ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructional Expenditures and Dropout Rates of Special Populations in Texas High Schools
Author: Koepke, Gloria
Date: 2011-00-00
Type: Journal Articles
Subjects: Dropout Rate,Dropouts,Economically Disadvantaged,School Districts,Expenditures,Educational Finance,Special Needs Students,High School Students,Expenditure per Student,Special Education,At Risk Students,Correlation,English (Second Language),Public Schools,Comparative Analysis,Financial Support

This study examined the relationship between instructional expenditures and the annual dropout rates of special populations. Per-pupil instructional expenditures by school district and targeted special populations included students identified as ELL (English language learner), economically disadvantaged, at-risk and special education students. All public high schools in Texas reporting data for the school years studied were included. Three successive school years (2005-2006, 2006-2007 and 2007-2008) were cross compared for a relationship between funding and dropping out of school. For each school district in Texas, bivariate regression correlations analyses were conducted between their special population dropout rates and their per-pupil instructional percentage rates. The process was repeated using data from three consecutive school years. The study further examined the link between education funding and student outcomes. Expenditures are explicitly linked with dropout rates to provide recommendations for the dropout dilemma and future research. (Contains 1 table.)
Developing Practice: Teaching Teachers Today for Tomorrow
Author: Mays, Tony John
Date: 2011-00-00
Type: Information Analyses
Subjects: Open Education,Distance Education,Foreign Countries,Professional Education,Teacher Education,Appropriate Technology,Classroom Techniques,Technology Uses in Education,Educational Practices,Educational Innovation,Teaching Methods

This paper argues that the development of classroom practice is central to the purpose of the IPET (initial professional education and training) of teachers. Notwithstanding the growing use of ICTs (information and communication technologies), both in teacher development and school classrooms, the normative modeling of appropriate contact-based practice is still a fundamental component of IPET and needs to be conceptualized, costed, implemented, supported and evaluated accordingly. Increasingly, this needs to be done within a distance education context. However, the advent of new technologies in the social lives of learners, as well as in school classrooms, means that the notion of appropriate pedagogic practice needs to be extended to include a wider range of practices than those premised only on face-to-face contact. The paper provides some suggestions based on current practice in South Africa generally, as well as recent practice at the Unisa (University of South Africa) (Website, http//:www.unisa.ac.za) in particular, as well as drawing upon a recent on-line tutoring course run internally at the South African Institute for Distance Education (Website, http//:www.saide.org.za). This an extended and more complete version of a paper prepared for the sixth pan-common wealth forum on open learning, Kochin, India, November 2010. (Contains 2 tables and 2 figures.)
Latent Structure of Motor Abilities in Pre-School Children
Author: Vatroslav, Horvat
Date: 2011-00-00
Type: Journal Articles
Subjects: Factor Analysis,Object Manipulation,Item Response Theory,Psychomotor Skills,Young Children,Foreign Countries,Kindergarten

The theoretical and practical knowledge which have so far been acquired through work with pre-school children pointed to the conclusion that the structures of the latent dimensions of the motor abilities differ greatly from such a structure, in pre-school children and adults alike. Establishing the latent structure of the motor abilities in pre-school children is a scientific challenge. In the course of a child's development, the structure of the motor abilities is constantly changing, within its latent dimensions as well as in the relation to other anthropological dimensions (Bala, Popovic, and Jaksic, 2009). This research has been carried out on a sample of 230 6.5-year-old children. A battery of 15 composite tests for the evaluation of five hypothetical latent motor dimensions was used. Three tests were used for each dimension (coordination, flexibility, strength, agility and precision). Having carried out the factor analysis and oblimin rotation according to Guttman-Kaiser criterion, three latent dimensions were extracted. They were defined as: coordination with object manipulation, motor abilities general factor and flexibility. Altogether 47% of the variance of latent space was explained. The results of the factor analysis point to the conclusion that the latent space of motor abilities is still significantly undefined in pre-school children. This can be expected only at the later age. (Contains 7 tables.)
IT Implementation in ITE in the Limpopo Province (South Africa): A Dream or Reality?
Author: Monobe, Ratau John
Date: 2011-00-00
Type: Journal Articles
Subjects: Information Technology,Foreign Countries,Educational Technology,Program Implementation,Technology Integration,Technology Uses in Education,Black Colleges,Influence of Technology,Performance Factors,Barriers,Change Strategies,Educational Change,Educational Innovation,Teacher Education,Teacher Education Programs

