ethanporcaro/eric-fulltext-meta huggingface dataset:
&apos;I Wonder What You Know…&apos;: Teachers Designing Requests for Factual Information
Author: Houen, Sandy
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Questioning Techniques,Teacher Student Relationship,Preschool Children,Preschool Teachers,Classroom Communication,Student Reaction

The early years are significant in optimising children's educational, emotional and social outcomes and have become a major international policy priority. Within Australia, policy levers have prioritised early childhood education, with a focus on program quality, as it is associated with lifelong success. Longitudinal studies have found that high quality teacher-child interactions are an essential element of high quality programs, and teacher questioning is one aspect of teacher-child interactions that has been attributed to affecting program quality. Open ended questioning is linked to higher cognitive achievement, however teachers overwhelmingly ask more closed than open questions. In the classroom, like everyday interaction, questions in interaction require answers. Teachers use questions to set agendas and manage lessons, and to gauge students' knowledge and understanding. Drawing on data from the Australian Research Council project &quot;Interacting with Knowledge: Interacting with people: Web searching in early childhood,&quot; this paper focuses on an extended sequence of talk between a teacher with two students aged between 3.5 and 5 years in a preschool classroom as participants search for images on the Web. Ethnomethodological and conversation analysis approaches examine how the teacher designs her interactions to prompt children's displays of factual knowledge, and how the design of factual questions affect a student's response in terms of what and how they respond. In focusing on how the teacher designs factual questions and how children respond to these questions it shows that question design can close down a student's reply; or elicit a range of answers, from one word to extended more detailed responses. Understanding how the design of teachers' questions can influence students' responses has pedagogic implications and may support educators to make intentional decisions regarding their own questioning techniques.
Australian Design and Technology Education at a 21st Century Crossroads
Author: Everitt, Lillian
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Design,Technology Education,21st Century Skills,Inclusion,Females,Industrial Arts,Interdisciplinary Approach,Disproportionate Representation,STEM Education,Student Participation,Secondary School Students,Technical Education,Sex Stereotypes,Barriers,Feminism,Curriculum Development,Postsecondary Education

How do we create female inclusive participation within industrial design and technology in Australian school settings, with a curriculum which is consistent, relevant, innovative and cognitively challenging? We argue that the curriculum must be engaging and in step with international standards based on actual classroom practices, centred on deep learning, and allow for investigation in solving design problems. This paper investigates and discusses the design and technology curriculum in Australia, with a focus on Industrial Design, Engineering and Technology, supported by data on female enrolment trends in design and technology in Queensland and New South Wales.
The Power of Two: Sharing Leadership for School Improvement in Indigenous Education
Author: Wilkinson, Louise
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Indigenous Populations,Educational Improvement,Instructional Leadership,School Community Relationship,Principals,Community Education,Best Practices,Outcomes of Education,Critical Theory,Action Research,Participatory Research,Case Studies,Work Environment,Administrator Attitudes,Comparative Analysis,Correlation,Partnerships in Education

Australian schools are now under constant pressure to improve student results, particularly those of Indigenous students. To this end, successful school-community interrelationships are considered especially significant. This paper reports on a microcosm of one such relationship, that between Indigenous Education Workers (IEWs)/Community Education Counselors (CECs) and principals in the North Queensland educational region. A preliminary understanding is provided from data collected through a questionnaire survey regarding the nature of the IEW/CEC and principal relationship, perceptions of what duties IEWs/CECs undertake and how IEWs/CECs work with their school principal. Initial findings indicate that while the IEWs/CECs worked in a wide range of duties with significant depth and breadth across a school overall, their work &quot;with&quot; their principals was under estimated at best, or non-existent at worst. The paper concludes by suggesting that this working relationship needs to move beyond the procedural or routine to a much greater collaboration for shared educational leadership. It briefly explains the next steps of an ongoing larger research project that will be used to highlight best practice.
USHE End-of-Year Enrollment Reports: 2013-14
Author: Utah System of Higher Education, Office of Planning, Finance & Facilities
Date: 2014-07-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,College Students,In State Students,Out of State Students,Higher Education,Full Time Equivalency,State Universities,Community Colleges,Continuing Education,Vocational Education,Undergraduate Study,Graduate Study

