ethanporcaro/eric-fulltext-meta huggingface dataset:
Perception of Weight Status in U.S. Children and Adolescents Aged 8-15 Years, 2005-2012. NCHS Data Brief. Number 158
Author: Sarafrazi, Neda
Date: 2014-07-00
Type: Reports - Research
Subjects: Children,Child Health,Body Weight,Obesity,Public Health,National Surveys,Adolescent Attitudes,Age Differences,Gender Differences,Misconceptions,Racial Differences,Racial Distribution,Body Composition,Family Income,Definitions,Statistical Analysis

Childhood obesity is a major public health problem associated with many adverse health outcomes in adulthood. During 2011-2012, nearly 17% of children and adolescents were obese. Weight status misperception occurs when the child's perception of their weight status differs from their actual weight status based on measured height and weight. Accurate weight status self-perception has been linked to appropriate weight control behaviors in youth. The National Health and Nutrition Examination Survey (NHANES) data for children and adolescents aged 8-15 years offers an opportunity to examine weight perception status in this age group.
Association between Diagnosed ADHD and Selected Characteristics among Children Aged 4-17 Years: United States, 2011-2013. NCHS Data Brief. Number 201
Author: Pastor, Patricia N.
Date: 2015-05-00
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Student Characteristics,Neuropsychology,Disability Identification,Diagnostic Tests,Incidence,Racial Distribution,Health Insurance,Family Income,Definitions,Census Figures,National Surveys,Statistical Analysis

Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder diagnosed in U.S. children (1). While this disorder is most often diagnosed in children when they are in elementary school, it is increasingly being identified in preschool children (2-5). This report describes the prevalence of diagnosed ADHD among children aged 4-17 years using parent-reported data collected in a large, nationally representative health survey. Differences in the prevalence of diagnosed ADHD are examined by selected demographic and socioeconomic variables: the child's sex, race and Hispanic ethnicity, health insurance coverage, and poverty status for all children aged 4-17 and among age groups 4-5, 6-11, and 12-17.
HIV Testing in the Past Year among the U.S. Household Population Aged 15-44: 2011-2013. NCHS Data Brief. Number 202
Author: Copen, Casey E.
Date: 2015-06-00
Type: Reports - Research
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Diagnostic Tests,National Surveys,Trend Analysis,Statistical Analysis,Age Differences,Racial Differences,Educational Attainment,Sexuality,Sexual Orientation,Definitions

In 2011, more than 1 million Americans aged 13 and over were living with HIV infection, and one in seven did not know their infection status. Routine, voluntary HIV testing is a recognized way to reduce HIV transmission. Using data from the 2011-2013 National Survey of Family Growth (NSFG), this report updates nationally representative estimates and trends for HIV testing in the past year (excluding donation of blood or blood products, during which individuals are routinely tested) among the U.S. household population aged 15-44. Patterns of reported HIV testing in 2011-2013 are shown by age, race and Hispanic origin, education, and selected sexual behaviors that may be related to an elevated risk of HIV infection.
2014 Abridged Technology and Engineering Literacy Framework for the 2014 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Technological Literacy,Technical Education,Engineering Education,National Competency Tests,STEM Education,Academic Achievement,Elementary Secondary Education,Science and Society,Design,Information Technology,Problem Solving,Grade 4,Grade 8,Grade 12,Definitions,Competence,Knowledge Level,Computer Assisted Testing,Test Construction,Test Items

Due to the growing importance of technology and engineering in the educational landscape, and to support America's ability to contribute to and compete in a global economy, the National Assessment Governing Board (NAGB) initiated development of the first NAEP Technology and Engineering Literacy (TEL) Assessment. Relating to national efforts in science, technology, engineering, and mathematics (STEM) fields, the 2014 NAEP Technology and Engineering Literacy Assessment measures the &quot;T&quot; and &quot;E&quot; in STEM, augmenting long-standing NAEP assessments in science and mathematics. The National Assessment of Educational Progress (NAEP), otherwise known as The Nation's Report Card, informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of NAEP, a continuing and nationally representative measure of achievement in various subjects over time. To create the new assessment, the NAGB sought a framework of technological literacy knowledge and skills that identifies the understandings and applications of technology principles that are important for all students. The TEL assessment is designed to measure three interconnected areas of technology and engineering literacy: (1) Technology and Society; (2) Design and Systems; and (3) Information and Communication Technology. In all three areas of technology and engineering literacy, students are expected to be able to apply particular ways of thinking and reasoning when approaching a problem. These types of thinking and reasoning are referred to as &quot;practices.&quot; The framework specifies three kinds of practices that students are expected to demonstrate when responding to test questions: (1) Understanding Technological Principles; (2) Developing Solutions and Achieving Goals; and (3) Communicating and Collaborating. The 2014 NAEP Technology and Engineering Literacy Assessment will provide important results and information that can be used to determine whether the nation's students have the essential knowledge and skills needed in the technology and engineering areas. Policymakers, educators, and the public can use data from the initial assessments as tools for monitoring certain aspects of student achievement in technology and engineering literacy over time.
2014 National Board for Education Sciences Annual Report, July 2013 through June 2014
Author: National Board for Education Sciences (ED)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Reports,Educational Research,Federal Legislation,Educational Quality,Federal Government,Educational Improvement,Advisory Committees,Program Effectiveness,National Standards,Grants,National Competency Tests

