ethanporcaro/eric-fulltext-meta huggingface dataset:
Ironworker: Apprenticeship Course Outline. Apprenticeship and Industry Training. 40-0-06.2
Author: Alberta Advanced Education and Technology
Date: 2006-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Construction Industry,Course Descriptions,Welding,Apprenticeships,Program Descriptions,Training,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design,Metal Working

The graduate of the Ironworker apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) demonstrate the principles of drafting, how drawings originate and how to correctly interpret the information given--the use of each type and the related work orders, materials, lists, etc.; (4) comply with all applicable Codes and Regulations with reference to materials, its uses and safety; (5) identify structural shapes, ropes, wire and fibre as it relates to structural and ornamental components; (6) demonstrate the placement of pre-cast concrete and concrete reinforcement materials to an acceptable level of workmanship; (7) use hand tools and powered equipment in a proper and safe manner; (8) perform a satisfactory operation with oxy-fuel or electric arc welding equipment in order to facilitate this work; (9) co-ordinate iron work with other trades on the job site; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Ironworker Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Ironworker--Structural/Ornamental: Apprenticeship Course Outline. Apprenticeship and Industry Training. 40-2-06.4
Author: Alberta Advanced Education and Technology
Date: 2006-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Construction Industry,Course Descriptions,Metal Working,Welding,Apprenticeships,Program Descriptions,Training,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Ironworker-Structural/Ornamental apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) demonstrate the principles of drafting, how drawings originate and how to correctly interpret the information given--the use of each type and the related work orders, materials, lists, etc.; (4)comply with all applicable Codes and Regulations with reference to materials, its uses and safety; (5) identify structural shapes, ropes, wire and fibre as it relates to structural and ornamental components; (6)demonstrate the placement of pre-cast concrete and concrete reinforcement materials to an acceptable level of workmanship; (7) use hand tools and powered equipment in a proper and safe manner; (8) perform a satisfactory operation with oxy-fuel or electric arc welding equipment in order to facilitate this work; (9) co-ordinate iron work with other trades on the job site; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Ironworker-Structural/Ornamental Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Field Heat Treatment Technician: Competency Profile. Apprenticeship and Industry Training. 20908.1
Author: Alberta Advanced Education and Technology
Date: 2008-00-00
Type: Guides - Classroom - Learner
Subjects: Certification,Competence,Apprenticeships,Foreign Countries,Industry,Trade and Industrial Education,Heat,Scientific Principles,Employment Qualifications,Safety,Responsibility,Occupational Safety and Health,Job Skills

The graduate of the Field Heat Treatment Technician apprenticeship program is a certified journeyperson who will be able: (1) use heat treatment equipment to apply heat to materials in order to change a material's properties; (2) Use their knowledge of the properties of heat, industry codes and specifications to determine how heat treatment will be applied in order to achieve the desired result; (3) Maintain records and issue documentation or certification for heat treatment procedures performed; (4) Transport and set up heat treatment equipment on site; (5) Coordinate activities with other trades and occupations on site; and (6) Perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Industrial Construction Crew Supervisor Occupation Training Committee.
Predicting Students' Performance in Elements of Statistics
Author: Li, Kuiyuan
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Grade Point Average,Curriculum Development,Standardized Tests,Statistics,Student Evaluation,Prerequisites,Test Results,Student Placement,Course Content,Correlation,Multiple Regression Analysis,Models,College Students

In this paper, we assess students' performance in Elements of Statistics, one of the popular courses in general education, using data from UWF (University of West Florida) for fall 2008, fall 2009, and fall 2010 semesters. We analyze associations between students' performance in the course and several performance related factors including: college and high school GPA (grade point averages), prerequisite algebra courses, and scores on standardized examinations. Our analyses show that the college GPA is the single most reliable predictor of performance in Elements of Statistics, and that a more stable prediction is obtained when the college GPA is used in conjunction with math and English scores on a standardized test, such as the SAT (Scholastic Assessment Test) or ACT (American College Testing). Aside from interpreting our results, we offer suggestions regarding curriculum development and placement criteria for Elements of Statistics. (Contains 7 tables.)
The Role of Key Actors in School Governance: An Italian Evidence
Author: Salvioni, Daniela
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Stakeholders,Governance,Educational Quality,Foreign Countries,Educational Change,Focus Groups,Teacher Student Relationship,Role Perception,Participation,Decision Making,School Community Relationship,Decision Making Skills,Skill Analysis,Administrator Role,Parent Role,Student Role,Teacher Role

