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2. Annual Proceedings of Selected Research and Development Papers and Selected Papers on the Practice of Educational Communications and Technology Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (45th, Las Vegas, Nevada, 2022). Volumes 1 and 2
- Author
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Association for Educational Communications and Technology (AECT), Michael Simonson, and Deborah Seepersaud
- Abstract
For the forty-fifth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document.
- Published
- 2022
3. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 2
- Author
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]
- Published
- 2021
4. Earning Full Credit: A Toolkit for Designing Tax-Credit Scholarship Policies. White Paper No. 219
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Pioneer Institute for Public Policy Research and Bedrick, Jason
- Abstract
For more than two decades, tax-credit scholarship (TCS) policies have helped American families provide their children with the learning environment that meets their individual needs. Now available in 19 states, nearly 300,000 students nationwide use tax-credit scholarships to attend the school of their family's choice. TCS policies create an incentive for taxpayers to contribute to nonprofit scholarship organizations that aid families with tuition and, in some states, other K-12 educational expenses. As with other policies, their ultimate success or failure depends greatly on how they are designed. This paper explores the central design features of TCS policies--such as eligibility, the tax credit value, credit caps, and academic accountability provisions--and outlines the different approaches taken by the TCS policies in each state. The paper also offers suggestions regarding each feature for policymakers who want to design a TCS policy that most likely to succeed at its central purpose: empowering families to provide their children with the education that works best for them. To that end, the paper recommends designing each policy element in such a way that they maximize the incentive that taxpayers have to contribute to scholarship organizations, maximize the number of families that can benefit from the scholarships, and maximize the freedom and flexibility that scholarship organizations have to serve those families. A summary of these suggestions can be found in the conclusion. Finally, the appendix offers policymakers a wide variety of additional resources, including model legislation, parent satisfaction and public opinion surveys, research of fiscal effects, various policy briefs on tax-credit scholarships, information about the constitutional landscape, and public relations resources. [Introduction by Theodor Rebarber. Foreword by Kendra Espinoza.]
- Published
- 2020
5. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (43rd, Online, 2020). Volume 1
- Author
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]
- Published
- 2020
6. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. Occasional Paper. RTI Press Publication OP-0064-2004
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RTI International, Hayes, Anne M., Elder, Brent C., and Bulat, Jennae
- Abstract
The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population's diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities--such as children with learning disabilities--remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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- 2020
7. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (42nd, Las Vegas, Nevada, 2019). Volume 1
- Author
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Association for Educational Communications and Technology, Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED609417.]
- Published
- 2019
8. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (42nd, Las Vegas, Nevada, 2019). Volume 2
- Author
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Association for Educational Communications and Technology, Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]
- Published
- 2019
9. Comparability of Computer-Based and Paper-Based Science Assessments
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Herrmann-Abell, Cari F., Hardcastle, Joseph, and DeBoer, George E.
- Abstract
We compared students' performance on a paper-based test (PBT) and three computer-based tests (CBTs). The three computer-based tests used different test navigation and answer selection features, allowing us to examine how these features affect student performance. The study sample consisted of 9,698 fourth through twelfth grade students from across the U.S. who were randomly assigned to take a test in one of the four modes. CBT modes differed in whether students could skip questions and freely move through the test, and whether students could click directly on the answer choice or had to click on a radio button at the bottom of the screen. Rasch analysis was used to estimate item difficulties and student performance levels. Student performance level was then used as an outcome in hiearchal linear models to determine the mode effects. We found that student performance was unaffected by whether the test was paper-based or computer-based. A comparison of student performance on the three CBTs indicated that restricting test navigation did not affect student performance, but allowing students to select an answer choice by directly clicking on it improved student performance. Our findings show that CBTs can be considered equivalent to PBTs, and the results can also be used to inform best practices for the design of other CBTs.
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- 2018
10. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, Colorado, April 13-16, 2023). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Mevlut Unal, and Sabri Turgut
- Abstract
The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2023
11. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (41st, Kansas City, Missouri, 2018). Volume 1
- Author
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Association for Educational Communications and Technology, Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-first time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Kansas City, Missouri. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains twenty-seven papers dealing primarily with research and development topics. Twenty-one papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED600552.]
- Published
- 2018
12. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (39th, Las Vegas, Nevada, 2016). Volume 1
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-ninth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 24 papers dealing primarily with research and development topics. Fifteen papers dealing with the practice of educational communications and technology are contained in Volume 2. The 24 papers included in Volume 1 are: (1) New Definition of Educational Technology (Jafar Ahmadigol); (2) Using Concept Mapping as Note Taking Strategies in Undergraduate Science Courses (Danilo M. Baylen, Erin Duckett, Runeshia Parker, and Elvira Arellano); (3) An eLearning Strategy for New Media Literacy Within a Participatory Culture (Berkay Bulus, J. Ana Donaldson, and Aytekin Isman); (4) Turning Passive Watching to Active Learning: Engaging Online Learners Through Interactive Video Assessment (Huei-Lien Chen); (5) Strengthening Learner Participation in Online Courses: The Role of Digital Content Curation (Ana-Paula Correia and Nadia Jaramillo); (6) Cognitive Load as an Inhibitor to Technology Adoption in P-12 Schools (Tara Dalinger, Scott Haselwood, Jose Fulgencio, Cates Schwark, Ying Xiu, and Tutaleni Asino); (7) Instructional Methods for Online Writing Courses: A Case Study (Ryan Eller, Karen Wisdom, and Bude Su); (8) Design Thinking: A New Construct for Educators (Kristin Elwood); (9) Survey of Teacher Educators on Professional Development Materials Used for Technology Integration Training (Hoyet H. Hemphill, Erkan Caliskan, and Leaunda S. Hemphill); (10) An Investigation of Secondary Pre-Service Music Teachers' Pedagogical Content Knowledge and Teacher's Self-Efficacy Through Peer Mentoring: A Case Study of the Graduate School of Music Education in South Korea (Eunjin Kim and Byungro Lim); (11) Creative Teacher, Creative Teaching: Identifying Indicators and Inspiration for Professional Innovation in the Teaching Environment (Jody Lawrence); (12) Creativity in Education (Jody Lawrence); (13) VoiceThread: A Design Critique Model for Implementing Asynchronous Feedback into Online, Problem-Based Learning (Jody Lawrence and Stephanie Watson Zollinger); (14) Using Telepresence Robots to Provide Authentic Communicative Practices to Remote Foreign Language Learners (Jian Liao); (15) Perceptions of Technology Integration and Creative Curricula in Child Education (Ashley McArthur, Holly H. Ellis, and Byron Havard); (16) Technology Integration Matrix: Benefits to the Pre-Service Educator (Kelly McKenna, Catherine Otieno, and Lindsey Schulz); (17) The Influence of the Teaching Practicum on Pre-Service Teachers' Perceptions of Good Teaching (Eunkyung Moon, Eunhye Lee, Yonjin Lee, Hoilym Kwon, Wonsug Shin, and Innwoo Park); (18) A Creative Way to Build Confidence and Preparedness for Face-to-Face Interviews: An Online Interview Simulation (DeAnna L. Proctor and Lenora Jean Justice); (19) Designing the Class as a Game to Promote Active Learning in K-12 Education: A Literature Review (Seyedahmad Rahimi and Valerie J. Shute); (20) Designing Health Professions Education to Engender Critical Thinking: A Review of the Literature {Daniel A. Taylor); (21) Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses (Berhane Teclehaimanot and Henry Marshall); (22) Video that Matters: Enhancing Student Engagement Through Interactive Video-Centric Program in Online Courses (Sirui Wang and Huei-Lien Chen); (23) Google Apps as Research Tools (Nicola Wills-Espinosa and Gabriela Jalil); and (24) How Web 2.0 Technologies Drive Learning Integration by Using Twitter in the Teaching Process (Kübra Sultan Yüzüncüyil and J. Ana Donaldson). (Individual papers contain references.) [For Volume 2, see ED579662.]
