ethanporcaro/eric-fulltext-meta huggingface dataset:
Four Steps to Finishing First: An Agenda for Increasing College Productivity to Create a Better-Educated Society. College Productivity
Author: Lumina Foundation for Education
Date: 2011-09-01
Type: Reports - Descriptive
Subjects: Productivity,Paying for College,Education Work Relationship,Access to Education,Higher Education,Incentives,Academic Degrees,Credentials,Student Financial Aid,Academic Persistence,Educational Quality,Delivery Systems,Graduation Rate,Resource Allocation,Time to Degree,Educational Policy,Open Education,College Role

The United States faces a period of opportunity for reinvention unlike any other, and the need for dramatic reform extends to higher education. Today, the United States is at a crossroads, facing unprecedented challenges in meeting expectations and upholding values that have long distinguished the nation. For the benefit of every American, decades-old approaches to structuring and paying for education beyond high school must be altered to ensure the nation produces enough graduates capable of contributing fully to society and to the communities in which they live. Political leaders responsible for meeting this rising demand for a skilled workforce and educated citizenry are seeking fundamental changes in higher education, which has long served as an engine of opportunity and economic mobility in the United States. Longstanding approaches for providing college and other postsecondary education cannot be scaled affordably to meet a growing need for better-educated adults. To ensure the nation has enough people with meaningful workforce credentials and high-quality associate or bachelor's degrees, the United States must develop lower-cost, high-quality alternatives capable of delivering education to millions of students whom colleges and universities are not serving as well as they could. This report outlines a Four Step agenda that higher education leaders and policy makers are adopting across the country to help their states address economic challenges through higher education.
Web-Based Support for Data-Based Decision Making: Effect of Intervention Implementation on Infant-Toddler Communication
Author: Buzhardt, Jay
Date: 2018-00-00
Type: Journal Articles
Subjects: Infants,Toddlers,Early Intervention,Decision Making,At Risk Persons,Language Impairments,Home Visits,Teaching Methods,Progress Monitoring,Intervention,Language Skills,Program Effectiveness,Expressive Language,Data Use,Educational Technology,Technology Uses in Education,Counselor Client Relationship,Measures (Individuals)

Programs serving infants and toddlers are expected to use child data to inform decisions about intervention services; however, few tools exist to support these efforts. The Making Online Decisions (MOD) system is an adaptive intervention that guides early educators' data-based intervention decision making for infants and toddlers at risk for language delay. Using a cluster randomized design to test the effect of the MOD, home visitors (HVs) were assigned to either use the MOD or not across 13 Early Head Start programs. Both groups used the Early Communication Indicator (ECI) for progress monitoring and a parent-mediated language promotion intervention. Children from both groups demonstrated significant growth in expressive communication. However, children whose HVs fully implemented the MOD grew significantly more than the group that did not use the MOD, even after statistically controlling for parent and HV variables. Implications for designing effective and usable systems to promote the use of data-based decision-making practices by infant-toddler service providers are discussed, as well as limitations of the current study. [This paper was published in &quot;Journal of Early Intervention&quot; (EJ1187659).]
Remediating Difficulty with Fractions for Students with Mathematics Learning Difficulties
Author: Namkung, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Fractions,Teaching Methods,Learning Problems,Difficulty Level,Elementary School Mathematics,Elementary School Students,Word Problems (Mathematics),Problem Solving,Multiplication,Intervention,Mathematics Skills

Competence with fractions is foundational to acquiring more advanced mathematical skills. However, achieving competency with fractions is challenging for many students, especially for those with mathematics learning difficulties who often lack foundational skill with whole numbers. Teaching fractions is also challenging for many teachers as they often experience gaps in their own fractions knowledge. In this article, the authors explain the sources of difficulty when learning and teaching fractions. Then, the authors describe effective instructional strategies for teaching fractions, derived from three randomized control trials. Implications for practice are discussed.
&quot;Strategizing to Survive&quot;: How Ghanaian Public Universities Strategically Respond to Public Funding Challenges
Author: Abedi, Emmanuel Ayisi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Educational Finance,Financial Support,Government School Relationship,Income,Commercialization

