ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Student Teachers&apos; Skills of Transition between Multiple Representations about Pressure
Author: Kurnaz, Mehmet Altan
Date: 2013-01-00
Type: Journal Articles
Subjects: Student Teachers,Teaching Skills,Physics,Science Instruction,Scientific Concepts,Student Teacher Attitudes,Teaching Methods

The aim of this study was to investigate performance of student teachers regarding skills translating verbal representation to graphical, table and physical representations. The study group was constructed with the participants of 45 student teachers. Data of the study was collected with open-ended questions. The results of the study indicated that although almost all of the student teachers defined the concept of pressure as scientifically, most of them did not showed a good performance for the transitions. It was recommended that some sample applications to improve student teachers' skills of transition between multiple representations should be in the theoretical and practical courses given in teacher education programs.
Analyzing Social Play and Social Interaction of a Child with Autism Spectrum Disorder in the Inclusive Kindergarten Education
Author: Dere, Zeynep
Date: 2018-00-00
Type: Journal Articles
Subjects: Play,Interpersonal Relationship,Special Needs Students,Inclusion,Pervasive Developmental Disorders,Autism,Kindergarten,Early Childhood Education,Foreign Countries

The benefits of social play and social interactions have been accepted for children with special needs attending inclusive kindergarten education. This study aims to examine social play and social interaction of a child with autism spectrum disorder in the inclusive kindergarten education. Social play observation form, social interaction observation form, activity adaptation form and parent interview was employed for data collection. Case study was conducted and the sample of this study included one special needed child with ASD. Free play times of the child was video recorded, activity adaptations were reviewed, and an interview with the mother was conducted. The data was analyzed using descriptive analyses technique. The research findings indicated that the child with ASD in an inclusive kindergarten education has limited number of social play and social interactions. Even though these limited social play and social interactions, they had an important impact on the social behavior of the child with ASD. Inclusive classroom teachers and researchers would get benefit for their teaching skills using this study results.
Teaching Styles and Language Performance: Towards a Development of an English Language Program
Author: Tongson, Mercedita B.
Date: 2018-10-00
Type: Reports - Research
Subjects: Teaching Styles,English (Second Language),Second Language Learning,Second Language Instruction,Learning Processes,Cognitive Ability,Sociocultural Patterns,High School Students,Language Teachers,Pretests Posttests,Language Proficiency,Listening Skills,Reading Skills,Writing Skills,Reading Programs,Andragogy,Family Income,Gender Differences,Age Differences,Profiles,Language Tests,Mastery Learning,Foreign Countries

Research proved that teaching styles can make or break the learning process. Hence, performance of learners must be geared towards a learning environment that is engaging, enjoyable and fruitful. Anchored on Invitational Theory, Cognitive Abilities Theory and Sociocultural Theory, this study sought to determine the teaching styles of grade 7 teachers and its relationship to the variation of language performance of grade 7 learners of Iligan City National High School. A descriptive-correlational method was employed. To obtain the needed data, Teaching Styles Questionnaire for Teachers was administered to 9 Grade 7 English teachers and Module 1 Pre/Post-test from K-12 English Learners Material were administered to 971 grade 7 learners. Findings revealed that dominant teaching style used were discussion, reflective and discovery methods. Though usage of other teaching styles came to the surface but there is no variation of teaching styles occurred resulting to a relatively low language performance. The skill of learners in listening is nearing mastery and least mastered for reading and writing. This reasonably showed that the demographic profile of the learners played significant factor to their language performance. Overall, respondents' language performance is evidently related to teaching styles and disparity is apparent and needs to be addressed. With this prevalent finding, a Reading Development Program was crafted and recommended for implementation.
Measuring Instruction in Higher Education: Summary of a Convening (Chicago, Illinois, November 17-18, 2014)
Author: William T. Grant Foundation
Date: 2015-04-15
Type: Reports - Descriptive
Subjects: Higher Education,Educational Quality,Measurement Techniques,Instruction,Success,Learning,Incentives,Evaluation Methods,Competence,Educational Improvement