The greater awareness of the role of key actors in the school governance processes and the need to expect a &quot;new leader&quot; in the increasing school complexity are essential conditions to reform the schools from within, so as to provide them with skills related to globalisation, improvement to the educational quality, strengthening of positive relationship with the territory, and development of effective learning community. This study aims to checking the quality of Italian school governance and the changes necessary to achieve a school governance oriented towards the continuous improvement of performances for the benefit of stakeholders and for building a learning community. By means of an analysis based on the technique of the focus groups, the empirical evidence on the role of relevant actors in the school governance processes in Italy and the emerging needs for a more participatory school (in accordance with Europe 2020 strategy) will be presented. The research is supported by EACEA (Education, Audiovisual and Culture Executive Agency of European Commission) and this article represents a work in progress on the project &quot;School Governance to Build a Learning Community&quot; (Oct. 2010-Oct. 2012) approved by European Union. SGoLC partners are: University of Brescia, Consorzio degli Istituti Professionali, P. A. Group Srl (Italy); University of Thessaly, Regional Directorate of Primary and Secondary Education in the North Aegean (Greece); ROC Midden Nederland (The Netherlands); The Colegiul Tehnic &quot;Mihai Viteazul&quot; (Romania); and University of Stockholm (Sweden). (Contains 6 tables, 1 figure, and 1 footnote.)
Exploration of Norwegian Student Teachers' Relational Concerns during Internships
Author: Haugan, Jan Arvid
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Teachers,Grade 3,Internship Programs,Interviews,Journal Writing,Student Journals,Attribution Theory,Interpersonal Relationship,Interaction Process Analysis,Motivation,Teacher Student Relationship,Caring,Semi Structured Interviews,Protocol Analysis,Protocol Materials,Observation,Student Teacher Attitudes,Foreign Countries,Teacher Education Programs

This study builds on and contributes to research on student teachers' relational concerns in teacher education, as four Grade 3 Norwegian student teachers were followed during their internship for two periods of two weeks each. The article presents and discusses data from interviews and student teachers' logs, while the aim of the study is to investigate the underlying motives for the student teachers' relational concerns. The analysis indicates that the student teachers' motives for their interpersonal relations with pupils are more sophisticated than what has been found with other research and are driven by personal and perceived pupil needs. (Contains 2 figures.)
Beginning Blueprint: Electronic Exhibits for a Teacher Education Accreditation Council Academic Audit
Author: Koonce, Glenn L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Evidence,Program Effectiveness,Program Improvement,Usability,Audits (Verification),Online Systems,Educational Quality,Quality Assurance,Educational Principles,Academic Standards,Program Validation,Educational Practices,Position Papers,Quality Control

This study illustrates the development, usability, and advantages of an electronic exhibit for the TEAC (Teacher Education Accreditation Council) academic audit from the perspective of program education faculty. The examination of the successful utilization of electronic exhibits for teacher licensure and educational leadership program IBs (inquiry briefs) provided a post-audit opportunity for process reflection and refinement. IB components, program claims, and TEAC standards provide critical elements for the design and organization of the electronic exhibit room. Technology was effectively used to demonstrate the overall quality of programs and create a system for sharing the story of one school of education. Conclusions include electronic exhibit room advantages and disadvantages for faculty and program improvement. This article summarizes the academic audit at Regent's School of Education and suggests recommendations for exhibit development and presentation of electronic evidence for accreditation.
Teacher Research in South Korean Early Childhood Education: New Initiative as Professional Development
Author: Kim, Mina
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Kindergarten,Teacher Education Programs,Foreign Countries,Professional Development,Early Childhood Education,Elementary Secondary Education,Portfolios (Background Materials),Teacher Researchers,Interviews,Administrator Attitudes,Teacher Attitudes,Knowledge Base for Teaching,Inquiry,Definitions,Familiarity

