ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Still Images for Written English Communication, Part 2. &quot;Voices from the EFL Classroom&quot;
Author: Wood, David John
Date: 2014-08-31
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,English (Second Language),Second Language Instruction,Visual Aids,Photography,Writing Instruction,Active Learning,Student Attitudes,Student Motivation,Course Evaluation,Second Language Learning,Accuracy,Language Fluency,Difficulty Level,Instructional Effectiveness

This study aims to establish if the same strong motivational power that using students' own photos as a stimulus for Japanese college students learning to write English indicated in the preceding study of the same title will be sustained in their follow-up course. The same thirty Japanese college freshmen English majors of similar ability studying writing received monthly assignments over the same length of study as previously. Instead of text books, they used their own photographs to stimulate their English expression and interact with each other, using a Dogme approach as one form of Active Learning. Their impressions of the course were re-examined both by in-class and external data in the form of the same two types of evaluation instruments. Their responses are compared both against each other, and against the previous investigation to identify which points stay the same and which and in what way any new points arising change. In addition, those areas that have been developed on the basis of the reactions to the initial research will be re-examined to see if and how they may be successful. The approach is also assessed in terms of linguistic development by ascertaining if there is any discernible difference in the accuracy, complexity and fluency of students' written English over the course of their classes. Finally the results will be put into the overall context of the students' curriculum to assess if the photo approach can be better served by modifying the current English teaching structure in one university and, by implication, in Japanese universities in general. It remains for any findings of linguistic proficiency development that become evident in this present consideration to be further investigated in a future study. An appendix provides a list of texts used by other EFL writing teachers.
Toolkit for Evaluating Alignment of Instructional and Assessment Materials to the Common Core State Standards
Author: Achieve, Inc.
Date: 2014-08-00
Type: Guides - Classroom - Teacher
Subjects: State Standards,Alignment (Education),Evaluation Criteria,Evaluation Methods,Instructional Material Evaluation,Partnerships in Education,Literacy,Elementary School Mathematics,Secondary School Mathematics,Scoring Rubrics,Check Lists,Item Analysis,Educational Research,Qualitative Research,Measures (Individuals),Literature,Statistical Analysis,Review (Reexamination),Educational Objectives,Relevance (Education),Program Descriptions,Educational Practices,Teaching Methods

In joint partnership, Achieve, The Council of Chief State School Officers, and Student Achievement Partners have developed a Toolkit for Evaluating the Alignment of Instructional and Assessment Materials to the Common Core State Standards. The Toolkit is a set of interrelated, freely available instruments for evaluating alignment to the CCSS; each tool in the Toolkit supports the expectations in the CCSS and derives from the Publishers&apos; Criteria for the Common Core State Standards. The toolkit was originally released in July 2013 and updated in August 2014. The Publishers Criteria for the Common Core State Standards is appended.
Community College Pathways: 2013-2014 Descriptive Report
Author: Sowers, Nicole
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,Program Descriptions,College Outcomes Assessment,Educational Change,Educational Practices,Improvement Programs,Developmental Programs,Developmental Studies Programs,Mathematics Education,Enrollment Trends,Enrollment Rate,Academic Achievement,Success,Achievement Gains,Comparative Analysis,Change Strategies

The Community College Pathways initiative consists of two pathways, Statway® and Quantway®, that accelerate post-secondary students' progress through their developmental mathematics sequence and a college-level course for credit. Launched in 2011, the Pathways have been remarkably successful, helping thousands of students achieve success in college-level mathematics. In 2013-2014, the Pathways maintained the positive outcomes attained in the first two years of implementation, including successful course completion rates of approximately 50 percent for both Pathways. The initiative was able to achieve these results while serving almost three times as many students as in its first year. This report provides descriptive statistics on 2013-2014 student outcomes as well insights into potential areas for improvement based on data from the third year's implementation of the Pathways. Tables are appended.
The Carnegie Unit: A Century-Old Standard in a Changing Education Landscape
Author: Silva, Elena
Date: 2015-01-00
Type: Reports - Research
Subjects: Academic Standards,Educational Change,Change Strategies,Competence,Evaluation Methods,Educational Innovation,Educational Quality,Credits,Educational Attainment,Measurement Techniques,Secondary Education,Elementary Education,Accountability,Educational History,Higher Education,Postsecondary Education,Student Evaluation,Standardized Tests,Foreign Countries,National Standards,Alignment (Education),State Standards,Competency Based Education

