Texas educational survey report /

I. Organization and administration [by] G. A. Works, assisted by T. D. Brooks, J. O. Creager, L. M. Favrot, Norman Frost, C. H. Judd, A. C. Parsons, E. A. Peterson, J. L. Tennant [and] H. B. Wilson. 1925. --II. Financial support [by] B. F. Pittenger [and] G. A. Works. 1925. -- III. Secondary education [by] C. H. Judd. 1924. -- IV. Educational achievement. Pt. I. [By] P. J. Kruse. Pt. II. [By] Helen L. Koch [and] Rietta Simmons. 1925. --V. Courses of study and instruction. City schools [by] Margaret E. Noonan. Country schools [by] O. G. Brim. Reading in the four upper grades [by] C. T. Gray. 1924. -- VI. Higher education [by] L. D. Coffman, C. M. Hill, F. L. Kelly, G. F. Zook [and] G. A. Works. 1925. -- VII. Vocational education. Agricultural education [by] N. E. Fitzgerald. Home economics education [by] Stella Palmer. Trade and industrial education [by] B. W. Johnson. 1924. -- VIII. General report [by] G. A. Works. 1925.

Report of the Federal Security Agency :

Index for 1867-1907 issued as the Office's Bulletin no. 407.

School-based clinics that work.

Mode of access: Internet.

Implementing the Next Generation Science Standards: How Instructional Coaches Mediate Standards-Based Educational Reforms to Teacher Practice

Thesis (Ph.D.)--University of Washington, 2016-06

Is economic philosophy a subject worth teaching?

Economic philosophy is anything but a part of the mainstream diet in the course of an economics education. Yet there are those ��� including occasional Nobel prizewinners ��� who argue that an understanding of economic philosophy is absolutely fundamental to an understanding of economics, of why economists disagree and of why ���economic rationalists��� are often derided by those from other professional backgrounds. The argument put in this paper is that many social science debates hinge more on the values or social philosophy implicitly involved than on technical matters of economic 'science', and that a nuanced understanding of economics requires that each school of thought be traced back to its foundations in terms of its implicit economic philosophy a prioris.

Teaching principles of genetics through SNP analysis

An understanding of inheritance requires comprehension of genetic processes at all levels, from molecules to populations. Frequently genetics courses are separated into molecular and organismal genetics and students may fail to see the relationships between them. This is particularly true with human genetics, because of the difficulties in designing experimental approaches which are consistent with ethical restrictions, student abilities and background knowledge, and available time and materials. During 2005 we used analysis of single nucleotide polymorphisms (SNPs) in two genetic regions to enhance student learning and provide a practical experience in human genetics. Students scanned databases to discover SNPs in a gene of interest, used software to design PCR primers and a restriction enzyme based assay for the alleles, and carried out an analysis of the SNP on anonymous individual and family DNAs. The project occupied eight to ten hours per week for one semester, with some time spent in the laboratory and some spent in database searching, reading and writing the report. In completing their projects, students acquired a knowledge of Mendel���s first law (through looking at inheritance patterns), Mendel���s second law and the exceptions (the concepts of linkage and linkage disequilibrium), DNA structure (primer design and restriction enzyme analysis) and function (SNPs in coding and non-coding regions), population genetics and the statistical analysis of allele frequencies, genomics, bioinformatics and the ethical issues associated with the use of human samples. They also developed skills in presentation of results by publication and conference participation. Deficiencies in their understanding (for example of inheritance patterns, gene structure, statistical approaches and report writing) were detected and guidance given during the project. SNP analysis was found to be a powerful approach to enhance and integrate student understanding of genetic concepts.

Can computer-based testing achieve quality and efficiency in assessment?

This paper reports findings of a two year study concerning the development and implementation of a general-purpose computer-based assessment (CBA) system at a UK University. Data gathering took place over a period of nineteen months, involving a number of formative and summative assessments. Approximately 1,000 students, drawn from undergraduate courses, were involved in the exercise. The techniques used in gathering data included questionnaires, observation, interviews and an analysis of student scores in both conventional examinations and computer-based assessments. Comparisons with conventional assessment methods suggest that the use of CBA techniques may improve the overall performance of students. However it is clear that the technique must not be seen as a "quick fix" for problems such as rising student numbers. If one accepts that current systems test only a relatively narrow range of skills, then the hasty implementation of CBA systems will result in a distorted and inaccurate view of student performance. In turn, this may serve to reduce the overall quality of courses and - ultimately - detract from the student learning experience. On the other hand, if one adopts a considered and methodical approach to computer-based assessment, positive benefits might include increased efficiency and quality, leading to improved student learning.

