ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Students Experience &quot;Social Intelligence,&quot; Laughter, and Other Emotions Online?
Author: Meyer, Katrina A.
Date: 2012-06-00
Type: Journal Articles
Subjects: Intelligence,Academic Libraries,Online Courses,Graduate Students,Psychological Patterns,Blended Learning,Electronic Learning,Higher Education,Surveys,Emotional Intelligence,Educational Technology

Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how often they laughed, felt other emotions, and expressed social intelligence. Laughter, chuckling, and smiling occurred &quot;sometimes&quot; as did other emotions (e.g., anticipation, interest, surprise). The capacities comprising social intelligence were also experienced &quot;sometimes&quot; but more frequently in online classes than in non-class-related online activities. The students were mostly likely to present themselves effectively and care about others and least likely to sense others' emotions. In a comparison of social intelligence capacities in the online course and other non-course-related but online activities (e.g., surfing and gaming), a paired t-test confirmed that the means were different (p less than 0.05) and perhaps documented greater occurrence of social intelligence in the online course setting. (Contains 6 tables.)
An Empirically-Based Statewide System for Identifying Quality Pre-Kindergarten Programs
Author: Williams, Jeffrey M.
Date: 2012-06-20
Type: Journal Articles
Subjects: School Readiness,Kindergarten,Emergent Literacy,Early Childhood Education,State Programs,Educational Quality,Access to Information,Preschool Education,Longitudinal Studies,Young Children,Literacy Education,Professional Development,Predictor Variables,Outcomes of Education,Quality Control,Teacher Surveys,Teaching Methods,Institutional Characteristics

This study presents an empirically-based statewide system that links information about pre-kindergarten programs with children's school readiness scores to certify pre-kindergarten classrooms as promoting school readiness. Over 8,000 children from 1,255 pre-kindergarten classrooms were followed longitudinally for one year. Pre-kindergarten quality indicators of intentional instruction, an early literacy focus, and professional development were key predictors of kindergarten outcomes. A latent profile analysis identified pre-kindergarten classrooms that were high on pre-kindergarten quality indicators and high on kindergarten outcomes (67.3%), low on pre-kindergarten quality and kindergarten outcomes (21.3%), or low on quality but high on outcomes (11.4%). The last group of classrooms was likely to serve middle-class children and not use the state program model. This project demonstrates how a scientific approach can inform stakeholders and parents about the effectiveness of early childhood programs. (Contains 2 footnotes and 7 tables.)
In Search of Leading Indicators in Education
Author: Supovitz, Jonathan
Date: 2012-07-10
Type: Journal Articles
Subjects: Academic Achievement,Politics of Education,Educational Indicators,Management Information Systems,Evaluation Utilization,Information Utilization,Data,School Districts,Data Collection,Evaluation Methods,Case Studies,Sampling,Performance Factors,Educational Assessment

Data have long been considered a key factor in organizational decision-making (Simon, 1955; Lindblom &amp; Cohen, 1979). Data offer perspective, guidance, and insights that inform policy and practice (Newell &amp; Simon, 1972; Kennedy, 1984). Recently, education policymakers have invested in the use of data for organizational improvement in states and districts with such initiatives as Race to The Top (United States Department of Education, 2010) and the development of statewide longitudinal data systems (Institute for Education Sciences, 2010). These and other initiatives focus attention on how data can be used to foster learning and improvement. In other fields, including economics and business, much work has been done to identify leading indicators that predict organizational outcomes. In this paper, we conceptualize how leading indicators might be used in education, using examples from a small sample of school districts with reputations as strong users of data. We define leading indicators as systematically collected data on an activity or condition that is related to a subsequent and valued outcome, as well as the processes surrounding the investigation of those data and the associated responses. Identifying leading indicators often prompts improvements in a district's system of supports. To develop this concept, we describe four examples of how districts identified and used key indicators to anticipate learning problems and improve student outcomes. We also describe the infrastructure and other supports that districts need to sustain this ambitious form of data use. We conclude by discussing how leading indicators can bring about more intelligent use of data in education.
High-Stakes Testing and Student Achievement: Updated Analyses with NAEP Data
Author: Nichols, Sharon L.
Date: 2012-07-20
Type: Journal Articles
Subjects: Academic Achievement,High Stakes Tests,Accountability,Testing,Standardized Tests,Grade 4,Grade 8,Followup Studies,Correlation,National Competency Tests,Reading Achievement,Racial Differences,Ethnicity,Federal Legislation,Educational Legislation,Rating Scales,White Students,African American Students,Hispanic American Students,Achievement Gap,Trend Analysis,Mathematics Achievement