What will it take to improve the quality of instruction in higher education? An important first step is the ability to measure quality. A variety of measurement systems exist, but how informative are they, and how can we bring greater coherence to instructional measurement in higher education? Recently, the William T. Grant Foundation, along with the Spencer Foundation and the Bill &amp; Melinda Gates Foundation, sponsored a convening of experts on education and the learning sciences to address these questions and to guide possible future initiatives. This summary of the convening examines incentive structures in colleges and universities, looks at the goals toward which instructional measurement can be directed, describes past and current research on instructional measurement, and outlines potential future initiatives.
Moving It Forward: The Power of Mentoring, and How Universities Can Confront Institutional Barriers Facing Junior Researchers of Color
Author: Louie, Vivian
Date: 2018-09-00
Type: Guides - Non-Classroom
Subjects: Mentors,Minority Group Students,African American Students,Barriers,Student Research,Teacher Effectiveness,Teacher Responsibility,Educational Strategies,Universities,Social Support Groups,Employment Potential,Graduate Students,Interprofessional Relationship,Professional Development,Social Networks,Departments,Inclusion,School Responsibility,Cultural Awareness,Racial Bias,Racial Relations,Recruitment

While the longstanding structural challenges in the professional development of junior scholars of color can be confronted through strong mentoring relationships, the potential power of effective mentoring will only be realized when the environments in which these relationships exist begin to change. Derived from insights gleaned from grantees of the William T. Grant Foundation's mentoring program, &quot;Moving It Forward: The Power of Mentoring, and How Universities Can Confront Institutional Barriers Facing Junior Researchers of Color&quot; underscores the pivotal role of effective mentoring in providing junior researchers of color the supports they need to thrive in careers inside and outside the academy. Tailored specifically for decision makers and administrators who have a hand in shaping the professional climate at universities, &quot;Moving it Forward&quot; differs from previous guides for mentoring that have focused on building the skills of mentors themselves. Instead, authors Vivian Louie and Alicia Wilson-Ahlstrom foreground the need for collective responsibility in nurturing and sustaining strong mentoring relationships, and, critically, provide specific strategies and directions for those who might leverage the weight of institutions to foster lasting change.
Uncovering the Inner Workings of States&apos; Early Childhood Policies: Results from a New Tool for Changemakers Focused on Transforming the Workforce
Author: Bornfreund, Laura
Date: 2017-12-00
Type: Reports - Research
Subjects: State Policy,Educational Policy,Early Childhood Education,Labor Force Development,Career Development,Faculty Development,Teacher Competencies,Teacher Qualifications,Standards,Compensation (Remuneration),Preschool Teachers,Elementary School Teachers,Governance,Politics of Education,Preservice Teacher Education

When it comes to the early childhood workforce, American educators and advocates may know what their state's policies are. With their expertise and knowledge, and with support from research and leading organizations, they may be able to define what they want their state's policies to be, particularly for teachers of children from birth through age eight (B-8). But given each state's complex systems, it can be difficult for advocates and educators to realize their workforce goals. The political landscape can present a number of formidable challenges to knowing and acting on what policy levers to pull, with whom, for whom, and in what order. This report is an initiative that aims to establish a shared framework of career pathways, knowledge and competencies, qualifications, standards, and compensation that unifies the entire profession across states and settings. The project's goal, borne out of an identified need from state partners, is to help advocates prepare for, develop, and ultimately implement a process for achieving a strong, supported, and diverse early childhood education profession. Recognizing that each state has its own complexities, the first step is to delve deeply enough to uncover a state's internal systems, structures, and regulations.
Wisconsin Public Schools at a Glance
Author: Wisconsin Department of Public Instruction
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,School Statistics,Employees,Students,School Personnel,Educational Finance,Attendance,Enrollment,Demography,Teacher Student Ratio,Teacher Salaries,State Aid,Federal Aid,Taxes,Disabilities,English Language Learners,Economically Disadvantaged,Ethnicity,African American Students,American Indian Students,Pacific Islanders,Asian American Students,Hispanic American Students,White Students,Multiracial Persons,Private Schools,Home Schooling,Elementary Schools,Secondary Schools

&quot;Wisconsin Public Schools at a Glance&quot; provides in a single page document statistical information on the following topics: (1) Schools &amp; Districts (2018-19); (2) Staff (2016-17); (3) School Funding; (4) Students (2017-18); and (4) Attendance (2016-17). [For &quot;Wisconsin Public Schools at a Glance&quot; covering 2012-2015, see ED565767.]
A Look at the Relationship between Policy and Practice in K-12 Education Reform: Insights for State and District Leaders. Policy Spotlight on New England
Author: Dorfman, Luke
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Change,Educational Policy,College Readiness,Career Readiness,State Policy,State School District Relationship,Competency Based Education,Barriers,Program Implementation

