ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Leadership Degree Programs: An Emergent Academic Discipline. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2018-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Leadership Training,Institutional Characteristics,Academic Degrees,Online Courses,Educational Technology,Conventional Instruction,Access to Education,Specialization

Mary Harril, Senior Director of Higher Education at the National Association for the Education of Young Children (NAEYC), raised some important concerns about the complexity of degree programs and pathways for the early childhood education workforce. She noted that there are over 3,000 early childhood degree programs, with more than 60 different names at certain levels, which may include multiple tracks for each degree, and are housed in a variety of divisions or departments within a college or university. Researchers at the McCormick Center examined the NAEYC's Early Childhood Higher Education (ECHE) Directory, to determine the prevalence of degree programs for early childhood leaders. Researchers conducted further analysis of the identified programs by examining content on each individual program's website to verify its focus and to collect additional information. A comprehensive dataset was created that contained the number of institutions, number of programs, type of institution (public or private), duration of the degree programs (2-year or 4-year), degree levels, and learning modalities (in-person, on-line, or blended). This study revealed that access is uneven to higher education offerings in early childhood leadership. While programs are available in only 34 states, 13 programs are offered entirely online. Coursework is available for students at multiple levels-- associate through doctoral degrees.
&quot;PEG+CAT&quot; Content Study: Report to CPB-PBS the &quot;Ready to Learn Initiative&quot;
Author: Moorthy, Savitha
Date: 2014-09-00
Type: Reports - Research
Subjects: Multimedia Instruction,Mathematics Instruction,Problem Solving,Preschool Children,Video Technology,Computer Games,Educational Games,Mathematics Achievement,Instructional Effectiveness,Parent Attitudes,Learner Engagement,Preschool Education,Nonschool Educational Programs,Mathematics Skills,Parents

This report presents results from the &quot;CPB-PBS Ready To Learn PEG+CAT&quot; Content Study. &quot;PEG+CAT&quot; is a unique transmedia property that emphasizes early mathematics and problem solving. Each episode is structured around a specific mathematical problem the characters are trying to solve together. It includes video episodes, interstitial video, online games, and a tablet-based app, that allows children and their families to engage with the same characters, settings, and narratives on multiple devices, across various physical and social settings. The study examined how a sample of 59 four-year-old children engaged with and learned from selected sets of &quot;PEG+CAT&quot; videos and interactive games over five less-than-hour-long interactions. These five independent, unmediated interactions took place in a controlled learning laboratory setting. This study is one of an interrelated series of studies included in the Ready To Learn summative evaluation, being conducted by EDC's Center for Children and Technology and SRI Education's Center for Technology in Learning (EDC/SRI). EDC/SRI are serving as the external summative evaluators on behalf of the Ready To Learn partnership among the US Department of Education, the Corporation for Public Broadcasting, and PBS. [For the executive summary, see ED599706.]
Preschool Teachers Can Use a PBS KIDS Transmedia Curriculum Supplement to Support Young Children&apos;s Mathematics Learning: Results of a Randomized Controlled Trial. Summative Evaluation of the CPB-PBS &quot;Ready To Learn Initiative&quot;
Author: Pasnik, Shelley
Date: 2013-11-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Mathematics Instruction,Young Children,Preschool Education,Preschool Children,Mathematics Skills,Teaching Methods,Educational Technology,Technology Uses in Education,Numeracy,Economically Disadvantaged,Socioeconomic Influences,Advantaged,Preschool Teachers,Teacher Competencies,Program Effectiveness

This report presents results from the &quot;Ready To Learn&quot; Prekindergarten Transmedia Mathematics Study, a principal part of the summative evaluation of &quot;Ready To Learn,&quot; which is a partnership between the US Department of Education, the Corporation for Public Broadcasting, and PBS. Researchers found that preschool children who experienced a PBS KIDS Transmedia Math Supplement developed essential early mathematics skills. The PBS KIDS Transmedia Math Supplement was centered around public media videos and digital games, played on a selected set of learning technologies (interactive whiteboards and laptop computers). The important skills measure--counting; subitizing; recognizing numerals; recognizing, composing, and representing shapes; and patterning--increased significantly for the study's four- and five-year-old children, who were from traditionally economically disadvantaged communities where children are often less prepared for kindergarten than are their more socially and economically advantaged peers. Also important, preschool teachers who enacted the PBS KIDS Transmedia Math Supplement reported significant changes in their confidence and comfort with early mathematics concepts and teaching with technology. [This report was co-produced by SRI's Center for Technology in Learning (CTL).]
NASA&apos;s Educator Resource Guide for Living in the Age of Airplanes
Author: Vieyra, Rebecca E.
Date: 2015-00-00
Type: Guides - Classroom - Learner
Subjects: Air Transportation,Elementary Secondary Education,Learning Activities,Aviation Education,Academic Standards,Science Education,Common Core State Standards,Social Change,Social Sciences,English,Language Arts,Art Education,Mathematics Education,Engineering Education,Geography Instruction