This paper describes the results of a survey about the most critical issues facing the implementation of IT (information technology) ITE (initial teacher education) in all the HBUs (historically black universities) in the Limpopo Province of South Africa. Over 250 responses were received and both universities in the Limpopo Province were represented. Reactions showed that the most critical problems were associated with access to IT equipment, prior learning, rapid technological change, the gap between pre-service and in-service education, gender bias and the age gap, the lack of accommodation for housing computers, the lack of planning, the lack of genuine sponsorship that can sustain the innovation, the lack of expertise in purchasing, the lack of appropriately trained IT teachers, the lack of IT integration in the classroom by teachers, the lack of consensus about the use of IT, the fear for innovation by teachers, budget controllers for IT, and the lack of stability by heads of institutions and the fluctuating budget from government. There were interesting recommendations which included resources should be bought, undergraduate programmes should offer computer literacy, outdated computers need to be provided to help student teachers, IT needs to be demystified through the involvement of both sexes, computer laboratories need to be established within the Faculties of Education, coordination between universities and government is needed, careful analysis of sponsorship need to be done, education planners need to be knowledgeable, curriculum for student teachers should include IT as a compulsory module, there is a need for consultation and cooperation between faculties and schools of education and computer centers and budget controllers need to know the importance of IT in teacher education.
Problems Encountered by Distance Education Students in Online Test Module: A Case Study From the Distance Education Research and Application Center, Karadeniz Technical University, Turkey
Author: Karal, Hasan
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Distance Education,Educational Administration,Graduate Students,Student Problems,Educational Testing,Internet,Electronic Mail,Web Based Instruction,Case Studies,Student Attitudes,Guidelines,Computer Assisted Testing,Computer Literacy,Online Courses

This study aims to determine the problems faced by students taking an online exam during a graduate degree program administered by the Distance Education Research and Application Center, KTU (Karadeniz Technical University). The research was conducted with 106 students during the spring semester of the 2009-2010 academic years in the department of educational administration, inspection, planning and economy program (discipline) in the Institute of Social Sciences, KTU. The data obtained from e-mails of students about problems in the exam process are analyzed descriptively. The data were read twice by different researchers and then organized in codes. Themes that were revealed as a result of the compilation of encodings were put into a meaningful structure to be presented to the reader. The results showed that the following problems occurred in the process of the students taking the online exams, the students' level of computer literacy, the test environment being new to the students, the presentation of the questions in a computer environment and technical difficulties. The students' ability to use a computer is an important factor in the emergence of problems. The main outcome of the research was the need for an orientation program which will assist the students taking online exams and the online courses. (Contains 1 figure and 1 footnote.)
Internet and Independent E-Learning of School Age Children in Thailand (One Study)
Author: Quigley, Donna
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Relationship,Interaction,Internet,Social Development,Interpersonal Competence,Independent Study,Learner Controlled Instruction,Elementary School Students,Risk,School Role,Parent Role,Informal Education,Private Schools,Teacher Role,Leisure Time,Language Skills,English (Second Language),Second Language Instruction,Learning Processes,Computer Use,Computer Mediated Communication,Synchronous Communication,Electronic Learning,Questionnaires,Student Attitudes,Handheld Devices,Influence of Technology,Student Surveys

Schools generally have been unable to keep up with the rapid technical changes in modern society. As a result, primary school age children worldwide are becoming self-taught independent e-learners and the gap between what they know and are able to do exceeds the learning outcomes for their schools' ICT (information communication technology) curriculum. The culture of text messaging is based upon a new form of language that does not develop or reinforce the language curriculum taught in schools. An issue of increasing concern for parents and teachers is that the Internet provides a level of freedom to young learners that have the potential to put them at risk. Today's independent e-learners of the Internet world are potentially vulnerable, because parents and teachers are unable to guide and supervise the contents that students are exploring. The digital world for all its benefits limits opportunities for young people to develop the social interaction skills that are critical to their overall emotional and social development. (Contains 3 tables.)
2007 Mississippi Curriculum Framework: Secondary Agriculture Power and Machinery. (Program CIP: 01.0204 - Agricultural Power Machinery Operation)
Author: James, Lee
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Agricultural Education,Agricultural Machinery,Engines,Hydraulics,Welding,Equipment Maintenance,Academic Standards,Job Skills,Student Evaluation,Scoring Rubrics,Competence,Course Objectives,Teaching Methods,Time on Task,Technological Literacy,Federal Legislation,Educational Legislation,State Legislation,State Standards

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Career and Technical Education Improvement Act of 2006; and No Child Left Behind Act of 2001). Agriculture Power and Machinery is an instructional program designed to provide basic skills for students to become employed in the industry of agricultural power mechanics or to continue their education in postsecondary institutions. Skills taught in the program relate to selection, operation, service, maintenance, and repair of a variety of agricultural power units and agricultural machinery and equipment. The program includes instruction in gasoline and diesel engines, welding, hydraulics, and other power systems. This program makes use of the FFA Leadership, Professional Development Activities, and Supervised Agricultural Experience Program as integral learning laboratories. General equipment maintenance and operation are covered in this course. Specific equipment, such as tillage, turf/lawn care, irrigation, harvesting, and forage equipment, is covered in the postsecondary course. Appended are: (1) Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. A list of suggested references is provided for each unit. (Contains 6 footnotes.)
2006 Mississippi Curriculum Framework: Secondary Forestry. (Program CIP: 03.0511 - Forestry Technology/Technician)
Author: Mississippi Department of Education, Office of Vocational and Technical Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Forestry,Agricultural Education,Academic Standards,Job Skills,Student Evaluation,Scoring Rubrics,Check Lists,Competence,Course Objectives,Teaching Methods,Time on Task,Technological Literacy,Federal Legislation,Educational Legislation,State Legislation,State Standards