This end-of-year enrollment report is divided into three sections. Section A focuses on Utah System of Higher Education (USHE) 2013-14 enrollment. Section B provides statistical tables on USHE 2013-14 (full time enrollment) FTE enrollment by level of instruction. Finally, Section C provides data on USHE 2013-14 end-of-year FTE enrollment by level of instruction (residents only).
USHE End-of-Year Enrollment Report: 2014-2015
Author: Utah System of Higher Education, Office of Planning, Finance & Facilities
Date: 2015-08-18
Type: Numerical/Quantitative Data
Subjects: Enrollment,College Students,In State Students,Out of State Students,Higher Education,Full Time Equivalency,State Universities,Community Colleges,Continuing Education,Vocational Education,Undergraduate Study,Graduate Study

This end-of-year enrollment report is divided into three sections. Section A focuses on Utah System of Higher Education (USHE) 2014-15 enrollment. Section B provides statistical tables on USHE 2014-15 full time enrollment (FTE) enrollment by level of instruction. Finally, Section C provides data on USHE 2014-15 end-of-year FTE enrollment by level of instruction (residents only). [For the 2013-14 report, see ED596754.]
USHE End-of-Year Enrollment Report, 2016-17
Author: Utah System of Higher Education (USHE)
Date: 2017-08-18
Type: Numerical/Quantitative Data
Subjects: Enrollment,College Students,In State Students,Out of State Students,Higher Education,Full Time Equivalency,State Universities,Community Colleges,Continuing Education,Vocational Education,Undergraduate Study,Graduate Study

This end-of-year enrollment report is divided into three sections. Section A focuses on Utah System of Higher Education (USHE) 2016-17 enrollment. Section B provides statistical tables on USHE 2016-17 full time enrollment (FTE) enrollment by level of instruction. Finally, Section C provides data on USHE 2016-17 end-of-year FTE enrollment by level of instruction (residents only). [For the 2015-16 report, see ED577295.]
Next Generation Science Standards in Practice: Tools and Processes Used by the California NGSS Early Implementers
Author: Cerwin, Karen
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: State Standards,School Districts,Charter Schools,Elementary Secondary Education,Professional Development,Lesson Plans,Planning,Science Instruction,Scientific Concepts,Teacher Collaboration,Questioning Techniques,Principals,Teacher Leadership,Communities of Practice,Academic Standards,Elementary Schools,Middle Schools,Elementary School Science,Secondary School Science

NGSS Early Implementers is a four-year initiative created to help eight California school districts and two charter management organizations, supported by WestEd's K-12 Alliance, implement the Next Generation Science Standards (NGSS). Designed for professional developers and administrators, this report describes 10 tools and processes that are central in the professional learning provided to teachers and administrators in the participating school districts. The tools and processes are designed to aid NGSS lesson planning, NGSS instruction, and administrator support during implementation. The 10 tools and processes presented in the publication are: (1) Criteria for Choosing Phenomena; (2) Phenomena-Based, Three-Dimensional Conceptual Flow; (3) 5E Instructional Model for Developing Learning Sequences; (4) Teaching Learning Collaborative (TLC); (5) Looking at Student Work; (6) Questioning Strategies that Promote Student Discourse; (7) Sense-Making Student Notebooks; (8) Principal Academy; (9) Walk-Through Protocol; and (10) Evidence of Learning Protocol. All tools and processes were created or adapted to be used explicitly for supporting NGSS implementation. The report describes each item, how it has been used, and how participants are benefitting from it. Other districts and schools can learn from, draw upon, and adapt the items to support their own implementation efforts.
Mutukaroa, School and Community Learning Partnership: Enhancing Student Outcomes
Author: Trinick, Tony
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Pacific Islanders,Indigenous Populations,Achievement Gap,White Students,Racial Differences,Ethnicity,Student Diversity,Family School Relationship,Achievement Gains,Program Effectiveness,Parent Participation,Elementary School Students,Conferences (Gatherings),Culturally Relevant Education

In Aotearoa/New Zealand, there has been considerable disparity in student achievement between Maori and Pasifika students and their Pakeha (European) peers. Initially, the cause of this underachievement was generally attributed to a lack of parental interest in schooling. Therefore, many schools in New Zealand, particularly those with diverse communities, have been grappling with the challenge of engaging constructively with families for a number of years. Despite the best of intentions, many of the home/school partnership initiatives have failed to positively affect student achievement. Nonetheless, there are success stories. This paper reports on a successful home/school partnership project, Mutukaroa, initiated by Sylvia Park School in 2010 in consultation with its local school community. The elements that make up the intervention and the results are discussed. The research used a quasi-experimental design to investigate cause and effect relationships. The qualitative data indicates that parents and community members have developed very positive relationships with project team members and the school. Parents feel much more confident engaging in discussions with the teacher about their child's learning and feel more capable of supporting learning at home. The longitudinal student achievement data in literacy show very positive longitudinal trends. The outstanding results of the initiative compelled the Ministry of Education to fund an expansion and adaptation of the Mutukaroa model into another 100 schools throughout New Zealand. The principal (Mrs. Alaalatoa) and project director (Ms. Williams) have had important leadership roles in the efforts to expand a localised grassroots initiative into a large-scale state education initiative. This paper discusses, from their perspective, the success and challenges of implementing the Mutukaroa model into different contexts with a variety of agencies involved.
The Importance of Positive Arts Experiences and Self-Efficacy in Pre-Service Primary Teacher Education
Author: Lummis, Geoffrey W.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Elementary Education,Self Efficacy,Preservice Teacher Education,Student Attitudes,Art,Art Education,Student Experience,Foreign Countries,Correlation,Positive Attitudes

