ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology Use and Sleep in Adolescents with and without Attention-Deficit/Hyperactivity Disorder
Author: Bourchtein, Elizaveta
Date: 2019-01-00
Type: Reports - Research
Subjects: Computer Use,Sleep,Adolescents,Attention Deficit Hyperactivity Disorder,Middle School Students,Grade 8,Time on Task,Television Viewing,Video Games,Telecommunications,Computer Mediated Communication,Handheld Devices,Use Studies,Incidence

Objectives: This study used a multi-informant approach to examine differences in types and rates of technology used by adolescents with and without attention-deficit/hyperactivity disorder (ADHD), associations between technology use and sleep/daytime sleepiness, and whether technology use was differentially related to sleep/daytime sleepiness in adolescents with and without ADHD. Methods: Eighth graders with (n=162) and without (n=140) ADHD were recruited. Adolescents completed questionnaires assessing time spent using technology, sleep-wake problems, school-night time in bed, and daytime sleepiness. Parents and teachers reported on adolescents' technology use and daytime sleepiness, respectively. Results: Adolescents with ADHD had significantly greater total technology, television/movie viewing, video game, and phone/video chatting use than adolescents without ADHD. Adolescents with ADHD engaged in twice as much daily video game use compared to those without ADHD (61 vs. 31 min). Controlling for medication use, ADHD status, pubertal development, sex, and internalizing symptoms, greater parent- and adolescent-reported technology use was associated with more sleep-wake problems and less time in bed. ADHD status did not moderate the relations between technology use and these sleep parameters. In contrast, ADHD status moderated the association between parent-reported technology use and teacher-reported daytime sleepiness, such that this association was significant only for adolescents with ADHD. Conclusions: Technology use, although more prevalent in adolescents with ADHD, is linked with more sleep problems and reduced school-night sleep duration regardless of ADHD status. Technology use is associated with teacher-rated daytime sleepiness only in adolescents with ADHD. Clinicians should consider technology usage when assessing and treating sleep problems. [This paper was published in &quot;Journal of Pediatric Psychology.&quot;]
Do-Over or Double Down? Working toward a New K-12 Education Accountability Ecosystem
Author: McShane, Michael Q.
Date: 2018-10-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Accountability,Educational Practices,Educational Change,Success,Barriers,Educational Policy,Equal Education,Information Literacy,Information Utilization,Student Improvement,Scores,Outcomes of Education,Testing,Politics of Education,Teacher Attitudes,Educational Trends,Trust (Psychology),Student Characteristics,Educational Quality,Educational Environment,Grading,Academic Standards,Ecology

What does it mean to hold schools accountable? How do we measure school performance? Why do we care? We convened focus groups of K-12 stakeholders to wrestle with these tough questions and help us better understand the current accountability landscape--where we've been as well as where we're headed. We've compiled what those focus group participants told us into this report, which we hope will be a springboard for additional discussions around the issue of K-12 accountability.
Building Bridges: An Analysis of Career and Technical Education in Metro Milwaukee. Executive Summary
Author: Public Policy Forum
Date: 2017-02-00
Type: Reports - Research
Subjects: Career Readiness,Public Schools,High Schools,High School Students,School Districts,Enrollment Trends,Educational History,Vocational Education,Job Skills,Occupations,Student Interests,Grants,Educational Finance,Certification,Graduation Rate,Standardized Tests,Postsecondary Education,Outcomes of Education,Institutional Characteristics,Employment Level,Teachers,Labor Force

There has been considerable discussion among policymakers and school leaders in recent years about the need to prepare students as early as junior high and high school for the demands of the 21st Century knowledge economy. Efforts to provide this combination of knowledge and skills often fall under the label of &quot;Career and Technical Education&quot; (CTE). But what exactly is Career and Technical Education and how is it being implemented in Wisconsin and Metro Milwaukee high schools? This report seeks to answer those questions with a comprehensive look at CTE in public school districts in the region and state. This report analyzes CTE enrollment and programming at the state, regional, and district level. The authors describe historical patterns and trends to show how CTE has changed over time and to gauge whether it is achieving desired outcomes. They also discuss a number of policy recommendations for school leaders and policymakers aimed at strengthening the CTE curriculum. [For the full report, see ED591396.]
Building Bridges: An Analysis of Career and Technical Education in Metro Milwaukee
Author: Yeado, Joe
Date: 2017-02-00
Type: Reports - Research
Subjects: Career Readiness,Public Schools,High Schools,High School Students,School Districts,Enrollment Trends,Educational History,Vocational Education,Job Skills,Occupations,Academic Achievement,Planning,Career Planning,Student Interests,Grants,Educational Finance,Gender Differences,Racial Differences,Ethnicity,Special Needs Students,Certification,Graduation Rate,Standardized Tests,Postsecondary Education,Outcomes of Education,Institutional Characteristics,Employment Level,Teachers,Labor Force,Barriers

