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Descriptors:
Parents; Teaching Methods; Content Analysis; Early Intervention; Semi Structured Interviews; Parent Attitudes; Expectation; Educational Resources; Change Strategies; Family Programs; Program Descriptions; Participation; Community Programs; Home Programs; Early Childhood Education

Abstract:
The authors examined the extent to which parent expectations, perceptions about resource availability and supports, and strategies used to promote participation in home and community activities varied by setting and activity type. Sixteen 90-min semistructured interviews were completed with families receiving Part C early intervention services in three states. Interviews were analyzed in descriptive and interpretive phases using content analysis to identify patterns across cases and logical analysis to cross-classify data and identify patterns by setting and activity type. Parents described how often and how much their children participated but had different ways of describing their expectations depending on the activity setting and/or its purpose. Parent-reported strategies to promote participation provided a direct way of understanding how environments were perceived to impact participation. Implications for tailoring interventions to address the needs of immigrant and nonimmigrant families receiving Part C services are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Tests; Independent Study; Higher Education; Questionnaires; Educational Resources; Reflection; Biology; College Students; Undergraduate Study; Academic Achievement; Scores

Abstract:
This article presents the findings of an empirical study that examined the learning value of a novel group assessment activity aimed at promoting first-year students' development of basic self-directed learning skills required for university study. A content quiz group learning assignment was designed to enhance students' capacity to ask appropriate questions to guide their enquiry, identify appropriate resources and tools, and draw links between different learning resources, all skills embedded within their learning in a science unit. Questionnaire data and written reflections revealed the extent to which students used core, accessory and optional resources to complete this assignment, which specific resources were perceived as most useful for what aspects of their content learning, and how strategy use was related to achievement. Metacognitive experiences expressed in the open questions and assessed reflections revealed students' emerging awareness of how their approach to study impacted on the quality of their learning. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Quality; Foreign Countries; Instructional Leadership; Urban Schools; Data Analysis; Rural Schools; Educational Resources; Parent Participation; Parent School Relationship; Elementary Schools; Questionnaires; Teacher Attitudes; Hierarchical Linear Modeling; Educational Environment; Rural Urban Differences

Abstract:
Shortcomings of educational quality in rural schools remain a key focus in the literature related to developing countries. This paper studies whether rural primary schools in Malaysia, an upper middle-income developing country, are still experiencing lower levels of educational resources, school climate, school leadership, and parental involvement than their urban counterparts. A survey questionnaire, containing items related to these 4 factors, was distributed to teachers in the 2 school locations. In the study, 1183 teachers from 63 rural schools and 1367 teachers from 60 urban schools were involved. Due to the hierarchical nature of the data, multilevel modelling analysis was used for data analysis. Open-ended questions were analyzed using text analysis. Findings showed that generally no differences between urban and rural schools in educational quality as perceived by teachers were found, which contradicts previous studies. Nevertheless, results did show that rural teachers perceived lower levels of school climate. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Education; Advocacy; Educational Resources; Influences; Elementary Secondary Education; School Surveys; Principals; Regression (Statistics); Community Support; Educational Environment; Leadership; Financial Support; Time on Task; Art Teachers; Art Activities; Student Interests; Predictor Variables

Abstract:
The purpose of this study was to investigate advocacy influences that may impact school arts programs using data from the 2009-10 National Center for Education Statistics elementary and secondary school surveys on arts education. Regression models were employed to assess the relative effectiveness of variables representing community support, administrators' support, having arts educators in leadership roles, and school climate more generally as predictors of principals' reports of the adequacy of funding, instructional time, and number of arts specialists for arts education. Additional models were examined to determine whether these effects would remain after controlling for minority status, poverty status, and school community type. Parent/community support, including the presence of arts specialists in school leadership roles and having an arts curriculum specialist/program coordinator, had the most pronounced effects on the reported adequacy of resources. Student interest in and demand for arts education, the inclusion of arts course grades in secondary students' GPA, and the number of arts events elementary school principals attended also showed significant effects. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Hypermedia; Technology Integration; Internet; Higher Education; Handheld Devices; Check Lists; Educational Resources; Computer Uses in Education; Computer Software; Instructional Design; Educational Technology; College Instruction