- Published
- 2016
13. CALL in a Climate of Change: Adapting to Turbulent Global Conditions. Short Papers from EUROCALL 2017 (25th, Southampton, United Kingdom, August 23-26, 2017)
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Research-publishing.net (France), Borthwick, Kate, Bradley, Linda, and Thouësny, Sylvie
- Abstract
The 25th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by Modern Languages and Linguistics at the University of Southampton, in the United Kingdom, from the 23rd to the 26th of August 2017. The theme of the conference was "CALL in a climate of change." The theme encompassed the notion of how practice and research in CALL is responding to shifting global circumstances which impact education, including developments arising from economic, political, or environmental change. It cut across areas including considerations for teacher training, competitive educational models, open education, new models for blended learning, collaboration, mobile learning, creative and innovative pedagogy, data analytics, students' needs and sustainability--and crucially, it looked to the future with optimism. The programme was packed with over 200 sessions related to this topic, and it included a large number of workshops, pecha kucha, posters, and symposia. This volume offers a snapshot of this dynamic landscape and contains 60 of the papers presented. This volume reflects the wide variety of topics featured at the conference and the high quality of contributions. (Individual papers contain references.)
- Published
- 2017
14. Is Seeing Believing? How Americans and Germans Think about Their Schools. Program on Education Policy and Governance Working Papers Series. PEPG 15-02
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Harvard University, Program on Education Policy and Governance, Henderson, Michael B., Lergetporer, Philipp, Peterson, Paul E., Werner, Katharina, West, Martin R., and Woessmann, Ludger
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What do citizens of the United States and Germany think about their schools and school policies? This paper offers the first broad comparison of public thinking on education in the two countries. We carried out opinion surveys of representative samples of the German and American adult populations in 2014 that included experiments in which we provided additional information to randomly selected subgroups. The paper first describes key characteristics of the U.S. and German education systems and then analyzes how information and institutional context affect public beliefs in the two countries. Results indicate both similarities and differences in the structure of American and German public opinion on schools and school policies. Contains a Methodological Appendix. [Paper prepared for the conference on Public Opinion and the Political Economy of Education, Munich, May 9, 2015. Financial support was provided by the Leibniz Association.]
- Published
- 2015
15. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology - Volume 1 and Selected Papers on the Practice of Educational Communications and Technology - Volume 2 (34th, Jacksonville, Florida, 2011)
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic versions. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document. (Individual papers contain references, tables, and figures.) [For Volumes 1 and 2 of the 2010 proceedings, see ED514646 and ED514647.]
- Published
- 2011
16. Literacy Issues During Changing Times: A Call to Action. The Thirtieth Yearbook: A Peer Reviewed Publication of the College Reading Association. [Papers from the College Reading Association Conference, 2007]
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College Reading Association., Falk-Ross, Francine, Szabo, Susan, and Sampson, Mary Beth
- Abstract
This Yearbook begins with the article representing Ellen Jampole's presentation to the CRA membership. In her presidential address, Ellen had the audience alternately laughing, considering, and reminiscing about how she and other academics understand and develop the knowledge they carry. She shares these same themes in her narrative, "Traditions, Storying, and Crossroads" that follows the conference theme and introduces the "Issues in Changing Times" that organizes this edition. The papers comprising this Yearbook that follow Jampole's presidential address are: (1) Getting the Facts Right in Books for Young Readers: Researching "Mailing May" (Michael Tunnel); (2) Teachers of English Learners: Issues of Preparation and Professional Development (MaryEllen Vogt); (3) Teacher Knowledge and Teaching Reading (Mia Callahan, Vicki B. Griffo, and P. David Pearson); (4) Contextualizing Reading Courses Within Political and Policy Realities: A Challenge to Teacher Educators (Jerry Johns); (5) The Lost Art of Teaching Reading (Tim Rasinski); (6) Critical Inquiries in Oral Language Production: Preservice Teachers' Responses to Students' Linguistic Diversity (Donna Glenn Wake); (7) Case Study of a Middle School Student Attending a Separate Reading Class (Amy Alexandra Wilson); (8) Collaboration and Discovery: A Pilot Study of Leveling Criteria for Books Written in Spanish for K-3rd Grade (Mayra Daniels and Verna Rentsch); (9) Teachers' Talk: Teachers' Beliefs About Factors Affecting Their Classrooms (Merry Boggs and Susan Szabo); (10) "Most of the Focus Was on Reading": A Comparison of Elementary Teachers' Preparation in Reading and Writing (Brandi Gribble Mathers, Carolyn Shea, and Sara Steigerwald); (11) Teaching Expository Text Structures: Using Digital Storytelling Techniques to Make Learning Explicit (Donna Glenn Wake); (12) The Strategy Debate: How Teacher Educators and Textbooks May Contribute to Confusing Terminology (Margieren Larmon Whalen); (13) Investigating Alternative-Certification Teacher Candidates' Self-Efficacy and Outcome-Expectancy Beliefs Toward the Teaching of Reading (Agnes Stryker and Susan Szabo); (14) Consensus Building Through the Lens of Q Methodology: Defining Profiles for Effective Models of Professional Development (Kristin Lynn Still and Jaclyn Prizant Gordon); (15) School Reform: An Inside View of Professional Development (Linda E. Martin and Sherry Kragler); (16) Teachers' Perceptions of Effective Professional Development Activities in a Case Study School (Aimee I. Morewood and Rita M. Bean); (17) Free Book Programs from Birth to Five: A Preliminary Look at the Data Regarding Preschool Reading Readiness (Ronald S. Reigner); (18) The Tale of Three States' Reading Tests: Commonalities, Differences, and Implications (Mary F. Roe, Jane Ellen Brady, and Kara Riebold); (19) Guided Reading: It's for Primary Teachers? (Jackie Fergeson and Jenny Wilson); (20) English Language Learning and Reading Comprehension: What We Know and What We Need to Know (Ana Toboada); and (21) The Bookstore Project: How One ELL Teacher Used Project Work to Promote Reading (Jennifer Pool Cheatham and Martha M. Foote). (Individual papers contains tables, figures, and references.)