The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of correlation analyses was conducted to explore relationships between high-stakes testing accountability pressure and student achievement as measured by the National Assessment for Education Progress (NAEP) in reading and math. Consistent with earlier work, stronger positive correlations between the pressure index and NAEP performance in fourth grade math and weaker connections between pressure and fourth and eighth grade reading performance were found. Policy implications and future directions for research are discussed. (Contains 7 footnotes, 17 tables, and 8 figures.)
Analyzing the Anglo-American Hegemony in the &quot;Times Higher Education&quot; Rankings
Author: Kaba, Amadu Jacky
Date: 2012-07-30
Type: Journal Articles
Subjects: Higher Education,Anglo Americans,Foreign Countries,International Trade,Foreign Policy,Reputation,Institutional Characteristics,Endowment Funds,Economic Factors,Population Trends,Native Language,Periodicals

This study analyzes the 2009 &quot;Times Higher Education&quot;-QS top 200 universities in the world. Based on this analysis the study claims that the THS reflects the phenomenon of Anglo American hegemony. The United States with 54 universities and the United Kingdom with 29 dominated the THS. In addition, six out of every ten universities on the top 200 list were located in countries that were at one time partly or fully colonized by the United Kingdom. This study identifies a number of factors that contributed to a country having at least one university ranked on the list: Age of an institution, endowment of an institution, the size of a nation's population, gross domestic products (GDP) and GDP per capita, level of international trade (exports/imports), colonial heritage and language. (Contains 7 footnotes and 22 tables.)
The Relationship between Policy Design, Context, and Implementation in Integration Plans
Author: Diem, Sarah
Date: 2012-08-13
Type: Journal Articles
Subjects: School Desegregation,Educational Policy,School Districts,Student Diversity,Race,Socioeconomic Status,Desegregation Plans,School Choice,Voluntary Desegregation,Desegregation Litigation,Program Implementation,Policy Formation,Case Studies

The decision handed down by the U.S. Supreme Court in &quot;Parents Involved in Community Schools v. Seattle School District No. 1&quot; (2007) has forced school districts to begin thinking of new ways to integrate their schools without relying on race as the single factor in their assignment plans. While some school districts already have begun to implement race-neutral student assignments, others are just beginning the process and are looking to plans that have been able to maintain diversity despite the new limitations being placed on them. In an effort to understand factors critical in shaping racial and socioeconomic diversity in school districts given the new requisite limitations, this study examined the relationship between the design, context, and implementation of three different integration plans that rely on voluntary choice and socioeconomic status (SEAS). The findings suggest that geographic and political contexts matter in the shaping and adoption of integration plans based on voluntary choice and SES. Suggestions are offered to help maintain integration given the local sociopolitical context of the school districts. (Contains 3 footnotes and 3 tables.)
District-Wide Effects on Data Use in the Classroom
Author: Wayman, Jeffrey C.
Date: 2012-08-27
Type: Journal Articles
Subjects: Leadership,Data Collection,Evaluation Utilization,Information Utilization,Program Effectiveness,Classroom Techniques,Educational Practices,Use Studies,Praxis,Theory Practice Relationship,Barriers,Educational Policy,Educational Improvement,Improvement Programs,Program Attitudes,Change Strategies,Management Information Systems,Interviews,School Visitation,Mail Surveys,Focus Groups,Semi Structured Interviews,School Districts