Public universities strategic responses to the dwindling public funding in Ghana is an area of study that has received relatively little academic attention in the Ghanaian Higher Education (HE) milieu. This study, employing an exploratory research paradigm, sought to investigate the strategic actions taken by public universities in Ghana as a response to their public funding from the government which has undergone a series of gradual but significant changes in recent times. The study adopted a qualitative research approach with an embedded multiple case study design. Using data from semi-structured interviews in two public universities and documentary evidence, the main findings revealed that the major source of HE institutional pressures emanates from their limited and irregular public funding that inhibits their proper planning and the delivery of teaching, learning, and research. The results further indicated that the public universities as a response have implemented certain strategic actions to mitigate the effects of their limited public funding. The strategies identified included activities such as; revenue from diversified educational services, the expansion of non-traditional sources of income generating activities, and the commercialization of research. Reducing cost through better budgetary efficiency also assumed a greater strategy for the universities. The study revealed that, although the public universities continue to depend haplessly on the limited public funding, they are also actively involved in other diversified and alternative income generating activities in order to survive.
The Effect of Teachers&apos; Training in Secondary English Teachers&apos; Practice of Communicative Language Teaching (CLT) in Bangladesh
Author: Rahman, Mehadi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communicative Competence (Languages),English (Second Language),Teacher Attitudes,Language Teachers,Program Effectiveness,Secondary School Teachers,Faculty Development,Student Evaluation,Evaluation Methods,Teaching Methods,Second Language Learning,Second Language Instruction

The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division. There were (25) English teachers from five schools who were chosen purposively for FGD. Result showed that teachers training has less positive effects on their CLT practice in the secondary classroom. Through training, teachers understood the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing then current assessment system and increasing support for the trained teachers to practise CLT in the classroom.
School Subject Competitions as an Educational Form
Author: Christensen, Jacob Højgaard
Date: 2019-07-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Competition,Intellectual Disciplines,Teaching Methods,21st Century Skills,Nontraditional Education,Educational Benefits,Student Evaluation,Evaluation Criteria

This article presents a study of school subject competitions, which are defined as special events where students in primary or upper secondary school have the opportunity to compete against peers in school subjects. The article analyse and discuss characteristics of this educational form across a variety of prominent competitions with a view to identifying types of competitions, and establish how their educational programmes are structured as regards educational themes and didactics. The methodological approach is divided into three phases: 1) a systematic mapping of prominent competitions, 2) a description and synthesis of the educational programmes of the competitions and 3) an analysis and discussion of the data. Systems theory, as presented by Niklas Luhmann, is applied to provide a theoretical framework with regard to the concepts of educational form, didactics, learning, contingency and structural coupling. The findings indicate that the competitions dominantly operate within the three following educational themes: 1) providing an alternative form of teaching subject matter and skills, 2) developing 21st century skills and 3) enhancing excellent students' learning. The characteristics of the three themes and their didactic approaches are elaborated along with a discussion of the potentials and limitations of school subject competitions as an educational form.
Peer Communication and Perceptions of Disability in the Inclusive High School Art Room
Author: Mohan, Kristin
Date: 2019-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Art Education,Inclusion,Students with Disabilities,Art Teachers,Teacher Role,Interpersonal Relationship,High School Teachers,Interpersonal Communication,Cooperative Learning,High School Students,Beliefs,Attitudes,Language Usage,Peer Relationship

While art education has been and remains a pioneer in inclusion, there have been few investigations into its potential to improve perceptions of disability. In this study, the art teacher's role in modeling respectful communication and collaboration sparks an investigation into perceptions of disability in the inclusive high school art room. The teacher-researcher modeled and facilitated communication and collaboration strategies for two peer groups over the course of eight weeks. Student experiences, along with observations by teachers and paraprofessionals, were examined to identify individual preferences, common beliefs and trends in language. Participant experiences and responses were collected through interviews, questionnaires, and observations. Data was interpreted through narrative analysis and thematic coding. Disability theory and student-centered art education pedagogy created the intersection on which this thesis was built. Broader issues relating to meaningful inclusion, peer support, and ableism were examined. The need for art-based collaboration and communication between students with special needs and their typically developing peers exists because uninformed perceptions of disability are perpetuated without exposure and opportunity to find common ground. Implications for the study include new emphasis on the responsibility of art educators to model peer-communication strategies while providing appropriate modifications for students with disabilities. Further implications include emphasis on teacher-modeled communication as a necessity in protecting the dignity and agency of students with disabilities in the inclusive art room.
Evaluation of Pre-Service Teachers&apos; Views Related to Microteaching Practice
Author: Özonur, Mesut
Date: 2019-00-00
Type: Journal Articles
Subjects: Microteaching,Preservice Teachers,Student Attitudes,Teaching Methods,Teacher Education Programs,College Faculty,Instructional Effectiveness,Content Analysis,Peer Evaluation,Self Evaluation (Individuals),Foreign Countries

