ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Equality through Creative Methods of Learning in Adult Literacy: Findings from a Peace Funded Project
Author: Mark, Rob
Date: 2008-00-00
Type: Journal Articles
Subjects: Creativity,Foreign Countries,Adult Literacy,Teaching Methods,Social Justice,Cultural Relevance,Creative Activities,Creative Teaching,Conflict,Peace,Instructional Effectiveness

The Literacy and Equality in Irish Society (LEIS) Project is an example of a project which used alternative non-text methodologies to help literacy and basic education learners explore and understand how inequalities in society have impacted on their lives. The project focused on inequalities, shifting the emphasis in literacy and basic skills practice away from using printed material to encouraging learners and tutors to explore together the experience of using non-text based methods of learning. The particular focus for inspiring this new type of learning was the post-conflict situation in the North of Ireland and the need to understand how including equality issues in literacy learning might contribute to peace building and reconciliation. The project had three key strands--Literacy, Equality, and Creativity and the partnership brought together different types of expertise to research, design and develop a package of innovative text-free teaching methods that could be used to explore equality issues in adult literacy education. The LEIS Project was a European Union project funded largely under the Peace and Reconciliation Programme for Northern Ireland and Border Counties of the Republic of Ireland. The project explored five different text-free methods and these methods were piloted with adult literacy tutors and tutor-trainers in Northern Ireland and the Border Counties of the Republic. The project held as one of its core principles the belief that adult literacy and basic education is an equality issue, and that low levels of literacy is a manifestation or symptom of inequality. This project set out to develop clearer links between the theoretical concept of equality and the practical approaches to teaching literacy. The linkages were created through the development of creative and non-text methodologies which literacy tutors could use in their practice. The methods selected were--Visual Arts, Drama, Storytelling, Image Theatre, and Making Music. By focusing on equality and creativity, the LEIS project has shown how these concepts can be used to develop new skills and understanding for adult literacy and basic education learners using non-text methodologies. This, in turn, can empower learners to examine and understand inequalities affecting their own lives and the lives of others, and the underlying causes of these inequalities. It might, for example, include the social, economic, cultural or environmental domains.
Supporting Adult Learners from outside Institutional Walls: The Experience so Far of the Downtown Centre
Author: Sherry, Rhona
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Adult Education,Adult Learning,Adult Students,Foreign Countries,College Preparation,Access to Education,Institutional Cooperation,Partnerships in Education,Undergraduate Study,Guidance,Workshops,Nontraditional Students,Barriers

This article describes the experience of the Downtown Centre in establishing an accessible and recognisable centre in Limerick city, which represents regional higher education partners, and which provides services and programmes to support adult learners in progressing to higher education. The article reflects on the achievements of the Centre during its first year of operation and on the challenges and opportunities which have been highlighted for the future. It raises questions about how a diverse and dispersed adult learner population can, and should, best be supported and how far higher education should go in reaching out to this growing cohort of learners.
Language Training for Adult Refugees: The Integrate Ireland Experience
Author: Gilmartin, Emer
Date: 2008-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Foreign Countries,Refugees,English (Second Language),Language Proficiency,Adults,Adult Learning,Second Language Learning,Language Maintenance,Language Skills,Civil Rights,Student Needs,Interpersonal Communication,Social Integration

In a report on meeting the language needs of refugees in Ireland, Little (2000) identifies two sets of language rights for refugees--stemming from the right to preserve their own language or languages as a central element of identity, and the right to enjoy free access to Irish society which entails the right to develop language proficiency in English. In the design of language provision it is vital that these rights are recognised, and that courses are designed to provide the language needed to participate in the new community, while acknowledging that English is an additional language and is not being learned in order to &quot;replace&quot; the mother tongue. Learning a language to live in a country where the language is spoken is not a simple matter of attaining an academic understanding of the language. Adults will learn and use a new language where there is a clear need for it. Better results can be expected when the texts used and methodology of courses are tailored to the practical communicative needs of participants. Courses should facilitate the development of learner autonomy and motivation with learners taking an active role in the planning of their courses. As language learning is a lifelong process, courses should foster the acquisition of the language learning skills needed to continue learning outside of the classroom and after the course has finished. Integrate Ireland Language and Training (IILT) has been developing and delivering courses based on these principles in centres around Ireland for several years. This article provides a brief overview of IILT's founding principles and provision followed by more detailed accounts of facets of the framework and supports which IILT has developed, with discussion of challenges met in their design and delivery. (Contains 3 tables.)
School-Related Influences on Grade 8 Mathematics Performance in Massachusetts
Author: Stotsky, Sandra
Date: 2005-00-00
Type: Journal Articles
Subjects: Test Results,Mathematics Achievement,Mathematics Tests,National Competency Tests,Grade 8,Algebra,Secondary School Mathematics,Influences,Scores,Mathematics Teachers,Limited English Speaking,English (Second Language),Middle School Students,School District Size,Teacher Competencies,Mathematics Skills,Student Placement,Teamwork,Student Needs,Special Needs Students,Standardized Tests,Calculators,Teaching Methods,At Risk Students,Low Income Groups