Early in the twentieth century, the industrialist Andrew Carnegie established the Carnegie Foundation for the Advancement of Teaching to create a pension system for the nation's college professors. The introduction of this pension system proved an ingenious educational reform. At the time, American higher education was a largely ill-defined enterprise with the differences between high school and colleges often unclear. To qualify for participation in the Carnegie pension system, higher education institutions were required to adopt a set of basic standards around courses of instruction, facilities, staffing, and admissions criteria. The Carnegie Unit, also known as the credit hour, became the basic unit of measurement both for determining students' readiness for college and their progress through an acceptable program of study. Over time, the Carnegie Unit became the building block of modern American education, serving as the foundation for everything from daily school schedules to graduation requirements, faculty workloads, and eligibility for federal financial aid. Today, the Carnegie Unit is under intensifying critique from educators and education policymakers who want to make student performance more transparent and the delivery of education more flexible. They see the Carnegie Unit as a significant impediment to the changes they seek. They advocate for innovations that support transparency and flexibility, including competency-based education models. In an effort to inform these reform conversations and serve a constructive catalyst for change, the Carnegie Foundation launched a study to revisit the role, function, and uses of the Carnegie Unit. They explored in detail the nature of the problems that reformers aim to address and the complexity of the systems in which these problems are embedded. They analyzed what a shift away from the Carnegie Unit toward a competency-based (rather than an instructional time-based) metric might entail for the operation of educational institutions and the students they serve. Finally, they considered the scope of innovations necessary to replace the Carnegie Unit, the ambitiousness and uncertainties associated with these tasks, and the vast array of practical problems that would need to be solved. The study's findings and the Carnegie Foundation's recommendations are presented herein. Appended are: (1) Improvement Science Principals; (2) Carnegie Foundation for the Advancement of Teaching Board of Trustees; and (3) Carnegie Unit Advisory Committee. A bibliography is included.
State Strategies for Financing Career and Technical Education
Author: Foster, Laura Rasmussen
Date: 2014-10-00
Type: Reports - Research
Subjects: Vocational Education,Educational Finance,Funding Formulas,State Aid,Resource Allocation,State Surveys,Administrator Attitudes,Educational Policy,Performance Contracts,State Policy,Educational Needs,Elementary Secondary Education,Postsecondary Education,Financial Policy,Finance Reform,Incentive Grants,Expenditure per Student,Operating Expenses,Vocational Training Centers

The &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; (&quot;Perkins IV&quot; or &quot;Act&quot;) authorizes federal funding for career and technical education (CTE) and specifies a formula for distributing those funds. Allocations at the secondary level are based on the number of youths ages 5-17 who reside within a local educational agency's (LEAs) boundaries and who live in poverty. Funds for institutions of higher education (IHEs) are distributed proportionate to the number of students who receive Pell grants or aid from the Bureau of Indian Affairs. To offset the higher cost of providing technical instruction, some states choose to allocate categorical funding for CTE programs. To assess the operation of state CTE resource distribution formulas, in August 2013 the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) surveyed CTE directors responsible for administering their state's federal &quot;Perkins IV&quot; grants. The survey asked CTE directors to report whether their states provided categorical funds for CTE during academic year (AY) 2011-12 and, if so, how they were distributed to LEAs and IHEs. Directors also were asked about their states' uses and perceptions of performance-based funding (PBF)--a competitive resource distribution strategy that rewards local programs for achieving state-identified performance outcomes. This study draws on data collected from the NASDCTEc survey and a review of state educational agency websites and statutory language to identify whether, and if so, how states distribute categorical funds for CTE programs. It also documents states' PBF strategies and their interest in integrating competitive funding into their state education resource distribution formulas. The report details the methods that states used to fund CTE in academic year 2011-12. It also reviews performance-based funding (PBF) strategies for those states using PBF to incentivize local performance, and documents states' interest in integrating PBF into their existing funding systems. Descriptions of state approaches draw on data gathered from a survey of state CTE directors conducted by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) in August 2013. The following are appended: (1) Survey Documents; (2) Examples of State Competitive Grant Programs; and (3) Categorical Grants: Secondary Education Level.
Availability of Data on Noncredit Education and Postsecondary Certifications: An Analysis of Selected State-Level Data Systems
Author: Sykes, Andrea R.
Date: 2014-09-00
Type: Reports - Research
Subjects: Educational Certificates,Vocational Education,Noncredit Courses,Outcomes of Education,Educational Assessment,Educational Indicators,Data Analysis,State Surveys,Progress Monitoring,Longitudinal Studies,Data Collection,Colleges,Educational Practices,Student Records,Student Characteristics,Information Management,Employment Potential,Incidence,Access to Information,Adult Students,Education Work Relationship,Enrollment Rate,Research Methodology,Comparative Analysis