- Published
- 2009
17. Fostering Connections, Empowering Communities, Celebrating the World. Selected Papers from the 2016 Central States Conference on the Teaching of Foreign Languages
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Central States Conference on the Teaching of Foreign Languages (CSCTFL) and Moeller, Aleidine J.
- Abstract
The 2016 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Ohio Foreign Language Association, focused on fostering language and culture connections within and outside the language classroom and across the curriculum at all levels. A variety of approaches aimed at improving skills in language, literacy, and critical thinking were highlighted in order to engage students and prepare them for global citizenship in the 21st century. This 2016 report entitled "Fostering Connections, Empowering Communities, Celebrating the World," contains 12 articles that focus on fostering connections between and among language students and teachers, language, culture and content, the language classroom and the world and between K-12 and higher education. Through the integration of meaningful curricula, engaging learning tasks, media and technology, authentic materials, and cultural products in the language classroom, teachers can connect their language classrooms with the authentic lives of their learners. All of these articles underscore the important role of connecting learners with the target language and culture through a variety of means aimed at improving language skills, knowledge and attitudes of language learners in order to prepare them for global citizenship in the 21st century.
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- 2016
18. New Visions in Action: National Assessment Summit Papers
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National K-12 Foreign Language Resource Center and Rosenbusch, Marcia Harmon
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The National Assessment Summit was designed to bring together users and producers of assessments and engage them in a discussion of unmet assessment needs and untapped assessment capacities. The meeting was truly a summit in that national foreign language organizations and associations were asked to nominate representatives to bring their organization's perspective to the forum and also to take back to their organization ideas for action. Specifically, the National Assessment Summit aimed to identify a set of priorities for the next two years (2005-07). At a follow-up National Assessment Summit in 2007 in Portland, Oregon, under the sponsorship of the Center for Applied Second Language Studies (CASLS) at the University of Oregon and the Center for Advanced Research in Language Acquisition (CARLA) at the University of Minnesota, these organizations will gather to report on progress made and to consider an agenda for the following two years (2007-09). The National Assessment Summit identified seven priorities for the coming two years. Each priority is addressed in a section of this series of papers and is authored by one of the participants. These priorities are: (1) Articulation; (2) Assessment Literacy; (3) Suite of Assessments; (4) Test Database; (5) Models and Anchors; (6) Research; and (7) Advocacy. Taken as a whole, these papers describe state-of-the-art language assessment and articulate a two-year agenda for improving assessment and educational practice. This publication includes: (1) Introduction (Carl Falsgraf); (2) Achieving Articulation through Assessment (Jacque Bott Van Houten); (3) Assessment Literacy (Peggy Boyles); (4) Suite of Assessments (Ann Tollefson); (5) Foreign Language Assessment Database (Margaret E. Malone and David W. MacGregor); (6) Models and Anchors (Elvira Swender); (7) Assessments Research (Ursula Lentz); (8) Promoting Language Advocacy Through Assessment (Martha G. Abbott); and (9) Conclusion (Paul Sandrock). Individual papers contain references and footnotes.
- Published
- 2006
19. Minnesota K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 23
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Friedman Foundation for Educational Choice and DiPerna, Paul
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The "Minnesota K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Minnesota registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Minnesotans stand on important issues and policy proposals in K-12 education? A randomly selected and statistically representative sample of Minnesota voters responded to more than 20 substantive questions and items, as well as seven demographic questions. This project also included three split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose of the experiment was to see if providing a new piece of information about education can significantly influence opinion on salient issues in state politics and education policy discussions. This polling paper has four sections: (1) a summary of key findings; (2) "Survey Snapshots," which offers charts highlighting the core findings of the project; (3) the survey's methodology, which summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews; and (4) the survey questions and results ("topline numbers"), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering.
- Published
- 2015
20. Nevada K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 22
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Friedman Foundation for Educational Choice and DiPerna, Paul
- Abstract
The "Nevada K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Nevada registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Nevadans stand on important issues and policy proposals in K-12 education? A randomly selected and statistically representative sample of Nevada voters responded to more than 20 substantive questions and items, as well as six demographic questions. This project also included two split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose of the experiment was to see if providing a new piece of information about education can significantly influence opinion on salient issues in state politics and education policy discussions. This polling paper has four sections: (1) a summary of key findings; (2) "Survey Snapshots," which offers charts highlighting the core findings of the project; (3) the survey's methodology, which summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews; and (4) the survey questions and results ("topline numbers"), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering.
- Published
- 2015
21. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (28th, Orlando, Florida, 2005). Volume 1
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Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
- Abstract
For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499963.]
- Published
- 2005
22. Delaware K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 21
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Friedman Foundation for Educational Choice and DiPerna, Paul
- Abstract
The "Delaware K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Delaware registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Delawareans stand on important issues and policy proposals in K-12 education? A randomly selected and statistically representative sample of Delaware voters responded to more than 20 substantive questions and items, as well as six demographic questions. This project also included a couple of split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose of the experiment was to see if providing a new piece of information about education can significantly influence opinion on salient issues in state politics and education policy discussions. This polling paper has four sections: (1) a summary of key findings; (2) "Survey Snapshots," which offers charts highlighting the core findings of the project; (3) the survey's methodology, which summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews; and (4) the survey questions and results ("topline numbers"), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering.
- Published
- 2014
23. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (27th, Chicago, Illinois, 2004). Volume 2
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Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
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For the twenty-seventh year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Chicago, Illinois. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains papers primarily dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499961.]
- Published
- 2004
24. Support and Defend: The K-12 Education of Military-Connected Children. White Paper No. 131
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Pioneer Institute for Public Policy Research, Center for School Reform and Wykes, Bruce L.
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Many policies and initiatives have been proposed or implemented to address the unique needs of military families who face special challenges while supporting the service of their military member(s). Some of those policies and initiatives have sought to focus on military-connected children (MCCs) and the particular academic challenges they face. The unique aspects of many of the challenges stem from the dynamics of the military lifestyle. Current efforts to address the academic needs of MCCs are built upon earlier efforts, some of which can be traced back nearly two centuries. Although ascertaining their academic performance is more challenging and less straightforward than it could and should be, there are many indications that MCCs perform academically at least as well--and sometimes better--than their non-MCC peers. Despite this, there have been assertions that federal Common Core standards are essential to improving the academic progress of MCCs and would greatly benefit them as they transition with their military parents between different military duty locations. However, such assertions are supported neither by the available evidence nor by the existing questions of rigor, legality, transparency, privacy, and state and local control that surround the implementation of Common Core. Rather than centrally and opaquely determined standards, initiatives such as the Interstate Compact on the Education of Military Children, the creation of school liaison officers, support of military homeschooling families, and the use of targeted grants, to name just a few examples, are better suited to assisting military families and military leaders address the challenges of K-12 education for MCCs. [This document contains a preface by Lieutenant General Rick Lynch, Retired Three-Star General, United States Army.]