The Education Sciences Reform Act of 2002 (P.L. 107-279) created the National Board for Education Sciences (NBES) to serve as an advisory board to the Director of the Institute of Education Sciences (IES) within the U.S. Department of Education. Among the duties listed in the Education Sciences Reform Act, the Board is required to submit the current report to the Director of IES, the Secretary of Education, and the appropriate congressional committees not later than July 1 of each year. This report constitutes the Board's 2014 assessment of IES's effectiveness in carrying out its priorities and mission, based on the Board's meetings and deliberations from July 2013 through June 2014. On September 10, 2013, then NBES Board Chair, Dr. Bridget Terry Long, Academic Dean and Xander Professor of Education and Economics at the Harvard Graduate School of Education, provided testimony to the Committee on Education and the Workforce in the U.S. House of Representatives (provided in the third appendix). As part of a hearing entitled Education Research: Exploring Opportunities to Strengthen the Institute of Education Sciences, Dr. Long summarized on behalf of the Board their support for the important advances IES has made in carrying out its priorities and mission of providing rigorous and relevant evidence about education and making that information broadly available to critical stakeholders. Additionally, Dr. Long's testimony highlighted key recommendations that the board had for reauthorization of the Education Sciences Reform Act (ESRA, P.L. 107-279). The following are appended: (1) Agenda of the January 31, 2014 NBES Meeting; (2) Agenda of the January 31, 2014 NBES Meeting; and (3) Testimony of Dr. Bridget Terry Long to U.S. House of Representatives.
Qualitative Research Comes of Age
Author: Young, Barbara N.
Date: 1994-00-00
Type: Journal Articles
Subjects: Qualitative Research,Educational Research,Research Methodology,Educational Practices,Methods Courses,Case Studies,Research Design,Educational Change

Educational research has changed in the last ten years from &quot;a field that was dominated by measurement, operationalized definitions, variables, hypothesis testing, and statistics&quot; to a research mode that emphasizes &quot;description, induction, grounded theory, and the study of people's understanding. We refer to this approach as &quot;qualitative research.&quot; Qualitative research has come of age and is regularly incorporated into many general research courses. This methodology is welcomed as one way to capture the essence of a school, a classroom, and the individuals that interact within these contexts.
Comparison between Kemp, Smith &amp; Ragan, Dick &amp; Carey's Instructional Design Models
Author: Birgili, Bengi
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Instructional Design,Models,Comparative Analysis,Correlation,Behavioral Objectives,Educational Methods,Program Evaluation,Instructional Development,Design Preferences,Educational Practices

Instructional design (ID) is systematic way of suggesting a structure and giving meaning to an instructional problem by helping to visualize the problem and breaking into discrete and manageable units. In addition, ID is a systematic reflective process of applying instructional principles into plans by material, activity, resources and evaluation (Smith &amp; Ragan, 2004; Morrison, Ross &amp; Kemp, 2001). It is based on what is known about learning theories, management methods, systematic analysis and information technology. Also the importance is that an instructional design approach makes the expert construct the instruction from learners' perspectives instead of traditional education approach such as perspective of content. Therefore, the main elements of an instructional process should be learners, objectives, method and evaluation. Where are we going?, how will we get there? and how will we know when we have arrived? are three major questions that instructional designers should ask themselves.
&quot;Designing Instrument for Science Classroom Learning Environment in Francophone Minority Settings: Accounting for Voiced Concerns among Teachers and Immigrant/Refugee Students&quot;
Author: Bolivar, Bathélemy
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Minority Group Students,Immigrants,Science Instruction,Refugees,Student Adjustment,Foreign Countries,Language Minorities,Cultural Differences,Teacher Surveys,Classroom Environment

