Science.gov

Sample records for academic content standards

  1. Investigating Correspondence between Language Proficiency Standards and Academic Content Standards: A Generalizability Theory Study

    ERIC Educational Resources Information Center

    Lin, Chih-Kai; Zhang, Jinming

    2014-01-01

    Research on the relationship between English language proficiency standards and academic content standards serves to provide information about the extent to which English language learners (ELLs) are expected to encounter academic language use that facilitates their content learning, such as in mathematics and science. Standards-to-standards…

  2. Making Standards Work! A Teacher's Guide to Contextual Learning: Integrating Academic Content Standards with Career Development and Workplace Competencies.

    ERIC Educational Resources Information Center

    Colorado School to Career Partnership, Denver.

    This publication is a tool to help educators weave academic content standards, assessments, and school-to-career methods into an integrated and comprehensive educational strategy that prepares all students to meet their future goals. Examples included in the publication were created by Colorado educators to provide a vision of how teachers can…

  3. Arizona Academic Standards: Kindergarten

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains Arizona public schools' academic standards for kindergarten. The contents of this document include the following: (1) The Arts Standard 2006--Kindergarten; (2) Comprehensive Health Education/Physical Activity Standards 1997--Readiness (Kindergarten); (3) Foreign and Native Language Standards 1997--Readiness…

  4. Arizona Academic Standards, Grade 8

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains the updated academic standards of Arizona for Grade 8. The contents of this document include the following: (1) The Arts Standard 2006--Grade 8; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading…

  5. Arizona Academic Standards: Grade 4

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains Arizona public schools' academic standards for grade 4. The contents of this document include the following: (1) The Arts Standard 2006--Grade 4; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4)…

  6. Arizona Academic Standards, High School

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains Arizona public schools' updated academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006--High School; (2) Comprehensive Health Education/Physical Activity Standards 1997--Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997--Proficiency and…

  7. Arizona Academic Standards, Grade 5

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains an updated academic standards of Arizona public schools for grade 5. The contents of this document include the following: (1) The Arts Standard 2006--Grade 5; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Foundations (Grades…

  8. Arizona Academic Standards, Grade 2

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains Arizona public schools' academic standards for grade 2. The contents of this document include the following: (1) The Arts Standard 2006--Grade 2; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4)…

  9. Arizona Academic Standards, Grade 6

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains an updated academic standards of Arizona public schools for grade 6. The contents of this document include the following: (1) The Arts Standard 2006--Grade 6; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades…

  10. Arizona Academic Standards, Grade 1

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains Arizona public schools' academic standards for Grade 1. The contents of this document include the following: (1) The Arts Standard 2006--Grade 1; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4)…

  11. Arizona Academic Standards, Grade 3

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This publication contains Arizona public schools' academic standards for grade 3. The contents of this document include the following: (1) The Arts Standard 2006--Grade 3; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4)…

  12. Misplaced Multiculturalism: Representations of American Indians in U.S. History Academic Content Standards

    ERIC Educational Resources Information Center

    Anderson, Carl B.

    2012-01-01

    This qualitative textual analysis investigates the ideological lenses through which U.S. History content standards for grades 5-12 for Arizona and Washington frame interactions between American Indians and European Americans during U.S. national development. The study's multiperspective critical conceptual framework interrogates the standards not…

  13. Making Standards Work! A Teacher's Guide to Integrating Academic Content Standards and Assessments with Workplace Competencies and School-to-Career Activities.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This handbook, which is intended for K-12 teachers in Colorado, explains how to integrate academic content standards and assessments with workplace competencies and school-to-career activities. The handbook is divided into four sections. The first presents the Colorado General Workplace Competencies, which describe the skills and knowledge…

  14. Academic Standards. Fall 1978.

    ERIC Educational Resources Information Center

    Delaware Technical and Community Coll., Dover. Terry Campus.

    The Terry Campus of Delaware Technical and Community College has established academic standards to endorse competencies and skills for all courses of the technological programs. These standards eliminate conflicts and allow students to understand, from the beginning of their studies, the requirements for awarding a degree, diploma, or certificate.…

  15. Academic Standards in Alabama

    ERIC Educational Resources Information Center

    A+ Education Partnership, 2014

    2014-01-01

    Education policymakers and educators in Alabama are committed to improving the state's public education system to ensure that students gain the knowledge and skills they need to graduate from high school ready for real life. The state is on the path to implementing higher academic standards--the College and Career Ready Standards--which lay a…

  16. Arizona Academic Standards: Grade 7

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    This document contains the Arizona academic standards for Grade 7. The following 11 standards are reviewed: (1) The Arts Standard 2006 --Grade 7; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading Standard Articulated by…

  17. Wisconsin's Model Academic Standards for Art and Design Education.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison.

    This Wisconsin academic standards guide for art and design explains what is meant by academic standards. The guide declares that academic standards specify what students should know and be able to do; what students might be asked to do to give evidence of standards; how well students must perform; and that content, performance, and proficiency…

  18. Indiana Academic Standards for Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This publication presents Indiana's Academic Standards for K-8 social studies grade-by-grade and organized into five content areas: (1) history; (2) civics and government; (3) geography; (4) economics; and (5) individuals, society, and culture (psychology, sociology, and anthropology). For instructional purposes, the content knowledge should be…

  19. State Academic Standards

    ERIC Educational Resources Information Center

    Finn, Chester E., Jr.; Kanstoroom, Marci

    2001-01-01

    Standards-based reform has been America's premier education strategy for more than a decade. Its many backers seek stronger school and student performance and more equal opportunities for children, especially disadvantaged youngsters. Education is attracting more high-level attention and political energy than ever before. Yet standards-based…

  20. Teaching and Academic Standards Today.

    ERIC Educational Resources Information Center

    Handleman, Chester

    1980-01-01

    Reviews the decline of educational standards as reflected in national test scores and discusses four pedagogic causes for this decline: the abandonment of written tests in favor of objective, true/false testing techniques; nonpunitive grading and attendance policies; excessive use of technology in the classroom; and academic grade inflation. (JP)

  1. Wisconsin's Model Academic Standards for Business. Bulletin No. 9004.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison.

    This document contains standards for the academic content of the Wisconsin K-12 curriculum in the area of business. Developed by task forces of educators, parents, board of education members, and employers and employees, the standards cover content, performance, and proficiency areas. They are cross-referenced to the state standards for English…

  2. Math: Basic Skills Content Standards

    ERIC Educational Resources Information Center

    CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2008

    2008-01-01

    This document presents content standards tables for math. [CASAS content standards tables are designed for educators at national, state and local levels to inform the alignment of content standards, instruction and assessment. The Content Standards along with the CASAS Competencies form the basis of the CASAS integrated assessment and curriculum…

  3. Content Management and the Future of Academic Libraries.

    ERIC Educational Resources Information Center

    Wu, Yuhfen Diana; Liu, Mengxiong

    2001-01-01

    Discusses Internet-based electronic content management in digital libraries and considers the future of academic libraries. Topics include digital technologies; content management systems; standards; bandwidth; security and privacy concerns; legal matters, including copyrights and ownership; lifecycle; and multilingual access and interface. (LRW)

  4. Nevada Pre-Kindergarten Content Standards.

    ERIC Educational Resources Information Center

    Nevada State Department of Education, 2004

    2004-01-01

    The No Child Left Behind legislation focuses on the need for accountability in supporting student achievement for all children. The standards movement in the U.S. has articulated key benchmarks for student achievement at each grade level K-12 in academic content areas. Through the "No Child Left Behind" legislation and the "Good Start, Grow Smart"…

  5. Standards and Guidelines for Academic Advising.

    ERIC Educational Resources Information Center

    NACADA Journal, 1986

    1986-01-01

    Standards and guidelines for academic advising are presented covering mission, program, organization and administration, human resources, funding, facilities, campus and community relations, and ethics. (MLW)

  6. Academic Proficiency (Language and Content) and the Role of Strategies

    ERIC Educational Resources Information Center

    Krashen, Stephen

    2011-01-01

    This report continues the work of Krashen and Brown (2007), developing and evaluating a set of hypotheses for the development of academic proficiency. That article defined academic proficiency as having two components: academic language proficiency and knowledge of academic content.

  7. Standards for the academic veterinary medical library.

    PubMed

    Murphy, Sarah Anne; Bedard, Martha A; Crawley-Low, Jill; Fagen, Diane; Jette, Jean-Paul

    2005-01-01

    The Standards Committee of the Veterinary Medical Libraries Section was appointed in May 2000 and charged to create standards for the ideal academic veterinary medical library, written from the perspective of veterinary medical librarians. The resulting Standards for the Academic Veterinary Medical Library were approved by members of the Veterinary Medical Libraries Section during MLA '03 in San Diego, California. The standards were approved by Section Council in April 2005 and received final approval from the Board of Directors of the Medical Library Association during MLA '04 in Washington, DC.

  8. Colorado Model Content Standards: Science

    ERIC Educational Resources Information Center

    Colorado Department of Education, 2007

    2007-01-01

    The Colorado Model Content Standards for Science specify what all students should know and be able to do in science as a result of their school studies. Specific expectations are given for students completing grades K-2, 3-5, 6-8, and 9-12. Five standards outline the essential level of science knowledge and skills needed by Colorado citizens to…

  9. Cataloging Production Standards in Academic Libraries.

    ERIC Educational Resources Information Center

    Smith, Philip M.

    1988-01-01

    Describes a survey of academic libraries which was conducted to determine what production standards are maintained for catalogers and paraprofessionals, and for each MARC format. The findings discussed include the impact on production standards of type of material (monographs, serials, other MARC formats); real time and offline cataloging; and…

  10. Wisconsin's Model Academic Standards for Visual Arts.

    ERIC Educational Resources Information Center

    Nikolay, Pauli; Grady, Susan; Stefonek, Thomas

    To assist parents and educators in preparing students for the 21st century, Wisconsin citizens have become involved in the development of challenging academic standards in 12 curricular areas. Having clear standards for students and teachers makes it possible to develop rigorous local curricula and valid, reliable assessments. This model of…

  11. Ensuring Academic Standards in US Higher Education

    ERIC Educational Resources Information Center

    Dill, David D.

    2014-01-01

    The most recent research on college-student learning in the US by respected scholars such as Richard Arum, Josipa Roksa, and Ernest Pascarella suggests that the nation's means of ensuring academic standards in US colleges and universities are not working effectively. Like US K-12 education and health care, the US higher education system is…

  12. Academic Standards and Regulatory Frameworks: Necessary Compromises?

    ERIC Educational Resources Information Center

    Stowell, Marie; Falahee, Marie; Woolf, Harvey

    2016-01-01

    Assessment regulations in higher education, which are important for assuring threshold academic standards, reflect institutional cultures and histories, and are shaped by pragmatic concerns about quality indicators such as retention and progression rates, as well as principles of equity. This paper articulates some of the tensions that confront…

  13. Academic Freedom, Achievement Standards and Professional Identity

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2011-01-01

    The tension between the freedom of academics to grade the achievements of their students without interference or coercion and the prerogative of higher education institutions to control grading standards is often deliberated by weighing up the authority and rights of the two parties. An alternative approach is to start with an analysis of the…

  14. Academic Standards and Requirements at Commonwealth African Universities.

    ERIC Educational Resources Information Center

    MacKenzie, Clayton G.

    1988-01-01

    Academic standards at British Commonwealth African universities are considered and the relevance of Western academic traditions for the universities is discussed. It is concluded that building academic excellence is of greater importance than increasing manpower output. (MSE)

  15. Genre-Based Curricula: Multilingual Academic Literacy in Content and Language Integrated Learning

    ERIC Educational Resources Information Center

    Lorenzo, Francisco

    2013-01-01

    This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language…

  16. Adolescent Health Behavior, Contentment in School, and Academic Achievement

    ERIC Educational Resources Information Center

    Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora; Allegrante, John P.; Helgason, Asgeir R.

    2009-01-01

    Objectives: To examine the association between health behavior indicators, school contentment, and academic achievement. Methods: Structural equation modeling with 5810 adolescents. Results: Our model explained 36% of the variance in academic achievement and 24% in school contentment. BMI and sedentary lifestyle were negatively related to school…

  17. Developing a Content Strategy for an Academic Library Website

    ERIC Educational Resources Information Center

    Blakiston, Rebecca

    2013-01-01

    Academic library websites contain a vast amount of complex content and, all too often, there is a lack of established process for creating, updating, and deleting that content. There is no clear vision or purpose to the content, and numerous staff members are expected to maintain content with little guidance. Because of this, many library websites…

  18. Incorporating Academic Standards in Instructional Systems Design Process.

    ERIC Educational Resources Information Center

    Wang, Charles Xiaoxue

    Almost every state is "imposing" academic standards. Helping students to meet those standards is a key task for teachers and school administrators, as well as instructional systems designers. Thus, instructional designers in the K-12 environments are facing the challenge of using appropriately and effectively academic standards in their…

  19. Content Metadata Standards for Marine Science: A Case Study

    USGS Publications Warehouse

    Riall, Rebecca L.; Marincioni, Fausto; Lightsom, Frances L.

    2004-01-01

    The U.S. Geological Survey developed a content metadata standard to meet the demands of organizing electronic resources in the marine sciences for a broad, heterogeneous audience. These metadata standards are used by the Marine Realms Information Bank project, a Web-based public distributed library of marine science from academic institutions and government agencies. The development and deployment of this metadata standard serve as a model, complete with lessons about mistakes, for the creation of similarly specialized metadata standards for digital libraries.

  20. Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?

    ERIC Educational Resources Information Center

    Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A.

    2015-01-01

    Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core…

  1. School Environment and Academic Achievement of Standard IX Students

    ERIC Educational Resources Information Center

    Lawrence, A. S. Arul; Vimala, A.

    2012-01-01

    The present study School Environment and Academic Achievement of standard IX students was probed to find the relationship between School Environment and Academic Achievement of standard IX students. Data for the study were collected using self-made School Environment Scale (SES). The investigator used stratified random sampling technique for…

  2. North Dakota Dance Content Standards.

    ERIC Educational Resources Information Center

    Anderson, Sue; Farrell, Renee; Robbins, Susan; Simonson, Paula; Stanley, Melissa

    Dance should be seen as an authentic avenue for allowing students to learn kinesthetically by using movement that is essential to brain development. Ideally students would be exposed to dance forms and patterns in other art forms like music and drama as well as units within physical education classes. These North Dakota standards may be taught…

  3. State Standard-Setting Processes in Brief. State Academic Standards: Standard-Setting Processes

    ERIC Educational Resources Information Center

    Thomsen, Jennifer

    2014-01-01

    Concerns about academic standards, whether created by states from scratch or adopted by states under the Common Core State Standards (CCSS) banner, have drawn widespread media attention and are at the top of many state policymakers' priority lists. Recently, a number of legislatures have required additional steps, such as waiting periods for…

  4. MPEG-7: standard metadata for multimedia content

    NASA Astrophysics Data System (ADS)

    Chang, Wo

    2005-08-01

    The eXtensible Markup Language (XML) metadata technology of describing media contents has emerged as a dominant mode of making media searchable both for human and machine consumptions. To realize this premise, many online Web applications are pushing this concept to its fullest potential. However, a good metadata model does require a robust standardization effort so that the metadata content and its structure can reach its maximum usage between various applications. An effective media content description technology should also use standard metadata structures especially when dealing with various multimedia contents. A new metadata technology called MPEG-7 content description has merged from the ISO MPEG standards body with the charter of defining standard metadata to describe audiovisual content. This paper will give an overview of MPEG-7 technology and what impact it can bring forth to the next generation of multimedia indexing and retrieval applications.

  5. Academic Content, Student Learning, and the Persistence of Preschool Effects

    ERIC Educational Resources Information Center

    Claessens, Amy; Engel, Mimi; Curran, F. Chris

    2014-01-01

    Little research has examined the relationship between academic content coverage in kindergarten and student achievement. Using nationally representative data, we examine the association between reading and mathematics content coverage in kindergarten and student learning, both overall and for students who attended preschool, Head Start, or…

  6. South Dakota Social Studies Content Standards.

    ERIC Educational Resources Information Center

    South Dakota State Dept. of Education and Cultural Affairs, Pierre.

    This document presents the South Dakota Content Standards for K-12 Social Studies. The document outlines the four major areas of social studies: history, geography, civics, and economics. Standards are provided for each major area according to grade level, separately for grades K-8 and collectively for grades 9-12. Grade level standards represent…

  7. Learning Academic Content the Adventure Way.

    ERIC Educational Resources Information Center

    Lopez, Hector

    1997-01-01

    Describes and gives examples of integrating adventure activities into existing classroom curricula at three levels: review or metaphors, interwoven activities for content delivery, and total integration into classroom design. Example activities include "Speed Rabbit,""Have You Ever,""Stepping Stones,""Whale Watch," and "Mine Field." (SAS)

  8. Wisconsin's Model Academic Standards for Environmental Education. Bulletin No. 9001.

    ERIC Educational Resources Information Center

    Fortier, John D.; Grady, Susan M.; Lee, Shelley A.; Marinac, Patricia A.

    This guide to Wisconsin's academic standards for environmental education describes the process and development of state environmental standards. Designed for administrators, school board members, and teachers, the guide explains the purpose and goals of creating standards and contains a brief history of environmental education in Wisconsin. The…

  9. Academic Deans' Views on Curriculum Content in Medical Schools.

    ERIC Educational Resources Information Center

    Graber, David R.; Bellack, Janis P.; Musham, Catherine; O'Neil, Edward H.

    1997-01-01

    A survey of academic deans (n=100) in universities associated with medical and osteopathy schools found that administrators' attitudes about curriculum content are being influenced by changes in health care delivery and an increasingly generalist orientation. There appears to be support for medical school curricula fostering a broader, more…

  10. Accountability Pressure, Academic Standards, and Educational Triage

    ERIC Educational Resources Information Center

    Lauen, Douglas Lee; Gaddis, S. Michael

    2012-01-01

    This study aims to determine whether educational accountability promotes educational triage. This study exploits a natural experiment in North Carolina in which standards increased first in math in 2006 and second in reading in 2008 to determine whether an increase in educational standards caused an increase in educational triage at the expense of…

  11. 34 CFR 200.1 - State responsibilities for developing challenging academic standards.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...; and (3) Include at least mathematics, reading/language arts, and, beginning in the 2005-2006 school... at least reading/language arts, mathematics, and, beginning in the 2005-06 school year, science...) Are aligned with the State's academic content standards; (2) Promote access to the general...