- Published
- 2015
25. Annual Proceedings of Selected Papers on The Practice of Education Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (37th, Jacksonville, Florida, 2014). Volume 2
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 31 papers with respective authors included in Volume 2 are: (1) Evaluation of Education and ICT Network (EBA) Based on Web Content Accessibility Guidelines 2.0 (Ayse Aydin Akkurt, Murat Ataizi, Haci Mustafa Dönmez); (2) Factors That May Influence Instructors' Choices of Including Social Media When Designing Online Courses (Laura L. Alderson, Deborah L. Lowther); (3) A Proposed Framework for Designing MOOCs Based on the Learning Sciences and the First Principles of Instruction (Hawazen Alharbi, Michele Jacobsen); (4) Renaissance 2.0: Connecting Dots (Aras Bozkurt); (5) In the Learner-focused Course Design: Games and Sims 101 (Joanne E. Beriswill); (6) Anatomy of the Megatech Project: A Goal-Based Scenario for Computing Fundamentals (Joanne E. Beriswill); (7) Meaningful Stimulus for a Segmented Instructional Animation: Reflection versus Prediction (Jongpil Cheon, Sungwon Chung, Steven M. Crooks); (8) A National Study of School Library Websites: Preliminary Design & Usability Guidelines (Anthony S. Chow, Rebecca J. Morris, Amy Figley, Jessica Sherard); (9) Designing a Responsive E-Learning Infrastructure: Systemic Change in Higher Education (Anthony S. Chow, Rebecca A. Croxton); (10) Using Addie and Systems Thinking as the Framework for Developing a MOOC: A Case Study (Rebecca A. Croxton, Anthony S. Chow); (11) Video Games and Learning: What Boys Learn From Vidoe Games and Can it Map to the Common Core Standards? (Jason A. Engerman, Alison Carr-Chellman); (12) Interpreting the Aesthetics of Games and Evaluating its Effect on Problem-Solving Using Visualization Theory (Diali Gupta, Beaumie Kim); (13) Designing Feedback to Increase Interaction and Learning in an Online Self-Study Course (Jacob A. Hall, Tiffany A. Koszalka, Lina Souid, Yufei Wu); (14) How a Once-Rejected Grant Proposal Was Later Funded by the State of Georgia (Jackie HeeYoung Kim, Moon-Heum Cho); (15) iBooks Author: Potential, Pedagogical Meanings, and Implementation Challenges (Jackie Heeyoung Kim); (16) Creating Participatory Online Learning Environments: A Social Learning Approach Revisited (Heather Lutz, Quincy Conley); (17) Faculty Training on eLearning: An International Performance Improvement Case Study (Eunice Luyegu); (18) Using the Community of Inquiry Framework for Library Science Course Design: An Eastern Caribbean Example (Dorothea Nelson); (19) Technology Enhanced Learning Strategies In K-12 Classrooms (Esther Ntuli); (20) The Role of Digital Game-Based Learning in Enhancing Social Presence (Ela Akgun Ozbek); (21) Digital Science Notebooks to Support Elementary Students' Scientific Practices (Seungoh Paek, Lori A. Fulton); (22) ESL's and PARCC Online Testing (Christine Patti); (23) Teaching Soft Skills with Games and Simulations (Deanna L. Proctor, Lenora Jean Justice); (24) Online Learning: Genie In a Bottle or Pandora's Box? (Angela Doucet Rand, Gayle V. Davidson-Shivers); (25) Promoting Student-Centered Learning: Team-Based Learning In A Technology-Rich Classroom (Mei-Yau Shih, Susan Han); (26) Computers as Critical Thinking Tools: Primarily Self-Directed, Online Capstone Course (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (27) Collaborative Design of an Online Self-Directed Course: An Example of a Cognitive Apprenticeship (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (28) Mobile Technology and Applications for Enhancing Achievement in K-12 Science Classrooms: A Literature Review (Sylvia Manka Azinwi Suh); (29) Evaluation of Web-Based English Reading Activities for Adolescent English Language Learners: A Pilot Study (Wan-Chun Tseng, Robert Dustin Florence); (30) Training Instructional Designers As Edupreneurs (Caglar Yildirim, Moonyoung Park, Tera Lawson, Nadia Jaramillo, Ana-Paula Correia, Ritushree Chatterjee, Pinar Arpaci ); and (31) Engaging the Online Language Learner (Julia Zammit, Sally A. Eliot, Caroline Kelly, Trey Martindale). (Individual papers contain references.) [For Volume 1, see ED562046.]
- Published
- 2014
26. The Gender Gap in Educational Outcomes in Norway. OECD Education Working Papers, No. 183
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, Ferrara, Alessandro, and Maghnouj, Soumaya
- Abstract
As is the case in most OECD countries, boys in Norway are more likely to have lower levels of academic achievement and attainment than girls. While this phenomenon is not recent, it has become increasingly pronounced in recent years and, as a result, is attracting considerable attention from policy-makers in many countries. This paper develops evidence of gender gaps in educational outcomes in Norway and selected OECD countries and identifies examples of policies and practices that could help close existing gender gaps in Norway. The first part of the paper describes gender gaps in school achievement, attainment, attitudes, beliefs and behaviours using an international comparative analysis. Evidence from PIRLS, TIMSS, PISA and the OECD Survey of Adult Skills (PIAAC) is used to identify gender gaps during primary and secondary schooling as well as young adulthood. The second part of the paper summarises evidence on policies and practices that were implemented in other countries and that could support efforts in Norway to mitigate, prevent and reduce gender gaps in achievement and attainment. Most of the evidence on policies and practices reviewed in the report comes from the peer countries Finland, the Netherlands and the United States that were identified of particular relevance for Norway, given the policy challenge Norway faces. [This report was developed in co-operation with the Norwegian National Commission on Gender Equity in Education.]
