ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Study of &quot;The International Educational Technology Conference&quot; (IETC) and &quot;The International Conference on Computers in Education&quot; (ICCE): The Program, Essay Distribution, the Themes, and Research Methods
Author: Chen, Gwo-Dong
Date: 2012-01-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Educational Technology,Computer Uses in Education,Conference Papers,Research Methodology,Comparative Analysis,Foreign Countries

The article aims to compare international conferences, &quot;The International Educational Technology Conference&quot; (IETC, 2011) and &quot;The International Conference on Computers in Education&quot; (ICCE, 2010), from various dimensions. The comparison is expected to conclude a better approach for every IETC and ICCE to be held. (Contains 4 tables.)
Lessons Learned from Highly Implemented Programs of Study
Author: Stipanovic, Natalie
Date: 2012-01-00
Type: Journal Articles
Subjects: Credentials,Vocational Education,Education Work Relationship,Formative Evaluation,Program Implementation,Performance Factors,Program Effectiveness,Program Evaluation,Alignment (Education),Transitional Programs,Developmental Studies Programs,Program Descriptions,Program Design,Best Practices

American businesses and industries have long identified shortages in key career and technical areas--some of these areas require two- or four-year college degrees, whereas others simply require industry certifications. Career and technical education (CTE) has the potential to play a central role in filling these gaps. The current Carl D. Perkins Act (Perkins IV), reauthorized in 2006, seeks to prepare individuals for both college and careers. Programs of Study (POS) are a central component of Perkins IV. Developed to provide a systematic means of connecting secondary and postsecondary programs, POS include rigorous academic content aligned with standards, lead to industry-recognized credentials, and provide options for dual credit or concurrent enrollment. This article is the first of five articles that will focus on work done by the National Research Center for Career and Technical Education (NRCCTE) to evaluate the impact of POS. This article identifies key factors contributing to highly implemented POS.
Developing POS via a Statewide Career-Focused Reform Policy
Author: Mobley, Catherine
Date: 2012-01-00
Type: Journal Articles
Subjects: School Restructuring,State Legislation,Educational Change,Education Work Relationship,Vocational Education,State Policy,Program Implementation,Career Development,Career Education,Change Strategies,Developmental Studies Programs,Career Guidance,Statewide Planning

Career-focused education offered through programs of study (POS), career pathways, and career and technical education (CTE) can provide students with opportunities to engage in career exploration and development, to establish career goals, to increase academic knowledge and skills, to test career preferences in applied settings, and to make links between coursework and postsecondary careers and education. Given the potential of these types of education reforms, federal and state legislation has been enacted to foster their development. In South Carolina, the state's Education and Economic Development Act (EEDA) has been integral in the implementation of POS and other career pathways. EEDA is one of the most comprehensive career-focused school-reform mandates in the country. Researchers are investigating how components of EEDA are helping to build the foundation and framework for successful POS implementation. In this article, the authors provide insights into how several key elements of the South Carolina policy are helping sample schools lay a foundation for POS and POS-like educational components for all students.
The Role of School Culture in Improving Student Achievement in POS
Author: Sundell, Kirsten
Date: 2012-01-00
Type: Journal Articles
Subjects: School Culture,Academic Achievement,Accountability,Vocational Education,Role Perception,Educational Improvement,Educational Practices,Educational Policy,Program Implementation,Longitudinal Studies,Case Studies,Performance Factors

Over the past five years, the National Research Center for Career and Technical Education (NRCCTE) has sponsored five research studies of Programs of Study (POS)--including three ongoing longitudinal projects--with the goal of informing the field about how and under what conditions POS impact student engagement, achievement, and transition to postsecondary education and employment. Programs of Study, mandated under Perkins IV, increase program accountability in the areas of academic achievement, technical skills achievement, and alignment with postsecondary education. In this article, the authors describe how district and school policies, practices, and cultures support the implementation of POS in two districts and three schools that are part of a longitudinal study. (Contains 2 endnotes.)
Programs of Study: What "Mature" Sites Tell Us
Author: Alfeld, Corinne
Date: 2012-01-00
Type: Journal Articles
Subjects: Evidence,High Schools,Vocational Education,Educational Change,Transitional Programs,Developmental Studies Programs,Longitudinal Studies,Effective Schools Research,Program Implementation,Change Strategies,Interviews,Student Surveys,Administrator Attitudes,Student Attitudes,Teacher Attitudes,Observation,Program Effectiveness,Program Evaluation

