ethanporcaro/eric-fulltext-meta huggingface dataset:
Interview with Charles M. Reigeluth: Applying Instructional Design to Educational Reform
Author: Simsek, Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Instructional Design,Educational Media,Educational Change,Interviews,Educational Research,Educational Theories,Career Development,Professional Recognition,Change Agents,Technology Uses in Education,Educational Attitudes

Professor Reigeluth emphasizes that the work of educational technology researchers should focus on advancing instructional design theories rather than investigating some trendy aspects of utilizing educational media in schools. He makes the point that such an orientation will provide a comprehensive framework for efforts toward improving education dramatically in the knowledge-driven societies of the twenty-first century. This is to say that nobody can transform schools without providing personally meaningful experiences for all learners in an integrated system of education. Professor Reigeluth has received many awards for his accomplishments and contributions in the field of educational technology and instructional design. Most of these awards were given by prestigious organizations and educational institutions such as Brigham Young University, AECT, AERA, ISPI, and Indiana University. However, probably his biggest award is witnessing that his ideas have been implemented by a number of school districts in the United Sates and influenced many others around the world. Considering his accomplishments and contributions that shaped our field over the years, we decided to interview him and he was generous enough to share his views with us.
Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth. Paper #1: Selecting Core Ideas and Practices -- An Iterative Process
Author: Roseman, Jo Ellen
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Middle School Students,Grade 8,Chemistry,Biology,Secondary School Science,Intervention,Units of Study,Curriculum Development,Curriculum Evaluation,Curriculum Design,Curriculum Implementation,Alignment (Education),Feasibility Studies,Scientific Principles,Educational Objectives,Middle School Teachers,Learning

Researchers at AAAS and BSCS have developed a six-week unit that aims to help middle school students learn important chemistry ideas that can be used to explain growth and repair in animals and plants. By integrating core physical and life science ideas and engaging students in the science practices of modeling and constructing explanations, the unit is designed to address major recommendations in national standards documents, including the National Research Council's "A Framework for K-12 Science Education" (2012). In this paper, the authors focus on the iterative design process used to select and refine a set of learning goals for the unit that target the three dimensions of science learning identified in the "Framework"--science core ideas, science practices, and crosscutting concepts. The paper also describes the data on alignment, classroom implementation, and student and teacher learning that informed the revision of the learning goals through three iterations of the unit. Numerous examples are provided to illustrate the kinds of design issues that arose and how they were resolved to address the challenges inherent in taking a standards-based approach to curriculum design. (Contains 5 tables and 3 figures.)
Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth: Changing the Research-Based Curriculum
Author: Kruse, Rebecca
Date: 2013-04-00
Type: Reports - Research
Subjects: Chemistry,Biology,Grade 8,Middle School Students,Secondary School Science,Curriculum Development,Science Instruction,Units of Study,Intervention,Educational Research,Instructional Materials,Curriculum Design,Pilot Projects,Revision (Written Composition),Field Tests

Much of modern biology has become increasingly chemical in character. Not surprisingly, students often have trouble understanding key ideas in biology because they lack foundational chemistry ideas. AAAS and BSCS are collaborating to develop and study a curriculum unit that supports students' ability to explain a variety of biological processes involving growth in chemical terms. The unit provides conceptual coherence between chemical processes in nonliving and living systems through the core idea of atom rearrangement and conservation during chemical reactions, which is critical for understanding how growth occurs while conserving matter. An initial draft of the unit was pilot tested at two schools in 2011. The results of the pilot test were used to revise the unit. In the spring of 2012, the revised unit and teacher materials was field tested. In this paper we will describe the iterative development process and the research that supports it. We will describe the Year 2 curriculum and, specifically, highlight how the curriculum enacts its four key design principles. Selected findings will be discussed that informed subsequent revisions during the final year of the project. (Contains 8 tables.)
Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth: Designing Professional Development to Support Teaching
Author: Kruse, Rebecca
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Chemistry,Biology,Grade 8,Middle School Students,Secondary School Science,Curriculum Development,Units of Study,Science Instruction,Intervention,Educational Research,Middle School Teachers,Faculty Development,Instructional Materials,Teaching Guides,Pedagogical Content Knowledge,Teaching Skills,Field Tests