The invention of aviation has made it possible for people to travel faster and farther than ever before, and has led to a global increase in connection of commerce, people, and ideas. However, economic growth and social changes have also led to challenges for the aviation industry. NASA's Aeronautics Research Mission Directorate (ARMD) works hand-in-hand with scientists, engineers, industry leaders, and government to solve many of these problems. Seven standards-based lessons and activities help students explore the social and scientific advances in the speed and distance of human travel, as well as NASA's contribution to aviation. From comparing walking speeds to flying speeds and calculating how long it will take to reach certain destinations, to playing an air cargo game and creating map projections, the activities show students how air transportation has changed the world. Activities in this guide support the Next Generation Science Standards and Common Core State Standards in mathematics. This guide was developed as a supplement for the IMAX feature film &quot;Living in the Age of Airplanes,&quot; which was released in 2015 by National Geographic.
New Directions for Educational Media
Author: Pasnik, S.
Date: 2017-02-01
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,School Readiness,Young Children,Family Environment,Family Involvement,Student Needs,Educational Methods

This 2-page brief presents 8 new directions drawn from the authors' report &quot;Reflections on the Ready To Learn Initiative, 2010 to 2015&quot; that educational media producers can take to better foster all children's school readiness and success. Since 2006, EDC and SRI have worked together on a series of efficacy studies and evaluations of Ready To Learn resources. Our research has found that digital media and technology can help families and teachers enhance the math and literacy learning of young children in low-income households. The &quot;Reflections on the Ready To Learn Initiative&quot; report and this 2-page brief are based on the authors' interviews with 26 children's media researchers, producers, and thought leaders. [For &quot;Reflections on the Ready To Learn Initiative, 2010 to 2015,&quot; see ED567881.]
MCCCD 2012 Monitoring Report: Governing Board Outcomes and Metrics
Author: Maricopa Community Colleges
Date: 2012-11-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Outcomes of Education,School Holding Power,College Transfer Students,Graduation Rate,Enrollment,Student Costs,Two Year College Students,Transfer Rates (College),Demand Occupations,Associate Degrees,Certification,Remedial Instruction,College Mathematics,College English,Student Diversity,Adult Students,Citizen Participation,Global Approach,Diversity (Faculty),Learner Engagement,Student Surveys,Vocational Education

This Maricopa County Community College District (MCCCD) 2012 monitoring report presents governing board outcomes and metrics. The following sections are included: (1) 2020 Completion Agenda Goal; (2) Outcome 1: University Transfer Education and General Education; (3) Outcome 2: Workforce and Economic Development; (4) Outcome 3: Developmental Education; (5) Outcome 4: Community Development and Civic and Global Engagement; and (6) Survey Data and Focus Group Information.
MCCCD 2014 Monitoring Report: Governing Board Outcomes and Metrics
Author: Maricopa Community Colleges
Date: 2014-11-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Outcomes of Education,School Holding Power,College Transfer Students,Graduation Rate,Enrollment,Student Costs,Two Year College Students,Transfer Rates (College),Demand Occupations,Associate Degrees,Certification,Remedial Instruction,College Mathematics,College English,Student Diversity,Adult Students,Citizen Participation,Global Approach,Diversity (Faculty),Learner Engagement,Student Surveys,Vocational Education

This Maricopa County Community College District (MCCCD) 2014 monitoring report presents governing board outcomes and metrics. The following sections are included: (1) 2020 Completion Agenda Goal; (2) Outcome 1: University Transfer Education and General Education; (3) Outcome 2: Workforce and Economic Development; (4) Outcome 3: Developmental Education; (5) Outcome 4: Community Development and Civic and Global Engagement; and (6) Survey Results.
MCCCD 2015 Monitoring Report: Governing Board Outcomes and Metrics
Author: Maricopa Community Colleges
Date: 2015-11-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Outcomes of Education,School Holding Power,College Transfer Students,Graduation Rate,Enrollment,Student Costs,Two Year College Students,Transfer Rates (College),Demand Occupations,Associate Degrees,Certification,Remedial Instruction,College Mathematics,College English,Student Diversity,Adult Students,Citizen Participation,Global Approach,Diversity (Faculty),Learner Engagement,Student Surveys,Vocational Education

