ethanporcaro/eric-fulltext-meta huggingface dataset:
Policy-Driven for Lifelong Learning and Its Effects: Experiences of Working Adults in Taiwan
Author: Chang, Dian-Fu
Date: 2012-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Foreign Countries,Learning Experience,Adult Education,Adult Learning,Gender Differences,Program Implementation,Participation,Statistical Surveys,Socioeconomic Status,Participant Characteristics,Educational Policy,Policy Analysis,Working Class,Statistical Analysis

Since the government enacted the &quot;Lifelong Learning Act&quot; in 2002, Taiwanese working adults consider lifelong learning as a better route to increase their employability or competitiveness at work. This study analyzed the survey on adults administered by the Ministry of Education in Taiwan in 2008, and statistics analysis showed a close relationship of gender, SES (socio-economic status) and learning experiences of working adults. Working women in higher SES groups have shown more participating in lifelong learning. The key factor impacts on working women participating in lifelong learning depends on their family responsibilities. Men, on the other hand, had limited their participating, due to work-related reasons and less desire. (Contains 4 tables and 2 figures.)
MAI (Multi-Dimensional Activity Based Integrated Approach): A Strategy for Cognitive Development of the Learners at the Elementary Stage
Author: Basantia, Tapan Kumar
Date: 2012-00-00
Type: Journal Articles
Subjects: Multisensory Learning,Cognitive Development,Teaching Methods,Elementary School Students,Social Studies,Grade 6,Instructional Effectiveness,Cognitive Ability,Pretests Posttests,Foreign Countries

Cognitive development of the learners is the prime task of each and every stage of our school education and its importance especially in elementary state is quite worth mentioning. Present study investigated the effectiveness of a new and innovative strategy (i.e., MAI (multi-dimensional activity based integrated approach)) for the development of the cognitive abilities in social studies of sixth grade students. &quot;Non randomized/un-equated two group pre-test and post-test experimental design&quot; was followed for this study. Fifty two students from Class-VI of D.M. (demonstration multi-purpose) school, Bhubaneswar City, constituted the members of control group where as 60 students from Class-VI of K.V. (Kendriya Vidyalaya) No-1, Bhubaneswar City, constituted the members of experimental group. The experimental group was taught through MAI and the control group was taught through TMT (traditional method of teaching). The results indicated that MAI is a positive and meaningful strategy for achieving the development of cognitive abilities in social studies of the learners at the elementary stage of our school education, and educational implications were drawn to use and apply MAI in varied teaching learning situations for securing maximum benefits from it. (Contains 4 figures and 4 tables.)
Counselors Are Critical: How Middle School Counselors Can Support Students in Philadelphia's High School Application Process
Author: Haxton, Clarisse
Date: 2011-08-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Neighborhoods,High Schools,Neighborhood Schools,Admission Criteria,Grade 8,Grade 7,School Counselors,Counselor Role,School Choice,Student Interests,Selective Admission,Institutional Characteristics,Best Practices,Guidance,Principals,Middle School Teachers,Decision Making

Every fall, 8th graders in the School District of Philadelphia (SDP) have the opportunity to apply to five district-managed high schools other than their own neighborhood school. One of the goals of Philadelphia's tiered system of neighborhood, citywide, and special admission high schools--many with specific curricular programs--is that students find the right &quot;fit&quot; to complement their academic record, skills, and interests. This selective system requires students to understand the characteristics of different high schools and to assess whether they meet the admission criteria in order to make strategic application decisions. This brief examines the role of the middle school counselor in helping students navigate this process. Students may also apply to charter or private high schools in separate processes, and some counselors discussed these options with students and their parents, but this brief focuses on the SDP high school application process. This brief focuses on middle school counselors, recognizing the critical role they play in supporting students in the high school application process. It outlines best practices for counselors in the SDP, focusing on three lessons: (1) the high school application process starts in 7th grade; (2) students and parents need guidance in making high school application decisions in 8th grade; and (3) enabling conditions in some schools allow counselors to provide individualized supports to students and families in this process. It also acknowledges common challenges that counselors face in implementing these best practices. The lessons from this study apply not only to counselors but to principals, 7th and 8th grade teachers, and other school staff who seek to individually or collaboratively support students throughout this process. Appended are: (1) Counselors are Critical: Lessons and Best Practices At-a-Glance; and (2) Overview of Counselor Duties at Study Schools. (Contains 5 footnotes.)
Simplifying Student Aid: What It Would Mean for States
Author: Baum, Sandy
Date: 2012-04-00
Type: Numerical/Quantitative Data
Subjects: Taxes,Income,Program Effectiveness,Federal Government,Student Financial Aid,Grants,College Bound Students,Financial Aid Applicants,Need Analysis (Student Financial Aid),Paying for College