AAAS and BSCS are collaborating to develop and study a curriculum unit that supports students' ability to explain a variety of biological processes such as growth in chemical terms. The unit provides conceptual coherence between chemical processes in nonliving and living systems through the core idea of atom rearrangement and conservation during chemical reactions, which is critical for understanding how growth occurs while conserving matter. Abundant evidence in the literature suggests that many middle school teachers lack adequate science preparation, but even teachers with excellent science content knowledge often lack pedagogical skills necessary to effectively use research-based curricular materials. Thus, we consider teacher support materials and professional development (PD) to be a critical component of this intervention. We will describe the design of teacher support materials and professional development to support teachers' implementation of the curriculum through developing their knowledge and skills in the areas of Content Coherence and Pedagogical Support for Student  Learning. In the context of face-to-face and online interactions with the curriculum unit, teachers learn about science content, student ideas, and strategies for teaching the content and curriculum effectively. This paper reports on the iterative development of the suite of teacher support materials and PD, highlights of key features, findings of our Year 2 field test, and implications of those findings for future revisions. (Contains 7 tables and 3 figures.)
Integrating Aesthetics: Transforming Continuing Education through Africentric Practice
Author: Ellis, Auburn E.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Afrocentrism,Urban Schools,Public Schools,Elementary Secondary Education,Curriculum,Culturally Relevant Education,Teaching Methods,Public School Teachers,Urban Teaching,Art Education,Inservice Teacher Education,Continuing Education,Case Studies

Background: Manuscript written for the Adult Education Research Conference based on dissertation research completed at National Louis University.  Purpose: To increase knowledge base of art based learning as a mode of anti-racist pedagogy and the use of an Africentric framework for continuing and professional education.  Setting: African Centered educational institutions in Chicago.  Research Design: Qualitative.  Findings: Each site had similar missions and the shared goal of building positive selfethnic image (Colin 1989).  This was reflected in both curricula and artistic instructional strategies.  African Centered practice is grounded in the cognitive and affective domains.  In addition to K-12 curriculum content, what makes African Centered schools different in the focus on building positive selfethnic identity and the importance of community empowerment.  Conclusion: Academic rigor and affective growth were developed through a consciousness of African Centered ideas and positive selfethnic image (Colin 1989). In addition to the importance of community, building positive selfethnic image is also encouraged.  Africentric communities foster students' cognitive abilities while developing creative spirits.  Since before Ancient Kemet, artistic practice has been a way of knowing, understanding, and doing for people of this Diaspora.  At each institution, culturally grounded instructional strategies are embedded in every program and has a critical impact not only on school culture, but also on the development of a positive selfethnic image (Colin 1989).  Citation: Ellis, Auburn E., Integrating Aesthetics: Transforming Continuing Education through Africentric Practice. AERC Proceedings: 2013.
Mathematics in the Public and Private Secondary Schools of the United States. International Commission on the Teaching of Mathematics, The American Report, Committees III and IV. Bulletin, 1911, No. 16. Whole Number 463
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1911-00-00
Type: Historical Materials
Subjects: Vocational Education,College Preparation,Mathematics Education,Correspondence Schools,High Schools,Mathematics Instruction,Black Colleges,African American Students,Teaching Methods,Evening Programs,Technical Education,Public Schools,Private Schools,College Admission,Required Courses,Mathematics Curriculum,Mathematics Tests,Single Sex Schools,Coeducation,Geometry,Algebra,Arithmetic,Trigonometry,Mathematics Teachers,Teacher Education

The purpose of high-school education has generally been twofold--not only to furnish preparation for college, but also to provide some of the elements of a liberal education for those whose formal and directed study is to go no further. In not a few communities high schools were established in which the former purpose was expressly waived; but even in these schools the gradual broadening of college entrance requirements has combined with the pressure of able and ambitious pupils to establish college preparation as a recognized purpose of high-school work. More recently a new type of high schools has been devised, to furnish preparation as direct as possible for certain special vocations, notably those of the machinist and the merchant. These will be dealt with in another report. This report is confined to high schools of the general type. Appended are: (1) Mathematical instructions for evening technical schools; (2) The teaching of mathematics in private correspondence schools; and (3) The teaching of mathematics in schools and colleges for negroes. Individual sections contain footnotes. (Contains 5 tables and 5 figures.) [Best copy available has been provided.]
List of Publications of the United States Bureau of Education Available for Free Distribution, October, 1911. Bulletin, 1911, No. 17. Whole Number 464
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1911-10-00
Type: Historical Materials
Subjects: Position Papers,Annual Reports,Government Publications,Bibliographies,Federal Government,Access to Information,Intellectual Disciplines,Educational Research,Information Sources