Federal policymakers have interest in three specific areas of postsecondary career and technical education (CTE): associate degrees and certificates awarded in CTE, skills and training obtained through noncredit courses, and industry-recognized certifications. Research and data are readily available on students earning degrees and certificates in CTE and entering the workforce; however, little research exists on CTE students enrolled in noncredit courses at public colleges and universities or earning industry-recognized certifications. To better understand what data might be available to answer key policy questions on students' access to and outcomes following participation in noncredit CTE programs, this study reviewed data systems in 29 states. Each state's data system was reviewed to identify (1) data elements for noncredit education, (2) ways that states track outcomes for noncredit students, (3) whether noncredit data elements are incorporated into state longitudinal databases, and (4) the availability of certification data. The report concludes that data collections on students who enroll in noncredit education at public colleges and universities are still in the nascent stages. Most states that collect data on noncredit instructional activity do so in a limited manner, allowing only for headcounts of students and, for several states, a more detailed description of the characteristics of these students. However, comparing student enrollment across states is problematic because each state collects data differently and defines noncredit workforce education in a different way, making it challenging to draw conclusions about the extent to which students are enrolled in noncredit workforce education nationwide. Understanding the prevalence of earning industry-recognized credentials is also stymied by a lack of access to data. Recent federal efforts to collect data on certifications held by the adult population will provide important insights into the extent to which adults have these credentials. Having data on the number of adults who have earned certifications and what type of certifications they earned will be an important step in better understanding this pathway to career education. The following are appended: (1) Methodology; (2) Noncredit Data Elements by State; and (3) Comparison of Noncredit and Credit-Based Enrollment in Selected States. A bibliography is included.
The Influence of Secure Emotional Expression on Team Effectiveness
Author: Bailey, Emily
Date: 2014-12-10
Type: Reports - Research
Subjects: Emotional Response,Self Expression,College Seniors,Seminars,Teamwork,Student Surveys,Program Effectiveness,Correlation

The present study examined the relationship between group effectiveness and secure emotional expression over the course of a 10 week period. The participants consisted of 12 college students who were enrolled in a senior seminar on teamwork. Participants worked in two groups of six and participated in a group meeting each week that consisted of a check-in, activity, and a debriefing. After each group meeting, participants completed surveys. These surveys contained questions from the Therapeutic Factors Inventory (TFI) and a book (Johnson &amp; Johnson, 2009) that included exercises on group effectiveness. The hypothesis for this study was that group effectiveness and secure emotional expression would have a significant positive correlation over time. Results from the surveys did not support the hypothesis.
The Changing Perspective of Art Education in Pakistan
Author: Khan, Muhammad Sher Ali
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Art Education,Painting (Visual Arts),Educational Development,Handicrafts,Design,Apprenticeships,Western Civilization,Teaching Methods,Professional Education,Educational Change,Fine Arts,Freehand Drawing,Industry,Curriculum Evaluation,Higher Education,Educational Trends,Trend Analysis

The development of art education in Pakistan over the last five decades is explored through three major phases: Arts as traditional crafts together with proficiency in painting and calligraphy. Such skills; somewhat existed in academies but, were then transferred through apprenticeship system. Arts in the academies; the first turning point, that focused on the ability of drawing in the school level while fine arts and design in the college and university levels. Art was then taught on Western modules while sidelining traditional arts and crafts. Art as industry along with professional training in traditional crafts within the frame of discipline-based art education. This contemporary yet important phase of art education was observed only when ideas of art and design reappeared with a new twist and titles. The changing perspective of art education can be interpreted more clearly by examining the curricula; particularly in higher education, and its function in society as well as in the market-place. [An earlier version of this paper was presented at the &quot;International Conference on the Role of Academic Staff Association in the Promotion of Higher Education&quot; (Bara Gali, Khyber-Pakhtunkhwa, Pakistan, Jun 6-8, 2013).]
Art Education for Children and Youth Living in an Emergency Housing Shelter
Author: Morasco, Kara
Date: 2013-08-00
Type: Reports - Research
Subjects: Art Education,Homeless People,Children,Access to Education,At Risk Persons,Action Research,Freehand Drawing,Writing (Composition),Adolescents,After School Programs,Observation,Interviews,Student Diversity,Art Expression,Student Attitudes,Coping,Ceramics,Trauma,Poverty,Natural Disasters,Qualitative Research,Statistical Analysis