Like the federal Pell Grant program, need-based state grant programs are designed to increase access to higher education among low- and moderate-income students. A growing body of research indicates that adequate funding is a necessary but not sufficient condition for successfully achieving this goal. Aid programs that are easy to understand and to apply for are more effective than the same dollars devoted to more complex, less predictable programs. Consistent with this evidence, the federal government has taken steps to simplify the Free Application for Federal Student Aid (FAFSA) and to make it easier for students and families to provide the required information. With support from Lumina Foundation for Education and assistance from researchers at the University of Michigan, the College Board undertook this study on the implications of simplification of the FAFSA for state grant programs. The goal is to quantify the potential impact of removing data elements from the Federal Methodology, including the assets that remain in the formula and all financial information not included on federal income tax forms. This study also explores possible strategies for counteracting the effects of these changes if states and/or institutions should find that necessary. The importance of a simpler application process led the Rethinking Student Aid Study Group, sponsored by the College Board and funded by the Lumina, Mellon and Spencer foundations, to recommend in 2008 that the federal government eliminate the existing form for applying for federal student aid and instead have the IRS provide the needed information to determine Pell Grant awards. Appended are: (1) Authors, Researchers, Advisory Committee Members; (2) The Study Population--Excerpts from State Reports; (3) Impact of Formula Changes on Applicants with Incomes of $75,000 or More; and (4) Tuition Trends. (Contains 3 figures, 26 tables, and 56 footnotes.)
Diagnostic Efficiency of easyCBM[R] Math: Oregon. Technical Report #1009
Author: Anderson, Daniel
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Efficiency,Curriculum Based Assessment,Mathematics Tests,Cutting Scores,Formative Evaluation,Student Evaluation,Response to Intervention,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The easyCBM[R] assessment system is an online benchmark and progress monitoring assessment system designed for use within a response to intervention framework. Educators using easyCBM[R] are often interested in using the results to predict students' state test performance. In the following technical document, we report diagnostic efficiency statistics using a large sample from three districts across the state. The Oregon state test was the criterion in a Receiver Operator Characteristics curve analysis. In addition to diagnostic efficiency statistics, optimal cut scores are reported for predicting whether students will meet expectations on the Oregon state test. (Contains 12 tables.)
The Completion Arch: Measuring Community College Student Success--2012
Author: Horn, Laura
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Two Year College Students,Community Colleges,Enrollment,Remedial Instruction,Student Placement,College Transfer Students,Graduation,Employment,Academic Persistence,College Attendance,College Credits,Graduation Rate,Time to Degree,Job Placement,Licensing Examinations (Professions),Wages

Essential to tracking student success at community colleges is the availability of solid data and commonly defined metrics that go beyond measuring the traditional (and limited) enrollment and graduation rates that these colleges report to the federal government. In particular, what is needed are metrics that illuminate what happens to students between the starting and the ending points: Where do they make progress? Where do they falter? Do they achieve interim milestones? These types of metrics can help community colleges and states more quickly evaluate whether specific programs and policies are leading to successful interim outcomes and also to determine where interventions may be necessary to aid students who lose momentum or show signs of failure. Prominent initiatives, researchers and associations have made it their prerogative to define and report such metrics as well as to redefine completion to include more types of students who attend community colleges--part-time students; those who first enroll in winter, spring and summer; and students who do not start in a certificate or degree program. Some of the key organizations leading the data reform effort include Achieving the Dream (ATD), Complete College America (CCA), Community College Research Center (CCRC) and Voluntary Framework of Accountability (VFA). &quot;The Completion Arch: Measuring Community College Student Success&quot; was conceived by MPR Associates and the College Board to consolidate the efforts of these initiatives by compiling a set of common metrics and summarizing the statistics in the form of national-, state- and initiative-level indicators of student progress and success. The indicators in &quot;The Completion Arch&quot; help fill the need for useful, reliable and centrally organized statistics on the academic progress of community college students. The indicators present publicly available and commonly defined metrics of the progress and success of community college students from the time they first enroll until they enter the workforce after college. In synthesizing hundreds of indicators from 50 states and dozens of sources--and collecting these data in a single place--&quot;The Completion Arch&quot; aims to be a comprehensive resource for a wide audience of college officials, state policymakers, researchers and philanthropic organizations as these groups strive to improve community college education. Appended are: (1) Primary Data Sources; (2) Availability of Indicators by State; and (3) Glossary. (Contains 25 figures and 2 footnotes.)
An Elementary School Teacher's Reflection on Implementing Constructivist Instruction in Science Classroom
Author: Hsu, Kuo-Chung
Date: 2012-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Elementary School Teachers,Reflective Teaching,Science Teachers,Science Instruction,Elementary School Science,Action Research,Beliefs,Teaching Experience,Praxis,Scientific Principles,Foreign Countries