With college and career readiness driving K-12 education goals in the United States today, states are focusing more acutely on policies to ensure their students are well prepared for postsecondary and professional success. While states may adapt their education policies in pursuit of these goals, a question about implementation at the local level takes center stage: How do school districts interpret and respond to these types of policy changes? New England, known for its history of local control over public education, is a pertinent site to examine the relationship between state policy and local implementation. With a declining school-age population, the region's knowledge-based economy relies upon the retention and attraction of well-educated graduates. In response to these strategic goals, New England states have joined national conversations about college and career readiness, trying to determine the best model for their K-12 education systems. While changes in state policy are a critical first-step for education reform, real change must happen in school districts. It is important to study how local districts respond to, and grapple with, these policy changes in order to better understand the implementation process. States may change policies in pursuit of these visions, but it is the change in practice at the local level that truly impacts student experience and thus plays a major role in the success of the state policies. With this in mind, this report compares state policy with local implementation to identify areas where they align and where they diverge. To do so, the report uses New Hampshire and its drive toward a competency-based education (CBE) system as a guiding case study to illustrate important challenges to, and strategies for, statewide educational transformation.
Higher Education: Characteristics of Graduate PLUS Borrowers. GAO-18-392R Graduate PLUS Loans
Author: US Government Accountability Office
Date: 2018-04-17
Type: Reports - Research
Subjects: Federal Legislation,Student Loan Programs,Graduate Students,Student Characteristics,Loan Repayment,College Graduates,Longitudinal Studies,Federal Aid

To help students and their families pay for higher education, the Department of Education provides billions of dollars in federal student loans each year through programs authorized under Title IV of the Higher Education Act of 1965, as amended. Graduate students have been eligible for Graduate PLUS (Grad PLUS) loans to help finance their education since July 1, 2006. Grad PLUS loans are not need-based and students can borrow up to the cost of attendance, such as tuition, fees, and room and board, minus any other estimated financial assistance. Grad PLUS loans are also different than many other federal student loans because they do not have fixed annual or aggregate--referred to in this report as &quot;lifetime&quot;--limits. This report examines (1) what is known about Grad PLUS borrowers and the loan repayment plans they use to manage their debt, and (2) how the addition of loan limits might affect the number and type of borrowers, and the amount of money awarded for Grad PLUS loans. [Major contributors to this report were Melissa Emrey-Arras, Scott Spicer, Eve Weisberg, Jennifer McDonald, Colenn Berracasa,Deborah Bland, Ben Bolitzer, Sarah Cornetto, Holly Dye, Justin Fisher, Kirsten Lauber, John Mingus, and Liam O'Laughlin made significant contributions to this report. Also contributing to this report were Swati Deo, Kate O'Dea Lamas, Jeff Miller, Mimi Nguyen, and Ellen Phelps Ranen.]
Higher Education: Students Need More Information to Help Reduce Challenges in Transferring College Credits. Report to Congressional Requesters. GAO-17-574
Author: US Government Accountability Office
Date: 2017-08-00
Type: Legal/Legislative/Regulatory Materials
Subjects: College Transfer Students,College Credits,Transfer Rates (College),Barriers,Costs,Access to Information,College Planning,Web Sites,Information Dissemination,Articulation (Education),Tuition,Student Financial Aid

College students sometimes opt to transfer schools in response to changing interests or for financial reasons. The extent to which students can transfer previously earned course credits can affect the time and cost for completing a degree. Given the federal government's sizeable investment in student aid--$125 billion in fiscal year 2016--and potential difficulties students may face in transferring credits, the US Government Accountability Office (GAO) was asked to examine the college transfer process. GAO examined (1) transfer rates and challenges students face in transferring credits, (2) the possible financial implications of transfer, and (3) the extent to which students are provided with transfer information to help them plan their college path. GAO analyzed Education's data, including its most recent available transfer data from the 2004-2009 student cohort, interviewed a non-generalizable sample of stakeholders from 25 schools and higher education organizations, and reviewed a nationally-representative sample of 214 school websites. GAO recommends that Education (1) require schools to disclose on their websites (a) the list of other schools with which they have articulation agreements, and (b) when no such agreements are in place; and (2) provide general transfer information to students and families. Education disagreed with the first and agreed with the second recommendation. GAO maintains that students can more easily understand transfer options if information is accessible on a school's website, as discussed in the report.
Dual Enrollment Policies &amp; Programs. Policy Spotlight on New England
Author: Williams, Candace
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Educational Policy,High School Students,College Credits,Eligibility,Postsecondary Education,Educational Finance,Academic Standards,Community Colleges,Universities,Student Costs,Standards