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Forestry is an instructional program designed to prepare students to enter occupations related to the field of forestry. The first year topics include Exploring the World of Forestry; Leadership/FFA Activities; Forest Safety; Tree Growth and Stand Development; Dendrology; Forest Surveying and Mapping; Legal Land Descriptions; Tree and Log Measurements; and Introduction to Timber Cruising. The second year instruction focuses on Identifying Forests and Forest Products; Employability Skills/FFA Activities; Forest Management Practices; Advanced Timber Cruising; Timber Marketing; Timber Harvesting; Reforestation; Forest Fire Management; and Forest Insects and Diseases. Graduates may become employed at the entry level or pursue careers in Forestry, Agriculture, Agribusiness, or Natural Resources Education in postsecondary or higher education. Appended are: (1) Proposed Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) Workplace Skills for the 21st Century; (4) National Educational Technology Standards for Students; and (5) Sample Rubrics and Checklists for Assessment Activities. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
2007 Mississippi Curriculum Framework: Secondary Food Products (Meats). (Program CIP: 01.0401 - Agricultural and Food Products Processing)
Author: Mississippi Department of Education, Office of Vocational and Technical Education
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Academic Standards,Job Skills,Student Evaluation,Scoring Rubrics,Competence,Course Objectives,Teaching Methods,Time on Task,Technological Literacy,Federal Legislation,Educational Legislation,State Legislation,State Standards,Foods Instruction,Agribusiness,Agricultural Education

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Food Products (Meats) program is designed to prepare the student for entry level employment in the various related phases of processing, marketing, and merchandising of meats. Students are exposed to career and leadership opportunities within their field of study. Students are given an opportunity to master the skills necessary for success in meat processing which may include slaughtering, chilling, aging, quartering, cutting, and inspecting pork, beef, lamb, poultry, goat, wild game, and fish. Appended are: (1) Agriculture, Food, and Natural Resources Standards; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. A list of suggested references is provided for each unit. (Contains 6 footnotes.)
2006 Mississippi Curriculum Framework: Secondary Agricultural and Natural Resources Technology. (Program CIP: 01.0003 - Agricultural and Natural Resources)
Author: Bennett, Aaron
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Agricultural Education,Academic Standards,Active Learning,Educational Technology,Agriculture,Technical Education,Natural Resources,Vocational Education,Educational Change,Accountability,Formative Evaluation,Summative Evaluation,State Legislation,Guidelines,Animal Husbandry,Agricultural Production,Conservation (Environment),Job Skills,Scoring Rubrics,Check Lists,Units of Study

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Agriculture and Natural Resources is a program to introduce the student to the broad field of agriculture and natural resources, including the production of plants and animals and the management of natural resources. The program includes instruction in the applied sciences related to plant and animal production and natural resource conservation and management, as well as introducing the student to agribusiness management practices and maintenance of facilities and equipment. Students in the program will participate in active learning exercises including integral activities of the FFA organization and supervised experiences. Students who successfully complete the competencies in this program will possess fundamental knowledge and skills that can be used to secure entry level employment or as a foundation for continuing their education. Appended are: (1) Proposed Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) Workplace Skills for the 21st Century; (4) National Educational Technology Standards for Students; and (5) Sample Rubrics and Checklists for Assessment Activities. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
2007 Mississippi Curriculum Framework: Secondary Custodian/Caretaker Services. (Program CIP: 19.0702 - Adult Development and Aging)
Author: Blake, LC
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Academic Standards,Job Skills,Student Evaluation,Scoring Rubrics,Competence,Course Objectives,Teaching Methods,Time on Task,Technological Literacy,Federal Legislation,Educational Legislation,State Legislation,State Standards,Agricultural Education,Horticulture,Gardening,Facilities,Maintenance

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The secondary program in Custodian/Caretaker Services prepares individuals enrolled at the Mississippi School for the Deaf for entry-level employment or continuing education in a variety of fields in the horticulture and business maintenance industry. Students enrolled in the program participate in a variety of instructional activities including lectures, discussions, laboratory experiences at the school, and work-based learning activities in the field such as field trips and shadowing experiences according to his/her Individualized Education Program (IEP). Students also receive supplementary instruction and reinforcement of learning through activities in the Junior National Association of the Deaf (Jr. NAD). Content areas covered in the two-year program may require three years due to the nature of the IEP. Custodian/Caretaker Services I (Horticulture) topics include: plant structure and growth, plant propagation, pest management, residential/commercial care, floristry, greenhouse crops and management, vegetable production, and plantscaping. Custodian/Caretaker Services II (Landscape and Building Maintenance) topics include: nursery/landscape plants, landscape maintenance, plant identification, turfgrass installation and maintenance, building maintenance safety, floor and upholstery care, and bathroom care. Appended are: (1) Proposed Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. A list of suggested references is provided for each unit. (Contains 6 footnotes.)