With the impending introduction of the Australian Curriculum in the arts, there is cause to reflect on primary pre-service teacher education courses, and how effectively they prepare graduates to facilitate the curriculum. Reflecting on pre-service teachers' experiences in the arts, at both entry and graduation of their degree, may afford insight into improving arts instruction in Bachelor of Education. A two-year mixed methods study (2013-2014) was conducted with first and fourth-year Bachelor of Education primary students at a Western Australian university, to determine baseline data on students' arts experiences and their self-efficacy to teach the arts at graduation. This paper reports specifically on the first-year data collected, and suggests that pre-service teachers have limited experiences in the arts prior to completing the core units in their degree. Data were analysed using descriptive statistics, and some interview observations are presented to contextualise these findings. The research emphasised the role of self-efficacy in sustaining students' personal and professional engagement with the arts.
Workforce Investment Boards. 50-State Comparison: State Policy Models for Connecting Education to Work
Author: Pechota, Damion
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: State Policy,Models,Education Work Relationship,Comparative Analysis,Labor Force Development,Funding Formulas,Federal Legislation,Labor Legislation,Investment,State Agencies,Statewide Planning

Each state participates in the Workforce Innovation and Opportunity Act (WIOA), which prescribes certain types of activities and organizational structures for states to direct federal investments in workforce development. Participation in WIOA requires a state to create a workforce investment board with duties such as developing, implementing and modifying the state WIOA plan and reviewing and recommending changes to statewide policy. In addition, the state board is responsible for developing funding formulas for distributing federal and state workforce investment dollars. This report provides the name of the state entity that fulfills the role of each state's workforce investment board for the purposes of WIOA. [View the full &quot;50-State Comparison: State Policy Models for Connecting Education to Work&quot; (https://www.ecs.org/50-state-comparison-state-policy-models-for-connecting-education-to-work/).]
Choosing a Transnational Higher Education Program: What Do Vietnamese Students Rate as Important?
Author: Bui, Huyen Minh
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Foreign Countries,English (Second Language),Language Proficiency,Parent Influence,Reputation,International Educational Exchange,Western Civilization,Expectation,Public Colleges,Academic Degrees,Educational Quality,Student Motivation,Value Judgment,Language Attitudes,Teacher Effectiveness

Given the impact of globalisation on education, there is an increase in transnational education (TNE) programs in some Asian countries. While much literature in TNE has been on issues of quality assurance, culture and teaching and learning from the providers' perspectives, there is little discussion concerning students' perspectives. This paper provides some understanding of what Vietnamese transnational students rate as important when choosing to study these courses. Data collected from a survey of 333 Vietnamese undergraduate students attending Western-imported programs in Hanoi, Vietnam, and follow-up interviews with ten randomly selected participants, indicate that students are motivated to engage with the TNE programs mainly for international qualifications and English proficiency. The factors affecting their choice predominantly stem from the influence of their parents and the reputation of the awarding university's education systems. This paper highlights the need for incorporating students' perspectives into the provision of transnational programs. It will provide insights for educators and marketers who recruit students to educational contexts similar to that of Vietnam and provide useful information for the evaluation of the current TNE Advanced Programs in Vietnam.
Community Perception towards Integrating Vocational Elements in Open and Distance Learning in Bangladesh
Author: Aktaruzzaman, Md
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Vocational Education,Distance Education,Educational Technology,Technology Uses in Education,Secondary Education,Higher Education,Teacher Attitudes,Student Attitudes,Parent Attitudes,Open Education,Developing Nations