  12. Indiana's Academic Standards: 11th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  13. Indiana's Academic Standards: 9th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  14. Indiana's Academic Standards: 12th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following…

  15. Indiana's Academic Standards: 10th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  16. Standardized Testing: Measurement of Academic Achievement

    ERIC Educational Resources Information Center

    Weaver, Keshia

    2011-01-01

    Standardized testing has been a very important issue in education today. Many schools use the testing score to determine whether a child should continue to the next grade level. As we review the methods teachers use to prepare students for these types of tests, the amount of instruction time utilized to cover test materials, and the level of…

  17. Accountability Pressure, Academic Standards, and Educational Triage

    ERIC Educational Resources Information Center

    Lauen, Douglas Lee; Gaddis, S. Michael

    2016-01-01

    Despite common conceptions, evidence on whether No Child Left Behind (NCLB) has had adverse effects for low achieving students is mixed. We hypothesize that the incentive to shift attention away from the lowest achieving students increases with the rigor of state standards. Using panel data from students in North Carolina, we exploit two natural…

  18. Determining BACB Examination Content and Standards.

    PubMed

    Johnston, James M; Mellichamp, Fae H; Shook, Gerald L; Carr, James E

    2014-05-01

    The standards associated with high-stakes professional credentialing are well established in the field of testing and measurement and are well supported by antitrust, administrative, and contract law. These standards have evolved to assure that the scope of work for a field's practitioners is appropriately reflected in the content of credentialing examinations and that the means by which credentials are earned include practitioners and other stakeholders throughout all phases of the credentialing process. This article describes the procedures by which the content of credentialing examinations is determined. The certification programs administered by the Behavior Analyst Certification Board are used as an illustration throughout. The article also considers the implications of these procedures and mechanisms. PMID:27057483

  19. Standardizing Legal Content with OWL and RDF

    NASA Astrophysics Data System (ADS)

    Hondros, Constantine

    Wolters Kluwer is one of the largest legal publishers in the world. Its various publishing units use a multitude of different formats to mark up what is effectively similar content. We describe a common content architecture based on OWL, RDF and XHTML that is used to build a standard representation of legal content, allowing publishable assets to be integrated across the enterprise. This architecture is governed by an OWL ontology that models the (occasionally complex) behaviour of legal documents and acts as a domain model of common legal metadata. How do OWL and RDF scale up to real-world publishing? We describe practical issues in producing and validating RDF on an industrial scale; in performance management; in handling fragmented ontologies; and the challenge of using RDF in a performant XSLT pipeline.

  20. Academic Standards in the American Community College: Trends and Controversies.

    ERIC Educational Resources Information Center

    London, Howard B.

    Reasons for slipping academic standards in U.S. community colleges and a specific program combating this problem are discussed. Two reasons are offered for this slippage; the first has to do with the ambiguous state of the community college faculty. These teachers are said to have difficulty defining their roles because they feel a powerlessness…

  1. Assuring Academic Achievement Standards: From Moderation to Calibration

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2013-01-01

    The course (module) grades entered on higher education academic records (transcripts) purportedly represent substantive levels of student achievement. They are often taken at face value and accepted as comparable across courses. Research undertaken over several decades has shown that the underlying standards against which student works are…

  2. Links for Academic Learning (LAL): A Conceptual Model for Investigating Alignment of Alternate Assessments Based on Alternate Achievement Standards

    ERIC Educational Resources Information Center

    Flowers, Claudia; Wakeman, Shawnee; Browder, Diane M.; Karvonen, Meagan

    2009-01-01

    This article describes an alignment procedure, called Links for Academic Learning (LAL), for examining the degree of alignment of alternate assessments based on alternate achievement standards (AA-AAS) to grade-level content standards and instruction. Although some of the alignment criteria are similar to those used in general education…

  3. Designing the Framework Conditions for Assuring Academic Standards: Lessons Learned about Professional, Market, and Government Regulation of Academic Quality

    ERIC Educational Resources Information Center

    Dill, David D.; Beerkens, Maarja

    2013-01-01

    The new demands of mass systems of higher education and the emerging environment of global academic competition are altering the traditional institutions for assuring academic standards in universities. As a consequence many nations are experimenting with new instruments for academic quality assurance. Contemporary government control of academic…

  4. Doctors currently in jobs with academic content and their future intentions to pursue clinical academic careers: questionnaire surveys

    PubMed Central

    Smith, Fay; Goldacre, Michael J

    2015-01-01

    Summary Objectives Our aim was to report on doctors’ descriptions of their current post at about 12 years after qualification, in respect of academic content, and to compare this with their long-term intentions. By academic content, we mean posts that are designated as clinical academic posts or clinical service posts that include research and/or teaching commitments. Design Questionnaire survey. Participants All UK medical graduates of 1996 contacted in 2007, graduates of 1999 in 2012, and graduates of 2000 in 2012. Setting UK. Main outcome measures Responses about current posts and future intentions. Method Postal and email questionnaires. Results The response rate was 61.9% (6713/10844). Twenty eight per cent were working in posts with academic content (3.3% as clinical academics, 25% in clinical posts with some academic content). Seventeen per cent of women were working in clinical posts with some teaching and research, compared with 29% of men. A higher percentage of men than women intended to be clinical academics as their eventual career choice (3.9% overall, 5.4% of men, 2.7% of women). More doctors wished to move to a job with an academic component than away from one (N = 824 compared with 236). This was true for both men (433 compared with 118) and women (391 compared with 118). Conclusions Women are under-represented both in holding posts with academic content and in aspirations to do so. It is noteworthy that many more doctors hoped to move into an academic role than to move out of one. Policy should facilitate this wish in order to address current shortfalls in clinical academic medicine. PMID:25780595

  5. Content standards for medical image metadata

    NASA Astrophysics Data System (ADS)

    d'Ornellas, Marcos C.; da Rocha, Rafael P.

    2003-12-01

    Medical images are at the heart of the healthcare diagnostic procedures. They have provided not only a noninvasive mean to view anatomical cross-sections of internal organs but also a mean for physicians to evaluate the patient"s diagnosis and monitor the effects of the treatment. For a Medical Center, the emphasis may shift from the generation of image to post processing and data management since the medical staff may generate even more processed images and other data from the original image after various analyses and post processing. A medical image data repository for health care information system is becoming a critical need. This data repository would contain comprehensive patient records, including information such as clinical data and related diagnostic images, and post-processed images. Due to the large volume and complexity of the data as well as the diversified user access requirements, the implementation of the medical image archive system will be a complex and challenging task. This paper discusses content standards for medical image metadata. In addition it also focuses on the image metadata content evaluation and metadata quality management.

  6. Using YouTube Videos as a Primer to Affect Academic Content Retention

    ERIC Educational Resources Information Center

    Duverger, Philippe; Steffes, Erin M.

    2012-01-01

    College students today watch more content, academic or not, on the Internet than on any other media. Consequently, the authors argue that using any of these media, especially YouTube.com in particular, is an effective way to not only reach students, but also capture their attention and interest while increasing retention of academic content. Using…

  7. Content Generation and Social Network Interaction within Academic Library Facebook Pages

    ERIC Educational Resources Information Center

    Witte, Ginna Gauntner

    2014-01-01

    The use of Facebook to share resources and engage patrons continues to gain acceptance within academic libraries. While many studies have analyzed the types of content academic libraries share on Facebook, there has not yet been a full examination of how this content is generated. This article examined the posting methods, the user responses, and…

  8. Colorado Model Content Standards for Science: Suggested Grade Level Expectations.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document outlines the content standards for science in the state of Colorado. The document is organized into six standards, each of which is subdivided into a set of guiding questions exemplifying the standard and a series of lists defining what is expected of students at each grade level within the standard. The standards are that students…

  9. Meet the Promise of Content Standards: Investing in Professional Learning

    ERIC Educational Resources Information Center

    Killion, Joellen; Hirsh, Stephanie

    2012-01-01

    New standards alone will not prepare all students for college and careers. The success of the Common Core State Standards depends on educators' capacity to make the instructional shifts the standards require. Meeting the promise of content standards cannot be achieved merely by agreeing on and publishing the new standards. Effective teaching of…

  10. Refreshing the "Voluntary National Content Standards in Economics"

    ERIC Educational Resources Information Center

    MacDonald, Richard A.; Siegfried, John J.

    2012-01-01

    The second edition of the "Voluntary National Content Standards in Economics" was published by the Council for Economic Education in 2010. The authors examine the process for revising these precollege content standards and highlight several changes that appear in the new document. They also review the impact the standards have had on precollege…

  11. Learning About Wisconsin: Activities, Historical Documents, and Resources Linked to Wisconsin's Model Academic Standards for Social Studies in Grades 4-12. Bulletin No. 99238.

    ERIC Educational Resources Information Center

    Fortier, John D.; Grady, Susan M.; Prickette, Karen R.

    Wisconsin's Model Academic Standards for Social Studies provide direction for curriculum, instruction, assessment, and professional development. The standards identify eras and themes in Wisconsin history. Many of these standards can be taught using content related to the study of Wisconsin. The sample lessons included in this document identify…

  12. Content Standards: High Stakes Anti-Differentiation

    ERIC Educational Resources Information Center

    Schroeder-Davis, Stephen

    2011-01-01

    Currently, American schooling, driven by No Child Left Behind (NCLB) and standardized tests, emphasizes development of intelligence. Because of this, teachers must heavily emphasize acquisition of foundational information (facts) in lectures, assessments, and of course, time-consuming test preparation, at the expense of intellect, that…

  13. Voluntary National Content Standards in Economics.

    ERIC Educational Resources Information Center

    National Council on Economic Education, New York, NY.

    This book provides a tool for educators, specifying what K-12 grade students should learn about basic economics as they go through school. The standards are written for teachers and classroom use, offering benchmarks, guides, teaching suggestions, and teaching strategies. The essential principles of economics are identified in the 20 content…

  14. New Mexico Language Arts Content Area Standards and Benchmarks.

    ERIC Educational Resources Information Center

    Martinez, Paul

    This guide states that New Mexico's Language Arts Content Standards and Benchmarks are built upon the Competency Frameworks adopted by the State Board of Education in 1992. The guide further states that the first two content standards are comprised of Unifying Concepts that represent universal language skills that apply not only to language arts,…

  15. Building Blocks to Colorado's Content Standards: Mathematics, Reading and Writing.

    ERIC Educational Resources Information Center

    Allen-Young, Darcy; Amundson, Jane L.; Bowers, Lori Goodwin; Koehn, Jo; Triolo-Moloney, Sharon; Vendegna, Nan; Peterson, Sandra

    The Building Blocks to Colorado's Content Standards were developed to connect early childhood education to the K-12 content standards, to advocate for appropriate teaching strategies for preschool children, and to support awareness and understanding of early childhood foundational skills among parents and teachers. Five sets of building blocks are…

  16. Educators' Perspectives: Survey on the 2009 CEC Advanced Content Standards

    ERIC Educational Resources Information Center

    Othman, Lama Bergstrand; Kieran, Laura; Anderson, Christine J.

    2015-01-01

    Educators who pursue an advanced degree or certification in special education must learn and master the Advanced Content Standards as set forth by the Council for Exceptional Children. These six content standards were validated by the CEC to guide educators through the process of assuming an advanced role in special education teaching or…

  17. Content Validity of Standardized Achievement Tests and Test Curriculum Overlap.

    ERIC Educational Resources Information Center

    Green, Donald Ross

    Discussions of "test curriculum overlap" that focus on the term "mismatch" tend to be based on several untenable premises. This paper addresses the issue of the degree to which standardized tests should reflect the specific content of a given school curriculum with regard to three points: (1) The idea of matching the content of standardized tests…

  18. Who's Using the Language? Supporting Middle School Students with Content Area Academic Language

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2015-01-01

    This mixed-methods study examines middle school students' academic language development in the context of a year-long professional development project titled, Developing Content Area Academic Language (DCAAL). The purpose of DCAAL was to partner middle school teachers (n = 8) with a team of university researchers to explore how to integrate…

  19. Assessing the Genetics Content in the Next Generation Science Standards.

    PubMed

    Lontok, Katherine S; Zhang, Hubert; Dougherty, Michael J

    2015-01-01

    Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards.

  20. Assessing the Genetics Content in the Next Generation Science Standards

    PubMed Central

    Lontok, Katherine S.; Zhang, Hubert; Dougherty, Michael J.

    2015-01-01

    Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards. PMID:26222583

  1. 21 CFR 861.7 - Contents of standards.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES PROCEDURES FOR PERFORMANCE STANDARDS DEVELOPMENT General § 861.7 Contents of standards. Any performance standard established under this part will include such provisions as the Food and...

  2. 21 CFR 861.7 - Contents of standards.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES PROCEDURES FOR PERFORMANCE STANDARDS DEVELOPMENT General § 861.7 Contents of standards. Any performance standard established under this part will include such provisions as the Food and...

  3. 21 CFR 861.7 - Contents of standards.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES PROCEDURES FOR PERFORMANCE STANDARDS DEVELOPMENT General § 861.7 Contents of standards. Any performance standard established under this part will include such provisions as the Food and...

  4. 21 CFR 861.7 - Contents of standards.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES PROCEDURES FOR PERFORMANCE STANDARDS DEVELOPMENT General § 861.7 Contents of standards. Any performance standard established under this part will include such provisions as the Food and...

  5. 21 CFR 861.7 - Contents of standards.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES PROCEDURES FOR PERFORMANCE STANDARDS DEVELOPMENT General § 861.7 Contents of standards. Any performance standard established under this part will include such provisions as the Food and...

  6. Developing Academic and Content Area Literacy: The Thai EFL Context

    ERIC Educational Resources Information Center

    Charubusp, Sasima; Chinwonno, Apasara

    2014-01-01

    This study investigated the effects of Academic Literacy-Based Intervention (ALI) on 30 undergraduate Thai university students' English reading proficiency. Based on the English reading proficiency test, these students were sub-classified into 2 groups, 15 in the high English reading proficiency group and 15 in the low English reading…

  7. Policy Route Map for Academic Libraries' Digital Content

    ERIC Educational Resources Information Center

    Koulouris, Alexandros; Kapidakis, Sarantos

    2012-01-01

    This paper presents a policy decision tree for digital information management in academic libraries. The decision tree is a policy guide, which offers alternative access and reproduction policy solutions according to the prevailing circumstances (for example acquisition method, copyright ownership). It refers to the digital information life cycle,…

  8. Elementary School Counselors' Motivation to Support Student Academic Achievement through Identified Standards

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2012-01-01

    The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly…

  9. The Influence of the CAS Standards on Academic Advisors and Advising Programs

    ERIC Educational Resources Information Center

    Keeling, Sarah

    2010-01-01

    Research on the influence of the Council for the Advancement of Standards in Higher Education (CAS) on academic advising is limited. Using a comparative case study method, I respond to this research gap by exploring how the standards influence practices of academic advising programs. Study results indicate that participating advisors knew little…

  10. Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

    ERIC Educational Resources Information Center

    August, Diane; Artzi, Lauren; Barr, Christopher

    2016-01-01

    The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than…

  11. Interpreting the ASTM 'content standard for digital geospatial metadata'

    USGS Publications Warehouse

    Nebert, Douglas D.

    1996-01-01

    ASTM and the Federal Geographic Data Committee have developed a content standard for spatial metadata to facilitate documentation, discovery, and retrieval of digital spatial data using vendor-independent terminology. Spatial metadata elements are identifiable quality and content characteristics of a data set that can be tied to a geographic location or area. Several Office of Management and Budget Circulars and initiatives have been issued that specify improved cataloguing of and accessibility to federal data holdings. An Executive Order further requires the use of the metadata content standard to document digital spatial data sets. Collection and reporting of spatial metadata for field investigations performed for the federal government is an anticipated requirement. This paper provides an overview of the draft spatial metadata content standard and a description of how the standard could be applied to investigations collecting spatially-referenced field data.

  12. A Preliminary Investigation into the Effect of Standards-Based Grading on the Academic Performance of African-American Students

    NASA Astrophysics Data System (ADS)

    Bradbury-Bailey, Mary

    With the implementation of No Child Left Behind came a wave of educational reform intended for those working with student populations whose academic performance seemed to indicate an alienation from the educational process. Central to these reforms was the implementation of standards-based instruction and their accompanying standardized assessments; however, in one area reform seemed nonexistent---the teacher's gradebook. (Erickson, 2010, Marzano, 2006; Scriffiny, 2008). Given the link between the grading process and achievement motivation, Ames (1992) suggested the use of practices that promote mastery goal orientation. The purpose of this study was to examine the impact of standards-based grading system as a factor contributing to mastery goal orientation on the academic performance of urban African American students. To determine the degree of impact, this study first compared the course content averages and End-of-Course-Test (EOCT) scores for science classes using a traditional grading system to those using a standards-based grading system by employing an Analysis of Covariance (ANCOVA). While there was an increase in all grading areas, two showed a significant difference---the Physical Science course content average (p = 0.024) and ix the Biology EOCT scores (p = 0.0876). These gains suggest that standards-based grading can have a positive impact on the academic performance of African American students. Secondly, this study examined the correlation between the course content averages and the EOCT scores for both the traditional and standards-based grading system; for both Physical Science and Biology, there was a stronger correlation between these two scores for the standards-based grading system.

  13. Academic Achievement and Scientific Aptitude in Science among the Students of Standard-X

    ERIC Educational Resources Information Center

    Manichander, T.; Brindhamani, M.