Less than one third of American eighth graders score in the two highest performance levels on the grade 8 mathematics test given by the National Assessment of Educational Progress. Only a little over one third of Massachusetts eighth graders score at the two highest performance levels on the state's own grade 8 mathematics test. In 2002, the Massachusetts Department of Education funded research to explore why there had been no significant growth in the percent of grade 8 students performing at the two highest levels on the state's grade 8 mathematics tests. An analysis of quantitative data obtained from administrators and teachers in a representative sample of 60 schools throughout the state in 2003 identified school-based factors that were significantly associated with the 20 of the 60 schools that both &quot;increased above the state average increase&quot; the percent of grade 8 students performing at the two highest performance levels on the state's grade 8 mathematics test and simultaneously &quot;decreased above the state average decrease&quot; the percent of grade 8 students performing at the lowest performance level. A significantly higher percent of teachers in these 20 schools reported spending a great deal of time reviewing and using test results, having a voice in the choice of their instructional materials, using accelerated and leveled algebra I classes to address the needs of above grade students, and less frequent use of calculators in non-algebra classes. At a time when teachers in all states are being held accountable for increasing the achievement of all their students, these findings warrant exploration on a nationwide scale. (Contains 17 tables and 11 footnotes.)
Comments on &quot;&quot;Lake Woebegone,&quot; Twenty Years Later&quot; by J. J. Cannell, MD
Author: McRae, D. J.
Date: 2006-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Educational Testing,Standardized Tests,Test Use,Reader Response,Testing Problems,Educational Practices,Academic Standards,Criticism

This article presents the author's comments on &quot;&quot;Lake Woebegone,&quot; Twenty Years Later&quot; by J. J. Cannell, MD. J. J. Cannell's article on the so-called &quot;Lake Woebegone&quot; effect for K-12 educational testing systems is mostly an historical account of technical issues and policy considerations that led in part to development of new types of test instruments for K-12 testing, i.e., standards-based tests. However, this article also comments on current testing practices, and charges that some of the technical issues and policy considerations that led to the Lake Woebegone effect are still in place. In particular, the Cannell article focuses on the California Standardized Testing and Reporting (STAR) program in recent years. In this article, the author focuses on Cannell's comments on California STAR. (Contains 2 footnotes.)
"Lake Woebegone," Twenty Years Later
Author: Cannell, John Jacob
Date: 2006-00-00
Type: Journal Articles
Subjects: Standardized Tests,Achievement Tests,Test Bias,Error Patterns,Educational Testing,Educational Research,Personal Narratives,Cheating,Longitudinal Studies,Accountability,Audits (Verification),Achievement Gains

Almost 20 years ago, the author wrote--and then privately published--the two "Lake Woebegone" reports, named after Garrison Keillor's mythical Minnesota town where "all the women are strong, all the men are good-looking, and all the children are above average." The first "Lake Woebegone" report documented that all 50 states were testing above the national average in elementary achievement and concluded the testing infrastructure in America's public schools was corrupt. The second report delineated the systematic and pervasive ways that American educators cheat on standardized achievement tests. Both reports received widespread national publicity, were extensively discussed in academic journals, and helped spur the testing reform movement. In 1991, five years after he began, the author abruptly left the testing reform movement. This paper discusses how he learned about "Lake Woebegone" testing, the reason why he left the testing reform movement, and his observations on where testing is today.
Evaluating Three Programs Using a School Effectiveness Model: Direct Instruction, Target Teach, and Class Size Reduction
Author: Thompson, Bruce
Date: 2006-00-00
Type: Journal Articles
Subjects: Class Size,Program Evaluation,Academic Achievement,School Effectiveness,Program Effectiveness,Direct Instruction,Models,Poverty,Federal Legislation,Experiments,Low Income Groups,Regression (Statistics),Scores,Statistical Analysis,Simulation,Comparative Analysis,Researchers