The main purpose of this paper was to describe how the author, Kuo-Chung Hsu, changed his teaching beliefs and science instruction through participating in a cooperative action research, which is conducted by the author, Jing-Ru Wang. Self-study was adopted to explain and interpret Kuo-Chung Hsu's experience of teaching science in Taiwan island. The current research report involved three parts: firstly, how Kuo-Chung Hsu developed his teaching belief; secondly, the process of transferring Kuo-Chung Hsu teaching belief into practical teaching was provided; thirdly, Kuo-Chung Hsu constructivist instruction was illustrated with a unit of science teaching instruction. In the conclusion of this paper, Kuo-Chung Hsu retrospected to his personal experiences in constructivist instruction, which reflected the process of how a novice teacher became an expert teacher. This research has significant implications for the design of science teacher professional development. (Contains 1 table.)
Poverty Is Not a Human Characteristic: A Retrospective Study of Comprehending and Educating Impoverished Children
Author: Holmlund, Kerstin
Date: 2012-00-00
Type: Journal Articles
Subjects: Poverty,Child Health,Comprehension,Educational Methods,Social Influences,Social Attitudes,Foreign Countries,Socioeconomic Influences,Social Bias,Gender Bias,Gender Issues,Power Structure,Role of Education

This article describes and compares the differences between a feature-oriented understanding and a relational understanding of a child's behavior and the different ways of educating children which these two empirical and theoretical perspectives offer. The feature-oriented perspective focuses on the nature and character of impoverished children as the cause of their life situation and behaviors. However, the relational perspective focuses on how material assets affect children. In the first case, education is a question of saving the children from bad genes or a nonexistent upbringing. In the second case, it is an opportunity to change the material conditions for poverty-stricken citizens. During the industrialization period, gender and power issues were phenomena which were full of value judgments. Hence, this article also discusses what it means for a child to be born in a tradition-bound patriarchal society and have her/his future in an emergent industrial world which, yet, was still unequal. (Contains 5 footnotes.)
easyCBM[R] Mathematics Criterion Related Validity Evidence: Washington State Test. Technical Report #1010
Author: Anderson, Daniel
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Curriculum Based Assessment,Mathematics Tests,Formative Evaluation,Student Evaluation,Response to Intervention,Predictive Validity,Benchmarking,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Regression (Statistics),Correlation,Cutting Scores

easyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for failure. Often, students deemed at-risk are those who would be predicted to not pass the state test. Previous research has shown that educators using easyCBM[R] may classify students as at-risk or not for passing the Oregon state test with a high degree of accuracy. In this technical report, we report on an extension of this research, examining the relation between easyCBM[R] and the test used for accountability in Washington state. We conduct regression and correlation analyses to examine the relationship between the measures, and use scatterplots to view this relationship with respect to cut scores. (Contains 1 table.)
Bridging the Gap: How Students from Immigrant Families Navigate Philadelphia's High School Application Process
Author: Haxton, Clarisse
Date: 2011-08-00
Type: Reports - Research
Subjects: High Schools,Admission Criteria,Grade 8,Community Organizations,Admission (School),Immigrants,English (Second Language),Second Language Learning,School Districts,Charter Schools,Parent Role,Decision Making,Interviews,Parent Attitudes,Counselor Attitudes,Middle School Students,School Choice,School Counselors,Guidance

Every fall, eighth graders in the School District of Philadelphia (SDP) have the opportunity to apply to up to five district-managed high schools. The high school application system presents students and families with choices, but taking full advantage of the system requires understanding the high school admission criteria, the various programs and features of the district's 60 high schools and 24 charter high schools, and the steps in the application process. School choice research tends to focus on parent management of decisions, but this brief recognizes the critical role of students in managing the high school application process, particularly for adolescents from immigrant families whose parents are not familiar with the American educational system, do not speak English, and/or have limited education. This brief draws on interviews conducted with 47 eighth grade students and 27 parents during the 2008-09 school year, including 25 students from immigrant families and 16 immigrant parents. It also draws on interviews conducted with 10 counselors in elementary and middle schools about the high school application process. This brief describes how immigrant children and children of immigrants navigate the high school application process, reveals challenges specific to this group, and presents recommendations for schools and community organizations to better support these students. Challenges and Recommendations At-a-Glance are appended. (Contains 2 figures and 10 footnotes.)
CCSS Literacy and Math Tools: An Interim Report on Implementation and Sustainability during the Pilot Year
Author: Reumann-Moore, Rebecca
Date: 2011-03-04
Type: Reports - Research
Subjects: State Standards,Academic Standards,Secondary School Teachers,Literacy,Mathematics,Pilot Projects,Program Implementation,Instructional Development,Sustainability,Human Capital,Social Capital,Teacher Surveys,Interviews,Teacher Attitudes,Faculty Development