This Maricopa County Community College District (MCCCD) 2015 monitoring report presents governing board outcomes and metrics. The following sections are included: (1) 2020 Completion Agenda Goal; (2) Outcome 1: University Transfer Education and General Education; (3) Outcome 2: Workforce and Economic Development; (4) Outcome 3: Developmental Education; (5) Outcome 4: Community Development and Civic and Global Engagement; and (6) Survey Results.
Maricopa County Community College District 2014 Monitoring Report Executive Summary
Author: Maricopa Community Colleges
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Remedial Instruction,School Holding Power,Academic Achievement,Graduation Rate,Labor Force Development,Community Development,Two Year College Students,Student Attitudes,Outcomes of Education,Academic Persistence,Associate Degrees,Demand Occupations,Certification

This is the third annual Governing Board Monitoring Report for Maricopa Community Colleges that utilizes the Board outcome metrics adopted in 2010 to gauge institutional effectiveness. This Executive Summary focuses primarily on the 11 metrics considered &quot;Key Metrics&quot; but includes other select metrics, institutional data, and context when noteworthy.
Beyond Training: Engaging Families in the Transition to Employment. Bringing Employment First to Scale, Issue No. 12
Author: Kramer, John
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Intellectual Disability,Developmental Disabilities,Family Programs,Family Involvement,Employment,Program Effectiveness

Families can be the most influential factor in successful employment and life planning for people with intellectual and developmental disabilities (IDD), often leading them on the path to employment by serving as role models for work ethic and behavior. Yet families often lack the knowledge to move employment from an abstract belief to a real job. While a growing body of research suggests the positive effects of family engagement on employment, it often emphasizes trainings to improve engagement. The authors conducted an extended search of trainings provided by state agencies and service providers that are targeted towards families. In spite of perceived benefits offered by trainings, it is not clear that they work well for every family. There remains a persistent gap in information and services for many families, and a further gap in employment for people with IDD. This brief summarizes findings of a scoping literature review on the engagement of families in individuals' employment outcomes. The authors explore the gaps in services, information and employment and the different engagement strategies used. This review confirmed that there is a relationship between family engagement and employment of people with IDD. Some selected readings are included in this brief. [This report was co-authored by ThinkWork! at the Institute for Community Inclusion at UMass Boston.]
Maricopa Community Colleges Governing Board Outcomes and Metrics Report: 2017-18 Monitoring Report
Author: Maricopa Community Colleges
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Outcomes of Education,College Transfer Students,Labor Force Development,Economic Development,Developmental Studies Programs,Community Development,Global Approach,Citizen Participation,Academic Persistence,Time to Degree,Graduation Rate,Associate Degrees,Certification

This Governing Board Monitoring Report utilizes the Board outcome metrics to gauge institutional effectiveness in the Maricopa County Community College District (MCCCD). Outcomes for University Transfer Education and General Education, Workforce and Economic Development, Developmental Education, and Community Development and Global and Civic Engagement are examined. [For the previous report &quot;MCCCD Governing Board Outcomes and Metrics: 2016-17 Monitoring Report,&quot; see ED589971.]
Transitioning to Communicative Activities in a Primary-Level EFL Classroom in the Dominican Republic
Author: Martinez Gómez, Alberto Joel
Date: 2019-02-02
Type: Tests/Questionnaires
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Learning Activities,Interpersonal Communication,Elementary Education,Student Attitudes,Teaching Methods,Teacher Role,Student Role,Instructional Materials,Communicative Competence (Languages),Cooperative Learning

In the last decade the Communicative Approach has taken an important position within the English Language Teaching world. Many countries have abandoned their traditional methods and have started implementing the communicative activities as their language teaching policy. This research has as a main objective to analyze the transitioning to Communicative Activities in a Primary-level EFL Classroom in the Dominican Republic based on that the majority of teachers still work with traditional methods. The investigation also focuses on identifying the communicative activities that students are more receptive to, we analyze new strategies to have successful communicative activities and we also investigate students' attitudes when developing communicative activities. In order to carry out the investigation, three interventions are applied to the classroom, interviews are administered prior and after the sessions and participant observation is implemented as well as the teacher's diary and note-taking as a way of registering the events.
An Integrative Strategy Based on Incorporating Flipped Model of Instruction and Self-Reflection Practices to Enhance EFL Students&apos; Listening Comprehension and Self-Regulated Learning
Author: Abdelhalim, Safaa M.
Date: 2018-01-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Constructivism (Learning),Teaching Methods,Metacognition,Listening Comprehension,Majors (Students),Undergraduate Students,Student Attitudes,Foreign Countries,Language Tests,Instructional Effectiveness,Learner Engagement,Skill Development