The purpose of this study was to determine the benefit of an art program to children and youth living in an emergency housing facility. Factors leading to homelessness are explored and examples of the positive influence of art for children experiencing crisis and trauma are presented. Through action research, an art program was implemented where children worked with ceramics, drawing, and writing, twice a week for three and a half weeks. The participants ranged in age from six to fifteen years, with classes conducted as part of their after-school program. Data collected through observations, interviews, and the students' work was used to adapt the lessons for diverse ages, abilities, and attendance of the participants. Findings showed the students were able to express themselves through their art visually, by making clay projects that reflected their interests, and verbally, by writing or telling what they were thinking or feeling. The students displayed enthusiasm for making art and exhibited a great deal of pride in what they had accomplished. The results showed that students demonstrated characteristics that have been identified to help foster resiliency in individuals. Helping to develop the joy of learning, creativity, and self-worth are important tools for every child's growth; however, the use of art as a pathway to develop such characteristics may be even more critical to a child experiencing trauma. Art lessons can provide a positive impact on the lives of children and youth in the fight to break the cycle of homelessness. Note: The name of the facility and participant names have been changed to ensure confidentiality.
Alternative Assessment Options for Students with Disabilities Who Are Culturally and Linguistically Diverse
Author: Kelley, L. Elena
Date: 2008-04-28
Type: Information Analyses
Subjects: Literature Reviews,Student Evaluation,Alternative Assessment,Disabilities,Student Diversity,Cultural Differences,Language Usage,Disproportionate Representation,Evaluation Methods,Standardized Tests,Curriculum Based Assessment,Performance Based Assessment,Minority Group Students,Federal Legislation,Educational Legislation,Cognitive Ability,Learning Processes

This review of the literature addresses the issue of assessing students with disabilities who are culturally and linguistically diverse (CLD). An examination of data showing disproportionate representation of students with disabilities who are CLD establishes a case for using alternative forms of assessment. Problems with some forms of traditional or commonly used assessments are also addressed. A discussion of four types of alternative assessments--comparable standardized assessment, dynamic assessment, curriculum-based assessment, and performance assessment--provides examples of research showing promise for use with students with disabilities who are CLD. Benefits and drawbacks to each of the four types are described in each section. Recommendations and the need for further research are also discussed. Summary of Alternative Assessments is appended.
School District Officials&apos; and City Stakeholders&apos; Perceptions Regarding School Violence and Ways to Prevent School Violence
Author: Patterson, Rita Mabon
Date: 2014-11-06
Type: Speeches/Meeting Papers
Subjects: Violence,School Safety,School Security,Administrator Attitudes,Stakeholders,Prevention,Ecological Factors,Case Studies,Influences,Bullying,Suicide,Qualitative Research,Juvenile Gangs,Parenting Skills,Low Achievement,Low Income Groups,Socioeconomic Status,School Districts,Interviews

Violence is a problem that affects the family structure, schools, and communities. Although some violence takes place behind closed doors, the effects are devastating to society and the community. The overwhelming results are seen with the increase of visits to abuse shelters and emergency rooms. Domestic violence in households tends to continue over long periods of time with the occurrences increasing in duration and severity. The theoretical framework for this study drew from Bronfenbrenner&apos;s ecological. This case study investigated the perceptions of school district officials: the chief of school safety; the gang awareness/intervention coordinator; hearing officers; middle and high school police officers; and elementary, middle, and high school administrators. This study also investigated the perceptions of city stakeholders: the local police director, police officers, a member of the crime commission, a program manager for the Detention Services Bureau for Juvenile Court, a community gang activist, and the city mayor about the causes of acts of violence happening in this city and their plans to provide citizens with a safer environment. Open-ended interview questions were recorded and transcribed verbatim. Inductive analysis was used to discover themes. Key findings of the larger study included causes of violence in schools, what can be done to address violence in schools, programs in place to help curb the violence in schools, causes of violence in communities, programs in place to help curb violence in the communities, violence in homes, and programs in place to help curb violence in homes. For the purposes of this paper, causes of violence in schools and what can be done to address violence in schools will be discussed.