- Published
- 2018
- Full Text
- View/download PDF
27. 2014 Schooling in America Survey: Perspectives on School Choice, Common Core, and Standardized Testing. Polling Paper No. 20
- Author
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Friedman Foundation for Educational Choice and DiPerna, Paul
- Abstract
The "Schooling in America Survey" is an annual project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI). The purpose of the project is to measure public opinion--and in some cases awareness or knowledge--on a range of K-12 education topics and reforms. The author and his colleagues report response levels, differences, and intensities for the country, four major regions, and demographic groups. These annual snapshots consider the perceived direction of American K-12 education; the federal government's performance in K-12 education; education spending; grades and preferences for different types of schools; and school choice topics addressing charter schools, vouchers, education savings accounts, and tax-credit scholarships. This report contains responses to two sets of questions with a special focus on standardized testing and the Common Core State Standards, and compares split-sample responses on questions exploring public spending on education; perceptions of political party support for school choice policies; test-based accountability; and the development and implementation of academic standards. All are salient issues in state politics and reflect undercurrents in education policy discussions. This polling paper has four sections: (1) a summary of findings; (2) "Survey Snapshots," which offers charts highlighting the core findings of the project; (3) the survey's methodology, which summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews; and (4) the survey questions and results ("topline numbers"), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering.
- Published
- 2014
28. Missouri K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 19
- Author
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Friedman Foundation for Educational Choice, Show-Me Institute, and DiPerna, Paul
- Abstract
The "Missouri K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Missouri registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Missourians stand on important issues and policy proposals in K-12 education? A randomly selected and statistically representative sample of Missouri voters responded to more than 20 substantive questions and items, as well as eight demographic questions. This project also includes one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose of the experiment was to see if providing a new piece of information about education can significantly influence opinion on salient issues in state politics and education policy discussions. This polling paper has four sections: (1) a summary of key findings; (2) "Survey Snapshots," which offers charts highlighting the core findings of the project; (3) the survey's methodology, which summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews; and (4) the survey questions and results ("topline numbers"), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering.
- Published
- 2014
29. Oklahoma K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper No. 18
- Author
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Friedman Foundation for Educational Choice, Oklahoma Council of Public Affairs (OCPA), and DiPerna, Paul
- Abstract
The "Oklahoma K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Oklahoma registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Oklahomans stand on important issues and policy proposals in K-12 education? A randomly selected and statistically representative sample of Oklahoma voters responded to more than 20 substantive questions and items, as well as eight demographic questions. This project also included a couple of split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose of the experiment was to see if providing a new piece of information about education can significantly influence opinion on salient issues in state politics and education policy discussions. This polling paper has four sections: (1) a summary of key findings; (2) "Survey Snapshots," which offers charts highlighting the core findings of the project; (3) the survey's methodology, which summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews; and (4) the survey questions and results ("topline numbers"), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering.
- Published
- 2014
30. Unlock the Gateway to Communication. Selected Papers from the 2014 Central States Conference on the Teaching of Foreign Languages
- Author
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Central States Conference on the Teaching of Foreign Languages (CSCTFL) and Dhonau, Stephanie
- Abstract
The 2014 Central States Conference on the Teaching of Foreign Languages took place in St. Louis, Missouri with the cooperation of the Foreign Language Association of Missouri. The 2014 conference focused on ways in which foreign language teachers, "unlock" or help to open up lines of communication between their students and people who speak a language other than the native language of their students. Foreign language teachers do so not only by helping students to learn how to express themselves through oral and written communication, but also through cultural knowledge of the target culture. For students to become globally competent citizens, they need to know not only how to communicate through oral and written communication; they must also understand the nuances of a culture. An understanding of the products, practices, and perspectives of a culture are equally important to function in a given culture. The CSCTFL 2014 conference featured 28 workshops and more than 170 sessions. Nine of the 17 central states were represented by "Best of…" sessions. Several presenters from the 2013 conference returned to re-present their session as an "All-Star." The sessions and workshop topics represented at the 2014 conference included the connection to Common Core in the foreign language classroom, the use of technology, teaching for communicative competency, lesson planning, assessment, the integration of culture in the curriculum, and the use of literature, art, music, and film in language classes. The articles in this report pertain to developing communicative competency and cultural competency. By focusing on developing communicative competency and cultural competency, foreign language teachers are able to shape their students into citizens who will be globally competent and be able to communicate and interact effectively in a global society. The authors explain how to achieve these goals through the use of technology in teaching, studying abroad, the use of target language in the classroom, and the role of a textbook in the classroom while promoting communication.
- Published
- 2014
31. Papermaking: Then and Now. A History of Hand Papermaking from Its Beginning, Plus a Process for Using Natural Fibers To Make Paper.
- Author
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Vickerman, Kathrine D.
- Abstract
In addition to a historic overview of papermaking, this book explains the painstaking process of papermaking and details the results of actually making paper from samples of grass gathered from Arizona to Minnesota, and Maine to California, including 11 states and climates. The book describes how to teach papermaking and offers a list of equipment suppliers as resources for help getting started. A study of the effects of rainfall and altitude on the grasses used in making paper was conducted. The handmade paper shown in this book is only an example of what can be accomplished. Since there are so many different varieties of grass, this project has only scratched the surface of the potential for decorative paper made from grasses. The book is divided into the following sections: (1) "The Beginning of Papermaking"; (2) "Renaissance of Hand Papermaking"; (3) "Chemistry of Hand Papermaking"; (4) "A Little Bit about Grasses"; (5) "Papermaking from Grasses"; (6) "Papermaking Results"; and (7) "Teaching Hand Papermaking." (Contains 25 resources and 13 relevant Web sites.) (BT)
- Published
- 1995
32. Creating Cast Paper Sculpture: A Simple Lesson in Papermaking and Moldmaking. AMACO[R] Lesson.
- Author
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American Art Clay Co., Inc. Indianapolis, IN., Gamble, Harriet, and Gamble, David
- Abstract
This lesson combines two significant art forms into one lesson. Students first learn the techniques necessary to create a relief sculpture terra cotta clay mold. Using that mold, students will experience the art of paper making and paper casting simply, safely, and economically. A brief history of the art of paper making is provided, along with samples and examples to show how the completed work will appear. Step-by-step instructions are included, along with a glossary of terms, lesson goals and objectives, background and preparation information, supply and equipment list, alternative suggestions, and additional ideas. (EH)
- Published
- 1995
33. The Effect of Foreclosure on Boston Public School Student Academic Performance. Working Paper No. 13-12
- Author
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Federal Reserve Bank of Boston, MA., Bradbury, Katharine, Burke, Mary A., and Triest, Robert K.
- Abstract
Although the recent wave of mortgage foreclosures has clearly been accompanied by economic hardship, relatively little research has examined how foreclosures affect the academic performance of students. This paper investigates the relationship between mortgage foreclosures and the academic performance of students using a unique dataset that matches information on the standardized test scores and attendance of individual Boston Public School students with real estate records indicating whether the student lived at an address involved in foreclosure and whether that student's parent or guardian was the owner or a tenant in the property. Econometric analysis of this relationship suggests that foreclosures are associated with slightly lower test scores and attendance, controlling for the previous-year's test score and attendance as well as other student characteristics and environmental factors. The results suggest that both the foreclosure event and the diminished student outcomes stem from underlying economic stress within the family. School changes during the school year, which are sometimes induced by foreclosure-related residential moves but also occur independently of foreclosure, may be associated with more substantial negative effects on academic performance than foreclosures, although this causal relationship is not certain. This latter finding suggests that policies that decouple residential moves from school changes during the school year may help to mitigate this indirect effect of foreclosure on student performance. This Working Paper also includes a Data Appendix.