The three-phase process &quot;-Instrument for Minority Immigrant Science Learning Environment,&quot; an 8-scale, 32-item see Appendix I- (I_MISLE) instrument when completed by teachers provides an accurate description of existing conditions in classrooms in which immigrant and refugee students are situated. Through the completion of the instrument and consideration of the data emanating from that process, teachers are in a position to move responsively, both individually and collectively, towards enacting practices that will support immigrant and refugee students in their transition to Canadian classrooms and the learning of science, especially within francophone minority settings.
Perceptions of Critical Thinking, Problem Solving and Learning to Learn: A Study of Four Female Adult and Continuing Education Administrators
Author: Blodgett, Cynthia S.
Date: 2001-00-00
Type: Reports - Research
Subjects: Adult Education,Continuing Education,Administrator Attitudes,Females,Educational Practices,Critical Thinking,Problem Solving,Community Colleges,State Universities,Interviews,Coding,Lifelong Learning,Educational Administration,Administrator Effectiveness,Educational Attitudes,Learning Processes,Case Studies

The purpose of this qualitative study was to examine ways in which adult education administrators define and apply critical thinking, problem solving, and learning to learn to their practices as well as in other areas of their lives. Participants included four female administrators in adult education programs at community college and state university settings. These individuals have advanced university degrees and experience with both teaching and administration. Data were collected by interview. An interview protocol was developed, designed to discover themes specifically related to participant's understanding and perceptions of: a) manifestations of critical thinking, problem solving, and learning to learn; b) similar concepts and processes by highly effective administrators; and c) similar concepts and processes as manifested by ineffective administrators. Their personal and professional backgrounds were also explored. Data were analyzed according to questions, which served as categories. Transcripts of the interviews were coded, then analyzed for themes within category. Themes that emerged from Category 1: Personal background, included educational background, daily work, career path, and understanding of themselves as adult learners. Themes within Category 2: Perceptions of critical thinking, problem solving, and learning to learn, in nonspecific terms, were organized by each of those components. Themes that emerged from both Category 3: Toward effective administration, and Category 4: Toward ineffective administration were parallel. These included overall impression, use of critical thinking, application of problem solving, learning to learn, and beliefs toward lifelong learning. One major area of concern that became evident in the data was respondents' inconsistent perception of the meaning or application of the concept of learning to learn; yet two areas of proficiency were identified by the respondents - communication and problem posing/ problem solving. Problem posing involves critical thinking and communication. Effective problem solving is facilitated by knowledge and practice of these skills and are needed to be well developed in the effective administrator. Two appendices are included: (1) Interview Protocol--Reasons behind the questions; and (2) Interview Protocol.
Making Connections with Concept Mapping: A Tool for Under-Achieving Middle Grade Science Students
Author: Snead, Donald
Date: 2003-00-00
Type: Journal Articles
Subjects: Underachievement,Science Instruction,Middle School Students,Scientific Concepts,Concept Mapping,Teaching Methods,National Standards,Guidelines,Instructional Effectiveness,Concept Formation,Science Teachers

Science teachers seek to increase student learning within the area of science. Through the implementation of National Science Education Standards, teachers are provided insights into learning techniques, strategies, and other guidelines for effective learning instruction. Teachers agree science is a complex discipline, which can be seen in the achievement levels of many middle grade students. This study seeks to examine the use of concept mapping and its effects on the achievement levels of middle school aged students. This type of learning method could improve and facilitate meaningful learning and engage students in extended science discourse, as well as help students construct an understanding of concepts.
Jewels of Wisdom: A Study of Perceptions of Discipline of Middle School Teachers, High School Teachers, Student Teachers, and Undergraduate Education Majors Enrolled in Classroom Management Course (YOED 4000)
Author: Young, Barbara N.
Date: 2002-00-00
Type: Journal Articles
Subjects: Discipline,Discipline Problems,Middle School Teachers,High Schools,Secondary School Teachers,Student Teachers,Education Majors,Classroom Techniques,Surveys,Attitude Measures,Statistical Analysis,Democratic Values,Gender Differences

School discipline is viewed as a national concern that is becoming more serious by the day. Practicing teachers, student teachers, and preservice high education students across the country are concerned with discipline-related problems in schools across the nation. Perceptions of discipline influence practicing teachers, student teachers, and preservice teachers in many different ways as they go about making decisions regarding management, discipline, and career choices. This study (N = 110) enrolls surveying students enrolled in the Classroom Management Course YOED 4000 at various sites. Surveys gauge students' perceptions of discipline within the classroom.
The Quality Assurance System for Ontario Postsecondary Education: 2010-2014
Author: Liu, Qin
Date: 2015-12-00
Type: Journal Articles
Subjects: Quality Assurance,Foreign Countries,Postsecondary Education,Models,Heuristics,Governance,Government Role,Educational Quality,Documentation,Interviews,Archives,Advisory Committees,Public Colleges,Private Colleges