Globaliz��ci��, ad��z��s, egyenl��tlens��g. Az ad��z��s oktat��s��nak elm��leti alapjai

A tanulm��ny c��lja, hogy a globaliz��ci�� ��j korszak��hoz illeszked�� elm��leti k��zgazdas��gi folyamatokat bemutassa, k��l��n��s tekintettel az ad��z��si ismeretek oktat��s��ra. Az ad��z��s sz��ks��gess��g��r��l csak akkor gy��zhet�� meg a t��rsadalom, ha az ad��fizet��s a jog��llami norm��k ��rv��nyes��t��s��hez sz��ks��ges, ��gy a jog��llam els��dlegess��g��b��l kiindul�� gazdas��gelm��letre van sz��ks��g. Ez k��l��n��sen ebben a t��rs��gben fontos, hiszen n��lunk egyel��re gyenge a jog��llami szeml��let, ez��rt nagyobb sz��ks��g van a k��zgazdas��gtudom��ny meg��jul��s��ra is, a neoliberalizmus szeml��let��nek meghalad��s��ra. Ezt az ��j ir��nyt a tanulm��ny a k��zgazdas��gtan etikai ��s kultur��lis megalapoz��s��nak tekinti.

A t��lk��pzetts��g vizsg��lata a Debreceni Egyetem v��gzettjei eset��ben (The effect of overeducation in the case of graduates of University of Debrecen)

Jelen cikk c��lja annak m��lyrehat��bb vizsg��lata, hogy a fels��fok�� v��gzetts��ggel rendelkez�� frissdiplom��sok nagyar��ny�� l��tsz��mn��veked��se milyen hat��ssal volt a munkaer��-piaci helyzet��kre, jelen esetben kereset��kre. Homog��n-e az egyetemet v��gzett hallgat��k csoportja, vagy elk��l��n��thet��k olyan alcsoportok, amelyben a v��gzett hallgat��k kevesebbet keresnek jobb helyzetben l��v�� t��rsaikn��l? A fentebbi k��rd��s megv��laszol��s��ra a Debreceni Egyetem 2007-ben ��s 2009-ben v��gzett hallgat��inak Diplom��s P��lyak��vet�� Rendszeren kereszt��l nyert adatait haszn��lta fel a szerz��. A t��megesed��s egyik k��vetkezm��nye lehet, hogy a fels��fok�� v��gzetts��ggel rendelkez�� munkav��llal�� nem tal��l a v��gzetts��g��nek megfelel�� munk��t, ��s ��gy k��nytelen olyan munkak��rt bet��lteni, amelynek v��gzetts��gig��nye alacsonyabb, mint az ��v��. Az ilyen m��don t��lk��pzett munkav��llal��k keresete alacsonyabb, mint hasonl�� v��gzetts��g��, de megfelel�� munkak��rben dolgoz�� t��rsaik��. Ez a vizsg��lt minta tan��s��ga szerint a DE v��gzettjeinek eset��ben 12-17% k��r��l alakult, ami megfelel a nemzetk��zi eredm��nyeknek. _________ The main goal of this article to examine the effect of a large increase in the number of university graduates on their labour market position, mainly on their wages. Is the group of graduated students homogenous, or are there any subgroups in which graduates earn less than their counterparts? To answer this question, the author examines the database of the Graduate Students��� Survey which contains data about the students of University of Debrecen who finished their studies in 2007 and 2009. As a result of overeducation, graduates do not find the kind of jobs which require their level of education. These so called overeducated workers earn less than their counterparts. In this case, this wage penalty is between 12%-17%, which is similar to international results.