There has been considerable discussion among policymakers and school leaders in recent years about the need to prepare students as early as junior high and high school for the demands of the 21st Century knowledge economy. Efforts to provide this combination of knowledge and skills often fall under the label of &quot;Career and Technical Education&quot; (CTE). But what exactly is Career and Technical Education and how is it being implemented in Wisconsin and Metro Milwaukee high schools? This report seeks to answer those questions with a comprehensive look at CTE in public school districts in the region and state. This report analyzes CTE enrollment and programming at the state, regional, and district level. The authors describe historical patterns and trends to show how CTE has changed over time and to gauge whether it is achieving desired outcomes. They also discuss a number of policy recommendations for school leaders and policymakers aimed at strengthening the CTE curriculum. [For the executive summary, see ED591395.]
Exploring Arizona&apos;s Private Education Sector. School Survey Series #7
Author: Catt, Andrew D.
Date: 2016-12-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,Elementary Secondary Education,Access to Education,Money Management,School Role,Educational Finance,Tax Credits,Scholarships,State Regulation,Geographic Regions,Tuition,Fees,Instructional Program Divisions,Student Financial Aid,Enrollment,Special Needs Students,Standardized Tests,Cognitive Tests,College Entrance Examinations,Achievement Tests,Institutional Characteristics,High Schools,Aptitude Tests,School Choice,Religious Education,School Schedules,Class Size,Student Characteristics,Gender Differences,Racial Differences,Ethnicity

&quot;Exploring Arizona's Private Education Sector&quot; is the seventh installment in our &quot;School Survey Series.&quot; EdChoice Director of State Research and Policy Analysis Andrew Catt surveyed Arizona private school leaders about the state's educational choice programs, especially its Empowerment Scholarship Accounts, as well as their schools' enrollment capacity, tuition rates, student demographics and more. This report brings together those results along with U.S. Department of Education data to paint a detailed picture of Arizona's private education sector.
A Decade in the Making: Early Math Education Initiative Seeks Broad Impact. Principles for Effective Education Grantmaking. Case Study No. 18
Author: Otto, Rafael
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Grants,Low Income Groups,Mathematics Instruction,Mathematics Skills,Elementary School Teachers,Elementary School Students,Elementary School Mathematics,Faculty Development,Teacher Competencies,College School Cooperation,Partnerships in Education,Algebra,Cooperation,Program Effectiveness,Public Schools,Common Core State Standards

When CME Group Foundation (CME) was formed in 2007 with an endowment from the Chicago Mercantile Exchange Trust, its founders set out to engage in grantmaking that would improve education from cradle to career and strengthen the region's economy. During its first decade, nearly a quarter of CME's grants targeted early childhood education with an emphasis on improving early math education. With students in the United States trailing students from other industrialized nations in math, CME's leaders believed it was crucial to address the problem in the early years. Helping low-income children in Chicago build essential math skills would not only help them succeed in school but would also further the success and economic well-being of the state and the nation. From the beginning, CME's executive director and board recognized that improving student outcomes in math would require improving the skills and knowledge that teachers brought to the classroom. In 2010, equipped with the knowledge that many elementary school teachers in Chicago lacked the content knowledge, pedagogical skills and confidence to teach math most effectively, CME's leaders launched a new Early Math Education Initiative. Six years later, CME collaborated with the University of Chicago, University of Illinois at Chicago, DePaul University and Chicago Public Schools (CPS) to launch the Elementary Math Specialist Pilot (EMS Pilot). The pilot delivered graduate courses to elementary school teachers to strengthen their math knowledge as well as their instructional and leadership skills. This case study examines pivotal moments in the development of CME's Early Math Education Initiative and Elementary Math Specialist Pilot, including research and data that fueled the foundation's grantmaking and perspectives from funders and educators on collaboration, partnerships and levers for change. The case also poses questions about sustainability and the potential for statewide impact.
Exploring South Carolina&apos;s Private Education Sector. EdChoice Brief. [School Survey Series]
Author: Catt, Andrew D.
Date: 2018-02-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,Elementary Secondary Education,Access to Education,Money Management,School Role,State Legislation,Educational Finance,Tax Credits,Scholarships,State Regulation,Geographic Regions,Tuition,Fees,Instructional Program Divisions,Student Financial Aid,Enrollment,Special Needs Students,Standardized Tests,Institutional Characteristics