- Published
- 2013
34. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 2
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546877.]
- Published
- 2013
35. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 1
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]
- Published
- 2013
36. The Society for the Study of Curriculum History: Meetings and Papers 1977-1991. Compiled for the Society.
- Author
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Society for the Study of Curriculum History. and Short, Edmund C.
- Abstract
This comprehensive document includes 47 papers on historical aspects of curriculum practice, theory, research, and leaders presented at meetings of the Society for the Study of Curriculum History (SSCH) between 1978 and 1991. Following a compiler's introduction, the document is organized into six parts: part 1 provides copies of the official printed programs for all meetings of SSCH from 1978 to 1991; part 2 contains the Index of Available Papers from SSCH from 1978-1991, listing papers by title and author, and indicating where each paper may be found; part 3 contains a document produced for SSCH in 1981 which reproduced 14 papers from the 1978 and 1979 meetings; part 4 contains a document produced for SSCH in 1983 which reproduced 12 papers from the 1978, the 1980, and the 1981 meetings; part 5 consists of a table of contents listing 23 papers published in the book, "Curriculum History," Craig Kridel, editor (Lanham, Maryland, University Press of America, 1989); part 6 contains 22 miscellaneous papers not previously available, assembled alphabetically by author. (LL)
- Published
- 1991
37. Texas K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 14
- Author
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Friedman Foundation for Educational Choice and DiPerna, Paul
- Abstract
The "Texas K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Texas registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Texans stand on important issues and policy proposals in K-12 education? They try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of Texas voters recently responded to 20 substantive questions and 11 demographic questions. A total of 613 telephone interviews were conducted in English and Spanish from March 19 to 27, 2013, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. In this case, the purpose is to see if providing a new piece of information about education spending can significantly influence opinion on the topic--a salient issue in Texas's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section "Survey Snapshots," which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the survey questions and results ("topline numbers"), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering. (Contains 9 notes and 3 footnotes.)
- Published
- 2013
38. North Dakota K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 13
- Author
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Friedman Foundation for Educational Choice and DiPerna, Paul
- Abstract
The "North Dakota K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures North Dakota registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, and the intensity of those responses. Where do North Dakotans stand on important issues and policy proposals in K-12 education? They try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of North Dakota voters recently responded to 19 substantive questions and 12 demographic questions. A total of 605 telephone interviews were conducted in English from February 2 to 10, 2013, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. In this case, the purpose is to see if providing a new piece of information about education spending can significantly influence opinion on that topic--a salient issue in North Dakota's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section "Survey Snapshots," which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the survey questions and results ("topline numbers"), owing the reader to follow the interview as it was conducted, with respect to question wording and ordering. (Contains 8 notes and 3 footnotes.)
- Published
- 2013
39. Maine K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 12
- Author
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Friedman Foundation for Educational Choice and DiPerna, Paul
- Abstract
The "Maine K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Maine registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences (often using the terms "net" or "spread") of voter opinion, and the "intensity" of those responses. Where do Mainers stand on important issues and policy proposals in K-12 education? The author and his colleagues try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of Maine voters recently responded to 19 substantive questions and 12 demographic questions. A total of 604 telephone interviews were conducted in English from January 30 to February 6, 2013, by means of both landline and cell phone. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project they also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if providing a new piece of information about education spending can significantly influence opinion on that topic--a salient issue in Maine's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section "Survey Snapshots," which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the questionnaire and results ("topline numbers"), allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. (Contains 11 notes and 4 footnotes.)
- Published
- 2013
40. RESET: Information Services Trends in 2012. Selected Papers from PIALA Conference 2012, Pacific Islands Association of Libraries, Archives, and Museums Annual Conference (22nd, Tumon, U.S. Territory of Guam, Nov 13-16, 2012)
- Author
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Pacific Islands Association of Libraries, Archives and Museums and Drake, Paul B.
- Abstract
This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 22th annual conference was held in Tumon, Territory of Guam USA, November 13-16, 2012. The volume begins with a listing of the members of the PIALA 2012 Planning Committee and PIALA Officers and Executive Board, Acknowledgements, and the Conference program schedule. John Fernandez, Superintendent of the Guam Department of Education, provided the keynote address. James Lonergan, U.S. Institute of Museum and Library Services provided opening remarks. Presentations include: (1) Pathways to Excellence And Achievement in Research and Learning (PEARL): Training K-12 School Teams to Support Student Research (Violet H. Harada and Michael-Brian Ogawa); (2) 21st Century Skills and Web Tools for the Library (Sudi Q. Napalan); (3) Guam And Chamorro Educational Facility (Ken Baki); (4) Web 2.0 Technology Tools for the School Library (Alicia Diego and Rose Unpingco); (5) Localizing History for Community Relevance author talk (Judy Flores); (6) "Let Go and Let God" author talk (Genevieve Leon Guerrero); (7) Data Mining Techniques Using a Spreadsheet (Manny Hechanova); (8) Highlights from the IFLA International Leaders Programme (Atarino A. Helieisar); (9) The Instrument of the Book, the Instrument of the Internet: "Thinking" "Information" in the Pacific (Nicholas J. Goetzfridt); (10) Creating Quality Services: Palau Bookmobile Panel Discussion (Joycelene Moses, Mary Arius, Grace Merong, and Pasquana Tirso) and (11) Guam Public Library Bookmobile Outreach Services (Terry Kennimer, Doris A Francisco, and Victor Palomo). Presentations contain individual references. Appended are: (1) PIALA Executive Board Meeting Agenda; (2) American Pacific Territories' "Librarians Say Books Are Here to Stay". "Radio Australia "Pacific Beat" interview : November 15, 2012; (3) Program from Welcome Dinner; (4) Guam Public Library System Bookmobile Brochure; (5) Guam Public Library System Bookmobile Cutout; (6) Guam Public Library System Bookmobile Library Card Group Form; (7) Guam Public Library System Bookmobile Tour Request Form; (8) Guam Public Library System Bookmobile schedule November, 2012; (9) Chronology of PIALA Conferences; and (10) Conference Registration Form.
