ethanporcaro/eric-fulltext-meta huggingface dataset:
Disrupting Law School: How Disruptive Innovation Will Revolutionize the Legal World
Author: Pistone, Michele R.
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Law Schools,Legal Education (Professions),Innovation,Models,Educational Change,Change Strategies,Legal Problems,Lawyers,Barriers,Student Evaluation,Online Courses,Educational Technology

Facing dramatic declines in enrollment, revenue, and student quality at the same time that their cost structure continues to rise and public support has waned, law schools are in crisis. A key driver of the crisis is shrinking employment opportunities for recent graduates, which stem in part from the disruption of the traditional business model for the provision of legal services. Although this root problem will soon choke off the financial viability of many schools, most law schools remain unable or unwilling to address this existential problem in more than a marginal way, as they instead prefer to maintain the status quo and hope that the job market soon improves. This is a strategy of attrition. By fixing their gaze on maintaining prestige in their juris doctor (JD) degree programs, law schools and their administrators run the risk of overlooking the longer-term impact that the disruption of traditional legal services businesses will have on the provision of legal services and, in turn, on law schools themselves. This is happening at the same time as disruption is primed to take place in legal education itself. As we have seen in industry after industry, disruptive innovations change sectors in ways that do not allow for a return to the status quo. Instead, the changes that disruptive innovations bring are so fundamental that entire products or services are marginalized or, in some cases, even displaced, never to return again. The theory of disruptive innovation suggests that the traditional law school model is breaking apart at its seams. The collapse is so fundamental that law schools cannot circumvent it by improving the financial performance of endowment investments, tapping wealthy donors more effectively, or collecting more tax dollars from the public. They need a new model. The only question is whether law schools will react in time or whether new institutions aggressively using scalable, competency-based online programs will do so instead--and ultimately grow to replace today's traditional institutions. Law schools can survive. But in order to do so they must recognize that competition will come from outside the industry--from institutions that are not currently even on their radar screen and that are not encumbered by concerns about traditional ranking and prestige. After recognizing the threat, to survive and thrive, law schools must then reframe this moment as an opportunity to stop chasing prestige for its own sake and start creating disruptive educational models themselves.
A Blueprint for Breakthroughs: Federally Funded Education Research in 2016 and Beyond
Author: Horn, Michael B.
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Educational Research,Federal Aid,Financial Support,Student Centered Learning,Research Problems,Research Methodology

The federal government funds a significant proportion of education research in the United States. But these research efforts have, by and large, fallen short of delivering on the promise to drive individual student outcomes across the country. By altering the priorities of education research to embrace a more complete research cycle, the federal government can boost the productivity of future efforts. An effective research agenda moves beyond merely identifying correlations of what works on average to articulate and test theories about how and why certain educational interventions work in different circumstances for different students. This report discusses what is needed to do this: (1) Focus on the individual, not the average; (2) Push toward causal understanding; (3) Continue to fund research, not development; and (4) Coordinate the research cycle toward completion. The authors also discuss what is wrong with the nation's approach to research.
From the Frontlines: Takeaways from the 2016 Blended and Personalized Learning Conference
Author: Fisher, Julia Freeland, Comp.
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Individualized Instruction,Conferences (Gatherings),Elementary Secondary Education,Educational Practices,Educational Innovation,Program Implementation,Program Effectiveness,Best Practices,Scaling,Models,Educational Change,Change Strategies,Adoption (Ideas),Instructional Design

Amidst calls to personalize learning and blend K-12 classrooms, all too often we stop short of specifics. When the Highlander Institute and the Clayton Christensen Institute came together last year to plan the 2016 Blended and Personalized Learning Conference, their goal was to organize an event that put practitioners at the center of the conversation so as to ensure that practices in the field are keeping pace with blended and personalized learning rhetoric. To that end, they invited over 150 leaders and teachers from around the country to participate in a daylong meeting of the minds in Providence, Rhode Island. These practitioners had demonstrated willingness to innovate in their classrooms and schools, and a number had already seen promising results since implementing blended and personalized models. Over the course of the conversations, participants shared their best strategies for seeding and scaling innovative instructional models. Far and away, the refrain that came up again and again was not around any one instructional model or software tool; rather, participants continuously stressed the importance of managing change. This report synthesizes some of the key themes that emerged as these early adopters shared their change management tips from the frontlines.
A Guide to Developing and Evaluating a College Readiness Screener. REL 2016-169
Author: Hughes, John
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: College Readiness,Screening Tests,Test Construction,Predictor Variables,Classification,Data Collection,Models,Student Placement,Accuracy,Evaluation Methods,Regression (Statistics),College Students