In the present study, an examination is conducted in three school districts of how data are used to improve classroom practice. In doing so, we explore the effects that attitudes toward data, principal leadership, and computer data systems have on how data are used to affect classroom practice. Findings indicate that educators are ambivalent about data: they see how data could support classroom practice, but their data use operates in the presence of numerous barriers. Many of these barriers are due to principal leadership and computer data systems; these barriers often have negative effects on attitudes toward data and disrupt the progression from using data to inform classroom practice. It is hypothesized that many of these barriers can be removed through effective district policies to improve structures and supports for using data. (Contains 1 figure, 8 tables and 6 footnotes.)
When Science Counts as Much as Reading and Mathematics: An Examination of Differing State Accountability Policies
Author: Judson, Eugene
Date: 2012-09-03
Type: Journal Articles
Subjects: Academic Achievement,Educational Indicators,Science Achievement,Accountability,Federal Programs,Educational Improvement,Mathematics Achievement,Reading Achievement,National Competency Tests,Elementary School Students,Middle School Students,Educational Legislation,Federal Legislation,Statistical Analysis

Although only results from mathematics and reading assessments are required to be used when Adequate Yearly Progress (AYP) of schools is calculated, some states have elected to include science achievement results either in their AYP calculations or as part of a separate dual accountability system. This study examined 2009 National Assessment for Educational Progress (NAEP) results based on how states use, or do not use, science in their accountability programs. Consideration was given to the idea that including science achievement might detract from efforts, and consequently results, in mathematics and reading. Results from both fourth- and eighth-grade data indicated that states choosing to use science in their accountability calculations did not lose ground in those other subjects. Fourth-grade data indicates that the states using science in their accountability programs additionally had significantly higher science achievement than the other states. (Contains 3 tables and 1 figure.)
Intergroup Relations in Integrated Schools: A Glimpse inside Interdistrict Magnet Schools
Author: Bifulco, Robert
Date: 2012-09-17
Type: Journal Articles
Subjects: School Desegregation,Race,Magnet Schools,Intergroup Relations,Racial Relations,Ethnicity,Student Diversity,Surveys,Interaction,Educational Environment,Student Attitudes,Racial Attitudes,Social Attitudes,High School Students,African American Students,Hispanic American Students,White Students,Questionnaires,Peer Relationship

The frequency and quality of intergroup contact within racially and ethnically diverse schools has potentially important implications for the achievement of desegregation goals. The analyses presented here use survey data to assess intergroup contact within a sample of ten interdistrict magnet schools in Connecticut. Findings indicate frequent intergroup interactions within interdistrict magnet schools, but also that the perceived quality of intergroup relations differs across racial groups and both the frequency and quality of intergroup contact varies considerably across schools. Students who report higher quality intergroup relations in their school also tend to report more positive academic environments and more positive attitudes towards other groups. (Contains 16 footnotes and 9 tables.)
Recruiting Expert Teachers into High-Needs Schools: Leadership, Money, and Colleagues
Author: Amrein-Beardsley, Audrey
Date: 2012-09-10
Type: Journal Articles
Subjects: Academic Achievement,Teacher Effectiveness,Recruitment,Expertise,Teacher Recruitment,Teacher Attitudes,Teacher Surveys,Teacher Persistence,Measures (Individuals),Principals,Administrator Effectiveness,Teacher Salaries,Teacher Employment Benefits,Teacher Role,Experienced Teachers

