ethanporcaro/eric-fulltext-meta huggingface dataset:
Using a Blog to Guide Beginner Students to Use Adjectives Appropriately When Writing Descriptions in English (El uso de una bitácora o &quot;blog&quot; para guiar a estudiantes principiantes en el uso apropiado de los adjetivos cuando escriben descripciones en inglés)
Author: Lizarazo Jara, Omar Yesid
Date: 2012-04-00
Type: Journal Articles
Subjects: Educational Technology,Web Sites,Electronic Publishing,English (Second Language),Grade 6,Grammar,Technology Uses in Education,Writing Assignments,Foreign Countries,Second Language Instruction,Observation,Worksheets,Writing (Composition),Learner Engagement

Beginner students often have difficulties using adjectives when they write descriptions in English. This article focuses on the procedures used to help my sixth grade students understand and use adjectives in the correct order by using a blog. To achieve the objective of the project I decided to implement an innovation in and out of class practices, particularly when guiding students in writing descriptions. Hence, different activities were designed using some worksheets during the lessons in the classroom and some exercises implemented in a blog. The results showed that at the end of the implementation the majority of students' descriptions improved in terms of using adjectives related to nouns and the students increased their understanding of the use of this grammar issue.
Assessment and Accountability to Support Meaningful Learning
Author: Marion, Scott
Date: 2015-02-02
Type: Journal Articles
Subjects: Educational Assessment,Accountability,Competency Based Education,Performance Based Assessment,Pilot Projects,Learning,Program Implementation,Educational Change,Elementary Secondary Education

This paper presents an overview of New Hampshire's efforts to implement a pilot accountability system designed to support deeper learning for students and powerful organization change for schools and districts. The accountability pilot, referred to as Performance Assessment of Competency Education or PACE, is grounded in a competencybased educational approach designed to ensure that students have meaningful opportunities to achieve critical knowledge and skills. These opportunities are judged by the outcomes students achieve and not by inputs such as seat time. Therefore, students must achieve these competencies before moving on to the next major learning targets and/or graduating from high school. High quality performance assessments play a crucial role in the PACE system because of the need to have assessments that measure the depths of student understanding of these complex learning targets. Performance assessments are used as both summative and interim measures in the PACE system as a way to document student learning of the competencies and to support remediation or extension interventions. The paper describes the system of assessments being implemented as part of the PACE pilot as well as providing a discussion of the technical quality issues the state is working to address as part of this accountability pilot. For example, being able to produce valid and comparable annual determinations for all students each year is a considerable technical challenge as well as documenting the degree to which all students are held to the same threshold expectations (equity). The paper concludes by relating the PACE initiative to the push for deeper and more meaningful learning for students.
Educational Expertise, Advocacy, and Media Influence
Author: Malin, Joel R.
Date: 2015-01-26
Type: Journal Articles
Subjects: Expertise,Advocacy,Mass Media Effects,Educational Policy,Regression (Statistics),Models

The efforts of many advocacy organizations to advance their preferred policies despite conflicting evidence of the effectiveness of these policies raise questions about factors that shape successful policy promotion. While many may like to think that expertise on an issue in question is an essential prerequisite for influence in public policy discussions, there is a traditional disconnect between research evidence and policymaking in many fields, including education. Moreover, the efforts of many policy advocates suggest that they see advantages in other factors besides research expertise in advancing their interpretation of evidence for use in policymaking processes. We hypothesize that some of the most influential education-focused organizations are advancing their agendas by engaging media and drawing on individuals who possess substantial media acumen, yet may not possess traditionally defined educational expertise. Thus, we hypothesize that media impact is loosely coupled with educational expertise. In fact, in analyzing various indicators of expertise and media penetration, we find a weak relationship between expertise and media impact, but find significantly elevated media penetration for individuals working at a sub-sample of organizations promoting what we term &quot;incentivist&quot; education reforms, in spite of their generally lower levels of expertise. We find these organizations are particularly effective in engaging new media forms by going directly to their audience. We consider the policy implications in the concluding discussion.
A New Era for Educational Assessment
Author: Conley, David
Date: 2015-02-02
Type: Journal Articles
Subjects: Educational Assessment,Academic Achievement,Accountability,Academic Standards,State Standards,College Readiness,Career Readiness,Educational History,Change,Achievement Tests,Federal Legislation,Educational Legislation,Elementary Secondary Education