Although career and technical education (CTE) Programs of Study (POS) were introduced in the Perkins IV legislation, neither the spirit nor the elements of POS are new in the history of CTE as a vehicle for high school reform. POS have evolved over several decades of efforts to create effective transition programs from secondary to postsecondary education or the workforce. As POS are relatively new, in name if not in practice, research evidence on their implementation and effectiveness is still in progress. Over the past three years, researchers have been conducting a longitudinal study at sites where POS have been implemented for several years to determine how they were developed and why they work. Findings indicate that POS have the potential to create a more tangible future (or set of possible futures) for students by giving them structure. Through POS offerings and career guidance about a range of education and career options beyond high school, students can be better prepared to achieve college and career success. (Contains 2 endnotes.)
The Future of CTE: Programs of Study
Author: Shumer, Rob
Date: 2012-01-00
Type: Journal Articles
Subjects: Achievement Gap,Educational Change,Vocational Education,Technical Assistance,Program Implementation,Performance Factors,Change Strategies,Transitional Programs,Articulation (Education),Developmental Studies Programs,Educational Development,Educational Trends

Education in today's world is very challenging. From concerns over the funding of career and technical education (CTE) to discussions about the achievement gap and dropout prevention, to debates about what it means to be college- and career-ready, the role of CTE in educational reform paradoxically is both at the forefront and on the backburner of debate.  One of the more prominent programs in the 2006 reauthorization of the Perkins legislation was Programs of Study (POS). This initiative includes elements that connect it with past CTE efforts, yet POS have a focus and direction that make the initiative more potent than almost anything that has been supported by federal dollars in the past. The National Research Center for Career and Technical Education (NRCCTE) has been conducting several research studies on POS. Based on NRCCTE study, "Six Stories About Six States: Programs of Study," this article focuses on some major findings, especially how technical assistance impacted the development of POS, and recommendations for replication. It was found that, despite several challenges, POS are expanding in scope and numbers and becoming a more stable component of CTE for delivering articulated, documented, collaborative programs that successfully connect secondary, postsecondary, and business and industry.
A Glimpse into a State Technical College System's POS Pathways
Author: Frazier, Stephanie D.
Date: 2012-01-00
Type: Journal Articles
Subjects: Technical Institutes,Education Work Relationship,Alignment (Education),Transitional Programs,Developmental Studies Programs,Partnerships in Education,Institutional Characteristics,Articulation (Education),Statewide Planning,School Business Relationship,Skilled Workers,Engineering Technology,Health Education,Employment Opportunities

The South Carolina Technical College System (SCTCS) has embraced POS, providing students across the state with pathways into careers ranging from nuclear systems technology to health care to industrial technology. The SCTCS has strived, over the last 50 years, to foster a bridge between business and education. The colleges coordinate and facilitate partnerships to deliver information, resources, and services to students, educators, employers, and the community. This article features four SCTCS institutions and their POS. The POS implemented through Perkins are strengthening the alignment between secondary and postsecondary education, so that students experience a seamless transition towards attaining their educational dreams and obtaining well-paying jobs.
Evolving Partnerships to Enhance Transition: Meeting POS Expectations
Author: Morelock, Kristy
Date: 2012-01-00
Type: Journal Articles
Subjects: Education Work Relationship,Program Development,Vocational Education,Partnerships in Education,Transitional Programs,Program Implementation,Developmental Studies Programs,Statewide Planning,Total Quality Management,Alignment (Education),Articulation (Education),Expectation

Finding the best way for students to learn and achieve success is of utmost importance to the State of Illinois and the nation as a whole. College and career success is critical to the national and state economy. Career and technical education (CTE) has been central to this call for greater college completion, and the credentials that CTE provides to both traditional and nontraditional student populations have emerged as one of the most important elements in the completion agenda throughout the country. The Illinois Programs of Study (POS) framework uniquely positions the state to achieve the goal of fully articulated curriculum from secondary to postsecondary education, and to ultimately meet the call for greater college and career success. To strengthen the implementation of POS in Illinois, the Illinois Community College Board developed a statewide framework that focuses on strong stakeholder partnerships in POS implementation, and underscores that outcomes and continuous improvement are the center of program development and delivery. (Contains 3 figures.)
Understanding and Implementing Programs of Study
Author: Hyslop, Alisha
Date: 2012-01-00
Type: Journal Articles
Subjects: Vocational Education,Program Implementation,Federal Legislation,Federal Programs,Case Studies,Educational Development,Performance Factors,Change Strategies,Educational Change,Program Effectiveness,Grants

Since Programs of Study (POS) were introduced in 2006, implementation has been uneven around the country. POS were one of the landmark features of the Carl D. Perkins Career and Technical Education Act (Perkins Act), and have been one of the biggest areas of focus during its implementation. In 2009, the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) launched an effort to further expand on the requirements included in the Perkins Act, and clarify the elements of a high-quality POS. This article looks at the U.S. Department of Education's OVAE's POS Framework, and highlights how POS is being implemented in six states as part of the OVAE's rigorous POS grant project.
Trialling Student-Led Conferences in a New Zealand Secondary School
Author: O'Fee, Claire
Date: 2012-00-00
Type: Journal Articles
Subjects: Parent Teacher Conferences,Caregivers,Parents,Foreign Countries,Parent Participation,Parent Teacher Cooperation,Student Role,Student Participation,Program Effectiveness,Self Esteem,Student Attitudes,Secondary Schools