The period of 2010 to 2014 marked a relatively stable stage in the evolving quality assurance system for Ontario postsecondary education, particularly following massive changes after 2000. The current system consists of three frameworks overseen respectively by three quality assurance agencies--the Ontario Universities Council on Quality Assurance, the Ontario College Quality Assurance Service, and the Postsecondary Education Quality Assessment Board, each serving different purposes. This paper uses van Vught and Westerheijden's (1994) general model of quality assessment and Jeliazkova and Westerheijden's (2002) Phase Model of quality assurance systems development as heuristic tools for the analysis. The following four areas are discussed: formalized quality mechanisms with diversity; the arms-length tripartite relationship with a distinction between self-regulation and government regulation; mixed phases of quality assurance development and the maturing process; and gaps in the system. It is argued that within fifteen years, a comprehensive and relatively mature quality assurance system with diverse but rigorous mechanisms has been developed for Ontario postsecondary education although a few deficiencies exist, including the continued lack of coordination within the system. The evolution of the system appears to reflect a path trajectory of governance structure development of the Ontario postsecondary education system as well as be a result of interactions between the local and the global.
Creative and Critical Thinking Skills in Problem-Based Learning Environments
Author: Birgili, Bengi
Date: 2015-12-00
Type: Journal Articles
Subjects: Creative Thinking,Critical Thinking,Thinking Skills,Problem Solving,Problem Based Learning,Instructional Design,Educational Strategies,Teaching Methods,Skill Development,Role of Education

Creative and critical thinking skills are the abilities, which can sometimes be used interchangeably in definition. In fact, they have different constructs because they differentiate in outcome of human behaviours. Also one of today's requirements is that individuals should approach everyday problems by using both competences. So, one of the helpful tool for development of creativity and critical thinking skills proposed is problem-based learning environments in classrooms. In this study, problem based approach including philosophy; general characteristics of it, role of teachers and students in problem-based learning environment, and its uniqueness over other learning approaches is explained by considering advantages and limitations. Then, problem-based learning is discussed with regard to instructional design perspective in a scientific manner. Finally, the study is aimed to explain when PBL grounded in development of instructional strategy as a fruitful approach; instructional strategies, methods and techniques are differentiated in creativity and critical thinking skills.
Service-Learning Program at University and It's Role in Building Child-Friendly Community
Author: Krumes Šimunovic, Irena
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Service Learning,Higher Education,Preservice Teacher Education,School Community Programs,Academically Gifted,Elementary School Students,Workshops,Creativity,Action Research,Questionnaires,Likert Scales,Fairy Tales

This paper presents an action research associated with Faculty of Education in Osijek, dislocated study in Slavonski Brod with pre-service teachers during the four academic years. The study follows the process of improving student learning through collaboration colleges and local communities for the benefit of gifted children in lower grades of elementary school. This work follows the process of creating workshops and creativity, imagination and cooperation that has developed through activities related to Children's ceremony, &quot;In the world of fairytales of Ivana Brlic-Mažuranic&quot; in Slavonski Brod. The paper traces not only the development of future teachers learning, but also the creativity of children and the circumstances that lead to better cooperation with local institutions. [This paper was published in: E. Berbic Kolar, B. Bognar, M. Sablic, B. Sedlic (Eds.), &quot;Challenges in building child friendly communities: Proceedings of International conference Zadar 2014, Croatia&quot; (p. 17-31). Slavonski Brod: Europe House Slavonski Brod.]
Bullying of Adjunct Faculty at Community Colleges and Steps toward Resolution
Author: Reigle, Rosemary
Date: 2016-01-00
Type: Reports - Research
Subjects: Adjunct Faculty,College Faculty,Bullying,Teaching Conditions,Teacher Surveys,Tenure,Social Isolation,Disclosure,Work Environment,Community Colleges,Teacher Promotion,Equal Opportunities (Jobs)

Adjunct instructors benefit community colleges through their flexibility, diversity, innovation and contributions to student success; however, their part-time status can result in friction with full-time/tenured faculty, a problem that can lead to bullying. In an effort to determine what forms bullying of adjunct faculty take and how these instructors respond to such treatment from full-time/tenured faculty, a survey that covered incidence, response, and resolution measures was emailed to part-time and adjunct faculty at public community colleges throughout the United States. Results indicate that bullying took the form of denial of advancement, harassment, offensive comments, and social exclusion, and that most instructors who were bullied made no effort to report it. Results also show that respondents who were bullied were less likely to perceive that their institutions had a clear process for reporting workplace harassment and less likely to agree that such conflicts can be resolved within the institution. To promote a more equitable workplace and improve relationships between adjuncts and full-time/tenured faculty, community colleges should develop a definition of bullying that applies more directly to higher education, create better processes for reporting and handling complaints about hostile work environments, implement a more transparent system for resolving instances of bullying, and promote a culture that values the contributions of adjuncts.