This bulletin describes the publications of the Bureau of Education which at the time of its compilation (October 1911) are available for free distribution by this office. Requests for titles from this list will be filed as long as the publications desired continue to be in stock, but it should be understood that the supply of many especially earlier issues, is scant and likely soon to be exhausted. Many publications of the bureau which can no longer be supplied by this office may be purchased from the Superintendent of Document, Washington. Many of these publications are of great value to teachers, students of education, librarians and people having a general interest in education and the improvement of public and private schools. The lists include: (1) Annual statement of the Commissioner; (2) Annual reports; (3) Circulars of information collected annual volumes; and (4) Publications on special subjects. An index is included. [Best copy available has been provided.]
Teachers&apos; Certificates Issued under General State Laws and Regulations. Bulletin, 1911, No. 18. Whole Number 465
Author: Updegraff, Harlan
Date: 1911-00-00
Type: Historical Materials
Subjects: Teacher Certification,Boards of Education,Laws,Teacher Effectiveness,Licensing Examinations (Professions),Standards,State Legislation,Counties,Instructional Program Divisions,Elementary School Teachers,Secondary School Teachers,Administrator Qualifications,Teacher Qualifications

The teacher is the most important factor in the school; the selection of teachers is the most important and difficult duty of school officers. Public funds and children must be guarded against incompetent teachers. To do this, all the States of the Union have by law provided for the examination of applicants and for some form of license or certification for those who pass the examination in such a way as to indicate their fitness to teach and their ability to manage schools. This study was undertaken originally at the request of the first conference of chief State education officers regarding the recognition in each State of teachers' certificate and of diplomas of educational institutions issued in other States. All licenses to teach in the public schools of the United States, except those issued by city boards of education in accordance with conditions prescribed by such boards are embraced in this study. The fundamental purpose of the study is to answer the question, What is the exact status of the legal provisions relating to certification of teachers in the various States at the present time in such a way as to furnish data in the best form for use in the construction of standards of measurement for certificates and in the preparation of standards systems of certification. Acts of Various Legislatures Passed during the Winter of 1911 and not Referred to in Table 1 are appended. Bibliography and index are included. (Contains 10 figures and 34 tables.) [Best copy available has been provided.]
Statistics of State Universities and Other Institutions of Higher Education Partially Supported by the State for the Year Ended June 30, 1911. Bulletin, 1911, No. 19. Whole Number 468
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Higher Education,Teaching Methods,Statistical Data,Enrollment Trends,State Universities,Educational Finance,State Aid,Tables (Data),Educational Change,Educational Facilities Improvement,Educational Facilities,Income,Private Financial Support

This annual bulletin, formerly prepared and published by the National Association of State Universities, has been published by the Bureau of Education for the past three years. The data given are taken from reports received from the offices of the presidents of the various institutions, and the figures printed are substantially as given in those reports. Apparent errors have been called to the attention of the authorities making the report and opportunity given for correction. In the preparation of these bulletins the bureau makes no investigation, but simply tabulates the returns as reported by the several institutions. This bulletin offers statistics of state universities and other institutions of higher education partially supported by the State in terms of: (1) Changes in courses and methods of instruction; (2) Gifts, buildings and improvements; (3) Teaching force; (4) Student enrollments; and (5) Property and income. (Contains 3 tables.) [Best copy available has been provided.]
A Course of Study for the Preparation of Rural School Teachers: Nature Study, Elementary Agriculture, Sanitary Science, and Applied Chemistry. Bulletin, 1912, No. 1. Whole Number 469
Author: Mutchler, Fred
Date: 1912-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Rural Schools,Preservice Teacher Education,Rural Environment,Elementary School Teachers,Elementary School Curriculum,County School Districts,Sanitation,Chemistry,Physical Environment,Environmental Education,Agricultural Education,Science Instruction,Rural Education,Rural Urban Differences,State Schools,Teacher Education Curriculum,Course Descriptions,Relevance (Education),Educational Principles,Worksheets,Biological Sciences,Hygiene,Health Education,Health Promotion,Education Courses