&quot;Exploring South Carolina's Private Education Sector is the ninth entry in the &quot;School Survey Series.&quot; This brief synthesizes information about South Carolina's private schools from a survey conducted by EdChoice. These survey data, which include South Carolina private schools' open seats, tuition and fees, regulatory concerns, and interest in school choice programs, paint a clearer picture of the state's private school landscape. Key findings include: (1) South Carolina private schools have open seats, and the majority serve students with special needs and provide financial assistance to low-income families; (2) Many South Carolina private school leaders are familiar with education savings accounts (ESAs), and most would consider participating in such a program; (3) About one-third of South Carolina private school leaders still do not know about tax-credit scholarships; and (4) South Carolina private school leaders are wary of the regulations school choice programs might bring.
Student-Led Conferences: Empowering Students through Self-Assessment and Reflection
Author: Dreas-Shaikha, Maryann J.
Date: 2018-11-09
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Middle School Students,Student Empowerment,Meetings,Parent Teacher Conferences,Formative Evaluation,Student Participation,Student Centered Learning

There is a serious need to reconsider the adult-led, grade-centered parent teacher meetings which are standard school practice. Schools and students would benefit from elevating PTMs with student voice and formative assessment that celebrates students' efforts and motivates them to continue learning. Under a reinvented framework for meetings, educators can redefine achievement, moving away from explicit focus on grades and behavior, and towards the exciting process of learning. This paper expounds the argument that students learn better when they are empowered with tools that assess both their learning and their attitudes towards learning; moreover, it champions student-led meetings as a sustainable replacement to parent-teacher meetings, by narrating the transformation of the meetings at a private English-medium middle school in Pakistan.
Assessment of the Attitudes of Senior Students in French Teaching Programme with Regards to Use of Technology &amp; Challenges Confronted
Author: Güngör, Zühre Yilmaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Preservice Teachers,Preservice Teacher Education,French,Language Teachers,Educational Technology,Technology Uses in Education,Technology Integration,Student Attitudes,Barriers

The objective of this research is to exert the attitudes of senior students (pre-service teachers) in French Teaching Programme with regards to the use of technology, as well as identifying the frequently used technological tools &amp; materials, including the challenges confronted while using these tools &amp; materials. The research was carried out on 30 teacher candidates, studying in French Teaching Programme within the Department of Foreign Languages Education, in Anadolu University -- Faculty of Education. Categorized as a qualitative &amp; quantitative study, the research was carried out using the one-sample final-test research model. The quantitative data of the research was obtained using the Technological Attitude Scale, thus performing statistical analyses. On the other hand, the qualitative data was collected with 2 open-ended questions addressed to the students. Assessment of the answers given for these questions was obtained using the document analysis method, while performing frequency &amp; percentage analysis. Considering the findings obtained from the research, it can be said that the senior students in French Teaching Programme were familiar with the technological tools &amp; materials, and that they developed positive attitudes with regards to the use of these tools &amp; materials. It was observed that the main tools &amp; materials that are frequently used in class were computers, smart boards, and correspondingly the Office programs. It was ascertained that almost half of the students did not confront any problem with regards to the use of technological tools &amp; materials. The main challenges confronted by the students are the retardation of technological tools, internet connection cut-off, including not having the required knowledge on certain programs.
How Is Technology Addressing the College Access Challenge? A Review of the Landscape, Opportunities, and Gaps
Author: University of Southern California, Pullias Center for Higher Education
Date: 2018-00-00
Type: Reports - Research
Subjects: Technology Uses in Education,Higher Education,Access to Education,Low Income Students,Minority Group Students,College Preparation,College Admission,Educational Finance,Paying for College,Money Management,Knowledge Economy,Education Work Relationship,Barriers,College Bound Students,Social Media,College Applicants,Computer Oriented Programs,Coaching (Performance),Student Financial Aid,Scholarships

Higher education has long been viewed as a social elevator. The path to a higher education credential, however, is complicated for students from low-income and/or minoritized communities. This report provides a snapshot of digital tools designed to help students with college exploration, college admissions, and financial planning. To set the context for analysis of digital tools, it first discusses: (1) the contemporary higher education and knowledge economy landscape; (2) the gap between college attainment and workforce needs; and (3) how low-income and historically marginalized students are challenged by a lack of human and physical resources that could help them navigate various aspects of the college-going process. A deeper consideration of the needs of low-income students in the development of digital tools is vital to meeting national workforce goals and achieving greater educational, digital, and social equity. [This is a joint report with Get Schooled.]
Examination of the Psychological Performances of the Candidates Entering the Sports Tests in Police Vocational Education Centers
Author: Koç, Kenan
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Psychological Patterns,Police,Psychological Characteristics,Physical Education,Athletics,Tests