This study was designed to explore how Korean preschool and kindergarten teachers understand teacher research and utilize it in professional development. Two teachers, two site directors, and one district supervisor were interviewed in South Korea. Data were collected in multiple ways: (1) open-ended individual interviews; (2) participants' documentation (e.g., past or current teacher action research, reports, lesson plans, and journals); and (3) researcher's own experiences and memories in a teacher education program which highlighted the principle of teacher research. First, findings showed that Korean teachers, directors, and district supervisors were not familiar with the term &quot;teacher research&quot; due to diverse terms in Korean that refer to teacher action research; Second, Korean teachers did not consider their classroom-based experimental inquiry to be teacher research as it is not published; Third, Korean teachers conducted action research in their classrooms to develop their practice for other teachers' use, never used a self-study framework; Fourth, teacher action research competitions were centralized in the K-12 public schools; Fifth, despite that teacher action research was mandatory for public kindergarten teachers, Korean teachers encountered dilemmas teaching and doing research. Overall, this study contributes to early childhood educators and administrators in South Korea by introducing them about what is teacher research, and helping them comprehend teacher research as a form of self-initiated professional development.
Educating People With Special Needs in Nigeria: Present and Future Perspectives
Author: Eskay, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Special Education,Foreign Countries,Special Needs Students,Advocacy,Federal Legislation,Educational Finance,Financial Support,Special Education Teachers,Accountability,Educational History,Educational Innovation

For a long time, children with special needs were educated along with other regular children in schools. The notion of special education was a western phenomenon and concept in Nigeria. How were children with special needs educated without special education programs? This paper will provide cultural perspectives on issues of disability and caring for children with exceptional needs in Nigeria.
Outlook. Number 380
Author: Council for American Private Education
Date: 2012-12-00
Type: Collected Works - Serial
Subjects: Nonprofit Organizations,Blended Learning,Private Education,Private Schools,Courts,School Choice,Parent Participation,Educational Technology,Teaching Methods,Educational Change,Change Strategies,Religion,Religious Education,Court Litigation

Outlook is CAPE's monthly newsletter. Each issue is packed with information relating to private education: new legislation and regulations, the most recent research, court rulings, national trends, federal initiatives, private school news briefs, and much more. This issue contains the following articles: (1) Parental Choice a Prominent Feature at Reform Summit; (2) Blended Learning Carries Promise for Religious Schools; (3) Nonprofits Worry About Limits on Charitable Giving; (4) Courts and Choice; and (5) CAPE notes.
The Competencies, Preparations, and Challenging (New) Roles of Online Instructors
Author: Arah, Benjamin O.
Date: 2012-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Teacher Role,Teacher Competencies,Teacher Education,Performance Factors,Computer Mediated Communication,Distance Education,Facilitators (Individuals),Change Strategies,Educational Change,Intermode Differences

This paper is a discussion about the basic preparatory steps and necessary competencies for making the transition from a traditional face-to-face to a full online teaching and learning, and it is intended to highlight the required pedagogical roles of an online instructor using an interactive computer-enhanced asynchronous information communication technology.
The Writing of Expository Texts in Early Grades: What Predicative Analysis Teaches Us
Author: Gagnon, Renee
Date: 2012-00-00
Type: Journal Articles
Subjects: Semantics,Foreign Countries,Expository Writing,Reading Instruction,Writing Instruction,Learning Activities,Text Structure,Grade 2,Grade 3,Persuasive Discourse,Writing Strategies,Teaching Methods

This paper presents the results of a predicative analysis led on comparison and problem-solution texts produced by pupils of the second and third grades of primary school following a set of reading and writing instructional activities. The production of those texts is of a special challenge to the young writers because of the cognitive and linguistic processing involved. The analysis of the text corpus highlights differences from the viewpoint of the semantic content developed (predicate/arguments relations) and the various signal marks used to indicate the comparison and cause-effect relations. The results globally show that the young pupils succeed in mastering the complexity of linearizing the content of those two types of text. Thus, we have observed that a higher number of arguments (that of which we talk), related to the various properties classifying the mentioned referents, are presented in comparison texts, and problem-solution texts offer less arguments since the same one presented at the description of the problem is reintroduced for its solution associated to new predicates. Furthermore, the analysis shows that as opposed to comparison texts, problem-solution texts present a variety of relation marks without which logical causal relations would remain implicit or even non-established. (Contains 4 figures.) [This research was supported by Fonds de recherche Societe et Culture, Quebec, Canada.]
Counseling and Guidance Services in Early Childhood Education: The Case of Public Preschools in Malatya, Turkey
Author: Tekin, Gokce
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Guidance,Early Childhood Education,School Counselors,School Counseling,School Psychology,Case Studies,Preschool Education,Counseling Services,Comprehensive Guidance,Interviews,Counselor Client Relationship,Counselor Teacher Cooperation,Counselor Attitudes,Teacher Attitudes,Parent Teacher Cooperation,Teacher Student Relationship