The part of the educational system that has received least attention in the immediate past is the rural school. Much good work has been and is now being done in the reorganization of courses of study, in training teachers, in planning for material equipment, and all the various details that help make an efficient school system. While these efforts have been well directed and are in large measure being carried out, they have nevertheless been inadequate for reviving the rural school. Rural interests and rural problems are not like the city's interests and its problems; and educators everywhere, especially in the South, are coming more and more to believe that the course of study adapted to securing the most efficient rural life is radically different from any other course of study. The elementary school must, if it fulfills its high purpose, minister to the needs of the community in which it resides. To do this a course of study coordinated with rural life is needed, together with a corps of teachers trained to put in operation the work that the country districts need. It is not within the authors' purpose to make a study of rural interests and conditions or to outline a course of study for the rural schools, but to suggest some of the lines along which the teacher should be trained who essays to teach in the country district. Individual sections contain footnotes. [Best copy available has been provided.]
Mathematics at West Point and Annapolis. International Commission on the Teaching of Mathematics, The American Report, Committee No. XI. Bulletin, 1912, No. 2. Whole Number 470
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Mathematics Instruction,Class Organization,Military Schools,Mathematics Teachers,Males,Military Training,Armed Forces,Mathematics Education,Efficiency,Teaching Methods,Educational History,Mathematics Tests

Of all the technical schools in the United States, probably none exists whose aim is so clearly defined as that of our two great Government schools for the training of officers for the United States Army and Navy. The purpose of these schools is strictly utilitarian, viz, to give to a selected number of young men of this country the best possible technical training for the positions of responsibility in the Army and Navy. That these schools do their work well is amply demonstrated by the efficiency of our military and naval forces. It is always of interest to see how a school fulfills its aim, how it adjusts its subject matter to meet the particular task in hand, and how it eliminates that which detracts from the main purpose. To teachers of mathematics such an investigation will be of particular interest, especially in view of the tendency of a number of modern educators to demand a justification of every topic in the curriculum. It is the purpose of the two reports submitted herewith to give such an exposition of the teaching of mathematics in these two great schools, the United States Military Academy at West Point and the United States Naval Academy at Annapolis, these being the only schools of the kind in the United States. These reports will repay a careful reading; they are suggestive to all teachers not only in details of class organization, but in the general handling of subject matter to serve a definite purpose. They will show why mathematics has so long held and still retains its prominent place in the training of military and naval officers. Individual sections contain footnotes. [Best copy available has been provided.]
Report of the Committee on Uniform Records and Reports. Bulletin, 1912, No. 3. Whole Number 471
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Educational History,School Business Officials,Urban Schools,School Accounting,State Schools,Educational Finance,School Statistics,Data Collection,Standards,Census Figures,Guidelines,Student Records,Educational Policy,Administrative Policy,Educational Administration,Elementary Secondary Education,Public Schools,Academic Records,Recordkeeping,Worksheets,School Districts,School Administration,Reports

The committee on uniform records and reports has, since the last meeting of the department, continued its work along the lines indicated in the preliminary report submitted at that meeting. That progress has been made is indicated by statistics which were gathered by the United States Bureau of Education showing that 216 cities are now using the cumulative record card, and that 418 cities are able to report their fiscal statistics on the form which was recommended by this committee in cooperation with the United States Bureau of Education, the Census Office, and the Association of School Accounting Officers. It is believed that the work which was begun by this committee should be continued by a permanent committee whose duty it should be to suggest from time to time such improvements in records and reports as may be determined by their study of the situation. The report which follows is divided into the following sections: (1) Records and reports for State school systems; (2) Records and reports for city school systems; (3) Pupil records with special reference to the cumulative record card; and (4) The report of fiscal statistics. Accompanying this discussion there are presented as separate documents, the cumulative record card recommended by the committee; the form for reporting fiscal statistics, which was prepared in conference with the Bureau of Education, the Census Office, and the Association of School Accounting Officers, and which is now furnished to cities by the Bureau of Education; and the form for a teacher's register. (Contains 6 tables.) [Best copy available has been provided.]