. Our research examines a significant dimension generated under the interrelationship between the subject and the virtual space, by establishing that spatial dimensions may determine the level of inclusiveness, motivation and positive learning. Growing development of advanced technologies requires a rethought on the impact of the spatial variables, where teachers have to consider new ways of socialization in education. An in-depth analysis on the way that technologies can support social interactions is needed as well as new ways of understanding social processes in online environments, in order to support students for effective educational development. Our results have evidenced a combination of attitudes, feelings and socio-cognitive processes experienced by the students, and the most important insight is that these evidences turn their practical exchanges with technologies into a more or less positive social experience. As a result, using and transforming virtual spaces turn the Web into a new area of socialization. Thus, implications of this research involve some considerations for higher education, as explained in the last section of this paper, by guiding teachers on the effective design and monitoring of virtual learning environments. (Contains 1 figure.)
How Do Education Students Learn Physics?
Author: Mistades, Voltaire Mallari
Date: 2011-00-00
Type: Journal Articles
Subjects: Education Majors,Student Attitudes,Student Interests,Physics,Science Instruction,Introductory Courses,Relevance (Education),Problem Solving,Self Esteem,Expectation,Academic Achievement,Correlation,Comprehension,Scientific Concepts,College Freshmen

Research in physics education has identified students' attitudes and beliefs that contribute to higher gains in learning. The study investigated the extent of change in education majors' attitudes, beliefs and cognitive expectations after going through an introductory physics course. Using the MPEX (Maryland Physics Expectations) Survey and the CLASS (Colorado Learning Attitudes about Science Survey), the students' responses were compared with the responses of &quot;life-long learners of physics&quot;. In the MPEX, the students' post-instruction responses reflected high agreement with the experts' responses in the concepts, effort link, reality link and math link dimensions of the survey. The students posted high agreement with experts' beliefs in the CLASS categories relating to personal interest, real-world connections, sense-making/effort and problem-solving (confidence). The relationships among the attitudes, beliefs and cognitive expectations they held and their academic performances were also presented. The results of the correlation analysis revealed that providing opportunities for students to make sense of the information given to them leads to a deeper appreciation and interest in the subject matters and allows them to connect their real-world experiences with concepts and ideas learned in their physics class. Meaningful learning in a physics class is achieved when students have a firm grasp of the basic concepts in the discipline, allowing them to make sense of the information given to them, thus, leading them to exert the effort required of them. This eventually empowers them to create connections and relationships among the ideas they learned. (Contains 4 tables.)
An Inquiry-Based Linear Algebra Class
Author: Wang, Haohao
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Education,Discovery Learning,Instructional Materials,Algebra,Teaching Methods,Inquiry,College Science,Undergraduate Study,Critical Thinking,Creativity,Engineering Education,Majors (Students)

Linear algebra is a standard undergraduate mathematics course. This paper presents an overview of the design and implementation of an inquiry-based teaching material for the linear algebra course which emphasizes discovery learning, analytical thinking and individual creativity. The inquiry-based teaching material is designed to fit the needs of a diversified student body consisting of students majoring in engineering, mathematics education and mathematics. (Contains 1 table.)
A Comparative Analysis of the Education Systems of Turkey and Canada: The Similarity and the Difference
Author: Guven, Ilknur
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Living Standards,Foreign Countries,Comparative Analysis,Developed Nations,Developing Nations,Educational Administration,Governance,Educational Objectives,Grouping (Instructional Purposes),Postsecondary Education,Compulsory Education

A comparative study was made on the education systems of Turkey, a developing country, and Canada, a developed country with a comparatively high living standard and successful education systems. While education is governed at the national level in Turkey, it is the individual responsibility of the governments of the ten provinces and the territories in Canada. Consequently, for purposes of this study, the education system of the province of Ontario was chosen as representative of Canada as a whole. Comparisons were made of general goals, system administration and school structure. The systems were compared by documentation in tabular form. Their differences were clearly greater than their similarities in each of the categories examined. (Contains 6 tables.)