    2014-01-01

    The investigator attempted to find out the significant relationship between Academic Achievement and Scientific Aptitude in Science among the Students of Standard X. Scientific Aptitude Inventory was developed and Academic Achievement in Science Test as a tool was used to assess the Variables for this study. The Investigators employed Stratified…

  14. What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod Analysis

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.; Compton, Elizabeth; McGrath, Dawn; Kaase, Kristopher J.; Bruen, Charles; Ford, Lisa; Hinton, Kent

    2010-01-01

    This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were…

  15. Academics on Non-Standard Contracts in UK Universities: Portfolio Work, Choice and Compulsion

    ERIC Educational Resources Information Center

    Brown, Donna; Gold, Michael

    2007-01-01

    This paper analyses the profile and motivation of over 1,300 academics employed on part-time, fixed term or temporary contracts at 10 post-1992 UK universities, whom it categorises as "non-standard academics". Based on a questionnaire survey, it investigates their demographic background, including age, gender and ethnic background, as well as the…

  16. Academic Library Web Sites and Distance Education: A Content Analysis

    ERIC Educational Resources Information Center

    Jurkowski, Odin L.

    2004-01-01

    This study focuses on college and university library services provided to distance education students and a content analysis of library Web sites. The Web sites chosen were categorized by the amount of distance education the institution offered to students. Results indicated that the size of the institution had the strongest correlation to library…

  17. Satisfactory Academic Progress Standards for Federal Student Aid Recipients. Report No. 5.

    ERIC Educational Resources Information Center

    Miller, Scott E.

    Current and proposed standards for satisfactory academic progress for recipients of federally sponsored student financial aid under Higher Education Act Title IV are reviewed. The review covers the following standards, proposals, and guidelines: the Veterans Administration standard, a self-regulatory initiative and guidelines for colleges provided…

  18. Development of Extended Content Standards for Biodiversity Data

    NASA Astrophysics Data System (ADS)

    Hugo, Wim; Schmidt, Jochen; Saarenmaa, Hannu

    2013-04-01

    Interoperability in the field of Biodiversity observation has been strongly driven by the development of a number of global initiatives (GEO, GBIF, OGC, TDWG, GenBank, …) and its supporting standards (OGC-WxS, OGC-SOS, Darwin Core (DwC), NetCDF, …). To a large extent, these initiatives have focused on discoverability and standardization of syntactic and schematic interoperability. Semantic interoperability is more complex, requiring development of domain-dependent conceptual data models, and extension of these models with appropriate ontologies (typically manifested as controlled vocabularies). Biodiversity content has been standardized partly, for example through Darwin Core for occurrence data and associated taxonomy, and through Genbank for genetic data, but other contexts of biodiversity observation have lagged behind - making it difficult to achieve semantic interoperability between distributed data sources. With this in mind, WG8 of GEO BON (charged with data and systems interoperability) has started a work programme to address a number of concerns, one of which is the gap in content standards required to make Biodiversity data truly interoperable. The paper reports on the framework developed by WG8 for the classification of Biodiversity observation data into 'families' of use cases and its supporting data schema, where gaps, if any, in the availability if content standards have been identified, and how these are to be addressed by way of an abstract data model and the development of associated content standards. It is proposed that a minimum set of standards (1) will be required to address the scope of Biodiversity content, aligned with levels and dimensions of observation, and based on the 'Essential Biodiversity Variables' (2) being developed by GEO BON . The content standards are envisaged as loosely separated from the syntactic and schematic standards used for the base data exchange: typically, services would offer an existing data standard (DwC, WFS

  19. The National Voluntary Content Standards in Economics. ERIC Digest.

    ERIC Educational Resources Information Center

    VanFossen, Phillip J.

    Students today face a wide range of economic decisions. To be wise consumers, prudent savers, and knowledgeable investors, they need basic economic concepts and decision-making skills. To this end the National Council on Economic Education (NCEE) developed the Voluntary National Content Standards in Economics (1997) for students in kindergarten…

  20. Rationale and Content for English-Language Arts. Survey of Academic Skills: Grade 12. Preliminary Edition.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    As a preliminary version of the rationale and content for the English-language arts portion of the "Survey of Academic Skills: Grade 12," this booklet describes elements of the new reading and editing tests to be used to complement a direct writing assessment in this part of the 1987-88 California Assessment Program (CAP). After a brief…

  1. Sustained Content Teaching in Academic ESL/EFL: A Practical Approach.

    ERIC Educational Resources Information Center

    Pally, Marcia, Ed.

    This edited volume provides a rationale for and classroom examples of the effective use of content-based instruction in English-as-Second/English-as-a-Foreign-Language (ESL/EFL), in which the study of an academic subject is sustained over time. Each chapter provides the following: detailed course descriptions; practical suggestions for developing…

  2. Navigating Uncharted Waters: An Accelerated Content-Based English for Academic Purposes Program

    ERIC Educational Resources Information Center

    Hernandez, Kelly; Thomas, Michelle; Schuemann, Cynthia

    2012-01-01

    In 2008, Miami Dade College received a $1.9 million Title V grant from the US Department of Education to develop an Accelerated Content-Based English for Academic Purposes (EAP) track called Project ACE for ESL students. The ACE curriculum is anchored by the principles of flexibility, contextualization, and faculty buy-in--critical matters given…

  3. Wisconsin's Model Academic Standards for Business. Activities Guide. Bulletin No. 00190.

    ERIC Educational Resources Information Center

    Loock, Joan W.; Schmitt, Bette

    This document, which is intended for teachers of high school-level business education courses, contains both the academic standards for business education in Wisconsin secondary schools that were disseminated in 1998 and learning activities to enable students to meet the standards. The activities were developed for students completing grade 12 and…

  4. Developing and Implementing Academic Standards: A Template for Legislative and Policy Reform.

    ERIC Educational Resources Information Center

    Izumi, Lance T.

    This template is part of a series that recommends best practices and highlights problems that arise when policy deviates from these best practices. The booklet defines and outlines the critical components of a successful academic standards system using examples of good and bad standards to illustrate key points. The template addresses such…

  5. The Recommended Dietary Allowances: Can They Inform the Development of Standards of Academic Achievement?

    ERIC Educational Resources Information Center

    Goldberg, Jeanne P.

    1998-01-01

    A review of the development of the Recommended Dietary Allowances (RDAs), the most widely used standard in the field of nutrition, provides guidelines for the development of standards of academic achievement that will be accepted by a wide range of users. Five decades of experience developing RDAs have many lessons for educators. (SLD)

  6. Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation

    ERIC Educational Resources Information Center

    Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy

    2013-01-01

    This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…

  7. Setting Academic Performance Standards: MCAS vs. PARCC. Policy Brief

    ERIC Educational Resources Information Center

    Phelps, Richard P.

    2015-01-01

    The Massachusetts Comprehensive Assessment System (MCAS) high school test is administered to all Bay State students--both those intending to enroll in college and the many with no such intention. The MCAS high school test is a retrospectively focused standards-based achievement test, designed to measure how well students have mastered the material…

  8. Protocol Standards for Reporting Video Data in Academic Journals.

    PubMed

    Rowland, Pamela A; Ignacio, Romeo C; de Moya, Marc A

    2016-04-01

    Editors of biomedical journals have estimated that a majority (40%-90%) of studies published in scientific journals cannot be replicated, even though an inherent principle of publication is that others should be able to replicate and build on published claims. Each journal sets its own protocols for establishing "quality" in articles, yet over the past 50 years, few journals in any field--especially medical education--have specified protocols for reporting the use of video data in research. The authors found that technical and industry-driven aspects of video recording, as well as a lack of standardization and reporting requirements by research journals, have led to major limitations in the ability to assess or reproduce video data used in research. Specific variables in the videotaping process (e.g., camera angle), which can be changed or be modified, affect the quality of recorded data, leading to major reporting errors and, in turn, unreliable conclusions. As more data are now in the form of digital videos, the historical lack of reporting standards makes it increasingly difficult to accurately replicate medical educational studies. Reproducibility is especially important as the medical education community considers setting national high-stakes standards in medicine and surgery based on video data. The authors of this Perspective provide basic protocol standards for investigators and journals using video data in research publications so as to allow for reproducibility.

  9. Minnesota Academic Standards in History and Social Studies

    ERIC Educational Resources Information Center

    Minnesota Department of Education, 2004

    2004-01-01

    Public education in Minnesota must help students gain the knowledge and skills that are necessary to, in Thomas Jefferson's view, protect and maintain freedom. The Social Studies Standards in this document attempt to do just this by specifying the particular knowledge and skills that Minnesota students will be required to learn in the disciplines…

  10. Indiana's Academic Standards: United States History--Social Studies

    ERIC Educational Resources Information Center

    Indiana Department of Education, 2004

    2004-01-01

    This booklet clearly spells out what students should know and be able to do in United States History. Examples are given to help students understand what is required to meet the standards. Students should review this guide with their teachers and share it with their parents and family. This two-semester course builds upon concepts developed in…

  11. English Language Teacher Education in Turkey: Policy vs Academic Standards

    ERIC Educational Resources Information Center

    Mahalingappa, Laura J.; Polat, Nihat

    2013-01-01

    This qualitative study examines curriculum frameworks in English language teacher education (ELTE) programs in Turkey in light of current second language (L2) teaching standards and research vs Turkey's Higher Education Council (HEC) mandates. It also investigates program directors' perceptions about the current situations of their programs with…

  12. Academic standards and changing patterns of medical school admissions: a Malaysian study.

    PubMed

    Tan, C M

    1990-07-01

    Changing social demands made it necessary for the Medical Faculty of the University of Malaya to accommodate students with a wider range of academic experience than before. However, teachers sought to achieve comparable academic standards to those in the West by striving to maintain a close resemblance to the Western model of medical education in other respects. As a result teachers failed to adapt their teaching methods, assessment techniques and curriculum design to meet the educational needs of the students, thus compromising academic standards. Many students lack basic academic skills and do not know how to learn effectively. In order to help students overcome their learning difficulties innovative teaching was required during the first year at university, designed to foster the joint development of knowledge and basic skills. In the case of less well-prepared students who lack self-confidence, a caring and supportive learning environment is crucial to the achievement of meaningful learning. Lecturers needed to become facilitators of learning rather than transmitters of knowledge. However, teachers' objective to retain international recognition of the degree, which presumably reflected the importance of teaching, was not operationalized in terms of its incentive structure such that teachers were constrained not to try to fill the new roles demanded of them. It was assumed that academic distinction accrued through scientific research was essential for the achievement of academic excellence. However, under the prevailing circumstances the two aims were mutually exclusive and incompatible and teaching quality deteriorated. PMID:2395423

  13. The presence of academic health sciences libraries on Facebook: the relationship between content and library popularity.

    PubMed

    Garcia-Milian, Rolando; Norton, Hannah F; Tennant, Michele R

    2012-01-01

    Social networks such as Facebook allow libraries to be proactive in reaching their users. While some libraries have popular Facebook pages, it remains unclear what attracts users to these pages. This study evaluates relationships between libraries' Facebook page content and popularity. An analysis of 72 academic health sciences libraries' Facebook pages showed positive correlations between number of library fans and number of tabs, photos, events, and wall posts on Facebook. Libraries posting videos had significantly more fans than libraries without them. This study contributes to an understanding of correlations between content and popularity on Facebook, with implications for library outreach.

  14. Standards for the Content of the Electronic Health Record

    PubMed Central

    Watzlaf, Valerie J.M; Zeng, Xiaoming; Jarymowycz, Christine; Firouzan, Patti Anania

    2004-01-01

    A descriptive, cross-sectional study was performed to measure the awareness, use, and validity of the minimum content recommended in the American Society for Testing and Materials (ASTM) standards for content and structure of electronic health records. A Web-based survey was developed and used as the primary tool to collect this data. Data was collected from a random sample of healthcare facilities from across the country, vendors, and volunteers. Thirteen percent of respondents had an electronic health record (EHR) system fully in place while 10 percent did not have or did not plan to have an EHR system. The majority of respondents (62 percent) used a vendor system for EHR development. The majority of respondents were not aware or slightly aware of the ASTM E1384 standards. Respondents believed that the minimum data elements outlined in the ASTM standards should be included in all EHR systems. Data items such as educational level, patient instructions related to disposition, problem numbers, treatment plan ID, provider agency ID code, and medication date of last refill should not always be included in EHR systems. PMID:18066381

  15. Algebra I California Content Standards: Standards Deconstruction Project. Version 2.0

    ERIC Educational Resources Information Center

    Preibisius, Eric; Boswell, Bonnie; Capacia, Nemie; Dreher, Dolores; Hartman, Jim; Hovde, Peg; Nichols, Terrie; Orr, Michael; Parvini, Shahrokh; Teegarden, Terrie; Vargas, Mailei

    2008-01-01

    The original version, Version 1.0, of this document was first published in 2005. This current version, Version 2.0, includes updates based on feedback from faculty across the state. Also a listing of the Algebra I California Content Standards organized into clusters has been added in Appendix #1. Cal-PASS is unique in that it is the only data…

  16. ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

    ERIC Educational Resources Information Center

    ACPA College Student Educators International, 2011

    2011-01-01

    The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

  17. Addressing CSAP Physics Standards: Content for Middle School Instructors

    NASA Astrophysics Data System (ADS)

    Denn, Grant; Krantz, Richard

    2009-10-01

    As part of the NSF funded Rocky Mountain Middle School Math and Science Partnership (RMMSMSP), we developed a class for middle school teachers entitled ``Forms and Transfer of Energy'' which directly addressed content as stated in the Colorado Standards Assessment Program (CSAP). Specifically, we built lectures and activities based on Colorado Grade 8 benchmarks 2.8 (energy forms and transfer), 2.9 (electricity and energy) and 4.2 (renewable and non-renewable resources.). This talk reviews some of the activities we used to demonstrate energy transformation.

  18. Guide to International Academic Standards for Athletics Eligibility for Students Entering Fall 2007

    ERIC Educational Resources Information Center

    Mills, Lisa; Nguyen, Binh; Auten, Lisa

    2007-01-01

    The "NCAA Guide to International Academic Standards for Athletics Eligibility" provides specific criteria to be used as a guide in reviewing the initial eligibility (graduation, core curriculum, grade-point average and ACT/SAT test scores) of students who have completed any portion of their secondary education in a non-United States educational…

  19. Self-Determination of Academic Standards by Children: Toward Freedom from External Control

    ERIC Educational Resources Information Center

    Flexibrod, Jeffrey J.; O'Leary, K. Daniel

    1974-01-01

    With contingency reinforcement, students with externally imposed or self-determined academic standards did comparable work. When contingent reinforcement was dropped in an extinction phase, external imposition subjects tended to outperform self-determination subjects. Experiment serves to demonstrate the utility of self-management as an…

  20. A Standard-Based Model for Adaptive E-Learning Platform for Mauritian Academic Institutions

    ERIC Educational Resources Information Center

    Kanaksabee, P.; Odit, M. P.; Ramdoyal, A.

    2011-01-01

    The key aim of this paper is to introduce a standard-based model for adaptive e-learning platform for Mauritian academic institutions and to investigate the conditions and tools required to implement this model. The main forces of the system are that it allows collaborative learning, communication among user, and reduce considerable paper work.…

  1. Characteristics of and Implications for Students Participating in Alternate Assessments Based on Alternate Academic Achievement Standards

    ERIC Educational Resources Information Center

    Kearns, Jacqueline Farmer; Towles-Reeves, Elizabeth; Kleinert, Harold L.; Kleinert, Jane O'Regan; Thomas, Megan Kleine-Kracht

    2011-01-01

    Little research has precisely defined the population of students participating in alternate assessments based on alternate academic achievement standards (AA-AAAS). Therefore, the purpose of this article is twofold: (a) explicate the findings of a multistate study examining the characteristics of the population of students participating in…

  2. Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2008. Synthesis Report 72

    ERIC Educational Resources Information Center

    Albus, Deb; Lazarus, Sheryl S.; Thurlow, Martha L.; Cormier, Damien

    2009-01-01

    In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…

  3. Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field

    ERIC Educational Resources Information Center

    Tumthong, Suwut; Piriyasurawong, Pullop; Jeerangsuwan, Namon

    2016-01-01

    This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training…

  4. External Confirmation of Adherence to Standards: As Applicable to Academic Programmes as to Business and Industry

    ERIC Educational Resources Information Center

    Hughey, Aaron W.; Burke, Monica G.

    2010-01-01

    The development of, and adherence to, performance standards is imperative for success in today's competitive global market. This is as true for academic programmes in higher education as it is for the manufacturing and service sectors. Just like their counterparts in business and industry, it is important that graduate career preparation…

  5. Balancing Open Access with Academic Standards: Implications for Community College Faculty

    ERIC Educational Resources Information Center

    Gabbard, Anita; Mupinga, Davison M.

    2013-01-01

    Community colleges act as the gateway for students to higher education. Many of these colleges realize this mission through open-door policies where students lacking in basic reading, writing, and mathematics skills can enroll. But, this open-access policy often creates challenges when meeting academic standards. Based on data collected from…

  6. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... local level. (4) The school program shall provide for at least one field trip per child per year to....20 Section 36.20 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR...

  7. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... local level. (4) The school program shall provide for at least one field trip per child per year to....20 Section 36.20 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR...

  8. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... local level. (4) The school program shall provide for at least one field trip per child per year to....20 Section 36.20 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR...

  9. Pennsylvania Department of Education Academic Standards for the Arts and Humanities.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg.

    The Pennsylvania state academic standards describe what students should know and should be able to achieve at the end of grades 3, 5, 8 and 12 in the visual and performing arts, and the understanding about humanities context within the arts. The arts include dance, music, theater, and visual arts. The arts and humanities are interconnected through…

  10. L2 Learning Opportunities in Different Academic Subjects in Content-Based Instruction -- Evidence in Favour of "Conventional Wisdom"

    ERIC Educational Resources Information Center

    Lo, Yuen Yi

    2014-01-01

    Content-based instruction (CBI) adopts a second language (L2) as the medium of instruction for some or all academic subjects to facilitate L2 learning. There seem however, no uniform policies concerning which academic subjects should be taught in L2, in case only some subjects are involved. Conventional wisdom tends to favour Humanities subjects…

  11. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

    ERIC Educational Resources Information Center

    Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca

    2014-01-01

    As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…

  12. "To Study the Relationship of Academic Stress and Socio-Economic Status among IX Standard Students of Raipur City"

    ERIC Educational Resources Information Center

    Khan, Suhail Ahmed; Ayyub, Khan Farhat

    2013-01-01

    This paper focuses on the relationship between academic stress and socio-economic status among IX standard students. The research was carried out in Raipur City (Chhattisgarh) on a sample of 600 IX standard students of English and Hindi medium schools. Academic Stress was measured by Stress Inventory for School Students prepared by Seema Rani…

  13. Accountability in Grading Student Work: Securing Academic Standards in a Twenty-First Century Quality Assurance Context

    ERIC Educational Resources Information Center

    Bloxham, Sue; Boyd, Pete

    2012-01-01

    This article, using a student outcomes definition of academic standards, reports on academics' sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to "think aloud" as they graded written assignments followed by a semi-structured interview. The interview data were used to investigate the…

  14. Building a Third Space: How Academic Language Knowledge Helps Pre-Service Teachers Develop Content Literacy Practices

    ERIC Educational Resources Information Center

    Sussbauer, Erik J.