In this article, David Conley focuses on how to assess meaningful learning in ways that promote student achievement while simultaneously meeting system accountability needs. The article draws upon research that supports the notion that a major shift in educational assessment is needed in order to encourage and evaluate the kind of learning that enables success in college and careers. Over the next several years, almost every state will either implement the Common Core State Standards or develop an alternative version of their own. The question worth posing is whether educational stakeholders should be satisfied with ondemand tests that measure only a subset of the standards, or will they demand something more like a system of assessments in which multiple measures result in deeper insight into student mastery of complex and cognitive challenging standards? This article presents a vision for a new system of assessments, one designed to support the kinds of ambitious teaching and learning that most parents say they want for their children. The article begins with a brief historical overview, describes where educational assessment appears to be headed in the near term, and then discusses some longer-term possibilities, concluding with a series of recommendations for how policymakers and practitioners can move toward a better model of assessment for teaching and learning.
Online Case Studies as a Professional Development Opportunity for Teachers of Elementary Reading
Author: Vereb, Anita
Date: 2015-01-00
Type: Journal Articles
Subjects: Case Studies,Faculty Development,Elementary School Teachers,Reading Instruction,Teacher Surveys,Teacher Attitudes,Program Effectiveness,Video Technology,Electronic Learning,Program Implementation,Online Surveys,Factor Analysis

This study explores teachers' response to a professional development program called Case Studies of Reading Lessons (CSRL) that uses case studies of reading instruction to provide opportunities for elementary teachers to learn to analyze features that affect the quality of reading lessons. One important question is whether analyzing others' reading instruction contributes to teachers' analysis of their own practices. Survey questions and data showing teachers' use of program resources are used to examine (a) teachers' views of key program components and (b) their views of CSRL as a professional development opportunity. Fifty-nine teachers worked with CSRL in one of three conditions: analyzing 2 case studies online, analyzing 8 case studies online, or analyzing 8 studies online with the addition of participation in group discussions. Regardless of condition, teachers reported that they benefited professionally from analysis of the cases. They found the guidance for lesson analysis helpful and used interactive program features extensively. Study group participants carried out less thorough analysis of the cases but saw discussions as beneficial. While teachers found the case studies engaging and relevant, further research is needed to clarify the conditions of study and the extent to which these influence teachers' analysis of their own reading instruction.
Bolivian Teachers' Agency: Soldiers of Liberation or Guards of Coloniality and Continuation?
Author: Lopes Cardozo, Mieke T. A.
Date: 2015-01-19
Type: Journal Articles
Subjects: Foreign Countries,Politics of Education,Educational Change,Teacher Role,Government Role,Change Agents,Change Strategies,Social Influences,Equal Education,Social Justice,Activism,Teacher Education,Teacher Educators,Teacher Attitudes,Student Teacher Attitudes,Ethnography

This paper investigates the problems and promises of teachers' agency associated with Bolivia's current &quot;decolonising&quot; education reform. The Avelino Siñani Elizardo Pérez (ASEP) education reform is part of a counter-hegemonic and anti-neoliberal policy that aims to advance the political project of the government of Evo Morales, with teachers as its most strategic leading card. The article draws on theoretical insights from the Strategic Relational Approach (SRA) and applies this frame to analyse teachers' agency for change in Bolivia's contemporary socio-political context. This framework allows for a critical reflection of current discourses and educators' efforts to decolonize the education system, in a context of political and societal tensions and inequalities. The article argues that the current political discourse and socio-political changes open up some spaces for teachers' agency. However, the reality in rather conservative teacher education institutions and schools, together with teachers' daily struggle for survival, provide serious constraints for teachers to become &quot;committed or transformative intellectuals&quot;.
Rethinking Institutional Secularization as an (Im)possible &quot;Policy&quot;
Author: Gomez Caride, Ezequiel
Date: 2015-01-19
Type: Journal Articles
Subjects: Religion,Public Policy,Catholics,Citizenship,Foreign Countries,Discourse Analysis,History,Public Schools,Educational Policy,Educational Legislation,Educational History,National Curriculum