Research shows that when parents and caregivers are involved in their child's education, children do better at school. Traditionally, the parent/teacher interview has been one way of facilitating such involvement. However, as students progress through the school system, parent and caregiver involvement in conventional parent/teacher interviews reduces. This paper outlines the trialling of student-led conferences as a means to increase parent and caregiver involvement. Parents and caregivers in the study reported that student-led conferences were invaluable and that they contributed to a better understanding of their child's learning. Students reported that, as a result of student-led conferences, they felt more confident about their learning, more accountable for their own learning, and that there were more conversations at home about their learning.
A Maori Pedagogy: Weaving the Strands Together
Author: Stucki, Paora
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Theories,Malayo Polynesian Languages,Culturally Relevant Education,Indigenous Populations,Teacher Educators,Teacher Education Programs,Foreign Countries,Literature Reviews,Interviews,Social Influences,Cultural Influences,Political Issues,Teacher Student Relationship,Curriculum Development,Reflective Teaching,Educational Environment,Context Effect,Teacher Characteristics,Teacher Behavior

Literature on Maori pedagogy up until now has been disparate, some dealing with methodological issues, some with learning theory, some with environment and so forth. This article seeks to build one comprehensive picture of Maori pedagogy by weaving the myriad disparate themes in the literature into one unifying model. It is based on an EdD study researching Maori teacher educators' perceptions of pedagogy. (Contains 3 figures.)
Evidence-Based Classroom Behaviour Management Strategies
Author: Parsonson, Barry S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Feedback (Response),Behavior Problems,Classroom Techniques,Student Behavior,Intervention,Teacher Student Relationship,Teacher Effectiveness,Classroom Environment,Token Economy,Educational Strategies

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms. These include a number of antecedent strategies intended to help minimise the emergence of problematic behaviours and a range of those which provide positive consequences for appropriate student behaviours. Also included is information on teacher feedback and a review of strategies for enhancing teacher-student relationships. The approaches covered by the paper are consistent with those of the Ministry of Education's Positive Behaviour for Learning (PB4L) initiatives. (Contains 1 table.)
The Use of the &quot;Teaching as Inquiry Model&quot; to Develop Students' Self-Efficacy in Literature Response Essay Writing
Author: Featonby, Amy
Date: 2012-00-00
Type: Journal Articles
Subjects: Intervention,Self Efficacy,Reader Response,Measures (Individuals),Foreign Countries,Inquiry,Essays,Grade 12,Secondary School Students,Interviews,Surveys,Writing Assignments,Peer Influence,Mastery Learning,Persuasive Discourse,Grades (Scholastic),English Instruction,Teaching Methods

This article describes a project conducted with Year 12 English students. It was based on the model of &quot;Teaching as Inquiry&quot; (Ministry of Education, 2007) and aimed to develop students' self-efficacy in relation to their literature-response essay writing. Self-efficacy was measured using Bandura's (2006) self-efficacy scale and an intervention was put in place. Subsequent to the intervention, the students self-efficacy was measured again using the scale as well as interviews and observations with students. Results indicated that students self-efficacy in response to literature response essay writing had increased. Research has consistently shown a direct correlation between high self-efficacy and achievement (Alderman,2008). This study has confirmed this relationship, and has shown how student self-efficacy can be increased and thus bring about more positive outcomes. (Contains 1 figure and 8 tables.)
Music Therapy for Children with Down Syndrome: Perceptions of Caregivers in a Special School Setting
Author: Pienaar, Dorothea
Date: 2012-00-00
Type: Journal Articles
Subjects: Genetic Disorders,Special Schools,Music,Down Syndrome,Disabilities,Educational Environment,Music Therapy,Language Acquisition,Caregiver Attitudes,Speech Language Pathology,Outcomes of Treatment,Questionnaires,Communication Skills,Special Needs Students,Foreign Countries,Accessibility (for Disabled)