    2013-01-01

    Though attention to academic language is a key component of the Teacher Performance Assessment and the new Common Core Standards, little has been researched regarding how pre-service teachers build academic language knowledge and integrate it into their practice teaching experience. This study focuses on the construction and delivery of academic…

  15. International longitudinal pediatric reference standards for bone mineral content.

    PubMed

    Baxter-Jones, Adam D G; Burrows, Melonie; Bachrach, Laura K; Lloyd, Tom; Petit, Moira; Macdonald, Heather; Mirwald, Robert L; Bailey, Don; McKay, Heather

    2010-01-01

    To render a diagnosis pediatricians rely upon reference standards for bone mineral density or bone mineral content, which are based on cross-sectional data from a relatively small sample of children. These standards are unable to adequately represent growth in a diverse pediatric population. Thus, the goal of this study was to develop sex and site-specific standards for BMC using longitudinal data collected from four international sites in Canada and the United States. Data from four studies were combined; Saskatchewan Paediatric Bone Mineral Accrual Study (n=251), UBC Healthy Bones Study (n=382); Penn State Young Women's Health Study (n=112) and Stanford's Bone Mineral Accretion study (n=423). Males and females (8 to 25 years) were measured for whole body (WB), total proximal femur (PF), femoral neck (FN) and lumbar spine (LS) BMC (g). Data were analyzed using random effects models. Bland-Altman was used to investigate agreement between predicted and actual data. Age, height, weight and ethnicity independently predicted BMC accrual across sites (P<0.05). Compared to White males, Asian males had 31.8 (6.8) g less WB BMC accrual; Hispanic 75.4 (28.2) g less BMC accrual; Blacks 82.8 (26.3) g more BMC accrual with confounders of age, height and weight controlled. We report similar findings for the PF and FN. Models for females for all sites were similar with age, height and weight as independent significant predictors of BMC accrual (P<0.05). We provide a tool to calculate a child's BMC Z-score, accounting for age, size, sex and ethnicity. In conclusion, when interpreting BMC in pediatrics we recommend standards that are sex, age, size and ethnic specific. PMID:19854308

  16. 78 FR 23289 - Public Review of Draft National Shoreline Data Content Standard

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-04-18

    ... Geological Survey Public Review of Draft National Shoreline Data Content Standard AGENCY: Department of the... Content Standard. SUMMARY: The Federal Geographic Data Committee (FGDC) is conducting a public review of the draft National Shoreline Data Content Standard. The FGDC has developed a draft National...

  17. Multivitamin/Mineral supplementation does not affect standardized assessment of academic performance in elementary school children.

    PubMed

    Perlman, Adam I; Worobey, John; O'Sullivan Maillet, Julie; Touger-Decker, Riva; Hom, David L; Smith, Jeffrey K

    2010-07-01

    Limited research suggests that micronutrient supplementation may have a positive effect on the academic performance and behavior of school-aged children. To determine the effect of multivitamin/mineral supplementation on academic performance, students in grades three through six (approximate age range=8 to 12 years old) were recruited from 37 parochial schools in northern New Jersey to participate in a double-blind, placebo-controlled clinical trial conducted during the 2004-2005 academic school year. Participants were randomized to receive either a standard children's multivitamin/mineral supplement (MVM) or a placebo. MVM or placebo was administered in school only during lunch or snack period by a teacher or study personnel who were blinded to group assignment. The main outcome measured was change in scores on Terra Nova, a standardized achievement test administered by the State of New Jersey, at the beginning of March 2005 compared to March 2004. Compared with placebo, participants receiving MVM supplements showed no statistically significant improvement for Terra Nova National Percentile total scores by treatment assignment or for any of the subject area scores using repeated measures analysis of variance. No significant improvements were observed in secondary end points: number of days absent from school, tardiness, or grade point average. In conclusion, the in-school daily consumption of an MVM supplement by third- through sixth-grade inner-city children did not lead to improved school performance based upon standardized testing, grade point average, and absenteeism.

  18. The Perceptions of Standardized Tests, Academic Self-Efficacy, and Academic Performance of African American Graduate Students: a Correlational and Comparative Analysis

    ERIC Educational Resources Information Center

    Marrah, Arleezah K.

    2012-01-01

    The academic performance of African American students continues to be a concern for educators, researchers, and most importantly their community. This issue is particularly prevalent in the standardized test scores of African American students where they score on average one or more standard deviations below their Caucasian and Asian American…

  19. Setting Performance Standards: Content, Goals, and Individual Differences.

    ERIC Educational Resources Information Center

    Green, Bert F.

    Setting performance standards is an area that different constituencies see quite differently. The choices of elements for a particular standard depend to a large extent on the purposes the standard is intended to serve. Standards can be used in certification, as predictors, as descriptors, and as motivators. While performance standards indicate…

  20. Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

    ERIC Educational Resources Information Center

    Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

    2015-01-01

    This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

  1. Quality Issues and Standards of E-Content

    ERIC Educational Resources Information Center

    Nachimuthu, K.; Vijayakumari, G.

    2007-01-01

    The objectives of the e-content development by the UGC are; (a) Generation of e-content, in all subjects, (b) Development of teachers and experts resources in e-journal creation; (c) Distribution of the e-content to teachers and students from formal and non-formal; educational modes, for supplementing and complementing professional teaching and…

  2. "You Can See the Quality in Front of Your Eyes": Grounding Academic Standards between Rationality and Interpretation

    ERIC Educational Resources Information Center

    Bloxham, Sue

    2012-01-01

    This article considers the failure of theory to provide a workable model for academic standards in use. Examining the contrast between theoretical perspectives, it argues that there are four dimensions for which the academy has failed to provide an adequate theoretical account of standards: documented or tacit knowledge of standards; norm or…

  3. 77 FR 75198 - Standard Format and Content for Post-Shutdown Decommissioning Activities Report

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-12-19

    ... COMMISSION Standard Format and Content for Post-Shutdown Decommissioning Activities Report AGENCY: Nuclear... Format and Content for Post-shutdown Decommissioning Activities Report.'' This guide describes a method...) 1.185, ``Standard Format and Content for Post-shutdown Decommissioning Activities Report,''...

  4. Economics America: Content Statements for State Standards in Economics, K-12.

    ERIC Educational Resources Information Center

    National Council on Economic Education, New York, NY.

    This updated list of content standards covering economics is suggested for states developing their own economics standards. The list outlines the core requirements for basic literacy in economics for grades K-12. The statements are similar to designated content standards from other core subject areas. Key economic concepts describing their basic…

  5. Academic, Industry and Student Perspectives on the Inclusion of "Vocational Knowledge" in a "Learning and Teaching Academic Standards Statement" for Agriculture

    ERIC Educational Resources Information Center

    Acuña, Tina Botwright; Kelder, Jo-Anne; Able, Amanda J.; Guisard, Yann; Bellotti, William D.; McDonald, Glenn; Doyle, Richard; Wormell, Paul; Meinke, Holger

    2014-01-01

    This paper reports on the perspective of industry stakeholders in a national project to develop a Learning and Teaching Academic Standards (LTAS) Statement for the Agriculture discipline. The AgLTAS Statement will be aligned with the Science LTAS Statement published in 2011 and comprise a discourse on the nature and extent of the Agriculture…

  6. Identifying and Exploring Future Trends Impacting on Academic Libraries: A Mixed Methodology Using Journal Content Analysis, Focus Groups, and Trend Reports

    ERIC Educational Resources Information Center

    Gwyer, Roisin

    2015-01-01

    This article compares three sources of information about academic libraries to consider what the future could hold and the skills needed to deliver effective services within that future. The starting point is the contents of "New Review of Academic Librarianship" (formerly "British Journal of Academic Librarianship") from 1986,…

  7. The Movement for National Academic Standards: A Comparison of the Common Core State Standards Initiative in the USA and the National Curriculum in Australia

    ERIC Educational Resources Information Center

    Watt, Michael

    2009-01-01

    The purpose of this study is to evaluate the nature of activities in the change process undertaken by two initiatives to produce national standards in academic disciplines, national assessments and accountability measures. The Common Core State Standards Initiative, a project coordinated by the National Governors Association and the Council of…

  8. An Analysis of Earth Science Content Emphasis as Related to the National Science Education Standards.

    ERIC Educational Resources Information Center

    Boone, William J.; Krockover, Gerald H.; Braile, Lawrence W.; Rizzo, Andrea M.

    2000-01-01

    Analyzes earth science content emphasis as related to the National Science Education Standards. Surveys the amount of time that teachers spend teaching the earth science topics named in the Standards. (CCM)

  9. Longitudinal associations between executive functioning and academic skills across content areas.

    PubMed

    Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Farran, Dale Clark; Dong, Nianbo

    2014-06-01

    This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded EF and achievement factor scores. We examined the longitudinal bidirectional associations between these domains as well as the bidirectional associations among the separate content areas and the EF factor. In the pre-k year, strong bidirectional associations were found for EF skills and mathematics and oral comprehension skills but not for literacy skills. After controlling for pre-k gains in both EF and achievement, EF skills continued to be strong predictors of gains in mathematics in kindergarten and a more moderate predictor of kindergarten language gains. These results provide important information on the interrelationship of the developmental domains of EF and achievement as well as support for efforts to determine effective pre-k activities and/or curricula that can improve children's EF skills. They also suggest that mathematics activities may be a possible avenue for improving EF skills in young children. PMID:24749550

  10. National Standards for Financial Literacy: Rationale and Content

    ERIC Educational Resources Information Center

    Bosshardt, William; Walstad, William B.

    2014-01-01

    The "National Standards for Financial Literacy" describe the knowledge, understanding, and skills that are important for students to learn about personal finance. They are designed to guide teachers, school administrators, and other educators in developing curriculum and educational materials for teaching financial literacy. In this…

  11. Towards Transparent Computing: Content Authoring Using Open Standards

    ERIC Educational Resources Information Center

    Godwin-Jones, Robert

    2014-01-01

    With today's rapid developments in digital technologies, technical obsolescence can occur much faster than in the past. Who would have predicted five years ago that Adobe's Flash would have seen the rapid decline it has experienced as a development environment? Using open, internationally accepted standards for materials development is…

  12. Plant Content in the National Science Education Standards

    ERIC Educational Resources Information Center

    Hershey, David R.

    2005-01-01

    The National Science Education Standards (NSES) provides few resources for teaching about plants. To assure students understand and appreciate plants, the author advocates teaching about plants as a basic biological concept, avoiding animal chauvinism in biology coursework, correcting pseudoscience and anthropomorphisms about plants, and making…

  13. 78 FR 38739 - Standard Format and Content for Post-Shutdown Decommissioning Activities Report

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-06-27

    ..., DG-1272, in the Federal Register on December 19, 2012 (77 FR 75198), for a 60-day public comment... COMMISSION Standard Format and Content for Post-Shutdown Decommissioning Activities Report AGENCY: Nuclear... (NRC) is issuing Revision 1 of Regulatory Guide (RG) 1.185, ``Standard Format and Content for...

  14. 76 FR 59173 - Standard Format and Content of License Applications for Conventional Uranium Mills

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-23

    ... COMMISSION Standard Format and Content of License Applications for Conventional Uranium Mills AGENCY: Nuclear Regulatory Commission. ACTION: Draft regulatory guide; withdrawal. SUMMARY: On May 30, 2008 (73 FR 31152... availability of Draft Regulatory Guide (DG)-3024, ``Standard Format and Content of License Applications...

  15. Cross-State Variation in Economics Content Standards in the Primary Grades

    ERIC Educational Resources Information Center

    Rodgers, Yana V.; Hawthorne, Shelby; Wheeler, Ronald C.

    2008-01-01

    The Goals 2000 Educate America Act of 1994 included economics among the nine core subject areas that were targeted for the development of content standards. A new set of voluntary national content standards in economics, published in 1997, helped to guide administrators, teachers, and policy makers as they considered various educational objectives…

  16. Standardized mastery content assessments for predicting NCLEX-RN outcomes.

    PubMed

    Emory, Jan

    2013-01-01

    Nurse educators need predictors of failure for early intervention. This study investigated the predictability of fundamentals, mental health, and pharmacology standardized assessment scores to identify the risk of baccalaureate students' failure on the NCLEX-RN. Using logistic regression the pharmacology assessment score was predictive with 73.7% accuracy. Use of the pharmacology assessment can assist in early identification of at-risk students in efforts to better prepare for the NCLEX-RN examination.

  17. Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings

    ERIC Educational Resources Information Center

    Zwiers, Jeff; Crawford, Marie

    2011-01-01

    Where would we be without conversation? Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. Conversations, particularly those referred to in this book as academic conversations, push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in…

  18. Contemporary Development of Academic Reference Librarianship in the United States: A 44-Year Content Analysis

    ERIC Educational Resources Information Center

    Wang, Hanrong; Tang, Yingqi; Knight, Carley

    2010-01-01

    This study analyzes job advertisements to identify the contemporary development of academic reference librarianship in the United States. Results show that more job openings, higher educational backgrounds, more duties & responsibilities, and variety of titles were assigned to academic reference librarian positions from 1966 through 2009.…

  19. Language, Content and Skills in the Testing of English for Academic Purposes.

    ERIC Educational Resources Information Center

    Gamaroff, R.

    1998-01-01

    A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

  20. State of Delaware Visual and Performing Arts Content Standards: Music, Visual Arts, Theatre, Dance, November 1997.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Public Instruction, Dover.

    This guide to content standards in the visual and performing arts in the state of Delaware is the work of a curriculum framework commission whose members have crafted clear standards for development of curriculum that will prepare Delaware's students to become effective, productive citizens. Standards-based education reform is an initiative for…

  1. State Perspectives on Implementing, or Choosing Not to Implement, an Alternate Assessment Based on Modified Academic Achievement Standards

    ERIC Educational Resources Information Center

    Palmer, Porter W.

    2009-01-01

    Since Federal regulations have given states the option to implement alternate assessments based on modified academic achievement standards (AA-MAS) as part of their accountability systems for a small group of students with disabilities, a number of states have made decisions about whether or not to develop and implement such an assessment.…

  2. Pilot Study: EatFit Impacts Sixth Graders' Academic Performance on Achievement of Mathematics and English Education Standards

    ERIC Educational Resources Information Center

    Shilts, Mical Kay; Lamp, Cathi; Horowitz, Marcel; Townsend, Marilyn S.

    2009-01-01

    Objective: Investigate the impact of a nutrition education program on student academic performance as measured by achievement of education standards. Design: Quasi-experimental crossover-controlled study. Setting: California Central Valley suburban elementary school (58% qualified for free or reduced-priced lunch). Participants: All sixth-grade…

  3. Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores Among Urban Youth in the United States*

    PubMed Central

    Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine

    2014-01-01

    Background The Institute of Medicine (2012) concluded that we must “strengthen schools as the heart of health.” To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement, and (2) examine cumulative effects of these assets on academic achievement. Methods Participants include 940 students (grades 5 and 6) from 12 schools randomly selected from an urban district. Data include physical assessments, fitness testing, surveys, and district records. Fourteen health indicators were gathered including physical health (eg, body mass index [BMI]), health behaviors (eg, meeting recommendations for fruit/vegetable consumption), family environment (eg, family meals), and psychological well-being (eg, sleep quality). Data were collected 3-6 months prior to standardized testing. Results On average, students reported 7.1 health assets out of 14. Those with more health assets were more likely to be at goal for standardized tests (reading/writing/mathematics), and students with the most health assets were 2.2 times more likely to achieve goal compared with students with the fewest health assets (both p < .001). Conclusions Schools that utilize nontraditional instructional strategies to improve student health may also improve academic achievement, closing equity gaps in both health and academic achievement. PMID:24320151

  4. Modularization and Structured Markup for Learning Content in an Academic Environment

    ERIC Educational Resources Information Center

    Schluep, Samuel; Bettoni, Marco; Schar, Sissel Guttormsen

    2006-01-01

    This article aims to present a flexible component model for modular, web-based learning content, and a simple structured markup schema for the separation of content and presentation. The article will also contain an overview of the dynamic Learning Content Management System (dLCMS) project, which implements these concepts. Content authors are a…

  5. 76 FR 65544 - Standard Format and Content of License Applications for Mixed Oxide Fuel Fabrication Facilities

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-21

    ... issuance of the guide (74 FR 36780). The comment period closed on September 21, 2009. The staff's responses... COMMISSION Standard Format and Content of License Applications for Mixed Oxide Fuel Fabrication Facilities... Format and Content of License Applications for Mixed Oxide Fuel Fabrication Facilities.'' This...

  6. Balance Between Merit and Equity in Academic Hiring Decisions: Judgemental Content Analysis Applied to the Phraseology of Australian Tenure-Stream Advertisements in Comparison with Canadian Advertisements

    ERIC Educational Resources Information Center

    Boyle, Gregory J.; Furedy, John J.; Neumann, David L.; Westbury, H. Rae; Reiestad, Magnus

    2010-01-01

    The wording of university academic job advertisements can reflect a commitment to equity (affirmative action) as opposed to academic merit in hiring decisions. The method of judgemental content analysis was applied by having three judges rate 810 Australian tenure-stream advertisements on seven-point magnitude scales of equity and merit. The…

  7. Methodological Choices in the Content Analysis of Textbooks for Measuring Alignment with Standards

    ERIC Educational Resources Information Center

    Polikoff, Morgan S.; Zhou, Nan; Campbell, Shauna E.