Abstract:
As higher education grapples with addressing the 21st century needs of learners, technology is a pervasive concern. Waters (2012) painted a picture of three historical "screens," namely the television screen, the computer monitor, and today's mobile device screen. As mobile devices become increasingly commonplace in the workplace and on the street, educators are faced with challenges to staying updated, infusing relevant use, and engaging students who are both media-savvy and device-dependent (Edson & Gradel, 2011; Gradel, 2012). Quick Response (QR) codes--easy-to-use links from offline to online content--may be functional "hooks" to making mobilism more relevant to student learning and engagement in higher education. This article addresses: basics about QR codes, popular and research literature, and recommended cross-discipline applications and efficiencies in higher education. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Stakeholders; Primary Education; Student Teachers; Multigraded Classes; Content Analysis; Qualitative Research; Interviews; Educational Strategies; Public Officials; Teacher Attitudes; Student Teacher Attitudes; Rural Areas; Educational Benefits; Educational Resources; Student Adjustment; Articulation (Education); Curriculum; Capacity Building

Abstract:
This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Finance; Income; Public Policy; Enrollment Trends; Tax Allocation; Tax Effort; Tuition; Trend Analysis; Educational Trends; Predictor Variables; Educational Resources; Statistical Data; State Aid; Resource Allocation; Expenditure per Student; Financial Support; School Support; State Surveys; Comparative Analysis; Interstate Programs; Tables (Data); School Taxes; School Funds; Local Government; State Government; Student Financial Aid; Costs; Operating Expenses; Public Colleges; Medical Schools; Rural Extension; Economic Climate; Educational Policy

Abstract:
The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers (SHEEO) to broaden understanding of the context and consequences of multiple decisions made every year in each of these areas. No single report can provide definitive answers to such broad and fundamental questions of public policy, but the SHEF report provides information to help inform such decisions. The report includes: (1) An Overview and Highlights of national trends and the current status of state funding for higher education; (2) An explanation of the Measures, Methods, and Analytical Tools used in the report; (3) A description of the Revenue Sources and Uses for higher education, including state tax and non-tax revenues, local tax support, tuition revenue, and the proportion of this funding available for general educational support; (4) An analysis of National Trends in Enrollment and Revenue, in particular, changes over time in the public resources available for general operating support; (5) Interstate Comparisons--Making Sense of Many Variables, using tables, charts, and graphs to compare data among states and over time; and (6) Indicators of Relative State Wealth, Tax Effort, and Allocations for Higher Education, along with ways to take these factors into account when making interstate comparisons. The SHEF report provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recent fiscal year. Appended are: (1) Grapevine Media Tables; (2) Glossary of Terms; (3) State Data Providers; and (4) SSDB Collection Instructions. (Contains 12 figures, 13 tables, and 13 footnotes.) [For "State Higher Education Finance FY 2011," see ED530332.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (15644K)

Descriptors:
Academic Achievement; Educational Policy; Evidence; Information Systems; Educational Resources; Models; Data; Information Utilization; Data Analysis; Educational Research; Teacher Evaluation; Measurement Techniques; Evaluation Methods

Abstract:
For better or worse, many educational decisions that were once handled on a personal level by teachers or administrators now increasingly rely upon data and information. To be successful in this era, educators need to understand this broad sociotechnical revolution and how it is realigning traditional roles and responsibilities. In this book, the author draws on his unique background in learning sciences, education policy, and information systems to provide valuable insights for both policy and practice. The text discusses many current topics including value-added modeling for teacher evaluation, big data and analytics, longitudinal data systems, open educational resources, blended and personalized learning models, and new designs for teaching. This comprehensive book: (1) Examines the social and historical context of the educational data movement as it unfolds across educational levels; (2) Synthesizes different research traditions from inside and outside of education; (3) Assesses the successes, challenges, and potential of data analytics; (4) Helps educators and innovators design technology-rich solutions for greater student success; and (5) Discusses the catalytic role that foundations have played in making education a more informational and evidence-based practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Literacy; Mathematics Instruction; State Policy; Educational Policy; Core Curriculum; Childrens Literature; Educational Resources; Interdisciplinary Approach; Mathematical Concepts; Elementary School Mathematics; Reading Materials; Literature Reviews; Multimedia Materials