The high rate of students taking developmental education courses suggests that many students graduate from high school unready to meet college expectations. A college readiness screener can help colleges and school districts better identify students who are not ready for college credit courses. The primary audience for this guide is leaders and staff at colleges that are seeking to revise or evaluate their screening methods or to develop a college readiness screener if they do not already have one. This guide describes core ideas for colleges to consider when developing a screening tool for estimating college readiness. A key focal point within the guide is a discussion of ways to improve how well a screening tool can identify individuals needing remedial or developmental education, along with key considerations that a user or developer of such a tool must address. This guide discusses the following steps: (1) Creating an operational definition of success and college readiness; (2) Selecting potential predictors of college readiness; (3) Prioritizing types of classification error; (4) Collecting and organizing the necessary data; (5) Developing predictive models; and (6) Evaluating the screening results and selecting the final model. The guide includes the appendix: Methodological guidance and resources.
Summary of 20 Years of Research on the Effectiveness of Adolescent Literacy Programs and Practices. REL 2016-178
Author: Herrera, Sarah
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Adolescents,Literacy,Reading Programs,Reading Instruction,Program Effectiveness,Educational Research,Reading Comprehension,Teaching Methods,Program Implementation,Middle Schools,Language Arts,High Stakes Tests,Large Group Instruction,Grade 6,Grade 7,Grade 8,Faculty Development,Teacher Competencies,Literature Reviews

The importance of adolescent literacy is well established, and the topic continues to be of both local and national interest. Practitioners need to know not only which programs and practices appear effective, but which have the scientific evidence to support that claim. To identify effective programs and practices for general education students in grades 6-12, this review examined thirty-three studies of adolescent literacy programs and practices published over the past 20 years using What Works Clearinghouse (WWC) standards to evaluate the scientific rigor of their research design. This review presents key findings from 12 programs and practices demonstrating positive or potentially positive effects on reading comprehension, vocabulary, or general literacy. The review found: (1) Most of the identified programs and practices included instructional elements such as explicit instruction in reading comprehension or use of instructional routines; (2) These programs and practices can be implemented within the structure of a typical middle-school language arts or content-area classroom. In most cases implementation involved ongoing support for teachers; (3) None of the 12 identified programs and practices was conducted in a high school setting; and (4) Some of the programs and practices were identified as having potentially positive effects on high-stakes outcome assessments, such as state accountability reading assessments. The following are appended: (1) The search, screening, and review process; (2) The 111 studies reviewed using What Works Clearinghouse standards; (3) Details of the 33 studies that the review team found had met What Works Clearinghouse evidence standards; (4) Description of the interventions used in the 33 studies that the review team found had met What Works Clearinghouse evidence standards.
On the Relationship between Thematic Progression and Dynamic Translation
Author: Jahangiri, A. M.
Date: 1997-00-00
Type: Journal Articles
Subjects: Correlation,Translation,Theory Practice Relationship,Linguistic Theory,Second Languages,Language Usage,Accuracy,Indo European Languages,English

It may be popularly held that thematic progression patterns have little to do with translation. This paper issues a strong call for the reconsideration of the potential applications of thematic progression patterns in the process of analysing a text with special regard to translation. This paper can be conceived of as a comprehensive reply to this call. Evidence will be presented in support of the fact that thematic progression patterns can serve as one of the many tools by means of which to assay translation, especially its unfaithfulness. While the bulk of the existing study concerns theory, some attempts have been made to transfer theory into practice.
Core-Oriented Lexical Translation Evaluation (COLTE)
Author: Jahangiri, A. M.
Date: 1998-00-00
Type: Journal Articles
Subjects: Translation,Vocabulary,Statistical Analysis,Evaluation Methods,Phrase Structure,Contrastive Linguistics,Indo European Languages,English,Dictionaries