    2015-01-01

    With the recent adoption of the Common Core standards in many states, there is a need for quality information about textbook alignment to standards. While there are many existing content analysis procedures, these generally have little, if any, validity or reliability evidence. One exception is the Surveys of Enacted Curriculum (SEC), which has…

  8. 12 CFR 621.13 - Content and standards-general rules.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Content and standards-general rules. 621.13 Section 621.13 Banks and Banking FARM CREDIT ADMINISTRATION FARM CREDIT SYSTEM ACCOUNTING AND REPORTING... generally accepted accounting principles and such other accounting requirements, standards, and...

  9. Inside the Content: The Breadth and Depth of Early Learning Standards. Executive Summary

    ERIC Educational Resources Information Center

    Scott-Little, Catherine; Kagan, Sharon Lynn; Frelow, Victoria Stebbins

    2005-01-01

    This executive summary describes a study that analyzes the content of early learning standards, operationally defined as documents that articulate expectations for children's development and learning during the preschool period (ages three to five years). Standards from 36 states were collected and analyzed to address the following research…

  10. The Role of Assessment in Meeting the NASPE Physical Education Content Standards.

    ERIC Educational Resources Information Center

    DeJong, Glenna; Kokinakis, C. Lee; Kuntzleman, Charles

    2002-01-01

    Describes the essential link among content standards, curriculum, instruction, professional development, and assessment in elementary physical education, discussing the National Association for Sport and Physical Education standards for physical education and emphasizing the importance of assessment in monitoring student progress, improving…

  11. Recommendation of standardized health learning contents using archetypes and semantic web technologies.

    PubMed

    Legaz-García, María del Carmen; Martínez-Costa, Catalina; Menárguez-Tortosa, Marcos; Fernández-Breis, Jesualdo Tomás

    2012-01-01

    Linking Electronic Healthcare Records (EHR) content to educational materials has been considered a key international recommendation to enable clinical engagement and to promote patient safety. This would suggest citizens to access reliable information available on the web and to guide them properly. In this paper, we describe an approach in that direction, based on the use of dual model EHR standards and standardized educational contents. The recommendation method will be based on the semantic coverage of the learning content repository for a particular archetype, which will be calculated by applying semantic web technologies like ontologies and semantic annotations.

  12. Recommendation of standardized health learning contents using archetypes and semantic web technologies.

    PubMed

    Legaz-García, María del Carmen; Martínez-Costa, Catalina; Menárguez-Tortosa, Marcos; Fernández-Breis, Jesualdo Tomás

    2012-01-01

    Linking Electronic Healthcare Records (EHR) content to educational materials has been considered a key international recommendation to enable clinical engagement and to promote patient safety. This would suggest citizens to access reliable information available on the web and to guide them properly. In this paper, we describe an approach in that direction, based on the use of dual model EHR standards and standardized educational contents. The recommendation method will be based on the semantic coverage of the learning content repository for a particular archetype, which will be calculated by applying semantic web technologies like ontologies and semantic annotations. PMID:22874336

  13. Pre-Calculus California Content Standards: Standards Deconstruction Project. Version 1.0

    ERIC Educational Resources Information Center

    Arnold, Bruce; Cliffe, Karen; Cubillo, Judy; Kracht, Brenda; Leaf, Abi; Legner, Mary; McGinity, Michelle; Orr, Michael; Rocha, Mario; Ross, Judy; Teegarden, Terrie; Thomson, Sarah; Villero, Geri

    2008-01-01

    This project was coordinated and funded by the California Partnership for Achieving Student Success (Cal-PASS). Cal-PASS is a data sharing system linking all segments of education. Its purpose is to improve student transition and success from one educational segment to the next. Cal-PASS' standards deconstruction project was initiated by the…

  14. Telecommuting Academics within an Open Distance Education Environment of South Africa: More Content, Productive, and Healthy?

    ERIC Educational Resources Information Center

    Tustin, Deon Harold

    2014-01-01

    Outside an academic setting, telecommuting has become fairly popular in recent years. However, research on telecommuting practices within a higher education environment is fairly sparse, especially within the higher distance education sphere. Drawing on existing literature on telecommuting and the outcome of a valuation study on the success of an…

  15. The Effects of Arts Integration on Long-Term Retention of Academic Content

    ERIC Educational Resources Information Center

    Hardiman, Mariale; Rinne, Luke; Yarmolinskaya, Julia

    2014-01-01

    Previous correlational and quasi-experimental studies of arts integration--the pedagogical practice of "teaching through the arts"--suggest its value for enhancing cognitive, academic, and social skills. This study reports the results of a small, preliminary classroom-based experiment that tested effects of arts integration on long-term…

  16. Integrating Academic Content into Business Education: Results from Research in Illinois.

    ERIC Educational Resources Information Center

    Haynes, Thomas S.; And Others

    Illinois State University and University of Illinois faculty collaborated to pilot test and evaluate Applied Academics curricula in Illinois. Three sets of pilot sites included the following: (1) 14 local education agencies that pilot tested Applied Communications and/or Mathematics; (2) 10 sites at which vocational teachers collaborated with…

  17. Developing Reading Comprehension and Academic Vocabulary for English Language Learners through Science Content: A Formative Experiment

    ERIC Educational Resources Information Center

    Taboada, Ana; Rutherford, Vanessa

    2011-01-01

    This formative experiment explored the extent to which two instructional frameworks that varied in the explicitness of academic vocabulary instruction, comprehension strategy instruction, and supports for student autonomy influenced reading comprehension, vocabulary acquisition, perceptions of autonomy supports, and reading engagement in…

  18. Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Kellems, Ryan O.; Edwards, Sean

    2016-01-01

    Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

  19. Racial-ethnic identity in mid-adolescence: content and change as predictors of academic achievement.

    PubMed

    Altschul, Inna; Oyserman, Daphna; Bybee, Deborah

    2006-01-01

    Three aspects of racial-ethnic identity (REI)-feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)-were hypothesized to promote academic achievement. Youth randomly selected from 3 low-income, urban schools (n=98 African American, n=41 Latino) reported on their REI 4 times over 2 school years. Hierarchical linear modeling shows a small increase in REI and the predicted REI-grades relationship. Youth high in both REI Connectedness and Embedded Achievement attained better grade point average (GPA) at each point in time; youth high in REI Connectedness and Awareness of Racism at the beginning of 8th grade attained better GPA through 9th grade. Effects are not moderated by race-ethnicity.

  20. The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science)

    NASA Astrophysics Data System (ADS)

    Tokuhama-Espinosa, Tracey Noel

    Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," have been applied indiscreetly and inconsistently to classroom teaching practices for many years. While standards exist in neurology, psychology and pedagogy, there are no agreed upon standards in their intersection, neuroeducation, and a formal bridge linking the fields is missing. This study used grounded theory development to determine the parameters of the emerging neuroeducational field based on a meta-analysis of the literature over the past 30 years, which included over 2,200 documents. This research results in a new model for neuroeducation. The design of the new model was followed by a Delphi survey of 20 international experts from six different countries that further refined the model contents over several months of reflection. Finally, the revised model was compared to existing information sources, including popular press, peer review journals, academic publications, teacher training textbooks and the Internet, to determine to what extent standards in neuroeducation are met in the current literature. This study determined that standards in the emerging field, now labeled Mind, Brain, and Education: The Science of Teaching and Learning after the Delphi rounds, are the union of standards in the parent fields of neuroscience, psychology, and education. Additionally, the Delphi expert panel agreed upon the goals of the new discipline, its history, the thought leaders, and a model for judging quality information. The study culminated in a new model of the academic discipline of Mind, Brain, and Education science, which explains the tenets, principles and instructional guidelines supported by the meta-analysis of the literature and the Delphi response.

  1. Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students

    ERIC Educational Resources Information Center

    De La Paz, Susan; Wissinger, Daniel R.

    2015-01-01

    Historians use a range of genres in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content. However, the influence genre and content knowledge are relatively unmeasured in this discipline. To learn more, the authors asked 101 eleventh-grade students to compose an…

  2. What's in a Word? Using Content Vocabulary to "Generate" Growth in General Academic Vocabulary Knowledge

    ERIC Educational Resources Information Center

    Flanigan, Kevin; Templeton, Shane; Hayes, Latisha

    2012-01-01

    The role of vocabulary knowledge in supporting students' comprehension and understanding of their content-area reading is critical. This article explores how content-area teachers can help students become aware of, understand, and apply generative knowledge about English words to grow and develop their vocabularies. Generative vocabulary…

  3. Technical Communications in OSS Content Management Systems: An Academic Institutional Case Study

    ERIC Educational Resources Information Center

    Cripps, Michael J.

    2011-01-01

    Single sourcing through a content management system (CMS) is altering technical communication practices in many organizations, including institutions of higher education. Open source software (OSS) solutions are currently among the most popular content management platforms adopted by colleges and universities in the United States and abroad. The…

  4. Students' Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign.

    PubMed

    Camiel, Lana Dvorkin; Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

    2016-05-25

    Objective. To evaluate students' performance/attitudes toward a flipped team-based learning (TBL) format in a "very large" self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed "all" or "most" of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did. PMID:27293234

  5. Students' Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign.

    PubMed

    Camiel, Lana Dvorkin; Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

    2016-05-25

    Objective. To evaluate students' performance/attitudes toward a flipped team-based learning (TBL) format in a "very large" self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed "all" or "most" of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did.

  6. Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

    PubMed Central

    Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

    2016-01-01

    Objective. To evaluate students’ performance/attitudes toward a flipped team-based learning (TBL) format in a “very large” self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed “all” or “most” of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did. PMID:27293234

  7. The Importance and Degree of Implementation of the European Standards and Guidelines for Internal Quality Assurance in Universities: The Views of Portuguese Academics

    ERIC Educational Resources Information Center

    Manatos, Maria J.; Rosa, Maria J.; Sarrico, Cláudia S.

    2015-01-01

    This research seeks to explore academics' perceptions of the importance and degree of implementation of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) for internal quality assurance. It uses empirical evidence from Portugal, gathered via a questionnaire given to all university academics. Results show…

  8. Preparing Teachers for New Standards: From Content in Core Disciplines to Disciplinary Practices

    ERIC Educational Resources Information Center

    Boyle, Justin D.; Svihla, Vanessa; Tyson, Kersti; Bowers, Hannah; Buntjer, Jennifer; Garcia-Olp, Michelle; Kvam, Nicholas; Sample, Stephanie

    2013-01-01

    There are many barriers to the implementation of new practice standards. To implement practices that both prepare and inspire their students, preservice teachers need opportunities to enact reform practices: to prepare and be inspired themselves. These opportunities are found in students' content courses, methods courses, and field…

  9. A Standards-Based Content Analysis of Selected Biological Science Websites

    ERIC Educational Resources Information Center

    Stewart, Joy E.

    2010-01-01

    The purpose of this study was to analyze the biology content, instructional strategies, and assessment methods of 100 biological science websites that were appropriate for Grade 12 educational purposes. For the analysis of each website, an instrument, developed from the National Science Education Standards (NSES) for Grade 12 Life Science coupled…

  10. Local versus Standardized Content Assessment: Some Management Implications, or Why Bother?

    ERIC Educational Resources Information Center

    Smith, Lois J.; Clements, Christine; Olson, Janet E.

    2010-01-01

    In a quest to improve student learning and simultaneously to satisfy accrediting agencies, colleges make decisions about how to assess knowledge or content as students graduate. The authors address the strengths and weaknesses of locally developed exams as contrasted to national, standardized tools, and describe a process for developing local…

  11. 9 CFR 381.156 - Poultry meat content standards for certain poultry products.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 9 Animals and Animal Products 2 2011-01-01 2011-01-01 false Poultry meat content standards for certain poultry products. 381.156 Section 381.156 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE AGENCY ORGANIZATION AND TERMINOLOGY; MANDATORY MEAT AND...

  12. 9 CFR 381.156 - Poultry meat content standards for certain poultry products.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 9 Animals and Animal Products 2 2012-01-01 2012-01-01 false Poultry meat content standards for certain poultry products. 381.156 Section 381.156 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE AGENCY ORGANIZATION AND TERMINOLOGY; MANDATORY MEAT AND...

  13. 9 CFR 381.156 - Poultry meat content standards for certain poultry products.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 9 Animals and Animal Products 2 2010-01-01 2010-01-01 false Poultry meat content standards for certain poultry products. 381.156 Section 381.156 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE AGENCY ORGANIZATION AND TERMINOLOGY; MANDATORY MEAT AND...

  14. 9 CFR 381.156 - Poultry meat content standards for certain poultry products.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 9 Animals and Animal Products 2 2013-01-01 2013-01-01 false Poultry meat content standards for certain poultry products. 381.156 Section 381.156 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE AGENCY ORGANIZATION AND TERMINOLOGY; MANDATORY MEAT AND...

  15. 9 CFR 381.156 - Poultry meat content standards for certain poultry products.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 9 Animals and Animal Products 2 2014-01-01 2014-01-01 false Poultry meat content standards for certain poultry products. 381.156 Section 381.156 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE AGENCY ORGANIZATION AND TERMINOLOGY; MANDATORY MEAT AND...

  16. Standards for Evaluation of Instructional Materials with Respect to Social Content.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento. Curriculum Framework and Instructional Materials Unit.

    The purpose of this document is to provide reasonable, systematic standards for evaluation of instructional materials upon which evaluators may base their judgments, so that the results of the evaluation process will be as nearly consistent and therefore, as equitable, as possible. The guidelines are based on the social content requirements of the…

  17. Developing Storypath Units for Integrating Social Studies and the Michigan Content Standards.

    ERIC Educational Resources Information Center

    Scott, Renay

    2000-01-01

    Describes "Storypath," a lesson plan framework that integrates social studies curriculum with the basic elements of a story. Outlines a three-week history unit, "The Coming of the American Revolution," created with "Storypath." Discusses the correlation between Storypath and the Michigan content standards and considers the assessments used. (CMK)

  18. States and the (Not So) New Standards--Where Are They Now? State Academic Standards: Activity around the Common Core

    ERIC Educational Resources Information Center

    Salazar, Tonette; Christie, Kathy

    2014-01-01

    States began adopting the Common Core State Standards (CCSS) in 2010 after they were launched by the Council of Chief State School Officers and the National Governors Association. Five years later, policymakers in numerous states continue to debate the Common Core and related elements, such as how to assess the standards. This brief provides a…

  19. 78 FR 951 - Accessible Medical Device Labeling in a Standard Content and Format Public Workshop; Request for...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-07

    ... HUMAN SERVICES Food and Drug Administration Accessible Medical Device Labeling in a Standard Content and... content and format for medical device labeling and the use of a repository containing medical device... session. Standard content and format of full labeling and a shortened version of labeling will...

  20. 78 FR 73566 - Standard Format and Content for a License Application for an Independent Spent Fuel Storage...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-12-06

    ... COMMISSION Standard Format and Content for a License Application for an Independent Spent Fuel Storage... public comment draft regulatory guide (DG), DG-3042, ``Standard Format and Content for a License... Waste'' (Ref. 1), Subpart B, ``License Application, Form, and Contents,'' specifies the information...

  1. Pupils' Perceptions of Discipline and Academic Standards in Belgian Coeducational and Single-Sex Schools

    ERIC Educational Resources Information Center

    Brutsaert, Herman

    2002-01-01

    In this paper, single-sex and coeducational schools are compared in terms of pupils' perceptions of disciplinary and academic climates. Use was made of data from 68 secondary schools in Flanders (Belgium). Of these schools, 25 were mixed and 43 were single-sex (21 girls, and 22 boys, schools). Respondents were third-year students: 3370 girls and…

  2. It's Academic--or Is It? Admissions Standards and Big-Time Football.

    ERIC Educational Resources Information Center

    Sigelman, Lee

    1995-01-01

    Study examined the relationship between football players' entrance examination scores and the corresponding college team's success. Although the more selective schools consistently recruit the more academically qualified players, no correlation exists between the scores and the team's success. Contains statistical table of entrance examination…

  3. An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

    ERIC Educational Resources Information Center

    Velliaris, Donna M.; Breen, Paul

    2016-01-01

    In this paper, the authors explore a holistic three-stage framework currently used by the Eynesbury Institute of Business and Technology (EIBT), focused on academic staff identification and remediation processes for the prevention of (un)intentional student plagiarism. As a pre-university pathway provider--whose student body is 98%…

  4. Values, Principles and Integrity: Academic and Professional Standards in Higher Education

    ERIC Educational Resources Information Center

    McNay, Ian

    2007-01-01

    This paper is based mainly on responses--nearly 300--to a web-based survey of academic staff in UK higher education. The survey examined their personal and professional values and their views on the values that should underpin higher education. Their perceptions of current reality in terms of national policy and processes and of institutional…

  5. Exploring the Academic Achievement Gap among Hispanic Students on State Standardized Tests

    ERIC Educational Resources Information Center

    Melendez, Ruth L.

    2013-01-01

    Historically Hispanic students have lagged behind African American, White, and other ethnic groups in academics. The Hispanic population is the fastest growing minority group in the United States. The increase of Hispanic students in our schools has created significant concerns among educators. The schools are not prepared to meet the needs of…

  6. Learning from Experience: A Collection of Service-Learning Projects Linking Academic Standards to Curriculum.

    ERIC Educational Resources Information Center

    Babcock, Barbara, Ed.

    Service-learning projects combine community service with student learning in a practical way that enhances academic knowledge and improves community environments and fellowship. This compilation is designed to show the service-learning process in action. The collection presents outstanding examples of successful service-learning projects as…

  7. 40 CFR 80.524 - What sulfur content standard applies to motor vehicle diesel fuel downstream of the refinery or...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 16 2010-07-01 2010-07-01 false What sulfur content standard applies... Marine Fuel Motor Vehicle Diesel Fuel Standards and Requirements § 80.524 What sulfur content standard... paragraph (b) of this section or otherwise in the provisions of this Subpart I, the 15 ppm sulfur...

  8. 40 CFR 80.524 - What sulfur content standard applies to motor vehicle diesel fuel downstream of the refinery or...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 17 2014-07-01 2014-07-01 false What sulfur content standard applies... Marine Fuel Motor Vehicle Diesel Fuel Standards and Requirements § 80.524 What sulfur content standard... paragraph (b) of this section or otherwise in the provisions of this Subpart I, the 15 ppm sulfur...