- Published
- 2013
41. Tennessee K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 9
- Author
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Friedman Foundation for Educational Choice and DiPerna, Paul
- Abstract
The "Tennessee K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research Inc. (BRI), measures Tennessee registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences (using the term "net score" or "net") of voter opinion, and the intensity of responses. Where do Tennesseans stand on important issues and policy proposals in K-12 education? They try to provide some observations and insights in this paper. A randomly selected and statistically representative sample of Tennessee voters recently responded to 17 substantive questions and 11 demographic questions. A total of 606 telephone interviews were conducted in English from February 11 to 21, 2012, by means of both landline and cell phone. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues included five split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. For this survey, they were particularly interested in how wording can affect responses to questions on taxes, education spending, and digital learning--all salient issues in Tennessee state politics and policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section "Survey Snapshots," which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section presents their questionnaire and results ("topline numbers"), essentially allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. They set out to give a straight-forward analysis, going easy on editorial commentary, and letting the numbers and charts communicate the major findings. Key findings include: (1) Nearly three of four registered voters in Tennessee (74%) are paying attention to issues in K-12 education. About one of four voter (25%) say they pay "very little" or no attention; (2) Tennesseans are less likely to think that K-12 education is heading in the "right direction" (36%) compared to being on the "wrong track" (50%); (3) Tennessee voters are essentially split when assessing the state's public school system (47% say "good" or "excellent"; 49% say "fair" or "poor"); (4) Based on survey responses, Tennessee voters do not know how much is spent per student in public schools. There is an awareness gap; and (5) When given the latest per-student spending information, voters are less likely to say public school funding is at a level that is "too low," compared to answering without having such information. (Contains 8 notes and 1 footnote.)
- Published
- 2012
42. Moms and Schools Survey: Nationwide Public Opinion on Schooling. Polling Paper No. 8
- Author
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Friedman Foundation for Educational Choice and DiPerna, Paul
- Abstract
Moms and Schools Educational Choice, conducted by Braun Research, Inc. (BRI), measures Americans views on area schools (district, charter, or private), school type preferences, and school vouchers. In this paper, Moms, report response levels of public opinion. For some questions, discussion to examine differences of voter opinion (sometimes using the terms ) and the intensity of responses are also expanded. This polling paper has four sections. The first section summarizes key findings. The second section, "Survey Snapshots", offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section presents the questionnaire and results ("topline numbers"), essentially allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. (Contains 3 footnotes.)
- Published
- 2012
43. Idaho K-12 & School Choice Survey: What Do Voters Say about K-12 Education. Polling Paper No. 5
- Author
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Friedman Foundation for Educational Choice and DiPerna, Paul
- Abstract
The "Idaho K-12 & School Choice Survey" project, commissioned by The Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Idaho registered voters' familiarity and views on a range of K-12 education issues and school choice reforms. We report response "levels" and "differences" (we use the term "net score" or "net") of voter opinion, and the "intensity" of responses. Where do the voters stand on important issues and policy proposals in K-12 education? We attempt to provide some observations and insights in the following pages of this paper. A randomly selected and statistically representative sample of Idaho voters recently responded to 17 substantive questions and 11 demographic questions (see pages 47-77). The next section summarizes our key findings. A total of 2,097 telephone interviews were conducted in English from October 22 to November 6, 2011, by means of both landline and cell phone. The statewide sample included 1,202 interviews, and regional oversamples included at least 500 interviews. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 2.8 percentage points. Margin of error for each regional sample (Boise-Nampa, Coeur d'Alene, Idaho Falls) is plus or minus 4.4 percentage points. In this project we included two split-sample experiments. A split sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. Our polling paper has four sections. The first section summarizes key findings. We call the second section "Survey Snapshots," which offers charts illustrating the core findings of the survey. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section presents our questionnaire and results ("topline numbers"), essentially allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. We have set out to give a straight-forward analysis, going light on editorial commentary, and letting the numbers and charts communicate the major findings. (Contains 8 notes and 1 footnote.)
- Published
- 2012
44. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A
- Author
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National Centre for Vocational Education Research
- Abstract
This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides demographics information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]
- Published
- 2012
45. Restoring the Trust in Native Education. Annual NIEA Legislative Summit (14th, February 7-9, 2011). Briefing Papers
- Author
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National Indian Education Association
- Abstract
Several briefing papers were presented during the 14th Annual National Indian Education Association (NIEA) Legislative Summit. This briefing book contains the following papers presented during the summit: (1) Restoring the Trust in Native Education; (2) NIEA Legislative Priorities for 2011: "Talking Points"; (3) Reauthorization of the Elementary and Secondary Education Act: "NIEA's Ongoing Commitment"; (4) Investing in Tomorrow's Workforce, Colin Kippen, Op-Ed in "The Hill" Publication, Jan. 21, 2011; (5) "Education Secretary: "No Child Left Behind" has led to a 'Dumbing Down'", Emmanuel Touhey, "The Hill", Jan. 28, 2011; (6) "Jobs and American Competitiveness are Top Priorities", Rep. John Kline (R-Minn.), "The Hill" publication, Jan. 25, 2011; (7) Strengthening the Native Voice at the U.S. Department of Education; (8) The President's FY 11 Budget Requests For Native Education; (9) NIEA Appropriations Priorities for 2011; (10) Bureau of Indian Education Schools; (11) Bureau of Indian Education Race to the Top; (12) The Johnson O'Malley Program; (13) Funding Indian Education Through Impact Aid; (14) Insufficient Funding for the Construction and Repair of Bureau of Indian Affairs Schools; (15) Tribal Education Departments; and (16) Funding American Indian--Alaska Native Head Start and Early Head Start Programs. [For the 13th Annual Legislative Summit Briefing Papers, see ED523546.]
- Published
- 2011
46. Pacific Visions: Finding, Selecting, and Using Resources for Your Libraries, Archives, and Museums. Selected Papers from PIALA 2009, Pacific Islands Association of Libraries, Archives, and Museums Annual Conference (19th, Pohnpei, Federated States of Micronesia, November 16-21, 2009)
- Author
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Pacific Islands Association of Libraries, Archives and Museums and Drake, Paul B.
- Abstract
This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 19th annual conference was held in Pohnpei, Federated States of Micronesia, November 16-21, 2009. The volume begins with a listing of the members of the PIALA 2009 Planning Committee and PIALA Officers and Executive Board, Acknowledgements, and the Conference program schedule. Fr. Francis X. Hezel of the Micronesian Seminar presented the keynote address "Pacific Visions: Finding, Selecting, and Using Films for Your Libraries, Archives, & Museums." The presentations include: Library Marketing that Works (Megan Beard); Hospital Medical Libraries Populating the Micronesian Islands (Arlene Cohen); SPC Library's Most Useful and Interesting Resources (Eleanor Kleiber); Go Local: Sharing Knowledge on Local Foods, by the Island Food Community of Pohnpei group (Lois Englberger, Rainer Jimmy, and Adelino Lorens); Switching Library Management Software for the Better: The Experience of The University Of Goroka Library (Leah Kalamoroh); Finding Excellence With a Personal Touch: A Look at Service Benchmarking (Paul B. Drake); Entity Reports from Republic of Palau, Territory of American Samoa, Chuuk State FSM, Territory of Guam, and Commonwealth of the Northern Mariana Islands; Introducing PARBICA (Naomi Ngirakamerang); Boost Literacy @ Your Library: Working Together to Promote Literacy, (Imengel Mad and Cerilla Michael); A Tribute to Lifetime Achievement Award (recipient Iris Falcam); and attendee group photograph. The volume ends with an appended chronology of PIALA conferences and link to fulltext availability. (Individual papers contain references.)