The purpose of this case study was to examine the counseling and guidance services in public preschools in Malatya, Turkey. Six public preschools in the city center of Malatya were purposefully selected and in-depth interviews were conducted with one in-service teacher participant from each preschool. Results indicated the need for school counselors/psychologists to work with parents, children, and teachers at those preschools. The problems associated with the current policies and applications were reviewed and further recommendations were provided in the study.
Planning and Implementing the Daily Routine in Slovene Kindergartens and Reggio Emilia Concept
Author: Bercnik, Sanja
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Principles,Kindergarten,Preschool Education,Reggio Emilia Approach,Preschool Teachers,Governance,Educational Planning,Program Implementation,Change Strategies,Educational Change,Delivery Systems,Program Design,Curriculum Design,Curriculum Implementation,Hidden Curriculum,Questionnaires,Teacher Aides,School Activities,Recreational Activities,School Recreational Programs

Authors in this paper present the design and implementation of daily routines in Slovenian kindergartens. Slovenian national document for preschool education, &quot;Curriculum for Kindergartens&quot; (1999), describes daily kindergarten activities (communication and interaction with and among children, use of compliment and reprehension, and rules for controlling time and space) as equally important as curriculum's written goals and contents. Because hidden curricula may have the strongest effect in the implementation of the daily routine (Apple, 1992; Kroflic, 2005), we loosened past ideological influences on the kindergarten practice and centered our curricula on preschool teachers' awareness of the importance of hidden curricula elements in the implementation of daily routine. Results (N = 331) of a research, part of a project called &quot;Professional training of educational staff for implementing special educational principles of Reggio Emilia concept in the field of preschool education in the years 2008-2013&quot;, done in years 2009 and 2011, show that there have been some changes in the planning of daily routine. The biggest shift in the implementation of the daily routine was made in so-called &quot;toilet training&quot; and care for personal hygiene. Research results also show that there are some changes in the implementation of nap time or sleeping, which according to the Curriculum for Kindergartens (1999) must not be mandatory for all children, and also in the implementation of focused activities and eating. For even better practice, there will have to be more continuing education and training for professional workers in education with the goal of developing additional competences for recognizing the elements of hidden curricula and implementing a child's active and supportive process of care and education. (Contains 6 tables.)
Remote Access to Wireless Communications Systems Laboratory--New Technology Approach
Author: Kafadarova, Nadezhda
Date: 2012-00-00
Type: Journal Articles
Subjects: Active Learning,Engineering Education,Telecommunications,Internet,Student Projects,Laboratory Experiments,Laboratory Equipment,Virtual Classrooms,Educational Technology,Laboratory Training,Technology Uses in Education,Online Courses,Computer System Design,Instructional Innovation,Access to Education,Teaching Methods

Technology nowadays enables the remote access to laboratory equipment and instruments via Internet. This is especially useful in engineering education, where students can conduct laboratory experiment remotely. Such remote laboratory access can enable students to use expensive laboratory equipment, which is not usually available to students. In this paper, we present a method of creating a Web-based Remote Laboratory Experimentation in the master degree course "Wireless Communications Systems" which is part of "ICS (Information and Communication Systems)" and "Investment Management in Telecommunications" curriculums. This is done within the RIPLECS Project (Retrieved from http://riplecs.dipseil.net/) and the NI2011 FF005 Research Project "Implementation of Project-Based Learning in an Interdisciplinary Master Program". (Contains 6 figures.)
Community Colleges--Prevention Challenges. Issues in Prevention
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-05-00
Type: Collected Works - Serial
Subjects: Prevention,Community Colleges,Alcohol Abuse,Drinking,Marketing,Intervention,Student Behavior,Drug Abuse,Violence,College Students,School Policy,School Safety

This issue of "Issues in Prevention" focuses on prevention challenges facing community colleges. This issue contains the following articles: (1) Prevention at Community Colleges; (2) Q&A With William Auvenshine; (3) Chancellor's Initiative at the University of Wisconsin-Stout; (4) Alcohol Marketing in the Digital Age; and (5) Higher Education Center Resources.