  9. 40 CFR 80.524 - What sulfur content standard applies to motor vehicle diesel fuel downstream of the refinery or...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 17 2013-07-01 2013-07-01 false What sulfur content standard applies... Marine Fuel Motor Vehicle Diesel Fuel Standards and Requirements § 80.524 What sulfur content standard... paragraph (b) of this section or otherwise in the provisions of this Subpart I, the 15 ppm sulfur...

  10. Content Analysis of International Research in Geographical and Environmental Education: 18 Years of Academic Publishing

    ERIC Educational Resources Information Center

    Kidman, Gillian; Papadimitriou, Fivos

    2012-01-01

    This paper examines the history of the "International Research in Geographical and Environmental Education" (IRGEE) journal in terms of its sustainable future. The development of geographical and environmental education is evaluated, as reflected from the papers published in the journal "IRGEE". A content analysis of all papers and forum sections…

  11. 34 CFR 200.3 - Designing State Academic Assessment Systems.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... § 200.1(b); (ii) Be valid, reliable, and of high technical quality; (iii) Express student results in terms of the State's student academic achievement standards; and (iv) Be designed to provide a coherent... accurately the depth and breadth of the State's academic content standards; and (B) Express student...

  12. 34 CFR 200.3 - Designing State Academic Assessment Systems.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... § 200.1(b); (ii) Be valid, reliable, and of high technical quality; (iii) Express student results in terms of the State's student academic achievement standards; and (iv) Be designed to provide a coherent... accurately the depth and breadth of the State's academic content standards; and (B) Express student...

  13. 34 CFR 200.3 - Designing State Academic Assessment Systems.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... § 200.1(b); (ii) Be valid, reliable, and of high technical quality; (iii) Express student results in terms of the State's student academic achievement standards; and (iv) Be designed to provide a coherent... accurately the depth and breadth of the State's academic content standards; and (B) Express student...

  14. 34 CFR 200.3 - Designing State Academic Assessment Systems.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... § 200.1(b); (ii) Be valid, reliable, and of high technical quality; (iii) Express student results in terms of the State's student academic achievement standards; and (iv) Be designed to provide a coherent... accurately the depth and breadth of the State's academic content standards; and (B) Express student...

  15. 34 CFR 200.3 - Designing State Academic Assessment Systems.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... § 200.1(b); (ii) Be valid, reliable, and of high technical quality; (iii) Express student results in terms of the State's student academic achievement standards; and (iv) Be designed to provide a coherent... accurately the depth and breadth of the State's academic content standards; and (B) Express student...

  16. Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance

    ERIC Educational Resources Information Center

    Wolf, Mikyung Kim; Faulkner-Bond, Molly

    2016-01-01

    States use standards-based English language proficiency (ELP) assessments to inform relatively high-stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students' level of ELP and readiness for reclassification. The results are also used to evaluate the…

  17. Comparing standardized measures of diligence and achievement with dental student academic performance.

    PubMed

    Jedrychowski, Joseph; Lindemann, Robert

    2005-04-01

    Utilizing a reliable and valid instrument to measure a student's application of energy and effort towards a goal (diligence) or the ability to reach goals (achievement) would enable dental educators to anticipate academic performance. This knowledge could be used to better distribute faculty and educational resources, as additional tutors could be provided for students who score low on diligence and achievement instruments. In this study, fourth-year dental students completed the Diligence Inventory and the NachNaff Scale (which measures desire to achieve) immediately prior to graduation. The scores from both inventories were correlated with nine measures of academic performance. For males, the NachNaff Scale positively correlated (p<.05) only with the quantity of exceptional performance reports (EPR) and for females negatively correlated only with science DAT scores. The modest positive correlations, which differ for gender, suggest that the NachNaff may be of limited use to predict dental student performance. For males, the Total Diligence mean positively correlated with EPR and National Board Parts I and II scores. For females, the Total Diligence mean positively correlated with EPR and a predental biology-chemistry-physics grade composite. Given the simplicity of the Diligence Inventory and its significant correlations with academic performance demonstrated in this study, it appears to be a useful tool to gain insight into students' diligence in striving to obtain goals.

  18. Credit Quandaries: How Career and Technical Education Teachers Can Teach Courses That Include Academic Credit. Ask the Team

    ERIC Educational Resources Information Center

    Jacques, Catherine

    2014-01-01

    Many career and technical education (CTE) courses not only provide students with vocational and technical skills and knowledge, but engage them in academic content as well. Designed thoughtfully, these courses can address rigorous academic content standards and be as intellectually demanding as traditional academic courses (Southern Regional…

  19. A Comparison of Higher-Order Thinking between the Common Core State Standards and the 2009 New Jersey Content Standards in High School

    ERIC Educational Resources Information Center

    Sforza, Dario; Tienken, Christopher H.; Kim, Eunyoung

    2016-01-01

    The creators and supporters of the Common Core State Standards claim that the Standards require greater emphasis on higher-order thinking than previous state standards in mathematics and English language arts. We used a qualitative case study design with content analysis methods to test the claim. We compared the levels of thinking required by the…

  20. Academic Commentary Faculty Development: Some Thoughts About the Process and Content

    PubMed Central

    Heffernan, M. W.

    1979-01-01

    Faculty development, particularly that aspect of it concerned with increasing the educational and teaching skills of faculty members, is currently a major issue for medicine in general—and family medicine in particular. This article presents the author's views about what might be aspects of the guiding philosophy and content of such a program of faculty development, where it is concerned with increasing teaching skills. These views have been distilled over several years of personal growth and development, whilst working in this area as an educator within the RACGP's family medicine program, as a participant and facilitator in international workshops examining related topics, and most recently as a visiting professor within the McGill Department of Family Medicine at Jewish General Hospital, Montreal. PMID:21297745

  1. Developing Content-Area Academic Literacy: A Randomized Control Trial of the Reading Apprenticeship Improving Secondary Education (RAISE) Project

    ERIC Educational Resources Information Center

    Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail

    2016-01-01

    Nationally, two-thirds of high school students are unable to read and comprehend complex academic materials, think critically about texts, and synthesize information from multiple sources, or communicate what they have learned. Without a substantial change in their academic literacy, U.S. high school students face continued academic problems in…

  2. A Study of Problem-Based Learning Content Acquisition and Academic Achievement in Career and Technical Education Courses at the Middle-School Level

    ERIC Educational Resources Information Center

    Hodges, Kimberly

    2010-01-01

    The purpose of this dissertation study was to determine if a relationship existed between problem-based learning (PBL) content acquisition and academic achievement on teacher-made tests in Career and Technical Education (CTE) courses at the middle school level. The study sample consisted of 20 seventh-grade students enrolled in a CTE keyboarding…

  3. Aiming High: Setting Performance Standards for Student Success

    ERIC Educational Resources Information Center

    Phillips, Gary; Garcia, Alicia N.

    2015-01-01

    Content standards, not performance standards, have been almost the sole focus of state policies and recent conversations about academic standards. Without rigorous content and performance standards, we cannot adequately prepare students for the global marketplace. A recent AIR study shows that state performance standards are consistently low and…

  4. The Changing Landscape of Alternate Assessments Based on Modified Academic Achievement Standards: An Analysis of Early Adopters of AA-MASs

    ERIC Educational Resources Information Center

    Lazarus, Sheryl S.; Thurlow, Martha L.

    2009-01-01

    Several states had an assessment that they considered to be an alternate assessment based on modified academic achievement standards (AA-MAS) in place, or in development, when the April 2007 federal regulations on modified achievement standards were finalized. This article uses publicly available information collected by the National Center on…

  5. Preservice Secondary Teachers Perceptions of College-Level Mathematics Content Connections with the Common Core State Standards for Mathematics

    ERIC Educational Resources Information Center

    Olson, Travis A.

    2016-01-01

    Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to…

  6. An analysis of the themes of environmental sustainability in the United States curriculum science content standards

    NASA Astrophysics Data System (ADS)

    Tenam-Zemach, Michelle

    This study examined how the themes of environmental sustainability are evident in the national, state and local standards that guide k--12 science curriculum. The study applied the principles of content analysis within the framework of an ecological paradigm. In education, an ecological paradigm focuses on students' use of a holistic lens to view and understand material. The intent of this study was to analyze the seventh grade science content standards at the national, state, and local textbook levels to determine how and the extent to which each of the five themes of environmental sustainability are presented in the language of each text. The themes are: (a) Climate Change Indicators, (b) Biodiversity, (c) Human Population Density, (d) Impact and Presence of Environmental Pollution, (e) Earth as a Closed System. The research study offers practical insight on using a method of content analysis to locate keywords of environmental sustainability in the three texts and determine if the context of each term relates to this ecological paradigm. Using a concordance program, the researcher identified the frequency and context of each vocabulary item associated with these themes. Nine chi squares were run to determine if there were differences in content between the national and state standards and the textbook. Within each level chi squares were also run to determine if there were differences between the appearance of content knowledge and skill words. Results indicate that there is a lack of agreement between levels that is significant p < .01. A discussion of these results in relation to curriculum development and standardized assessments followed. The study found that at the national and state levels, there is a lack of articulation of the goals of environmental sustainability or an ecological paradigm. With respect to the science textbook, a greater number of keywords were present; however, the context of many of these keywords did not align with the discourse of an

  7. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... society. (1) The school's language arts program shall assess the English and native language abilities of... native language of the school population. Programs shall meet local tribal approval. (2) The school program shall include aspects of the native culture in all curriculum areas. Content shall meet...

  8. Aligning an Early Childhood Assessment to State Kindergarten Content Standards: Application of a Nationally Recognized Alignment Framework

    ERIC Educational Resources Information Center

    Roach, Andrew T.; McGrath, Dawn; Wixson, Corinne; Talapatra, Devadrita

    2010-01-01

    This article describes an alignment study conducted to evaluate the alignment between Indiana's Kindergarten content standards and items on the Indiana Standards Tool for Alternate Reporting. Alignment is the extent to which standards and assessments are in agreement, working together to guide educators' efforts to support children's learning and…

  9. A standards-based content analysis of selected biological science websites

    NASA Astrophysics Data System (ADS)

    Stewart, Joy E.

    The purpose of this study was to analyze the biology content, instructional strategies, and assessment methods of 100 biological science websites that were appropriate for Grade 12 educational purposes. For the analysis of each website, an instrument, developed from the National Science Education Standards (NSES) for Grade 12 Life Science coupled with criteria derived from the Web-based Inquiry (WBI) for Learning Science instrument (Bodzin, 2005) and other pertinent published educational literature, was utilized. The analysis focused on elucidating the appropriateness of the biology content, instructional strategies, and assessment tools of selected websites for facilitating the biological science education of Grade 12 students. Frequencies of agreement and disagreement of the content of each selected website with criteria included in the data collection instrument were used for alignment determination of the content of each website with the NSES. Chi-square tests were performed by Microsoft Excel to determine the statistical significance of differences of actual and expected 85% frequencies of alignment of the analyzed website parameters with indicators of alignment to NSES. Chi-square tests indicated that at a 0.05 level of significance there was an overall difference between the actual and expected 85% frequencies of alignment of biology content, instructional strategies and assessment methods with website indicators of alignment with the NSES (p < 0.05). Chi-square tests also indicated that there was a significant difference between the actual and expected frequencies of alignment of analyzed categories (biology content, instructional strategies, and assessment methods) of the sampled websites with website indicators of alignment with the NSES ( p < 0.05). Major findings of this study indicated that 3 out of 4 of the analyzed content attributes, 12 out of 13 of the instructional strategies, and all the assessment methods of the researched biological science

  10. The increasing impact of socioeconomics and race on standardized academic test scores across elementary, middle, and high school.

    PubMed

    White, Gwyne W; Stepney, Cesalie T; Hatchimonji, Danielle Ryan; Moceri, Dominic C; Linsky, Arielle V; Reyes-Portillo, Jazmin A; Elias, Maurice J

    2016-01-01

    For students and schools, the current policy is to measure success via standardized testing. Yet the immutable factors of socioeconomic status (SES) and race have, consistently, been implicated in fostering an achievement gap. The current study explores, at the school-level, the impact of these factors on test scores. Percentage of students proficient for Language and Math was analyzed from 452 schools across the state of New Jersey. By high school, 52% of the variance in Language and 59% in Math test scores can be accounted for by SES and racial factors. At this level, a 1% increase in school minority population corresponds to a 0.19 decrease in percent Language proficient and 0.33 decrease for Math. These results have significant implications as they suggest that school-level interventions to improve academic achievement scores will be stymied by socioeconomic and racial factors and efforts to improve the achievement gap via testing have largely measured it.

  11. Upholding Standards of Academic Writing of Chinese Students in China English

    ERIC Educational Resources Information Center

    Ma, Qing

    2012-01-01

    While the emergence of the plural forms of English widely acknowledges the sociolinguistic realities in many countries and regions, it might also have an equally profound impact on English teaching and learning in those areas. The trend is for pedagogical models no longer to privilege so-called Standard English based on native varieties but to be…

  12. Students' Self-Regulated Learning, Online Information Evaluative Standards and Online Academic Searching Strategies

    ERIC Educational Resources Information Center

    Tseng, Sheng-Chau; Liang, Jyh-Chong; Tsai, Chin-Chung

    2014-01-01

    Online information searching strategies (OISS) used by students can be viewed as a key indicator in online learning environments. Therefore, developments in their OISS may also involve variables such as self-regulated learning (SRL) and online information evaluative standards (OIES). Three instruments, an OISS, a SRL and an OIES were used to…

  13. Alignment between the Physics Content Standard and the Standardized Test: A Comparison among the United States-New York State, Singapore, and China-Jiangsu

    ERIC Educational Resources Information Center

    Liu, Xiufeng; Zhang, Baohui; Liang, Ling L.; Fulmer, Gavin; Kim, Beaumie; Yuan, Haiquan

    2009-01-01

    Alignment between content standards and standardized tests is a significant issue to society, science pedagogy, and test validation. To better understand the issues related to alignment, this study compares the alignment in physics among three education systems: Jiangsu (China), New York State (United States), and Singapore. The same coding…

  14. ESIP's Emerging Provenance and Context Content Standard Use Cases: Developing Examples and Models for Data Stewardship

    NASA Astrophysics Data System (ADS)

    Ramdeen, S.; Hills, D. J.

    2013-12-01

    Earth science data collections range from individual researchers' private collections to large-scale data warehouses, from computer-generated data to field or lab based observations. These collections require stewardship. Fundamentally, stewardship ensures long term preservation and the provision of access to the user community. In particular, stewardship includes capturing appropriate metadata and documentation--and thus the context of the data's creation and any changes they underwent over time --to enable data reuse. But scientists and science data managers must translate these ideas into practice. How does one balance the needs of current and (projected) future stakeholders? In 2011, the Data Stewardship Committee (DSC) of the Federation of Earth Science Information Partners (ESIP) began developing the Provenance and Context Content Standard (PCCS). As an emerging standard, PCCS provides a framework for 'what' must be captured or preserved as opposed to describing only 'how' it should be done. Originally based on the experiences of NASA and NOAA researchers within ESIP, the standard currently provides data managers with content items aligned to eight key categories. While the categories and content items are based on data life cycles of remote sensing missions, they can be generalized to cover a broader set of activities, for example, preservation of physical objects. These categories will include the information needed to ensure the long-term understandability and usability of earth science data products. In addition to the PCCS, the DSC is developing a series of use cases based on the perspectives of the data archiver, data user, and the data consumer that will connect theory and practice. These cases will act as specifications for developing PCCS-based systems. They will also provide for examination of the categories and content items covered in the PCCS to determine if any additions are needed to cover the various use cases, and also provide rationale and

  15. Fussell's folly: academic standards and the case of Mary Putnam Jacobi.

    PubMed

    Gartner, C B

    1996-05-01

    In 1864, Dean Edwin Fussell of the Female Medical College of Pennsylvania tried to prevent Mary Putnam (later the eminent physician Mary Putnam Jacobi) from graduating. He claimed she had not fulfilled the requirements, and that granting her degree would give critics ammunition for their charges that a medical school for women debased the standards of the profession. In his writings and speeches both before and after this incident, Fussell made clear his belief that women in medicine should be held to higher and stricter standards than those applied to men in order to win acceptance. Fussell's case against Putnam, documented in the Minute Books of the Faculty and Board of Corporators of the college, was resolved, but this conflict raises larger issues. According to evidence in these records and the words of Fussell and those who knew him, Fussell emerges as a weak individual in a position of power in a weak institution who understood only quantitative measures of competence. This leads to the proposition that weak leaders in weak institutions today may continue to impose disparate standards on women and thereby adversely affect their careers.

  16. An investigation of predictors of NCLEX-RN outcomes among nursing content standardized tests.

    PubMed

    Yeom, Yei-Jin

    2013-12-01

    In order to meet increased demands for qualified registered nurses and prevent negative effects from graduates' failure on the National Council Licensure Examination-Registered Nurse, it is important to promote students' success in the exam. The purpose of this study was to investigate effective predictors of NCLEX-RN outcomes on the first attempt among nursing content standardized tests (adult medical-surgical, fundamentals for nursing, pharmacology, maternal-newborn, nursing care of children, mental health, community health, and leadership and management) conducted throughout the nursing program. NCLEX-RN outcomes and individual adjusted scores on the standardized tests of 151 graduates from the traditional baccalaureate nursing program of a public university located in the Midwest from May 2010 to December 2011 were analyzed by a t-test and logistic regression. The participants included 118 graduates who passed and 33 graduates who failed the NCLEX-RN on the first attempt. Significant statistical differences were found between the two groups with NCLEX-RN success and failure in the individual adjusted scores on all of the standardized tests except the fundamental for nursing (p=.62) and nursing care of children (p=.759) standardized tests. In addition, logistic regression indicated that the overall regression models were significant in predicting both NCLEX-RN success and failure. Adult medical-surgical, pharmacology, and community health standardized tests were central to the prediction of both NCLEX-RN success and failure; however, a much lower percentage of NCLEX-RN failure than success was classified. It can be concluded that the adult medical-surgical, pharmacology, and community health standardized tests were effective in predicting NCLEX-RN success and not effective in predicting NCLEX-RN failure on the first attempt. The NCLEX-RN success predictors can be utilized to identify students at risk and provide early remediation. After early remediation is

  17. Comparison of Nutrient Content and Cost of Home-Packed Lunches to Reimbursable School Lunch Nutrient Standards and Prices

    ERIC Educational Resources Information Center

    Johnson, Cara M.; Bednar, Carolyn; Kwon, Junehee; Gustof, Alissa

    2009-01-01

    Purpose: The purpose of this study was to compare nutrient content and cost of home-packed lunches to nutrient standards and prices for reimbursable school lunches. Methods: Researchers observed food and beverage contents of 333 home packed lunches at four north Texas elementary schools. Nutritionist Pro was used to analyze lunches for calories,…

  18. Helping ELLs Meet the Common Core State Standards for Literacy in Science: The Impact of an Instructional Intervention Focused on Academic Language

    ERIC Educational Resources Information Center

    August, Diane; Branum-Martin, Lee; Cárdenas-Hagan, Elsa; Francis, David J.; Powell, Jennifer; Moore, Sarah; Haynes, Erin F.