This document summarizes the findings from the initial round of research on the development and piloting of two types of instructional tools designed to support teachers' integration of the Common Core State Standards (CCSS) in literacy and math. In this interim report, Research for Action (RFA) presents key findings from the first half of the 2010-2011 school year in the following five categories: (1) Literacy and math theories of action; (2) Strategy for the development and implementation of literacy and math tools; (3) Tool implementation and use; (4) Sustainability; and (5) Recommendations. (Contains 18 figures and 13 footnotes.)
An Investigation of Interactive, Dialogue-Based Instruction for Undergraduate Art History
Author: Gioffre, Penelope
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Art History,Instructional Effectiveness,College Instruction,Introductory Courses,Undergraduate Study,Discussion (Teaching Technique),Comprehension,Retention (Psychology),College Freshmen,Learner Engagement,Cognitive Psychology,Learning Theories,Instructional Innovation,Action Research,Student Surveys,Formative Evaluation,Summative Evaluation,Lesson Plans

This paper explores the feasibility and efficacy of incorporating an interactive, discussion-based instructional approach into an undergraduate art history survey course and investigates effects of the new pedagogic strategy on students' demonstrated comprehension and retention of required content. The action research project follows a systematic process of inquiry commonly used by professional educators looking to improve the quality of their own practices.  First, background is established and relevancy is demonstrated through a comprehensive literature review.  This paves the way for a discussion of methodology, which includes a description of an original instructional technique that combines student-centered dialogue with interactive exercises designed to enhance critical, higher-order thinking and metacognition in a representative sample of first year college students taking a required art history course.  An analysis of the impact and implications of the new teaching method is also presented.  In closing, the writer contends that incorporating an updated instructional strategy into the traditional slide-lecture format of art history is more effective than the traditional method alone in promoting cognition and increasing achievement, and suggests that similar interactive strategies can be successfully employed to enhance the quality of students' academic experience in circumstances comparable to the one presented. An appendix includes: Art History II Interactive Discussion-Based Lesson Plan. (Contains 4 tables and 1 footnote.)
Teaching through Mnemonics in Elementary School Classrooms
Author: Waite-McGough, Arianne
Date: 2012-05-00
Type: Reports - Research
Subjects: Music,Mnemonics,Teaching Methods,Elementary School Teachers,Music Activities,Singing,Memorization,Creative Teaching,Classroom Techniques,Teacher Attitudes

Mnemonics and songs are used to help students excel and build are their knowledge in all content areas. This method of teaching and reinforcement of information helps students to commit new information to memory and continue to use this material throughout their lives. Using mnemonics is a lessons way to teach and make the classroom a unique learning environment. Music is being cut in many schools across the nation. Music is a cohesive way to teach the state/federal required standards in core areas as well as maintain a well-behaved classroom. The purpose of my study is to describe the effectiveness of mnemonics within the classroom. Additionally, this study explores teacher use of mnemonics in an instructional environment. Findings indicate that many teachers are interested in using mnemonics in the classroom. However, teachers report feeling uncomfortable about singing for their students.
The Role of Socioeconomic Status When Controlling for Academic Background in a  Multinomial Logit Model of Six-Year College Outcomes
Author: Stratton, Leslie S.
Date: 2011-05-00
Type: Reports - Research
Subjects: Socioeconomic Status,Role,Educational Background,Time to Degree,First Generation College Students,Graduation Rate,Graduation,Educational Attainment,Educational Policy,Academic Persistence,Higher Education

Socioeconomic status as measured by race, ethnicity, income, and parental education is highly associated with college degree receipt. It is difficult, however, to identify the separate effect of each of these measures given their substantial overlap, and it is difficult to statistically differentiate between the impact of academic background/ability and socioeconomic status as the former information is not always available. We use a national sample of first time undergraduates at 4 year institutions from the 1996-2001 Beginning Postsecondary Survey to shed light on these factors. As we observe that a substantial fraction (36%) of those who have not yet graduated are still actively enrolled at the six year mark, we examine not only graduation but also persistence, using a multinomial logit to model outcome. The results indicate that between 30 and 55% of the graduation rate differential observed for those from more disadvantaged backgrounds is attributable to differences in academic preparation/ability. Furthermore persistence and withdrawal represent statistically different outcomes. Hispanics appear on average to be less likely to have graduated after six years because they are substantially likely to still be enrolled, not because they are more likely to have given up. Conversely first generation college students appear to be at greater risk of dropping out. (Contains 4 tables and 2 footnotes.)