The paper analyzes through a genealogical discourse analysis how religion as a cultural practice escapes into the borders of state institutions. While most studies about secularization focus on institutional aspects, such approaches tend to link state secularist policies with cultural secularization. This essay argues that state promotion of religious institutional secularist policies needs to be rethought. The institutionalization of republicanism in Argentina exemplifies this problem. In order to shape a secular Argentinean citizen the government promoted an array of secularist policies (1860-1910). The article aims to problematize such linear historical account by showing how Catholic religious principles became part of the &quot;secular&quot; Argentinean citizen. In fact, religious connotations such as salvific narratives or dogmatic qualities were reenacted in seemingly secular state discursive spaces. Nowadays, several states are enacting secularist state policies to ban nonwestern religious manifestations from public spaces such as schools. In unraveling the Argentinean processes, the article aspires to highlight the impossibilities of banning religion from the narratives that shape the republican citizen.
Superintendents' Recommendations for a New Federal Framework for Educational Accountability
Author: Dance, S. Dallas
Date: 2015-02-02
Type: Journal Articles
Subjects: Superintendents,Accountability,Program Proposals,Federal Programs,Educational Change,Change Strategies,Administrative Principles,Educational Policy,Outcomes of Education,Career Readiness,College Readiness,Academic Standards,National Standards,Alignment (Education),Quality Assurance,Outcome Measures,Educational Innovation,Total Quality Management,Access to Education,Experienced Teachers,Equal Education,Data Collection,Information Utilization,Elementary Secondary Education

The members of the Large Countywide and Suburban District Consortium--a group of large, highly diverse, and successful districts across the country--have made great strides in achieving college and career readiness for all students. While they are succeeding, the consortium proposes that more could be done to accomplish their objectives through collaboration with Congress to establish federal policy and laws aligned with practices that foster college and career ready outcomes at scale. This article, introduced by Baltimore County Public Schools Superintendent S. Dallas Dance, proposes the critical principles that should undergird a new federal approach to state and district accountability.
Accountability Is More than a Test Score
Author: Turnipseed, Stephan
Date: 2015-02-02
Type: Journal Articles
Subjects: Accountability,Creativity,Educational Testing,Business,Administrators,Educational Legislation,Federal Legislation

The number one quality business leaders look for in employees is creativity and yet the U.S. education system undermines the development of the higher-order skills that promote creativity by its dogged focus on multiple-choice tests. Stephan Turnipseed and Linda DarlingHammond discuss the kind of rich accountability system that will help students develop into the skilled adults that modern business and industry require.
Exploring the Proposition of a Joint Conference between State Science, and Technology and Engineering Education Associations
Author: Love, Tyler S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),STEM Education,Teacher Associations,Teacher Attitudes,Administrator Attitudes,Surveys,Interviews,Professional Development,Elementary Secondary Education,Pretests Posttests,Mixed Methods Research

In this article the authors collected numerous forms of data to better understand the perceptions of a joint conference from the various stakeholders. From the detailed survey and interview responses, the researchers found that administrators/supervisors had fewer reservations in regards to holding a joint conference. One reason for this may due to the multiple STEM-related content areas that the administrators and supervisors represented. Administrators expressed in the interviews that a joint conference allows professionals to attend a richer conference where they can gather resources on a greater variety of topics to share at their school. Also from these data collection methods, the analyses of science and technology and engineering (T&amp;E) participants at this conference indicated differences in perceived understanding of content and ability to demonstrate comprehension of content within their fields. Analyses further indicated pre- and post-median score gains in perceived understanding of content outside of their fields for both groups of professionals. These analyses also revealed T&amp;E professionals' identifiable gains in pre- and post-median scores for their ability to demonstrate comprehension of and apply content within their field; whereas science professionals' median scores for ability to apply content outside of their field increased as a result of the joint conference. This may suggest that science professionals benefited most from the hands-on T&amp;E presentations at the conference that helped inform teachers how to teach STEM concepts through engineering design.
Identifying Perceptions That Contribute to the Development of Successful Project Lead the Way Pre-Engineering Programs in Utah
Author: McMullin, Keith
Date: 2014-00-00
Type: Journal Articles
Subjects: Engineering Education,Public Schools,Program Implementation,College Preparation,Curriculum,Program Effectiveness,High School Students,Secondary Education,STEM Education,Mixed Methods Research,Interviews,Career Education,Technical Education,Administrator Attitudes,Teacher Attitudes,Educational Objectives,Student Recruitment,Success,Counselor Attitudes,Role