The microteaching method offers opportunities to pre-service teachers for both planning and applying teaching methods-techniques. This method generally focuses on teacher behaviors. In teacher training programs, pre-service teachers learn the theoretical underpinnings of pedagogical strategies, and then they practice these strategies, ensuring them have internalized these skills. Education Faculty needs to be able to review research demonstrating the efficacy of microteaching to feel confident about utilizing this practice in their programs. The aim of this research is to identify pre-service teachers' views related to microteaching practice. This research is a descriptive survey study. The participants include pre-service teachers who study in Computer and Instructional Technology Department in Education Faculty. The Interview Form, the Peer Review Form and Self Evaluation Form were used to collect data in the study. Content analysis method was used for analysis of the data. Within the scope of the research, most of the pre-service teachers reported positive views about micro-teaching. In addition, pre-service teachers' views on peer and self-evaluation were also identified. Keywords Instruction, Micro-teaching, Pre-service Teacher, Teacher Education
Cognitive Learning Theories with Emphasis on Latent Learning, Gestalt and Information Processing Theories
Author: Çeliköz, Nadir
Date: 2019-08-00
Type: Journal Articles
Subjects: Learning Theories,Information Processing,Cognitive Processes,Brain,Cognitive Mapping,Behaviorism,Discovery Learning,Verbal Learning,Short Term Memory,Advance Organizers,Educational Psychology,Long Term Memory,Executive Function,Learning Strategies,Recall (Psychology)

Why the brain is the most incredible network of information processing and interpretation in the body as we learn things is the scope of the Cognitive Learning Theories. When we use the word &quot;learning&quot;, we usually mean &quot;to think using the brain&quot;. Therefore, the basic concept of learning is the main viewpoint in the Cognitive Learning Theories as it refers to mental processes that eventually bring about learning in an individual. The objective of this study is to analyse and present the approaches to learning in relation with the processes in brain. In this context, the difference between the behaviouristic approach and cognitive approach is mentioned and the main concepts, models and steps of brain both in terms of Latent Learning Theory, Gestalt Theory and Information Processing Theory are presented descriptively considering the similarities with and contribution to each other. Thus, the main emphasis of this study is on the Latent Learning Theory, Gestalt Theory and Information Processing Theory as the pillars of cognitive learning theories. Keywords: Learning, Cognitive learning, Latent learning, Information processing.
Reflections on Accelerating CTE: Final Evaluation Report
Author: Smith, Tara
Date: 2019-00-00
Type: Reports - Research
Subjects: Acceleration (Education),Adult Vocational Education,Community Colleges,Two Year College Students,Adult Students,Academic Persistence,Demonstration Programs,Program Effectiveness,Outcomes of Education,Educational Attainment,Credentials

The Accelerating CTE project began as an extension of Jobs for the Future's (JFF's) Accelerating Opportunity (AO), a seven-year initiative to improve outcomes for adult education students in college. Building on the lessons learned and strong evidence realized in AO, the ECMC Foundation in 2016 invested in a three-year initiative where JFF partnered with five community colleges to extend student success strategies beyond the original adult education system to career and technical education (CTE) classrooms, where many students who are underprepared for college-level coursework struggle to succeed. This report provides a summary of the Accelerating CTE demonstration project and details student outcomes and college lessons learned. The primary research question was this: Is participation in an integrated Accelerating CTE program associated with improved persistence, completion, and credentialing rates compared to baseline CTE program outcomes? The evaluation found that, overall, colleges participating in Accelerating CTE were able to improve student persistence and completion in CTE career pathway programs. There are four case studies that serve as appendices to this summary report: (1) Accelerating CTE Evaluation Case Study: Hutchinson Community College (ED598369); (2) Accelerating CTE Evaluation Case Study: Neosho County Community College (ED598371); (3) Accelerating CTE Evaluation Case Study: Southeast Kentucky Community &amp; Technical College (ED598374); and (4) Accelerating CTE Evaluation Case Study: West Kentucky Community &amp; Technical College (ED598376). [This report was written with assistance from Rachel Pleasants McDonnell, Jessica Toglia, and Barbara Endel.]
A Gap Analysis of Critical Thinking Skills and Attitude toward Critical Thinking among Interns
Author: Zayapragassarazan, Zayabalaradjane
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Internship Programs,Graduate Students,Medical Students,Graduate Medical Education,Cognitive Tests