- Published
- 2011
47. Navigating the Literacy Waters: Research, Praxis, and Advocacy. The Twenty-Ninth Yearbook: A Peer Reviewed Publication of the College Reading Association. [Papers from the College Reading Association Conference, 2006]
- Author
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College Reading Association, Foote, Martha M., Szabo, Susan, and Falk-Ross, Francine
- Abstract
This book presents a selection of the research and papers presented at the 50th Annual Meeting of the College Reading Association in Pittsburgh, Pennsylvania in October, 2006. This Yearbook begins with Karen Bromley's presidential address, which explored the future of writing by discussing four predictions: the notion that pens and pencils will be collectors' items, the idea that writing will be electronic and people will read only digital text, the certainty that writing will be more challenging to learn and teach, and the idea that speech will replace writing. The papers comprising this Yearbook that follow Bromley's presidential address are: (1) Pedagogies of the Oppressors: Critical Literacies as Counter Narratives (Patrick Shannon); (2) A Few Words About Sentences (Allen Berger); (3) A Case Study of the Impact of Media Literacy Instruction on At-Risk Young Adolescent Females' Interpretations of Heterosexuality in Magazine Advertisements (Roberta Linder); (4) Preservice Teachers' Interactions While Tutoring Primary Grade Children (Beverly J. Timmons and Denise N. Morgan); (5) Reconnecting the Disconnect: Creating a Service Learning Experimental Program that Links Theory and Practice to Mentored Apprenticeships (Jennifer L. Bozeka, Susan Z. Turner, Jaclyn Prizant Gordon, and Judith M. Hendershot); (6) Using Graphic Organizers to Facilitate Elementary Students' Comprehension of Informational Text (Shirley Ermis); (7) The We Are Reporters Project: Developing an Appreciation and Purpose for Collecting, Recording and Recalling Data Using a Variety of Reporting Techniques (Karen M. Steuerwalt and Evelyn A. O'Connor); (8) Helping English Language Learners: Preparing Teachers to Promote Critical Thinking and Language Acquisition (Mayra C. Daniel); (9) Differentiated Instruction: Three Teacher's Perspectives (Jennifer P. Bailey and Thea Hayes Williams-Black); (10) Can You Hear Me Now? Providing Feedback Using Audio Commenting Technology (Allison Swan Dagen, Cheryl Mader, Steven Rinehart, and Philip Ice); (11) Confronting Teacher Education Issues Head-On: Increasing Our Knowledge and Choosing Our Options for Strengthening Teacher Education Programs (Angela M. Ferree, Francine Falk-Ross, Linda Gambrell, Richard Long, Mary Beth Sampson, Kathleen Mohr and Rona F. Flippo); (12) Using Multicultural Literature to Teach Culturally Responsive Instructional Approaches (Donna Glenn Wake and Virginia B. Modla); (13) Using Drawings by Secondary Preservice Teachers to Study Their Writing Process and Apprehension (Peggy Daisey); (14) Understanding and Applying Reading Instructional Strategies: Implications for Professional Development in the Middle Schools (William Dee Nichols, Robert J. Rickelman, Carl A. Young, and William H. Rupley); and (15) Helping Literacy Centers Come Alive for Teachers: Transitions into Use of Interactive Small Group Reading Stations (Francine Falk-Ross). (Individual papers contain tables, figures, references, and appendices.) [For the twenty-eighth yearbook, "Multiple Literacies in the 21st Century: The Twenty-Eighth Yearbook," see ED512603.]
- Published
- 2008
48. Interstate Survey: What Do Voters Say about K-12 Education in Six States? Polling Paper No. 1
- Author
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Foundation for Educational Choice and DiPerna, Paul
- Abstract
The core purpose of the Interstate Survey series is to survey statistically representative statewide samples and report the "levels" and "gaps" of voter opinion, knowledge, and awareness when it comes to K-12 education and school choice reforms--particularly with respect to state performance, education spending, graduation rates, achievement rankings, charter schools, virtual schools, tax-credit scholarships, and school vouchers. In this paper the author and his colleagues compare voter responses in six states: Alabama, Arkansas, Kansas, Mississippi, New Jersey, and New York. Why choose these states? In a sense these states comprise the open frontier for reforms in K-12 education. None has enacted school voucher or tax-credit scholarship systems. Arkansas, New Jersey, and New York have seen some growth in the charter school sector, but charter school student populations do not exceed 2 percent of the overall student populations in these states. Only New Jersey has had a consequential public debate about voucher or tax-credit scholarship programs in the last couple of years. This project's six states are similar in that none has been exposed to school choice programs in action, and the charter school sectors (non-existent in Alabama) and virtual school sectors (non-existent in New York) are still in early stages of development. The paper is presented in four sections. The first section summarizes key findings. The second section, "Survey Snapshots," represents the body of the paper. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section lays out the questionnaire and question-by-question results (topline data), essentially allowing the reader to follow the actual interview as it was conducted in terms of question wording and ordering. This paper sets out to provide fundamental analysis, going light on editorial commentary, and letting the charts and numbers communicate the major findings. (Contains 12 footnotes.)
- Published
- 2010
49. The 13th Annual Legislative Summit (Washington, DC, 2010). Briefing Papers
- Author
-
National Indian Education Association
- Abstract
This volume contains briefing papers presented at the 13th Annual National Indian Education Association (NIEA) Legislative Summit held in Washington, DC. The following papers are included: (1) NIEA Appropriations Priorities for FY11; (2) The President's Budget Request for Fiscal Year 2011 for Native Education; (3) BIE Race to the Top; (4) Insufficient Funding for the Construction and Repair of BIA Schools; (5) Reauthorization of the Elementary and Secondary Education Act to Strengthen Native American Education; (6) Funding American Indian-Alaska Native Head Start and Early Head Start; (7) Funding Indian Education through Impact Aid; (8) The Johnson O'Malley Program; (9) Tribal Education Departments; (10) Common Core Standards and Native Students; and (11) High School Equity for Native Students Preparing Native Students to Enter College and the Workforce. Individual papers contain footnotes and endnotes. [For the 12th Annual Legislative Summit Briefing Papers, see ED523545.]
- Published
- 2010
50. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (33rd, Anaheim, California, 2010). Volume 2
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume #2 of the 33rd "Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology." This volume includes papers presented at the national convention of the Association for Educational Communications and Technology held in Anaheim, California. The papers in this volume primarily deal with instruction and training issues. Papers dealing with research and development are contained in the companion volume (Volume #1). (Individual papers contain references, tables, and figures.) [For Volume 1, see ED514646.]
- Published
- 2010
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