Teacher quality experts are urging policymakers to identify and target expert teachers and entice them to teach in high-needs schools. To understand what this might take, expert teachers in Arizona were surveyed to understand their job-related preferences to inform future recruitment policies. Findings should inform others about the important factors educational policymakers might consider when thinking about recruiting expert teachers into high-needs schools. These factors include the quality of the principal; salary, bonuses, and benefits; and the degree to which expert teachers can work in multiple roles to enhance student learning. (Contains 2 footnotes, 9 tables, and 1 figure.)
Infographics: More than Words Can Say
Author: Krauss, Jane
Date: 2012-02-00
Type: Journal Articles
Subjects: Thinking Skills,Critical Thinking,Elementary Secondary Education,Middle School Students,High School Students,Information Sources,Data Analysis,Lesson Plans,Computation,Learning Modalities,Visual Learning,Standards,Educational Technology,Teaching Methods,Guidelines,Computer Assisted Instruction,Visual Aids,Multimedia Materials,Computer Graphics,Educational Resources

Good learning experiences ask students to investigate and make sense of the world. While there are many ways to do this, K-12 curriculum has traditionally skewed toward reading and writing to interpret and express students' sense-making. But there is another way. Infographics represent data and ideas visually, in pictures, engaging more parts of the brain to look at a problem from more than one angle. As the old adage goes, a picture is worth a thousand words, and pictures can be essential when complex relationships are difficult to convey with words alone. In this article, the author discusses how to develop students' critical-thinking skills by teaching them to interpret and create infographics.
Teach Your Students to Fail Better with Design Thinking
Author: Long, Christian
Date: 2012-02-00
Type: Journal Articles
Subjects: Feedback (Response),Systems Approach,Design,High School Students,Student Projects,Problem Based Learning,Conferences (Gatherings),Problem Solving,Educational Technology,Computer Mediated Communication,Internet,Computer Uses in Education,Teaching Methods,Educational Resources

Design thinking is about using design to improve the human experience. It combines collaboration, systems thinking, and a balance of creative and analytical habits. It also fuels what the students want for themselves: making an impact on the real world in real time and having adults take their passions seriously. The process essentially comes down to a continuously evolving feedback loop with four elements: empathy, ideation, prototyping, and testing. In this article, the author discusses the concept of design thinking and how it can be used to teach students to fail better.
Give Your Old-School Curriculum a NETS Makeover
Author: LaMaster, Jen
Date: 2012-02-00
Type: Journal Articles
Subjects: Educational Change,Strategic Planning,Educational Technology,Technology Integration,Technology Planning,Curriculum Development,Standards,High Schools,Educational Principles,School Culture,Resistance to Change,Alignment (Education),Program Implementation,Computer Uses in Education,Educational Policy,Catholic Schools,Urban Schools

Integrating digital age technology into an industrial age educational system is hard enough. Imagine introducing ed tech to a 450-year-old Jesuit educational paradigm. Find out how to seamlessly combine the NETS with a centuries-old framework to create an effective ed tech strategic plan. This article describes how the author successfully integrated technology into an ancient system of schooling by mixing a little bit of the old (the IPP) with the new (the NETS). (Contains 4 online resources.)
Rural Districts Bolster Choices with Online Learning
Author: Brown, Don
Date: 2012-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,Electronic Learning,Online Courses,County School Districts,Rural Schools,Curriculum Enrichment,Enrichment Activities,Technology Uses in Education,Educational Innovation,Change Strategies,Educational Change,Outreach Programs,Program Descriptions,Educational Opportunities

All schools can benefit from giving students the option of online learning, but for many rural schools, online learning is a lifeline. In the past two years, Lane Education Service District in Oregon, USA, has developed online resources for 14 Lane County school districts, which vary in size from 170 students to as many as 17,000. Many of the smaller districts, which offer fewer courses due to the size of their staffs and limited space on the schedule, turn to online learning to give students a richer selection of offerings. Some have found online credit recovery courses to be an excellent tool for helping students graduate on time. Their goal is to remove barriers, develop free and low-cost shared services, and innovate using online tools. In this article, the author describes how four small rural school districts in Oregon use online learning to offer enrichment courses to advanced students and give struggling students a way to retake courses to graduate.
How to Do More with Less: Lessons from Online Learning
Author: Pape, Liz
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Electronic Learning,Online Courses,Educational Change,Information Skills,Skill Development,Change Strategies,Educational Strategies,Educational Resources,Classroom Observation Techniques,Teaching Methods,Educational Technology,Cost Effectiveness