    2014-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching 2--designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as required by the Common Core State Standards. The intervention consisted of supplementary instructional…

  19. SMARTER Balanced Assessment Consortium Common Core State Standards Analysis: Eligible Content for the Summative Assessment. Final Report

    ERIC Educational Resources Information Center

    Sato, Edynn; Lagunoff, Rachel; Worth, Peter

    2011-01-01

    This report is a descriptive analysis of the Common Core State Standards (CCSS), intended to determine which content is eligible for the Smarter Balanced Assessment Consortium's end-of-year summative assessment for English language arts (ELA) and mathematics in grades 3-8 and high school. The high school standards analyzed were those in grades…

  20. Adding Bite to the Bark: Using LibGuides2 Migration as Impetus to Introduce Strong Content Standards

    ERIC Educational Resources Information Center

    Fritch, Melia; Pitts, Joelle E.

    2016-01-01

    The authors discuss the long-term accumulation of unstandardized and inaccessible content within the Libguides system and the decision-making process to create and implement a set of standards using the migration to the LibGuides2 platform as a vehicle for change. Included in the discussion are strategies for the creation of standards and…

  1. The Compatibility of Developed Mathematics Textbooks' Content in Saudi Arabia (Grades 6-8) with NCTM Standards

    ERIC Educational Resources Information Center

    Alshehri, Mohammed Ali; Ali, Hassan Shawki

    2016-01-01

    This study aimed to investigate the compatibility of developed mathematics textbooks' content (grades 6-8) in Saudi Arabia with NCTM standards in the areas of: number and operations, algebra, geometry, measurement, data analysis and probability. To achieve that goal, a list of (NCTM) standards for grades (6-8) were translated to Arabic language,…

  2. The Trouble with Unifying Narratives: African Americans and the Civil Rights Movement in U.S. History Content Standards

    ERIC Educational Resources Information Center

    Anderson, Carl B.

    2013-01-01

    This textual analysis is a collective case study of K-12 United States History content standards in light of how they represent the historical experiences of African Americans during the Civil Rights Movement. The study uses a multi-perspective critical conceptual framework to evaluate the standards for nine state-level polities on both the…

  3. Standardizing the Essential Knowledge, Skills, and Attitudes for Democratic Life: A Content Analysis of Virginia Standards of Learning and Social Studies Textbooks

    ERIC Educational Resources Information Center

    Scott, Wendy; Suh, Yonghee

    2015-01-01

    This content analysis explored how Civics and Government textbooks and the Virginia Standards of Learning for Civics and Government courses reflect citizenship outcomes, specifically deconstructing the unique needs of marginalized students. The coding frame was constructed by using themes and categories from previous literature, specifically…

  4. Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores among Urban Youth in the United States

    ERIC Educational Resources Information Center

    Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine

    2014-01-01

    Background: The Institute of Medicine (2012) concluded that we must "strengthen schools as the heart of health." To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement,…

  5. An analysis of factors correlated with the achievement of the goal standard for the science portion of the Connecticut Academic Performance Test

    NASA Astrophysics Data System (ADS)

    Kmetz, Barbara Fotta

    2001-07-01

    This study sought to identify factors that could be used to predict the success of students on the science portion of the grade ten Connecticut Academic Performance Test (CAPT). While the Connecticut State Department of Education measures student achievement in mathematics, reading and writing in grades 4, 6, and 8, science is assessed only in the grade ten CAPT. Since the CAPT science test does not identify specific areas in need of improvement, it is not possible to determine causes for low test scores. To address this, the study investigated the predictive values of the grade eight Mastery Tests in mathematics and reading, the student ability scores of the Otis-Lennon School Ability Index, and grades in prior science courses. The research sample consisted of five hundred and twenty-five students, member of the graduating classes of 2000 and 2001 in a large suburban high school. Students in the study had participated in the district testing program and their scores for the grade seven Otis-Lennon School Ability Test (OLSAT), the grade eight Connecticut Mastery Tests (CMT) and the grade ten Connecticut Academic Performance Tests (CAPT) were available for analysis. This study investigated correlations between student achievement on the CMT and the science subtest of the CAPT, between OLSAT scores and the CAPT science scores, and between grades in ninth grade science and CAPT science scores. Scores were disaggregated by gender and by course level. Hypotheses 1, 2, 3 and 4 investigated the Pearson Product Moment Correlations of the OLSAT, CMT and course grades with scores on the science portion of the CAPT. Hypothesis 5 compared the scores of male and female students, using the t-test of independent sample means. Calculations showed moderate correlations for hypotheses 1--4, and the hypotheses were accepted. Hypothesis 5 was accepted for one class and rejected for the other. On the whole, female students received higher course grades and lower standardized test

  6. Abstracting across the Disciplines: A Content Analysis of Abstracts from the Natural Sciences, the Social Sciences, and the Humanities with Implications for Abstracting Standards and Online Information Retrieval.

    ERIC Educational Resources Information Center

    Tibbo, Helen R.

    1992-01-01

    This study compared the content categories listed in the ANSI/ISO (American National Standards Institute/International Organization for Standardization) abstracting standards to actual content found in 120 abstracts from the chemistry, psychology, and history literature. A lack of correlation between the standards and history literature was found.…

  7. Academic Content and Students with Significant Cognitive Disabilities: How Teacher Interpretation and Choice Impact Access to the General Education Curriculum

    ERIC Educational Resources Information Center

    Timberlake, Maria T.

    2013-01-01

    Federal special education policy stipulates that students with disabilities receive access to the general education curriculum but does not prescribe what meaningful access entails. There is little research on how educators interpret their responsibility to create academic access. Street level bureaucracy theory was utilized to explore the…

  8. Using Physical Activity to Teach Academic Content: A Study of the Effects on Literacy in Head Start Preschoolers

    ERIC Educational Resources Information Center

    Kirk, Stacie M.; Vizcarra, Coleman R.; Looney, Erin C.; Kirk, Erik P.

    2014-01-01

    The potential impact of increased physical activity on early literacy skills in preschool children has not been sufficiently explored. Therefore, the purpose of this study was to determine the effects of a 6 month, low cost, teacher-directed, academic program that delivered existing literacy lessons using physical activity in Head Start…

  9. Identifying Liaison Opportunities through Content Analysis: Academic Library Trends in the Ecological Society of America's Conference Program

    ERIC Educational Resources Information Center

    Conklin, Jamie L.

    2013-01-01

    Science and technology librarians need to continually invest time into professional development activities to gain new skills relevant to the faculty and students they serve. Many academic libraries face diminishing budgets and have few travel dollars available for attendance at library and subject-specific conferences. This study determined that…

  10. Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students' Language Needs

    ERIC Educational Resources Information Center

    Freking, Frederick; Park, Jaime; Francois, Annamarie

    2015-01-01

    This article describes how a teacher-education program (TEP), whose mission is to improve schooling for linguistically diverse students, develops its' teacher candidate's critical dispositions and pedagogy related to academic-language (AL) development and how candidate performance on PACT can help TEPs better assess and improve how AL…

  11. CREATE: A Comprehensive Model for Instruction of Academic Language and Literacy in the Content Areas. CREATE Brief

    ERIC Educational Resources Information Center

    Duguay, Annie

    2012-01-01

    This brief outlines a systematic school-wide intervention that consistently integrates content knowledge and language and literacy development in content area curricula. The brief first describes the elements of the intervention, including implementation, professional development and coaching support, in critical content areas. It then explains…

  12. Connecting Emergent Curriculum and Standards in the Early Childhood Classroom: Strengthening Content and Teaching Practice. Early Childhood Education Series

    ERIC Educational Resources Information Center

    Schwartz, Sydney L.; Copeland, Sherry M.

    2010-01-01

    The most pressing challenge in early childhood education today is to find a way to meet the standards within a developmentally appropriate approach. In this book, two active early childhood educators provide teachers with resources to bring content alive and document it in every-day, action-based pre-K and Kindergarten classrooms. The book…

  13. 78 FR 6825 - Accessible Medical Device Labeling in a Standard Content and Format Public Workshop; Request for...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-31

    ... Administration (FDA) is correcting a document that appeared in the Federal Register of January 7, 2013 (78 FR 951... Federal Register of January 7, 2013, in FR Doc. 951-953, on page 952, the following correction is made... HUMAN SERVICES Food and Drug Administration Accessible Medical Device Labeling in a Standard Content...

  14. 40 CFR 80.524 - What sulfur content standard applies to motor vehicle diesel fuel downstream of the refinery or...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... to motor vehicle diesel fuel downstream of the refinery or importer? 80.524 Section 80.524 Protection... FUELS AND FUEL ADDITIVES Motor Vehicle Diesel Fuel; Nonroad, Locomotive, and Marine Diesel Fuel; and ECA Marine Fuel Motor Vehicle Diesel Fuel Standards and Requirements § 80.524 What sulfur content...

  15. 21 CFR 130.10 - Requirements for foods named by use of a nutrient content claim and a standardized term.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... are those foods that substitute (see § 101.13(d) of this chapter) for a standardized food defined in... content requirements, or processing conditions) are permitted in order that the substitute food possesses... a substitute food that complies with all parts of this regulation is the appropriate...

  16. Evidence Related to Awareness, Adoption, and Implementation of the Standards for Technological Literacy: Content for the Study of Technology

    ERIC Educational Resources Information Center

    Russell, Jill F.

    2005-01-01

    Over the past twenty years American education has seen many changes, and most notable have been those related to accountability and assessment. One aspect of these changes has been the movement toward more specified student learning outcomes. In discipline after discipline content standards have been developed outlining that which students should…

  17. Examination of Illinois Superintendents' Perceptions of the Illinois School Superintendent Content-Area Standards and Performance Indicators

    ERIC Educational Resources Information Center

    Demory, Christine E.

    2011-01-01

    This study examines Illinois school superintendents' perceived importance of the Illinois school superintendent content area standards and performance indicators. This study is significant because it provides an opportunity for rigorous reflection in identifying Illinois school superintendents' perceived importance of superintendent…

  18. Cognitive Language and Content Standards: Language Inventory of the Common Core State Standards in Mathematics and the Next Generation Science Standards

    ERIC Educational Resources Information Center

    Winn, Kathleen M.; Mi Choi, Kyong; Hand, Brian

    2016-01-01

    STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners…

  19. Access to Intersectionality, Content to Competence: Deconstructing Social Work Education Diversity Standards

    ERIC Educational Resources Information Center

    Jani, Jayshree S.; Pierce, Dean; Ortiz, Larry; Sowbel, Lynda

    2011-01-01

    This article provides an assessment of the current situation in social work education regarding the teaching of content on diversity, with a focus on implications for social work theory, practice, and education. The article provides a critical analysis of the historical development of approaches to teaching diversity content in social work…

  20. Addressing the Amorphous Content Issue in Quantitative Phase Analysis: The Certification of NIST Standard Reference Material 676a

    SciTech Connect

    J Cline; R Von Dreele; R Winburn; P Stephens; J Filliben

    2011-12-31

    A non-diffracting surface layer exists at any boundary of a crystal and can comprise a mass fraction of several percent in a finely divided solid. This has led to the long-standing issue of amorphous content in standards for quantitative phase analysis (QPA). NIST standard reference material (SRM) 676a is a corundum ({alpha}-Al{sub 2}O{sub 3}) powder, certified with respect to phase purity for use as an internal standard in powder diffraction QPA. The amorphous content of SRM 676a is determined by comparing diffraction data from mixtures with samples of silicon powders that were engineered to vary their specific surface area. Under the (supported) assumption that the thickness of an amorphous surface layer on Si was invariant, this provided a method to control the crystalline/amorphous ratio of the silicon components of 50/50 weight mixtures of SRM 676a with silicon. Powder diffraction experiments utilizing neutron time-of-flight and 25 keV and 67 keV X-ray energies quantified the crystalline phase fractions from a series of specimens. Results from Rietveld analyses, which included a model for extinction effects in the silicon, of these data were extrapolated to the limit of zero amorphous content of the Si powder. The certified phase purity of SRM 676a is 99.02% {+-} 1.11% (95% confidence interval). This novel certification method permits quantification of amorphous content for any sample of interest, by spiking with SRM 676a.

  1. Effect of Content Knowledge on Angoff-Style Standard Setting Judgments

    ERIC Educational Resources Information Center

    Margolis, Melissa J.; Mee, Janet; Clauser, Brian E.; Winward, Marcia; Clauser, Jerome C.

    2016-01-01

    Evidence to support the credibility of standard setting procedures is a critical part of the validity argument for decisions made based on tests that are used for classification. One area in which there has been limited empirical study is the impact of standard setting judge selection on the resulting cut score. One important issue related to…

  2. 45 CFR 170.205 - Content exchange standards and implementation specifications for exchanging electronic health...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Surveillance (incorporated by reference in § 170.299). (e) Electronic submission to immunization registries—(1... Guide for Immunization Data Transactions using Version 2.3.1 of the Health Level Seven (HL7) Standard... Immunization Messaging Release 1.0 (incorporated by reference in § 170.299). (3) Standard. HL7...

  3. Reducing Content Variance and Improving Student Learning Outcomes: The Value of Standardization in a Multisection Course

    ERIC Educational Resources Information Center

    Meuter, Matthew L.; Chapman, Kenneth J.; Toy, Daniel; Wright, Lauren K.; McGowan, William

    2009-01-01

    This article describes a standardization process for an introductory marketing course with multiple sections. The authors first outline the process used to develop a standardized set of marketing concepts to be used in all introductory marketing classes. They then discuss the benefits to both students and faculty that occur as a result of…

  4. Academic Achievement, Race, and Reform: Six Essays on Understanding Assessment Policy, Standardized Achievement Tests, and Anti-Racist Alternatives.

    ERIC Educational Resources Information Center

    Berlak, Harold

    This set of six essays was written as a resource for those working in their schools and communities to promote social justice, combat racism, and encourage quality education for all youth. The six essays address the following set of questions: (1) What is the Academic Performance Index (API)? Where did it come from? What are the connections…

  5. Metabolizable energy and standardized ileal digestible amino acid contents of expeller-extracted canola meal fed to broiler chicks.

    PubMed

    Woyengo, T A; Kiarie, E; Nyachoti, C M

    2010-06-01

    An experiment was conducted to determine the standardized ileal digestible amino acid (AA) and AMEn contents of expeller-extracted canola meal (EECM) fed to broiler chicks. One hundred forty-four broiler chicks were divided into 24 groups of 6 birds balanced for BW and fed 4 diets in a completely randomized design (6 groups per diet) from d 14 to 21 of age. The diets were a corn-soybean meal-based basal diet formulated to meet NRC nutrient requirements, the basal diet with energy- and AA-yielding ingredients replaced by 30% of either solvent-extracted canola meal (SECM) or EECM, and a low-protein casein-cornstarch-based diet. The SECM, which is commonly used in formulating poultry diets, was fed for comparison with EECM, whereas the casein-cornstarch-based diet was fed to estimate basal endogenous AA losses for determining standardized ileal digestibility of AA. All 4 diets contained titanium oxide (0.3%) as an indigestible marker, and nutrient digestibility and retention were determined by the substitution method. From d 19 to 21, excreta samples were collected for AMEn determination. On d 21, the birds were killed by cervical dislocation, and contents of the whole ileum were obtained for determination of AA digestibility. Expeller-extracted canola meal had greater (P<0.05) standardized ileal digestible contents of Gly, Leu, Ser, Thr, Asp, and Glu and tended to have greater (P<0.10) standardized ileal digestible contents of Ile, Lys, Phe, Ala, and Tyr than SECM. Compared with SECM, EECM had greater (P<0.001) AMEn (2,694 vs. 1,801 kcal/kg). The results show that the EECM evaluated in the current study had greater standardized ileal digestible AA and AMEn contents than SECM, and hence, it may be a better source of protein and energy for broiler chicks than SECM. The standardized ileal digestible AA and AMEn values of EECM used in the current study could be used when formulating broiler chicken diets using the same to minimize the N excretion and feeding cost.