Objective measurement in translation evaluation is a relatively untouched area, especially at the level of the lexis. No thoroughly worked-out method has been put forward for the scientific evaluation of a translation. Yet few translators would question the potential value of such a device. Certainly translation evaluation is not limited to the lexis, but it is the vocabulary items which form the building blocks that make up the whole text. So perhaps this is the best level for translation evaluation to start at, that is lexical translation evaluation. The article focuses on how the determination of the relative degree of core-ness of a given vocabulary item (i.e. the degree to which it belongs to the core vocabulary of the language) can help one find the best equivalent in another language (hence COLTE). Adopting a quantitative approach, we attempt to devise a scalar test of lexical equivalence.
Student Achievement Factors
Author: Bertolini, Katherine
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Outcomes of Education,Educational Practices,Teaching Methods,Parent Participation,Teacher Education

Effective practices for education are essential to insure public investment in our schools provides the maximum yield for our students, communities, states, and nation. The challenge has been defining and measuring terms such as effective, proficient, and sufficient when we examine instructional practice, student outcomes and funding equity. This position paper summarizes research findings on teaching practices, teacher training, parental involvement and other factors in relation to how each impacts student achievement. Results of this literature review reveal complex and interrelated factors that impact student achievement. Recommendations for whole child instruction are made based on extensive literature that support the assets of a bio-ecological model of education. (Contains 1 diagram)
Classroom Currency as a Means of Formative Feedback, Reflection, and Assessment in the World Language Classroom
Author: Bachelor, Jeremy W.
Date: 2016-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Feedback (Response),Formative Evaluation,Class Activities,Student Attitudes,Spanish,Community Colleges,Two Year College Students,Teaching Methods,Instructional Effectiveness,Recordkeeping,Statistical Analysis,Reflection,Rewards,College Faculty,Language Teachers

This study examines the formative aspects of teaching in the World Language community college classroom: formative feedback, reflection, and assessment, and then recommends a new educational technique that applies the aforementioned formative elements into the classroom. To this end, in the fall semester of 2015, three sections of Spanish I at the community college level were introduced to a system in which the students were to reward the instructor with play money (or &quot;tip&quot; him) when they perceived that they had met the daily &quot; I can &quot; statements thanks to the lesson and subsequent activities. &quot;Tip&quot; record keeping and quantitative evidence from the instructor rubric suggested that the play money encouraged students to reflect on their own learning, provided the instructor with immediate feedback from students, allowed for critical reflection of activity types, and enabled the instructor to measure whether perceptions (the &quot;tips&quot;) matched his formative assessment of how students actually performed in small groups and class activities. This paper also provides insight into which activity types students perceived as the most effective in the World Language classroom.
Learning Methods for Efficient Adoption of Contemporary Technologies in Architectural Design
Author: Mahdavinejad, Mohammadjavad
Date: 2013-12-00
Type: Reports - Research
Subjects: Building Design,Architectural Education,Educational Trends,Educational Change,Technological Advancement,Adoption (Ideas),Foreign Countries

The interaction between technology and history is one of the most significant issues in achieving an efficient and progressive architecture in any era. This is a concept which stems from lesson of traditional architecture of Iran. Architecture as a part of art, has permanently been transforming just like a living organism. In fact, it has been placed in a dialectic trend. Previously, the education based on teacher-student system which was in companion with the spirit of the time and architectural style in any historical era was clearly illustrating principles of the architecture of that era. The existence of complexity and contrary in evolving science and technology and following it in art and architectural styles has always been influencing education in the field of architecture. Getting to know scientific spirit and culture of each era and explicitly the recent years and regulating architectural lessons according to scientific, developments and complexities will make architecture a living and dialectic part of science. The purpose of this investigation is to know dialectic thoughts about education in the field of architecture as a part of science and its transitions in the context of history. Descriptive research method has been adopted to do the research.
Developing Student, Family, and School Constructs from NTLS2 Data
Author: Shogren, Karrie A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Transitional Programs,Special Education,Disabilities,National Surveys,Student Characteristics,Family Characteristics,Institutional Characteristics,Differences,Correlation,Youth,Self Determination,Secondary School Students,Secondary Schools,Context Effect