The purpose of this research is to examine the psychological performance levels of applicants, who prepared for sports tests in Police Vocational Education Centers in Kayseri. 427 applicants, who have been randomly selected, have voluntarily participated in the research. As data collection tools for the research, the Psychological performance Scale which was developed by Loehr J.E. and the Personal Information Form which was prepared by the researcher have been applied. The obtained data has been statistically analyzed via SPSS20.0 package program. The personal information of the applicants and the total score of inventory and total factor scores (f) and percent value have been determined and shown. To compare them with regarding gender the statistics of Mann-Whitney U test have been applied while statistical outputs of Kruskal Wallis test have been applied in order to make comparison with considering their Public Personnel Selection Examination (PPSE) scores, departments that they graduated, educational status of their parents and neighborhoods where they live. As a result of the statistical analyses; when the psychological performance levels of the applicants have been examined, there is no statistically significant difference in accordance with gender while there are statistically significant differences in accordance with (PPSE) scores, departments that they graduated, educational status of their parents and neighborhoods/residences where they live. Consequently, with considering psychological performance of applicants who prepare for sports tests of police vocational training centers it has been expected to contribute to making right choices. Policing is a profession in which the profession requires physical toughness as well as psychological performance. Therefore, in the entrance exams for police vocational education centers, applying psychological performance and psychological tests in addition to sports tests should be considered.
The Writing Footprint: How to Help First-Year Students Develop Their Own Writing Voice
Author: Soiferman, L. Karen
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Writing (Composition),Student Empowerment,Language Usage,Student Characteristics,Cultural Influences,Values,Teacher Attitudes,Student Attitudes,College Students,Nontraditional Students,College Freshmen,Plagiarism

Each of us have our own way of writing. We all put words together differently, use different syntax, different vocabulary, and express our thoughts differently. This is our writing footprint. It is important that we empower our student writers to develop and expand their own writing footprint. Our students come to us with their writing footprints firmly established based on what they have learned about themselves and how they have written up until the time they enter our classrooms. It is up to us, as instructors, to help them refine that footprint and to get them to realize that since we all have our own footprints that it is okay to express themselves differently than other people. It is important that students realize that there is not one correct way to write an academic essay. If they persist in this thinking then they begin to doubt themselves and think that their way of writing is wrong which can lead to difficulties for them especially if they are trying to write like someone else. We have to nurture our students' ways of expressing themselves and help them develop their writing footprint so they become more confident writers.
USAID Education: Higher Education
Author: USAID
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Partnerships in Education,Educational Attainment,Economic Factors,Developing Nations,Access to Education,Global Approach,Poverty,Reading Skills,Labor Force Development,Culturally Relevant Education,Community Involvement,Foreign Countries

More prosperous countries with educated populations make for better trading partners for the U.S. USAID's education work focuses on improving the reading skills of children; strengthening youth workforce development and higher education; and expanding access to quality education in crisis and conflict environments. They partner to leverage resources and expertise, strengthen education systems and drive change so that children and youth can learn. This brief report discusses USAID's partnerships that build capacity, innovative solutions to development challenges, and opportunities for U.S. higher education institutions. It concludes with country highlights.
Analysis of Finnish Education System to Question the Reasons behind Finnish Success in PISA
Author: Ustun, Ulas
Date: 2018-12-31
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,High Achievement,Educational Legislation,Equal Education,Literacy,Inclusion,Resilience (Psychology),Teacher Attitudes,International Schools,National Curriculum,Government Publications,Teacher Effectiveness,Teacher Education

Finnish students have been showing outstanding achievement in each domain since the very first The Programme for International Student Assessment (PISA) in 2000. Finland has consistently been not only one of the top achievers but one of the countries with exceptional educational equity as well. In other words, very high literacy scores are just one side of the coin for Finland, what is more extraordinary is very little between-school variation, very high academic and social inclusion, and a high percentage of resilient students, which all point out the &quot;Finnish Miracle&quot; in educational equity. In this paper, we analyze the Finnish Education System to question the reasons behind this extraordinary success. We use three different sources to do that; a literature review, about 100 hours in-class observations, and the interviews with 11 teachers in an international school and a training school in Finland. The literature review covers a variety of related documents, such as articles, books and some official documents like national core curricula and Finnish Basic Education Act. We also scrutinized some other documents provided by The Ministry of Education and Culture, the highest authority regarding the education, and Finnish National Agency for Education (EDUFI). Based on the results of this study, we conclude that there is no single and isolated factor but there exists a system of interrelated factors to explain Finnish success. The quality of teachers and teacher education seems to be the most prominent factor in this system. Furthermore, the emphasis on the educational equity, long-term educational policy, culture of trust, reading habit of Finnish people can be the other reasons for this success. Finally, a high level of cooperation helps the educational system to work smoothly.