Abstract:
In a new era of Common Core State Standards (CCSS), teachers are expected to provide more rigorous, coherent, and focused curriculum at every grade level. To respond to the call for higher expectations across the curriculum and certainly within reading, writing, and mathematics, educators should work closely together to create mathematically proficient students who actively look for relevance and purpose, think critically, and question when uncertain. Mathematics literacy experiences during the elementary school years provide a powerful opportunity to interject context students must know and deeply understand. As described by the Standards for Mathematical Practice, Common Core State Standards suggest teachers not only focus on content but also on process. Historically less attention has been given to the process than the content itself. Given the importance of these standards and the focus on process, this article proposes children's books and other literacy materials to be used by practitioners to enhance the purpose of each of the eight Standards for Mathematical Practice. These standards include: 1. Make sense of problems and persevere in solving them; 2. Reason abstractly and quantitatively; 3. Construct viable arguments and critique the reasoning of others; 4. Model with mathematics; 5. Use appropriate tools strategically; 6. Attend to precision; 7. Look for and make use of structure; and 8. Look for and express regularity in repeated reasoning. The many literacy resources included in this article have been thoughtfully selected from an extensive literature review of resources recognized for their potential to support the Standards for Mathematical Practice. As described by the CCSS framework, practitioners must provide experiences to encompass not only Standards for Mathematical Content but also Standards for Mathematical Practice. These critical eight practices provide the foundation upon which mathematics content must be accessed and embraced by students. Knowing different ways in which literacy materials can be used to support mathematics is a good starting point and having a list of classroom ready resources becomes the catalyst by which teachers of elementary students begin to address the call for higher expectations in mathematics. The instructional implications of CCSS call for teachers to challenge students to think and reason in mathematics and to communicate to others by using literacy resources. The success of Common Core State Standards (CCSS) for Mathematics depends more on how practitioners teach than on what they teach. Elementary school educators must become aware of more and better ways to support the process by which students embrace the mathematics they are required to know. This article is a collection of resources to be used by teachers in support of the Standards for Mathematical Practice. The bibliography lists the literacy resources. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (178K)

Descriptors:
Elementary School Curriculum; Lesson Plans; Core Curriculum; Curriculum Guides; Educational Policy; State Policy; State Standards; Literacy; Reading Instruction; Writing Instruction; Language Arts; English Instruction; Speech Communication; Listening Skills; Grammar; Educational Resources; Instructional Materials; Reprography; Reading Lists; Tests; Scoring Rubrics; Teaching Methods; Check Lists; Educational Technology; Worksheets

Abstract:
Schools nationwide are transitioning to the Common Core--our advice to you: Don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, K-5," shows you that teaching the Common Core State Standards in the elementary grades doesn't have to be intimidating! This easy-to-use guide provides model lesson plans for teaching the standards in reading, writing, speaking/listening, and language: (1) Get engaging lesson plans that are grade-appropriate, easy to implement and include ready-to-use reproducible handouts, assessments, resources, and ideas to help you modify the lesson for both struggling and advanced learners; (2) Our Common Core Literacy Lesson Plans are designed to fit seamlessly into your K-5 curriculum; (3) You get practical tips for revamping your existing lessons to meet the standards; (4) Students learn how to read informational texts, write opinion-based essays, and improve their speaking and listening skills; (5) Grammar mini-lessons and foundational skills mini-lessons will help you teach language conventions, phonics, fluency, and more! We take the guesswork out of Common Core lesson plans with this practical, easy-to-use guide. All lesson plans are grade-appropriate, and every lesson plan includes...: (1) Common Core State Standards covered in the lesson; (2) Overview of objectives and focus of the lesson; (3) Background knowledge required and time required; (4) A detailed, step-by-step agenda for the lesson, plus a materials list; (5) Differentiation ideas to adapt the lesson for different kinds of learners; (6) Assessment ideas, including rubrics and scoring guides; and (7) A place for your notes: what worked; what can improve. Bonus! We show you how to extend the lessons into longer units to suit your particular grade's curriculum, and even help you create more of your own lessons! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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