&quot;Dual enrollment&quot; refers to programs in which students take postsecondary courses while simultaneously enrolled in high school. While programs differ among and within states, all programs share the goal of supporting students to complete their postsecondary education more quickly and cheaply while also fulfilling high school graduation requirements. Dual enrollment programs have been evaluated along varying parameters--primarily program by program rather than across state borders and longitudinally. Nevertheless, studies show that students participating in dual enrollment experience increased postsecondary success, whether measured by increased enrollment in college directly from high school, reduced need for remedial education, higher grade point averages (GPAs) in college, or quicker time to completion. Dual enrollment opportunities exist in each of the six New England states, either instituted by state policy or established and offered by public or private higher education institutions. In order to highlight similarities and differences of programs in the region, the brief provides state summaries along five program features recommended by the Education Commission of the States.
Turkish Students&apos; Understandings about Some Basic Astronomy Concepts: A Cross-Grade Study
Author: Kurnaz, Mehmet Altan
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Instruction,Astronomy,Scientific Concepts,Elementary School Students,Secondary School Students,Science Tests,Knowledge Level,Writing (Composition),Freehand Drawing,Foreign Countries

In the present study, students' ideas concerning some basic astronomy concepts are investigated. One hundred and sixty-two Turkish students at different grades (from primary and secondary school levels) participated in this study. Data of the study were gathered using a test, which required participants to present their answers by both writing and drawing. The results revealed that participants at all grades were not sufficient at written and visual responses, including many alternative ideas. It is thought that the results of this study will extend the related literature and make contribution to the development of astronomy education.
School Principals&apos; Opinions about Management upon Values
Author: Hatipoglu, Gizem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Elementary Schools,Secondary Schools,Leadership Styles,Values,Teacher Administrator Relationship,School Culture,Administrator Effectiveness

Management upon value is to consolidate occupations around common values so that managers are aware of the individual values of the occupations and act effectively and efficiently in the direction of their organization. It is envisaged that the managers will create a system of common values, without emphasizing individual values, to develop the motivation and skills of the organizational workshops. The purpose of this research is to determine the opinions of the principals working in public elementary, secondary and high school levels affiliated to Denizli province Merkezefendi and Pamukkale districts about the topic management by values. In this qualitative research in the case study, a structured interview technique was used and the questions developed by the researchers were asked to the school principals. The working group consists of 10 school principals working in the public primary, secondary and high school levels affiliated to the Denizli Provincial Directorate and Pamukkale District National Education Directorates. In the analysis of the data, descriptive and content analysis techniques were used together. The data transferred to the article were edited, the themes were created from the encoded data, and the findings were defined and interpreted. The school principals interviewed indicated that it would be an effective way to act jointly by providing consensus on the way in which the management style can be built with values and this management style; employees will be able to help themselves to the company, to be happy at work, and to work more effectively and efficiently.
Three-Year Persistence and Attainment among Subbaccalaureate Occupational Students: 2006 and 2014. Data Point. NCES 2019-045
Author: Hudson, Lisa
Date: 2018-12-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,Educational Attainment,College Students,Vocational Education,Bachelors Degrees,Academic Education

This Data Point examines postsecondary students' persistence and attainment rates using data from the 2006 and 2014 administrations of the Beginning Postsecondary Students Longitudinal Studies (BPS:04/06 and BPS:12/14). These studies are follow-ups to the 2003-04 and 2011-12 National Postsecondary Student Aid Studies and track the paths of first-time beginning students through education and the labor market. BPS:04/06 included a sample of about 23,000 beginning students, and BPS:12/14 included about 25,000 beginning students. The Data Point focuses on students who enter postsecondary education with the intention of earning a credential, looking at the rate at which these credential-seeking students remain in school or attain a credential within 3 years--that is, their persistence and attainment rate.
On the Move: Supporting Student Transfer. An Overview of Postsecondary Transfer Policies and Programs across New England
Author: Hannenmann, Laura
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,College Transfer Students,Community Colleges,Two Year Colleges,Educational Policy,Geographic Regions,Web Sites,College Admission,College Credits

Across New England, an increasing share of jobs will require some postsecondary education by 2020. Yet, the National Student Clearinghouse findings demonstrate that student pathways to a degree or credential are not always straightforward. In New England, approximately 25% of all students who earned a bachelor's degree had previously attended a two-year institution. Ensuring that these and other transfer students can easily navigate their studies toward a credential is critically important to the region's future well-being; state, system and institutional transfer policies can play a crucial role to ensuring student success. In an effort to provide timely information and resources to higher education policymakers and leaders across the region, this landscape analysis details state- and system-level transfer policies, programs and online resources available to students in each of the New England states. Individual institutions may offer other resources in addition to articulation agreements with other institutions to support students transferring in and out of the institution.