Value-added models, which rate schools for effectiveness while taking into account the poverty and other socioeconomic status of the students, are generating increased interest. This paper describes the use of one such model to evaluate whether school ratings changed when three new programs were introduced: the &quot;Target Teach&quot; curriculum alignment, direct instruction, and the SAGE class-size reduction. Average ratings for the schools introducing curriculum alignment and direct instruction underwent statistically significant increases. Those implementing the SAGE class-size reduction did not. The paper discusses possible reasons for the findings and the strengths and limitations of this approach to program evaluation. (Contains 1 figure, 6 tables and 14 endnotes.)
Traditional or Alternative--Finding New Teachers along Different Pathways
Author: Reese, Susan
Date: 2010-01-00
Type: Journal Articles
Subjects: Teaching (Occupation),Teacher Effectiveness,Policy Analysis,Alternative Teacher Certification,Traditional Schools,Nontraditional Education,School Districts,Vocational Education,Classroom Techniques,Evaluation,Teacher Education Programs,Teacher Education

In 2009, the National Center for Policy Analysis (NCPA) brief, &quot;Alternative Certification Programs: Meeting the Demand for Effective Teachers,&quot; noted that each state had its own requirements for alternative certification, and while some states and school districts have become more open to alternative certification, other states are very restrictive. Education researchers and other experts often argue among themselves about the evidence used to determine the quality and effectiveness of traditional versus alternative teacher certification programs. The debate rages on about traditional versus alternative certification programs. Regardless, alternative pathways are opening up the teaching profession to many who would not have otherwise become career and technical education (CTE) educators. Programs at Central Washington University and Eastern Illinois University are profiled.
A Snapshot of States' Teacher Education and Training Programs
Author: Kiker, Jason
Date: 2010-01-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Education Programs,Teacher Shortage,Vocational Education,Professional Development,Teacher Retirement

States are doing much to bolster teacher education, training and professional development in recognition that challenges exist in the sustenance of a pipeline of qualified educators in all areas, including career and technical education (CTE). A recent brief, &quot;Teacher Shortage Undermines CTE,&quot; by the National Association of State Directors of Career Technical Education Consortium noted that the key factors contributing to the teacher shortage in CTE are an increase in demand for more classes; the elimination of teacher education programs; and the growing number of retirements. As states work to address these shortages, they are employing a number of strategies to attract and keep educators in the classroom. This article presents snapshots of what some states are doing to improve and enhance teacher education and training. The information is taken from official state profiles developed by the Association for Career and Technical Education. (Contains 1 figure.)
Increasing the Minority CTE Teacher Pipeline
Author: Sims, Cynthia
Date: 2010-01-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Minority Group Teachers,Vocational Education,Diversity (Faculty),Teacher Recruitment,Teacher Persistence,Service Learning,Minority Groups,Career Choice,Alternative Teacher Certification,Ethnic Diversity,Mentors

A great deal of attention has been given to the need for more minority teachers. This issue deserves serious consideration as the K-12 minority student population increases and the number of minority teachers does not. Various states have implemented programs designed to recruit minority teachers, including teacher shadowing initiatives in South Carolina and grow-our-own programs in Minnesota. Although numerous other programs have been started to increase the minority teaching pool, few have focused specifically on recruiting and retaining career and technical education (CTE) teachers. In this article, the author looks at strategies that can be used to attract more minorities in the classroom and highlights an innovative program at Southern Illinois University Carbondale that uses service-learning as a way to expose minorities to teaching. (Contains 3 endnotes.)
Teacher Recognition: An Exercise in Authentic Professional Development
Author: Bock, Shelley H.
Date: 2010-01-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Academic Education,Vocational Education Teachers,Professional Development,Demonstration Programs,Teacher Effectiveness,Professional Recognition,Evaluation,Teacher Evaluation,Educational Improvement

In the field of education, measuring the quality of teaching has reached a level of critical concern not only in K-12 academic education but also in the field of Career and Technical Education (CTE). Measuring the quality of teaching is integral to maintaining high standards. The state of Mississippi recognized a need for a systematic way to identify those secondary CTE teachers who are demonstrating high-quality practices that show positive results. The establishment of the Exemplary Teaching Program (ETP), a competitive process for evaluation, was developed to recognize teachers demonstrating standards-based exemplary practices worthy of replication. Modeled after the original exemplary teacher recognition program established by the former National Center for Career and Technical Education, this award program provides a structured process for demonstrating exemplary teaching that is aligned to customized standards of practice. The basics of the program can be used by anyone to develop a relevant, statewide evaluation program for CTE teachers.
Teacher Preparation at Jacksonville State University
Author: Ryan, Kelly W.
Date: 2010-01-00
Type: Journal Articles
Subjects: Teacher Education,Graduates,Vocational Education,Higher Education,Partnerships in Education,Teacher Education Programs,Preservice Teachers,Evaluation,Lesson Plans