An analysis of the labor market situation of vocational students based on national and international data

The article focuses on the labour market situation and opportunities of the Hungarian vocational students. After briefly placing the topic in an international context, the study introduces the findings of the Hungarian empirical researches. Due to the differences between the various national education systems, it is not easy to make international comparisons; therefore I chose former socialist countries with characteristics similar to those of Hungary. When comparing the relevant data, it became clear that obtaining a diploma provides more advantages in Hungary. Hungarian researches suggest that vocational schools mostly attract students with poor competence test scores at the end of primary school. Also a significant proportion of these students are disadvantaged. Vocational students are the most likely to drop out of the system and their return to the school later is sporadic at best. Although a completed VET improves their employment conditions and prospects, many of the graduates will leave their profession or do unskilled labour. Their labour income varies greatly depending on their type of trade and experience gained.

Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University

The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. The study included a quantitative sub-question regarding the performance of the students on the GLS. The students��� performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students��� definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge. The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.

A crian��a com transtorno do espectro autista (TEA) e o professor: uma proposta de interven����o baseada na experi��ncia de aprendizagem mediada (EAM)

The presence of students with Autism Spectrum Disorder (ASD) in regular schools has increased and with it, the need to develop interventional strategies that enhance their learning. One of the tools that can facilitate this process is Mediated Learning, defined as an interaction style where the teacher selects, modifies, enhances, and interprets environmental stimuli in order to promote student learning. In recent years several studies have used the Mediated Learning Experience Scale (MLE; Lidz, 1991) as a tool to assess the mediator behavior. These studies have suggested that the EAM Scale can provide important guidelines for planning educational interventions, particularly those involving students with special needs. In order to extend these findings, this study aimed to evaluate the effects of an intervention based on the Mediated Learning Experience on social / academic skills of a child with ASD, enrolled in the 4th grade of a regular elementary school. This collaborative study was held in the city of Parnamirim, state of Rio Grande do Norte, in 2014. A 9-year old boy with ASD and his teacher participated in the study. The research used a quasi-experimental A-B design (baseline and treatment) to evaluate the teacher's behavior. Qualitative procedures were also used to analyze the dyad��s responses. Teacher and student behaviors were observed in three school routines during baseline. Based on the results of this phase, a training program was designed for the teacher. Dyad behavior was analyzed again after training in the same routines. The results of this phase showed qualitative and quantitative changes in levels of teacher mediation. Additionally, data indicated that the child enhanced his social and academic skills during the intervention.

Semantic markup in discussion fora

Discussion tools in existing LEs have few or no integrated tools to analyse student learning. This paper proposes tools not only for integrating social network analytics, but also why we need to semantically tag and track key concepts within posts in order to make student learning in discussions visible. This paper will argue for the importance of semantic markup in discussion tools using screenshots of existing LEs and UI mockups of semantically aware discussion tools to argue the case for this element of next generation LEs

Utilizing Traditional Cognitive Measures of Academic Preparation to Predict First-Year Science, Technology, Engineering, and Mathematics (STEM) Majors' Success in Math and Science Courses

For the past several years, U.S. colleges and universities have faced increased pressure to improve retention and graduation rates. At the same time, educational institutions have placed a greater emphasis on the importance of enrolling more students in STEM (science, technology, engineering and mathematics) programs and producing more STEM graduates. The resulting problem faced by educators involves finding new ways to support the success of STEM majors, regardless of their pre-college academic preparation. The purpose of my research study involved utilizing first-year STEM majors��� math SAT scores, unweighted high school GPA, math placement test scores, and the highest level of math taken in high school to develop models for predicting those who were likely to pass their first math and science courses. In doing so, the study aimed to provide a strategy to address the challenge of improving the passing rates of those first-year students attempting STEM-related courses. The study sample included 1018 first-year STEM majors who had entered the same large, public, urban, Hispanic-serving, research university in the Southeastern U.S. between 2010 and 2012. The research design involved the use of hierarchical logistic regression to determine the significance of utilizing the four independent variables to develop models for predicting success in math and science. The resulting data indicated that the overall model of predictors (which included all four predictor variables) was statistically significant for predicting those students who passed their first math course and for predicting those students who passed their first science course. Individually, all four predictor variables were found to be statistically significant for predicting those who had passed math, with the unweighted high school GPA and the highest math taken in high school accounting for the largest amount of unique variance. Those two variables also improved the regression model���s percentage of correctly predicting that dependent variable. The only variable that was found to be statistically significant for predicting those who had passed science was the students��� unweighted high school GPA. Overall, the results of my study have been offered as my contribution to the literature on predicting first-year student success, especially within the STEM disciplines.