From a constructivist perspective, this study examines the effect of an integrative strategy based on incorporating flipped model of instruction and self-reflection practices on enhancing the listening comprehension and some self-regulated learning skills of Saudi lower intermediate EFL majors in the preparatory year, Imam University. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 50 learners, whose English proficiency fell within the lower intermediate level, were nominated to contribute in the study. Then the sample was divided randomly into two groups, an experimental group and control group, each of 25 participants. A listening comprehension test and Self-Regulated Learning Questionnaire were applied on both groups before and after the period of instruction, respectively. In addition the researcher used a focus group interview to support the results of the test and questionnaire. Quantitative results and qualitative findings revealed that teaching listening comprehension on the basis of the suggested integrative strategy had a significant effect on students' listening comprehension and self-regulated learning skills. Participants responded favourably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. Pedagogical implications of the results were discussed along with the impact on EFL students' listening comprehension development.
The Effectiveness of Picture: An Empirical Evidence in Vocabulary Mastery
Author: Maritha, Ema
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 3,Second Language Learning,English (Second Language),Vocabulary Development,Mastery Learning,Visual Aids,Second Language Instruction,Teaching Methods,Instructional Effectiveness,Outcomes of Education,Student Improvement,FLES

This action research was conducted to improve the students' English vocabulary mastery by using picture. To achieve the objective, data were collected through the test, questionnaire and observation from 21 students in third graders of SDN Karawang Kulon II. The outcomes of the research showed that students' vocabulary mastery got improved. This improvement is seen from the mean score of the test, i.e. 56.19 (Pre-test I), 81.90 (Post-test II), and 94.29 (Post-test II). Additionally, the result of questionnaire on the vocabulary teaching applying picture also shows the positive changes. The above data indicates that vocabulary picture can be effective media for vocabulary learning English. However, it is expected that other researchers could conduct similar researches on the related issues to develop it.
Common Difficulties among Children with Down&apos;s Syndrome in Acquiring Basic Counting Skills
Author: Charitaki, Garyfalia
Date: 2015-00-00
Type: Journal Articles
Subjects: Correlation,Down Syndrome,Difficulty Level,Numeracy,Mathematics Skills,Error Patterns,Elementary School Students,Students with Disabilities,Foreign Countries,Special Schools,Arithmetic,Moderate Intellectual Disability,Mathematics Tests,Psychometrics,Standardized Tests,Classification,Gender Differences,Learning Processes,Teaching Methods,Curriculum Design

Aims: Through this qualitative approach we intent to investigate the existence of patterns in errors that children with Down's syndrome make while counting. Study Design: The current study can be described as descriptive correlational, while we are also trying to extract data through qualitative analysis. Place and Duration of Study: In the research, took part 15 Special Primary Schools in Attica-Greece. The study conducted between September 2013 and December 2013. Methodology: The sample of the study included 40 students with Down's syndrome of moderate intellectual disability. All of them, attended in Special Primary Schools. Their mean chronological age was M = 10.07 (y;m). To include a child in the research, it was expedient that its mental age should range between 4;00 (y;m) and 7;01. As a research tool, it was used the Greek standardized version of Utrecht Early Numeracy Test. This psychometric criterion is called Utrecht Early Competence Test. Results: The widespread failure of students with Down syndrome in activities related to enumeration, led us to speculate on the existence of typology in the errors of these students. Through this research, the hypothesis of the existence of patterns was confirmed and as a result the errors classified in 4 categories. The patterns of errors included recycling parts, skipping objects, double counting objects and a mixed pattern of skipping objects and double counting objects, which is coherent with previous research in the field. We also found that the variables of Correct answers in One to one subtopic are strongly correlated with Number String Production subtopic and Cardinality subtopic having rho=0.669 and rho=0.534 respectively. We should also mention that the Number String Production subtopic and Cardinality subtopic are correlated with coefficient 0.772. Finally, it is also clear, that gender does not affect the patterns of errors since it was not found to be statistically significant. Conclusion: We focus on students' errors in order to understand not only their way of thinking, but also the way they discover new knowledge. The results are discussed in terms of their significance in curriculum design and designing of teaching scenarios.