Down syndrome (DS) is a genetic disorder resulting from chromosome 21 having three copies (trisomy 21). Cognitive functioning and anatomical features cause speech and language development delay (Kumin, 2003). Children with DS generally enjoy communication (Schoenbrodt, 2004), and respond well to interaction and social scripts. Music therapy has been extensively used in the past four decades as a treatment for children with disabilities (Nordoff &amp; Robbins, 2007; Wigram, Pederson &amp; Bonde, 2002). Children with DS seem specifically responsive to music and show potential to be part of group music-making (Wigram et al., 2002). In both speech and music, rhythm and sound are primary elements and all elements of music may be integrated into a speech-language programme (Birkenshaw, 1994; Wilmot, 2004). Family and caregiver support are required for therapy to be effective. Caregivers' views of music therapy for children with DS were examined as a preliminary step in the evaluation of music therapy outcomes for this population. A questionnaire examining perspectives of effects of music on the communication development of children with DS was given to 19 caregivers of children with DS working in a special school environment. Consistent with reports in the literature, caregivers perceive children with DS as responsive to music, and to have musical and communicative strengths. Caregivers perceived that communication and social skills may develop through regular music therapy sessions. These perceptions corresponded with the views of music therapists who were later interviewed as part of this study.
Developing Word Knowledge within Tape Assisted and/or Other Audio Recorded Reading Programmes
Author: Greaney, Keith
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Foreign Countries,Reading Ability,Reading Improvement,Reading Programs,Program Effectiveness,Change Strategies,Educational Strategies,Audio Books,Video Technology,Assistive Technology,Listening,Accessibility (for Disabled)

Tape Assisted Reading Programmes (TARPs), and more recently, other forms of audio recorded stories, have been used in New Zealand schools to help students with reading difficulties. Many claims are made about the positive effects of such programmes on general reading ability and progress. However, this paper, informed by research, states that such programmes may also have particular limitations for students with severe decoding problems because merely listening to audio-recordings offers limited opportunities or incentives to develop specific word identification strategies. Some of these limitations are discussed and an activity that encourages the development of word knowledge and decoding strategies within such programmes is presented.
Tapawha, Key Competencies and Strength and Difficulties Questionnaire. From Idea to Application. &quot;No te Whakaro ka mahia, He Tumomo Aromatawai Ko te Arotahi, Ko Nga Ahua Tapawha me nga Pukenga Matua&quot;
Author: Gilmore, Gwen
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Principles,Residential Schools,Academic Achievement,Adolescents,Measures (Individuals),Foreign Countries,Questionnaires,Minimum Competencies,Psychological Evaluation,At Risk Students,Skill Analysis,Psychometrics,Justice,Case Studies,Item Analysis,Screening Tests,Educational Diagnosis

This paper discusses the use of a Strengths and Difficulties Questionnaire (SDQ) in the context of a Youth Justice Residential school setting in New Zealand (NZ). The school does not currently have a method of screening for educational purposes and, more specifically, key competencies. The use of the SDQ as a tool to support the educational principle was considered in response to professional development at Massey University, and the emergence of Ka Hikitia &quot;Managing for Success&quot; (Ministry of Education, 2008). This paper outlines the institutional setting and the rationale for using the SDQ to support key competencies, provides some examples of research using the SDQ, and finally investigates and illustrates this institutional process of using a strengths-based emotional assessment tool with an individual student. The project, whilst in its infancy, suggests that the SDQ could be a valuable instrument in supporting the development of key competencies for vulnerable young people, as it promotes the young person's perceptions of their skills and encourages practitioners to view students' strengths. More extensive research, in practice settings, should be done to develop exemplars that link with key competencies. Further, the SDQ needs to have more extensive piloting and norms developed for New Zealand to promote educational solutions for encouraging student successes and key competencies. (Contains 1 footnote.)
Why Didn't I Think of that? Teachers' Influence on Students' Metacognitive Knowledge of How to Help Students Acquire Metacognitive Abilities
Author: Schofield, Linda
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Metacognition,Instructional Effectiveness,Teaching Methods,Qualitative Research,Interviews,Classroom Observation Techniques,Cognitive Ability,Cognitive Measurement,Cognitive Processes,Aptitude Treatment Interaction,Performance Factors,Instructional Innovation,Instructional Improvement,Educational Strategies,Foreign Countries,Classroom Techniques,Skill Analysis,Skill Development,Student Attitudes,Teacher Attitudes

In this study, qualitative evidence is collected--through classroom observations and teacher and student interviews--to study the effect of metacognition and the interaction between students' observable cognitive behaviour and the instructional task. This qualitative data is analysed to identify what factors support and improve students' metacognition. The evidence is then used to determine how teachers can help students acquire metacognitive abilities. The evidence suggests that explicit teaching is required for students to acquire and apply metacognitive processes. Several methods for enhancing metacognition are recommended. Among these is the use of student learning/thinking logs (Calkins, 1986), as they provide information about how students are learning and provide a focus for teaching practice. The pedagogical implications of this research suggest that explicitly teaching metacognitive strategies to students should improve instructional effectiveness. This study also explores the literature regarding metacognitive teaching and learning and the effects of increased knowledge on this subject. It focuses on the complex mechanisms by which teaching and learning occur, specifically examining the relationship between research about metacognitive practice and the processes of learning and cognition that improve students' performance.