Background: Studies have called for reforms in medical education to create a better generation of doctors who can cope with the system-based problems; they would encounter in an interdisciplinary and collaborative environment and make better-reasoned decisions for quality patient care. To achieve this, critical thinking (CT) is at the very heart of development of new medical knowledge. Medical academics and practitioners have raised concerns about the low levels of CT and stress the need for fostering CT among medical practitioners. Objective: The objective of this study was to identify and analyze the gap among the interns with respect to their CT skills and attitude toward CT. Materials and Methods: A cross-sectional descriptive study was conducted among the MBBS interns of an institution of national importance in India. The interns were administered with a short version of Watson-Glaser CT appraisal tool to assess their CT skills and with CT disposition self-rating form to assess their attitude toward CT, respectively. The data were analyzed to assess their level of CT skills and their attitude toward CT. Results: Sixty-one percent of the interns responded to the survey, and only 26% of interns had high CT skills; the five dimensions of CT showed varied levels of skills among the interns. Fifty-one percent of interns showed positive attitude toward CT. Conclusion: The findings showed a gap among the interns in their CT skills and their attitude toward CT.
Accelerating CTE Evaluation Case Study: Hutchinson Community College
Author: Smith, Tara
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Acceleration (Education),Adult Vocational Education,Community Colleges,Two Year College Students,Adult Students,Program Effectiveness,Outcomes of Education,Team Teaching,Supplementary Education,Student Personnel Services,Program Attitudes,College Programs,Allied Health Occupations Education,Welding,Climate Control

This case study shares findings from the evaluation of the Accelerating Career and Technical Education (CTE) program at Hutchinson Community College (HCC) (Hutchinson, Kansas). It provides details on student outcomes and the college's lessons learned, and concludes with information on how the college will build from its project experience going forward. For outcomes across all four participating colleges, see &quot;Reflections on Accelerating CTE: Final Evaluation Report&quot; (ED598367). [This report was written with assistance from Rachel Pleasants McDonnell, Jessica Toglia, and Barbara Endel.]
Mindful Minutes in the Classroom
Author: Joy, Jennifer M.
Date: 2019-07-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Intervention,Graduate Students,Student Attitudes,Futures (of Society),Class Activities,Measures (Individuals),Pretests Posttests

Mindfulness is being nonjudgmental, accepting, and in the present moment. Approaches based in mindfulness can benefit people of all ages socially, emotionally, and even physically. While mindfulness interventions are beginning to become more popular in the classroom for young children through adolescents, very little research has been conducted using mindfulness techniques in postsecondary classrooms, especially at the graduate level. Therefore, our study aimed to evaluate if a short, weekly mindfulness activity presented to a small group of graduate students could increase overall mindfulness. While statistically significant results were not found, qualitative information shows the group did believe this was a useful intervention. Therefore, several suggestions for future use are provided so more mindfulness activities can be used in classrooms at the graduate level. These techniques used by adults in the classroom can then be used to support the educational community and system-wide interactions.
Accelerating CTE Evaluation Case Study: Neosho County Community College
Author: Smith, Tara
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Acceleration (Education),Adult Vocational Education,Community Colleges,Two Year College Students,Adult Students,Program Effectiveness,Outcomes of Education,Team Teaching,Supplementary Education,Student Personnel Services,Program Attitudes,College Programs,Allied Health Occupations Education,Welding

This case study shares findings from the evaluation of the Accelerating Career and Technical Education (CTE) program at Neosho County Community College (NCCC) (Chanute, Kansas). It provides details on student outcomes and the college's lessons learned, and concludes with information on how the college will build from its project experience going forward. For outcomes across all four participating colleges, see &quot;Reflections on Accelerating CTE: Final Evaluation Report&quot; (ED598367). [This report was written with assistance from Rachel Pleasants McDonnell, Jessica Toglia, and Barbara Endel.]
Breaking the Boundaries between High School and College: How to Scale Success for Low-Income Students
Author: Vargas, Joel
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Low Income Students,Success,Barriers,Dual Enrollment,First Generation College Students,High School Students,Access to Education,Program Effectiveness,Educational Change,College Credits

The news is full of growing doubt about the ability of the higher education systems to provide people with paths to a good life. Crushing loan debt, low completion rates, and an uncertain return on investment are among the concerns. Low-income young people, who have the most to gain in earnings from a college degree, fare the worst. Since 2002, an innovative school model known as early college high school has been a premier strategy for addressing these challenges, with dramatic results. One of the most successful school innovations of the past 20 years, early college enables all students to earn an associate's degree (or up to two years of transferable college credit)--for free--by the time they finish high school. Moreover, the vast majority of their students are low-income and first-generation college goers, the young people the education systems have long struggled to serve well. This report looks at how the early college high school model is scaled for success.