Schools everywhere are facing a difficult conundrum. Parents and the government continue to ask them to educate more children at higher standards with less time and less money. On top of that, students must master a whole new set of skills--digital age skills--if they are to succeed. What's a school to do? This article presents strategies and resources that can help teachers from any learning environment, including traditional face-to-face classrooms, engage students and teach them digital age skills more efficiently and affordably. It discusses how to save time and money in the classroom while increasing student engagement and digital age competencies. (Contains 28 online resources.)
Fostering Creativity and Innovation through Technology
Author: Vaidyanathan, Sheena
Date: 2012-00-00
Type: Journal Articles
Subjects: Innovation,Creativity,Elementary School Students,STEM Education,Learner Engagement,Teaching Methods,Skill Development,Science Process Skills,Educational Technology,Design Crafts,Programming

To compete in the global workforce, educators know that their students must be well educated in science, engineering, technology, and mathematics (STEM) subjects. But, as outlined in the NETS, they must also develop the key skills of creativity and innovation. How can educators teach the typically left-brained STEM subjects along with the more right-brained skill of creativity? Is it even possible to teach this seemingly magical concept called "innovation"? The author's experience teaching nearly 1,500 elementary school students in public schools has shown her that one possible answer lies in teaching digital art or digital design (vector graphics, 3D design, and computer programming). In this article, the author discusses how to engage elementary students' artistic minds and teach STEM subjects at the same time with a digital design program. (Contains 7 online resources.)
Bring Back the Boys
Author: Carr-Chellman, Alison
Date: 2012-05-00
Type: Journal Articles
Subjects: Educational Games,Teaching Methods,Popular Culture,Males,Learning Experience,Video Games,Zero Tolerance Policy,School Culture,Learning Motivation,Motivation Techniques,Student Motivation,Learner Engagement,Achievement Need

Boy culture is out of sync with school culture. There are several reasons for this, including zero tolerance policies that are too often taken to extremes, the lack of male teachers, and the compression of the curriculum. What's more, boy culture is not socially accepted, and boys quickly come to feel that they are not good at school. For many reasons, boys worldwide are tuning out of school at record rates. Educators can reverse this trend by engaging them in learning with video games and pop culture. There are three ways that educators can approach gaming in an effort to bring boys back to the learning experience with joy and excitement. First, they can create better educational games. Second, they can use existing high-motivation games in the classroom and focus on the sorts of things they can teach them. Finally, they can also allow kids to create their own games. It is easiest to consider these three interwoven possible approaches together as educators look at the variety of games available to them.
AIM for Digital Equity
Author: Bowser, Gayl
Date: 2012-05-00
Type: Journal Articles
Subjects: State Standards,Educational Technology,Access to Information,Usability,Textbooks,Educational Resources,Layout (Publications),Instructional Materials,Accessibility (for Disabled)

In a 2011 segment on CNN "Headline News," Doug Levin, CEO of the State Educational Technology Director's Association, asserted that the shift to Common Core State Standards, the prevalence of open content, and the rapid increase in the availability of mobile technology will soon make paper textbooks a thing of the past in U.S. schools. He predicts that within the next 10 years, school districts will be providing most textbooks and core instructional materials in electronic formats on mobile devices. If Levin's predictions are correct, the shift from print to digital text has the potential to offer greater access to information for a wide range of students who are unable to use traditional printed instructional materials effectively. There is, however, a danger with a shift from one format to another. If the haste to produce marketable digital materials results in little or no attention to broad usability, it is possible that the move to digital materials will create new barriers to access, participation, and achievement for these students. In this article, the authors point out that instructional materials should be universally designed to be flexible, accessible, and usable for students with and without disabilities. (Contains 8 online resources.)