Education is considered a priority sector in Bangladesh and a means of socio-economic development by all citizens -- urban and rural, rich and poor. This attitude has created a demand for education which traditional systems have been unable to cope with, mainly in three ways -- they cannot reach the massive and circumstantial unreached and the associated curricula are either obsolete and irrelevant to the world of work or producing narrowly specialised graduates with limited future options. To address these challenges this paper argues that diversification of the secondary and higher secondary curricula through the introduction of vocational elements in open and distance learning (ODL), is necessary. Despite much research and literature on general, vocational and open and distance education individually, very little information is available with respect to integration of vocational and general education in open and distance learning. This paper outlines a study exploring the present scenario and assessing the need for integrating vocational elements at the secondary and higher secondary curricula in open and distance learning in Bangladesh. It is part of a larger study on distance education systems in three different countries. The research involved focus group discussions with the Bangladeshi community including students, teachers and guardians culminating a set of recommendations that may play an important role in reforming the ongoing system.
Cohesion, Coherence and Connectedness: A 3C Model for Enabling-Course Design to Support Student Transition to University
Author: Sharp, Sue
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Undergraduate Students,Curriculum Design,Access to Education,Equal Education,Leadership Styles,Curriculum Development,School Holding Power,Self Esteem,Academic Persistence,College Preparation,Student Centered Learning,Learner Engagement

Recent Australian government policy has focused on attracting students from under- represented and diverse groups to tertiary education with university enabling courses one pathway for these students. This trend towards broader participation has altered traditional perceptions of a typical university student and raised delivery challenges. The ability to engage these students as learners and improve their academic outcomes and confidence towards successful course completion is increasingly important to universities because of attrition costs to governments, students and higher education institutions. This paper reports on the re-development of an enabling course at an Australian university committed to breaking down barriers that restrict entry to education. Cohesion, coherence and connectedness emerged as central principles guiding leadership style, course design and development, staff-student communication and collaborative teaching and learning approaches. Data including student and staff voices, university retention and progression statistics and student unit teaching evaluations was used to evaluate the impact on student satisfaction and transition. The research highlights that building a collaborative course culture based on a 3C model of cohesion, coherence and connectedness when, used interdependently, improves students' confidence, skills and knowledge to successfully transition to undergraduate tertiary study.
The Role of Post-Secondary Education among Ex-Inmates Living Crime-Free
Author: J-F.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Role of Education,Outcomes of Education,Postsecondary Education,Institutionalized Persons,Correctional Rehabilitation,Behavior Change,Correctional Education,Recidivism,Prevention,Prior Learning,Experience,Educational Attainment

Post-secondary education is claimed to have long-term life benefits for all individuals. However, little is known in terms of how post-secondary education assists ex-inmates to live crime-free. The aim of the present study was to explore how post-secondary education independently and directly came to assist ex-inmates to live crime-free. Participants (n=20) in the study were male ex-inmates living crime-free. Comprehensive education-related information in terms of school experiences, learning trajectories and educational history/background was collected for each of the participants. The study found that only few participants (20%) who continued post-secondary post-prison education not only remained crime-free but had a positive pathway post-release. Gaining post-secondary qualifications appeared to position ex-inmates in a socially cultured academic environment away from anti-social and negative at-risk communities directly assisting them to live crime-free. Consequently post-secondary education appears to reposition ex-inmates into a crime-free post-prison pathway. Hence, prison education (i.e. education programs delivered in prison) for inmates should be organized and/or facilitated toward post-secondary education with a multifaceted lifelong learning pathways.
Immigrant Students&apos; Academic Performance in Australia, New Zealand, Canada and Singapore
Author: Akther, Asma
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Immigrants,Immigration,Academic Achievement,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Advantaged,Adolescents,Comparative Education,Reading Skills,Mathematics Skills,Science Process Skills

Immigrants to the USA and Western Europe show a disadvantage in academic achievement that persists into the second generation. In contrast, an immigrant advantage is often seen in countries with selective immigration policies. This paper examines whether four countries with selective migration policies continue to show an academic advantage in data from PISA 2012; whether the advantage applies equally across reading, mathematics and science; and whether any advantage can be attributed to greater access to three personal (school belonging, attitude towards school learning activities and outcomes), and two teacher-related academic resources (student-teacher relationship, teacher support). Three groups (first-generation immigrant; second-generation immigrant; native-born) of 15-year-old students were compared in Australia, New Zealand, Canada, and Singapore. In Australia and Singapore, first- and second-generation immigrant students showed an advantage in all three subjects. In New Zealand and Canada, there was no evidence of a consistent immigrant disadvantage. The five academic resources were related to individual differences in PISA scores, but did not account for differences between migrant and native students.