The purpose of this study was to use data from the National Longitudinal Transition Study-2 to (a) conceptually identify and empirically establish student, family, and school constructs, (b) explore the degree to which the constructs can be measured equivalently across disability groups, and (c) examine latent differences (means, variances, and correlations) in the constructs across disability groups. Conceptual analysis of NLTS2 individual survey items yielded 21 student, family, and school constructs, and 16 were empirically supported. Partial strong metric invariance was established across disability groups, and in the latent space a complex pattern of mean and variance differences across disability groups was found. Disability group moderated the correlational relationships between multiple predictor constructs, suggesting the key role of disability-related characteristics in understanding the experiences of youth with disabilities. Implications for future research and practice are discussed. [This article was published in the &quot;Journal of Special Education,&quot; v49 n2 p89-103 2015 (EJ1067635).]
Selected Issues in Multivariate Analyses That Pertain to Multiple Regression Analysis: Specification and Measurement Errors and Collinearity and Suggestions Concerning How to Deal with Them
Author: Strand, Kenneth H.
Date: 2000-04-00
Type: Speeches/Meeting Papers
Subjects: Multivariate Analysis,Multiple Regression Analysis,Discriminant Analysis,Error of Measurement,Correlation,Predictor Variables

This paper contains information concerning the following: 1. An overview of multivariate analysis of variance, and discriminant (DA) and canonical (CA) analyses. 2. An introduction to specification and measurement errors, and collinearity. 3. The sparsity of information concerning specification and measurement errors and collinearity as they pertain to DA and CA. 4. Selected suggestions regarding how to deal with specification and measurement errors and collinearity as they pertain to DA and CA.
Autonomy, Psychological Empowerment, and Self-Realization: Exploring Data on Self-Determination from NLTS2
Author: Shogren, Karrie A.
Date: 2014-01-00
Type: Journal Articles
Subjects: Special Education,Disabilities,Self Determination,Educational Legislation,Federal Legislation,Empowerment,Self Actualization,National Surveys,Adolescents,Classification,Measures (Individuals),Statistical Analysis,High School Students,Longitudinal Studies,Transitional Programs

Data from the National Longitudinal Transition Study-2 (NLTS2) were used to examine (a) the aspects of self-determination assessed in NLTS2 and (b) measurement equivalence and latent differences across the 12 disability categories recognized in IDEA. Three of the four essential characteristics of self-determination - autonomy, self-realization, and psychological empowerment--were directly assessed. Measurement equivalence was established but there were significant latent differences across specific disability groups. Students with high incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments) showed similar latent means and variances, as did students with sensory disabilities (visual and hearing impairments), and cognitive disabilities (autism, multiple disabilities and deaf-blindness). Students with intellectual disability, traumatic brain injury, and orthopedic impairments could not be collapsed with any other group. Across the six collapsed disability groups, there were significant differences in the latent variances and limited mean level differences. Implications for future research and practice are discussed. [This article was published in &quot;Exceptional Children,&quot; v80 n2 p221-235 Jan 2014 (EJ1048486).]
The Common Core State Standards and the Role of Instructional Materials: A Case Study on EdReports.org
Author: Watt, Michael G.
Date: 2016-00-00
Type: Information Analyses
Subjects: Common Core State Standards,Instructional Materials,Case Studies,Content Analysis,Organizations (Groups),Educational Research,Decision Making,Alignment (Education),Evaluation Methods,Elementary Secondary Education

The purpose of this study was to review research studies investigating the role of instructional materials in relation to the Common Core State Standards and to evaluate whether a new organisation, EdReports.org, founded to evaluate the alignment of instructional materials to the Common Core State Standards, has achieved its objectives. Content analysis was used to analyse the subject matter of reports on the research studies. A decision-oriented evaluation model was used to analyse the decision process, decision-making setting, decision model and types of decisions in the change process within EdReports.org. The results showed that the research studies have produced important findings concerning the role of instructional materials in relation to the Common Core State Standards and EdReports.org has attained its objectives in successfully developing and diffusing a program to evaluate the alignment of instructional materials to the Common Core State Standards. The conclusion recommends that policymakers in other educational settings should consider whether its operating system provides a valid model for creating a program to evaluate the alignment of instructional materials to academic standards.