An educational crisis has been reported from many scholarly platforms for the last quarter century. The United States is faced with the challenge of providing a secondary science, technology, engineering, and math (STEM) education, especially in secondary pre-engineering, that will lead its students to the fulfillment of academic and domestic success. Educational reform is paramount in defining goals for the future and in reaching those goals both in secondary education institutions and in the nation. The educational crisis addressed in this research is characterized by K-12 public education not producing students who have the necessary skills or inclination to be successful in college and university engineering programs across the nation. Today, there are many programs available for public schools to participate in pre-engineering. The purpose of this study was to examine one of these programs--&quot;Project Lead the Way&quot; (PLTW). The PLTW pre-engineering program at the secondary school level consists of curricula for three tiers of education. The first tier includes two foundation courses, introduction to engineering design (IED) and principles of engineering (POE). After successful completion of the tier one courses, students may then take one or more of the tier two specialization courses, which include digital electronics (DE), aerospace engineering (AE), biotechnical engineering (BE), civil engineering and architecture (CEA), and computer integrated manufacturing (CIM). The last course in the program is the tier-three capstone course, engineering design and development (EDD). In addition to providing curriculum for the classes, PLTW contracts with the school to provide program support and training for teachers and counselors. The PLTW curriculum emphasizes the nature of engineering and presents an engineering educational track. It teaches students and teachers how to engage in the field of engineering. Achieving this purpose will include creating a theoretical framework for identifying and implementing successful pre-engineering programs in Utah secondary public schools. Examining these controllable factors may lead to stronger success of the program upon implementation or improvement of existing programs, making them more successful by manipulation of these factors. This research and its recommendations is useful as it provides information to help facilitate the implementation of successful PLTW programs or improve existing programs.
Advancing STEM Career and Learning through Civic Engagement
Author: Xie, Yichun
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Science Careers,Citizen Participation,Information Technology,Program Implementation,Curriculum,Internship Programs,Experiential Learning,Models,Student Motivation,Interviews,Student Surveys

The Mayor's Youth Technology Corps (MYTC)--Creating Safe Communities through Information Technology Training in Homeland Security Applications (2008-2012)--offered a collaboration of resources, supports, and opportunities for strengthening science, technology, engineering, and mathematics (STEM) education efforts in an underserved community, the City of Detroit. The MYTC internship program is an important form of student civic engagement and also the highlight of hands-on experiences for the MYTC trainees. The internship is the capstone and a true test of how the MYTC students were trained and whether the students were learning what was designed for them in this project. Moreover, the internship program aimed at advancing the participating students' motivation toward STEM careers. This paper examines the rationale for selecting the internship as the MYTC project's capstone and the lessons learned through the internship program implementation. The author believes that the municipal and business communities of major cities would find this model viable and rewarding with additional ties to service learning and workforce development. Future needs would require looking into how to build an organizational structure in order to provide sustained financial resources to support students' participation in civic activities in underserved communities.
Technology and Engineering Education Accommodation Service Profile: An Ex Post Facto Research Design
Author: Ernst, Jeremy V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Engineering Education,Technology Education,Research Design,Academic Accommodations (Disabilities),At Risk Students,Limited English Speaking,Disabilities,Questionnaires,Teacher Attitudes,Educational Practices,Teaching Load,Profiles,Delivery Systems,Inclusion,Teacher Responsibility

Technology and engineering educators have an opportunity to serve a vital role in contributing to or assisting in the guidance of educational programming for students qualifying for accommodation services. Within this article, students referred to as at-risk were from two specific special populations within this group: individuals with disabilities and individuals with limited English proficiency. Teachers in inclusive settings generally support the degree of student access to learning experiences that inclusion requires; however, teachers typically identify themselves as unprepared to deliver instruction to students with disabilities or students requiring educational intervention. The purpose of this study was to determine the normative service capacity of technology and engineering teachers for students qualifying for accommodation services and to investigate potential service load differences based on course offerings. The findings of this study offer specific insight pertaining to accommodation service responsibilities of technology and engineering educators.
Building a Framework for Engineering Design Experiences in High School
Author: Denson, Cameron D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,High Schools,Curriculum Development,Secondary School Curriculum,Program Evaluation,Problem Solving,Critical Thinking,Design,Technology Education,High School Students,Secondary School Teachers

In this article, Denson and Lammi put forth a conceptual framework that will help promote the successful infusion of engineering design experiences into high school settings. When considering a conceptual framework of engineering design in high school settings, it is important to consider the complex issue at hand. For the purposes of this article, the issue at hand centered on identifying necessary components to support the infusion of engineering design experiences in high school settings. The essential components of this framework include: (1) situating engineering design in the curriculum; (2) sequencing the engineering design experience; (3) selecting appropriate engineering design challenges; and (4) assessing the engineering design experience. Attention to these components will support the teaching of subject matter content and the teaching and learning of critical-thinking skills, engineering habits of mind, problem-solving skills, and systems thinking. Without adequate attention to each of these areas, the infusing of engineering design experiences in high school will be without the necessary structure and curricular support. The framework helps supports the teaching of subject matter content while developing engineering habits of mind, problem-solving skills, and critical-thinking skills. Additionally, this framework supports the investigation of engineering design experiences in high school settings.