This article features the College of Education and Professional Studies (CEPS) at Jacksonville State University (JSU) located in Jacksonville, Alabama, which aims to prepare students for successful careers in a variety of professions, including career and technical education (CTE) teacher preparation. The college's uniqueness is reflected by its diversity of programs and services. CEPS programs enable graduates to be creative decision makers who effectively solve problems using concepts and practices appropriate for each discipline. The CEPS programs maintain rigor and relevance through outreach and partnership activities with schools and businesses related to its programs within and surrounding the university's service area. The ultimate goal of the CEPS is to assure that its graduates are effective, highly performing employees. In the College of Educational and Professional Studies, CTE teacher candidates learn the skills necessary to be effective educators through their immersion in schools, in the community, intensive practicum and mentoring that pairs them with established teachers.
A CTE Legacy Built on Chocolate: Milton Hershey School's 100 Years
Author: Kemmery, Robert
Date: 2010-01-00
Type: Journal Articles
Subjects: Disadvantaged Youth,Academic Achievement,Vocational Education,Elementary Secondary Education,College Preparation

One hundred years ago, Chocolate Magnate Milton S. Hershey and his wife Catherine signed the deed of trust creating the Hershey Industrial School in the heart of their Pennsylvania farming community. They had no children of their own and wanted to help orphan boys get a good education. The couple eventually left their entire fortune to the school. This article features Milton Hershey School (MHS), a school that provides everything for children from disadvantaged backgrounds--a top-notch education, recreation, food, housing, clothing and medical and dental care--all free of charge. MHS, located in Hershey, Pennsylvania, serves more than 1,800 boys and girls in financial and social need in grades pre-kindergarten through 12. The academic program at MHS is designed to prepare each student for further education, the world of work, and personal excellence. All students are required to participate in a career and technical education (CTE) program in addition to taking college preparatory classes.
Vet Tech Field Beckons, Even in an Uncertain Economy
Author: Frederick, Bill
Date: 2010-01-00
Type: Journal Articles
Subjects: Animals,Veterinary Medical Education,Online Courses,Higher Education,Electronic Learning,Veterinary Medicine

In a time of rising unemployment and increasing economic uncertainty, some fields still beckon with promises of continued growth, bright futures and handsome paychecks. And one of the most promising of all is the field of veterinary technology. This article features the Veterinary Technology Program at St. Petersburg College (SPC) in Florida. SPC's vet tech program is hot, in part because the program is available completely online. Students far beyond the confines of Florida can sign up and earn a two- or four-year degree and never set foot in a classroom. Clinical work is accomplished in local veterinary hospitals, clinics or practices that SPC approves of in advance. The SPC vet tech program is accredited by the American Veterinary Medical Association (AVMA). The course of study includes education covering large animals, small animals, lab animals, birds, and exotic animals.
Arts Voices: Middle School Students and the Relationships of the Arts to Their Motivation and Self-Efficacy
Author: Moorefield-Lang, Heather M.
Date: 2010-01-00
Type: Journal Articles
Subjects: Middle School Students,Self Efficacy,Questionnaires,Content Analysis,Creative Thinking,Personal Narratives,Grade 8,Rural Schools,Student Motivation,Focus Groups,Interviews,Student Attitudes,Art Education

This study explores the question "Does arts education have a relationship to eighth-grade rural middle school students' motivation and self-efficacy?" Student questionnaires, focus-group interviews, and follow-up interviews were data collection methods used with 92 eighth-grade middle school students. Strong emphasis was placed on gathering personal narratives, comments, and opinions directly from the students. Content analysis was used to analyze the student interviews. Middle school students felt that there were both positive and negative relationships between their arts education classes and their motivation and self-efficacy. The students in this study had much to share on the arts courses offered in their school. Personal motivation, belief in self, creative thinking, and peer relationships are only some of the topics addressed in this article.
Question Utilization in Solution-Focused Brief Therapy: A Recursive Frame Analysis of Insoo Kim Berg's Solution Talk
Author: Cotton, Jeffrey
Date: 2010-01-00
Type: Journal Articles
Subjects: Psychotherapy,Case Studies,Intervention,Research Projects,Qualitative Research,Feedback (Response),Models,Interviews,Change Strategies,Methods

Recursive frame analysis (RFA) was used to conduct a single case investigation of Insoo Kim Berg's question utilization talk in a solution-focused brief therapy (SFBT) session. Due to the lack of process research that explores how SFBT questions facilitate change, the author investigated how Berg's solution language influenced a client to respond in session. The purpose of this case study was to explore how SFBT questions served as interventions to facilitate change. The research question for this study was twofold: (a) how does Berg's language influence conversation and (b) how is the client influenced by Berg's questions in a therapeutic context? The findings suggest that Berg's questions serve as interventions for change as noted by patterns in the therapeutic conversation. (Contains 7 figures.)