  6. Curriculum coherence: A comparative analysis of elementary science content standards in People's Republic of China and the USA

    NASA Astrophysics Data System (ADS)

    Huang, Fang

    This study examines elementary science content standards curriculum coherence between the People's Republic of China and the United States of America. Three aspects of curriculum coherence are examined in this study: topic inclusion, topic duration, and curriculum structure. Specifically this study centers on the following research questions: (1) What science knowledge is intended for elementary students in each country? (2) How long each topic stays in the curriculum? (3) How these topics sequence and connect with each other? (4) And finally, what is the implication for elementary science curriculum development? Four intended science curriculum frameworks were selected respectively for each country. A technique of General Topic Trace Mapping (GTTM) was applied to generate the composite science content standards out of the selected curriculum for each country. In comparison, the composite USA and Chinese elementary science content standards form a stark contrast: a bunch of broad topics vs. a focus on a set of key topics at each grade; an average of 3.4 year topic duration vs. an average of 1.68 year topic duration; a stress on connections among related ideas vs. a discrete disposition of related ideas; laundry list topic organization vs. hierarchical organization of science topics. In analyzing the interrelationships among these characteristics, this study reached implications for developing coherent science content standards: First, for the overall curriculum, the topic inclusion should reflect the logical and sequential nature of knowledge in science. Second, for each grade level, less, rather than more science topics should be focused. Third, however, it should be clarified that a balance should be made between curriculum breadth and depth by considering student needs, subject matter, and child development. Fourth, the topic duration should not be too long. The lengthy topic duration tends to undermine links among ideas as well as lead to superficial treatment

  7. Development of a Content-Valid Standardized Orthopedic Assessment Tool (SOAT)

    ERIC Educational Resources Information Center

    Lafave, Mark; Katz, Larry; Butterwick, Dale

    2008-01-01

    Content validation of an instrument that measures student performance in OSCE-type practical examinations is a critical step in a tool's overall validity and reliability [Hopkins (1998), "Educational and Psychological Measurement and Evaluation" (8th ed.). Toronto: Allyn & Bacon]. The purpose of the paper is to outline the process employed to…

  8. Colorado Teen Challenges and Choices Curriculum State Content Standards for Consumer & Family Studies.

    ERIC Educational Resources Information Center

    Bohlender, Pat; Calhoun, Peggy; Goemer, Phil; Inman, Sondra; Kilgore, Cherryl; McManigal, Lori; Neergaard, Hope; Peppler, Colleen; Wateman, Linda

    This document presents materials and guidelines for evaluating Colorado high school students' attainment of the eight state standards for consumer and family studies that pertain to teen challenges and choices. The materials presented are designed to promote and evaluate students' mastery of the following competencies: (1) examine and demonstrate…

  9. Common Core Standards, Professional Texts, and Diverse Learners: A Qualitative Content Analysis

    ERIC Educational Resources Information Center

    Yanoff, Elizabeth; LaDuke, Aja; Lindner, Mary

    2014-01-01

    This research study questioned the degree to which six professional texts guiding implementation of the Common Core Standards in reading address the needs of diverse learners. For the purposes of this research, diverse learners were specifically defined as above grade level readers, below grade level readers, and English learners. The researchers…

  10. Art as Resistance: Creating and Collecting Content for a Public Lesson on Standardization

    ERIC Educational Resources Information Center

    Smith, Becky L. Noël; Shaw, Michael L.

    2014-01-01

    The negative emotional affects of standardized teaching and learning abound in public schools and work to create a melancholic, shared reality for teachers and students. The authors argue that teachers and students must acknowledge this melancholy and pursue shared inquiry around those emotions in order to help bring about understanding and the…

  11. Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval

    ERIC Educational Resources Information Center

    Hagevik, Rita; Veal, William; Brownstein, Erica M.; Allan, Elizabeth; Ezrailson, Cathy; Shane, Joseph

    2010-01-01

    The "2003 National Science Teachers Association Standards for Science Teacher Preparation" (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the fourth in a special "JSTE" series on accreditation written to assist science teacher educators in meeting the "NSTA-SSTP". In this…

  12. The fermion content of the Standard Model from a simple world-line theory

    NASA Astrophysics Data System (ADS)

    Mansfield, Paul

    2015-04-01

    We describe a simple model that automatically generates the sum over gauge group representations and chiralities of a single generation of fermions in the Standard Model, augmented by a sterile neutrino. The model is a modification of the world-line approach to chiral fermions.

  13. Meet the Promise of Content Standards: Tapping Technology to Enhance Professional Learning

    ERIC Educational Resources Information Center

    Killion, Joellen

    2013-01-01

    More stakeholders are turning to technology to advance the professional learning required to support new standards and evaluation systems. Yet how technology is used will determine its potential to influence educator practice and results for students. This brief outlines how technology can enhance professional learning, offers examples of how…

  14. 45 CFR 170.205 - Content exchange standards and implementation specifications for exchanging electronic health...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... submission to immunization registries—(1) Standard. HL7 2.3.1 (incorporated by reference in § 170.299). Implementation specifications. Implementation Guide for Immunization Data Transactions using Version 2.3.1 of the... specifications. HL7 2.5.1 Implementation Guide for Immunization Messaging Release 1.0 (incorporated by...

  15. 45 CFR 170.205 - Content exchange standards and implementation specifications for exchanging electronic health...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... submission to immunization registries. (1) Standard. HL7 2.3.1 (incorporated by reference in § 170.299). Implementation specifications. Implementation Guide for Immunization Data Transactions using Version 2.3.1 of the... specifications. HL7 2.5.1 Implementation Guide for Immunization Messaging Release 1.0 (incorporated by...

  16. 45 CFR 170.205 - Content exchange standards and implementation specifications for exchanging electronic health...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... submission to immunization registries—(1) Standard. HL7 2.3.1 (incorporated by reference in § 170.299). Implementation specifications. Implementation Guide for Immunization Data Transactions using Version 2.3.1 of the... specifications. HL7 2.5.1 Implementation Guide for Immunization Messaging Release 1.0 (incorporated by...

  17. Use of Standardized Mastery Content Assessments Given during the First Year of a Baccalaureate Nursing Program for Predicting NCLEX-RN Outcomes

    ERIC Educational Resources Information Center

    Emory, DeAnna Jan

    2012-01-01

    The purpose of this study was to evaluate the relationship between standardized content specific mastery assessments and NCLEX-RN outcomes. Three content-specific standardized assessments testing Fundamentals, Pharmacology and Mental Health concepts were used to explain the dichotomous NCLEX-RN outcome of pass or fail. The three assessments were…

  18. National Sexuality Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. Special Report

    ERIC Educational Resources Information Center

    American School Health Association (NJ1), 2012

    2012-01-01

    The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an…

  19. Making the Standards a "Hit" with Teachers.

    ERIC Educational Resources Information Center

    Scott, Elainea

    2003-01-01

    Discusses how the Tulare (California) County Office of Education, Educational Resource Services department made the California Academic Content Standards more accessible to teachers by cataloging and classifying the collection of materials that support the standards and creating Web pages according to grade levels. Discusses future plans that…

  20. Slavery, the Civil War Era, and African American Representation in U.S. History: An Analysis of Four States' Academic Standards

    ERIC Educational Resources Information Center

    Anderson, Carl B.; Metzger, Scott Alan

    2011-01-01

    This study is a mixed-methods text analysis of African American representation within K-12 U.S. History content standards treating the revolutionary era, the early U.S. republic, the Civil War era, and Reconstruction. The states included in the analysis are Michigan, New Jersey, South Carolina, and Virginia. The analysis finds that the reviewed…

  1. Standard Information Content and Procedures Used in the Formation of a Research Oriented Health Services Database

    PubMed Central

    Thompson, Bryan D.; Piland, Neill F.; Hoy, Wendy E.; Watkins, Margaret; Montgomery, Kelly A.

    1990-01-01

    This paper describes the process of establishing as automated system for abstraction of computerized healthcare administrative data from a hospital or clinical database (HIS) into a new data structure which has been tailored for research interests. This process involves careful study of the HIS holdings and data collection procedures, means of categorizing and organizing data, and techniques for standardized maintenance of the new database over many years. Benefits of creating and using the new database for specific projects and its limitations are also discussed.

  2. Standard format and content for emergency plans for fuel cycle and materials facilities

    SciTech Connect

    Not Available

    1990-09-01

    This regulatory guides is being developed to provide guidance acceptable to the NRC staff on the information to be included in emergency plans and to establish a format for presenting the information. Use of a standard format will help ensure uniformity and completeness in the preparation of emergency plans. An acceptable emergency plan should describe the licensed activities conducted at the facility and the types of accidents that might occur. It should provide information on classifying postulated accidents and the licensee's procedures for notifying and coordinating with offsite authorities. The plan should provide information on emergency response measures that might be necessary, the equipment and facilities available to respond to an emergency, and how the licensee will maintain emergency preparedness capability. It should describe the records and reports that will be maintained. There should also be a section on recovery after an accident and plans for restoring the facility to a safe condition. 4 refs.

  3. Word Saliency and Frequency of Academic Words in Textbooks: A Case Study in the "New Standard College English"

    ERIC Educational Resources Information Center

    Liqin, Yan; Xinlu, Gao

    2014-01-01

    Though textbooks are one of the main vocabulary input resources for domestic college students and core contents of learning and testing (Liu, 2013), few empirical studies are done to evaluate learning opportunities provided by textbooks. This empirical study is designed to analyze what learning opportunity is provided in a currently used series of…

  4. The Authoritarian Personality in Emerging Adulthood: Longitudinal Analysis Using Standardized Scales, Observer Ratings, and Content Coding of the Life Story.

    PubMed

    Peterson, Bill E; Pratt, Michael W; Olsen, Janelle R; Alisat, Susan

    2016-04-01

    Three different methods (a standardized scale, an observer-based Q-sort, and content coding of narratives) were used to study the continuity of authoritarianism longitudinally in emerging and young adults. Authoritarianism was assessed in a Canadian sample (N = 92) of men and women at ages 19 and 32 with Altemeyer's (1996) Right-Wing Authoritarianism (RWA) Scale. In addition, components of the authoritarian personality were assessed at age 26 through Q-sort observer methods (Block, 2008) and at age 32 through content coding of life stories. Age 19 authoritarianism predicted the Q-sort and life story measures of authoritarianism. Two hierarchical regression analyses showed that the Q-sort and life story measures of authoritarianism also predicted the RWA scale at age 32 beyond educational level and parental status, and even after the inclusion of age 19 RWA. Differences and similarities in the pattern of correlates for the Q-sort and life story measures are discussed, including the overall lack of results for authoritarian aggression. Content in narratives may be the result of emerging adult authoritarianism and may serve to maintain levels of authoritarianism in young adulthood.

  5. The Authoritarian Personality in Emerging Adulthood: Longitudinal Analysis Using Standardized Scales, Observer Ratings, and Content Coding of the Life Story.

    PubMed

    Peterson, Bill E; Pratt, Michael W; Olsen, Janelle R; Alisat, Susan

    2016-04-01

    Three different methods (a standardized scale, an observer-based Q-sort, and content coding of narratives) were used to study the continuity of authoritarianism longitudinally in emerging and young adults. Authoritarianism was assessed in a Canadian sample (N = 92) of men and women at ages 19 and 32 with Altemeyer's (1996) Right-Wing Authoritarianism (RWA) Scale. In addition, components of the authoritarian personality were assessed at age 26 through Q-sort observer methods (Block, 2008) and at age 32 through content coding of life stories. Age 19 authoritarianism predicted the Q-sort and life story measures of authoritarianism. Two hierarchical regression analyses showed that the Q-sort and life story measures of authoritarianism also predicted the RWA scale at age 32 beyond educational level and parental status, and even after the inclusion of age 19 RWA. Differences and similarities in the pattern of correlates for the Q-sort and life story measures are discussed, including the overall lack of results for authoritarian aggression. Content in narratives may be the result of emerging adult authoritarianism and may serve to maintain levels of authoritarianism in young adulthood. PMID:25417739

  6. World-Class Ambitions, Weak Standards: An Excerpt from "The State of State Science Standards 2012"

    ERIC Educational Resources Information Center

    American Educator, 2012

    2012-01-01

    A solid science education program begins by clearly establishing what well-educated youngsters need to learn about this multifaceted domain of human knowledge. The first crucial step is setting clear academic standards for the schools--standards that not only articulate the critical science content students need to learn, but that also properly…

  7. Opportunity to Learn: A Key Access and Validity Issue of Academic Assessments for Students with Disabilities. Research Brief 2

    ERIC Educational Resources Information Center

    Kurz, Alexander; Elliot, Stephen N.

    2013-01-01

    An underlying assumption in our current test-based accountability system is that all participating students have an opportunity to learn the tested academic content. For students with disabilities (SWDs), this assumption is stated clearly in federal legislation intended to ensure their access to the same academic standards that define the general…

  8. Standardized Procedure Content And Data Structure Based On Human Factors Requirements For Computer-Based Procedures

    SciTech Connect

    Bly, Aaron; Oxstrand, Johanna; Le Blanc, Katya L

    2015-02-01

    Most activities that involve human interaction with systems in a nuclear power plant are guided by procedures. Traditionally, the use of procedures has been a paper-based process that supports safe operation of the nuclear power industry. However, the nuclear industry is constantly trying to find ways to decrease the human error rate, especially the human errors associated with procedure use. Advances in digital technology make computer-based procedures (CBPs) a valid option that provides further enhancement of safety by improving human performance related to procedure use. The transition from paper-based procedures (PBPs) to CBPs creates a need for a computer-based procedure system (CBPS). A CBPS needs to have the ability to perform logical operations in order to adjust to the inputs received from either users or real time data from plant status databases. Without the ability for logical operations the procedure is just an electronic copy of the paper-based procedure. In order to provide the CBPS with the information it needs to display the procedure steps to the user, special care is needed in the format used to deliver all data and instructions to create the steps. The procedure should be broken down into basic elements and formatted in a standard method for the CBPS. One way to build the underlying data architecture is to use an Extensible Markup Language (XML) schema, which utilizes basic elements to build each step in the smart procedure. The attributes of each step will determine the type of functionality that the system will generate for that step. The CBPS will provide the context for the step to deliver referential information, request a decision, or accept input from the user. The XML schema needs to provide all data necessary for the system to accurately perform each step without the need for the procedure writer to reprogram the CBPS. The research team at the Idaho National Laboratory has developed a prototype CBPS for field workers as well as the

  9. Standard Setting for Next Generation TOEFL Academic Speaking Test (TAST): Reflections on the ETS Panel of International Teaching Assistant Developers

    ERIC Educational Resources Information Center

    Papajohn, Dean

    2006-01-01

    While many institutions have utilized TOEFL scores for international admissions for many years, a speaking section has never before been a required part of TOEFL until the development of the iBT/Next Generation TOEFL. So institutions will need to determine how to set standards for the speaking section of TOEFL, also known as TOEFL Academic…

  10. Aligning School Finance with Academic Standards: A Weighted-Student Formula Based on a Survey of Practitioners. Occasional Paper

    ERIC Educational Resources Information Center

    Sonstelie, Jon

    2007-01-01

    This report contains estimates of the cost to California's public schools of meeting the state's achievement standards. In the aggregate, the cost is about 40 percent greater than the expenditures of California schools in 2003-04. The bulk of these additional costs are for resources needed to boost achievement in schools primarily serving students…

  11. States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2009. Synthesis Report 75

    ERIC Educational Resources Information Center

    Lazarus, Sheryl S.; Hodgson, Jennifer; Thurlow, Martha L.

    2010-01-01

    All students, including students with disabilities, must be included in state accountability systems as required by law. In April 2007, federal regulations provided states the flexibility to offer another assessment option--an Alternate Assessment based on Modified Achievement Standards (AA-MAS) for some students with disabilities. The AA-MAS is…

  12. Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2010-2011. Synthesis Report 85

    ERIC Educational Resources Information Center

    Price, Lynn M.; Hodgson, Jennifer R.; Lazarus, Sheryl S.; Thurlow, Martha L.

    2011-01-01

    All students, including students with disabilities, participate in state accountability systems. Most students with disabilities participate in the regular assessment, with or without accommodations. Students with more significant cognitive disabilities participate in the alternate assessment based on alternate achievement standards (AA-AAS). A…

  13. States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2010. Synthesis Report 82

    ERIC Educational Resources Information Center

    Lazarus, Sheryl S.; Hodgson, Jennifer R.; Price, Lynn M.; Thurlow, Martha L.

    2011-01-01

    Federal legislation requires that all students participate in state accountability systems. Most students with disabilities participate in the regular assessment, with or without accommodations. Students with more significant cognitive disabilities participate in the Alternate Assessment based on Alternate Achievement Standards (AA-AAS). A few…

  14. A Case Study of Pre-School Teachers' Perceptions Aligning Early Learning Content Standards to Existing Pre-K Programming and Instruction

    ERIC Educational Resources Information Center

    Head, Kathleen A.

    2010-01-01

    The Ohio Department of Education created Early Learning Content Standards in 2004 for children aged three to five grounded in research in the content areas of math, science, social studies and English/Language Arts. This mixed method study was designed to examine the perceptions of preschool teachers as they aligned the early learning content…

  15. Cognitive Content Engagement in Content-Based Language Teaching

    ERIC Educational Resources Information Center

    Kong, Stella; Hoare, Philip

    2011-01-01

    This article reports a study of aspects of pedagogy that can bring about students' cognitive engagement with academic content and, thus, use of the academic language in content-based language lessons in three middle schools in Xi'an, China. Two criteria--academic content level and depth of processing--were used to determine cognitive content…

  16. A Content Analysis of Immigration in Traditional, New, and Non-Gateway State Standards for U.S. History and Civics

    ERIC Educational Resources Information Center

    Hilburn, Jeremy; Journell, Wayne; Buchanan, Lisa Brown

    2016-01-01

    In this content analysis of state U.S. History and Civics standards, we compared the treatment of immigration across three types of states with differing immigration demographics. Analyzing standards from 18 states from a critical race methodology perspective, our findings indicated three sets of tensions: a unified American story versus local…

  17. Academic Governance Provided by Academic Boards within the Australian Higher Education Sector

    ERIC Educational Resources Information Center

    Vilkinas, Tricia; Peters, Margaret

    2014-01-01

    Academic boards play a key role in the maintenance of quality standards and the provision of strategic leadership on academic issues. The current research investigated the role provided at present to Australian universities through their academic boards. All universities described their academic boards as their principal academic body. The…

  18. Academic Blogging: Academic Practice and Academic Identity

    ERIC Educational Resources Information Center

    Kirkup, Gill

    2010-01-01

    This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice…

  19. The New Jersey Core Curriculum Content Science Standards influence on the scope and sequence of the high school science curriculum

    NASA Astrophysics Data System (ADS)

    Wright, Tena R.

    This study describes changes to the secondary science curriculum for college preparatory students as a consequence of the implementation of the New Jersey Core Content Curriculum Standards (NJCCCS) in Science. The study compares curriculum changes by the district's socio-economic status (DFG) and participation in the New Jersey Statewide Systemic Initiative (NJSSI), a systemic science reform effort of the National Science Foundation. A 26-question survey was mailed to 285 secondary school districts in New Jersey. A total of 132 districts returned the survey, resulting in a response rate of 48%. The study finds that some curriculum changes have taken place since the inception of the NJCCS Science standards; although few were found to be statistically significant certain trends did appear. One trend suggested by the data is that more curricular change took place in Grade 9 than in any other grade. Another trend indicates that the Biology/Chemistry sequence remains intact, with many districts now offering Biology in Grade 9 and Chemistry in Grade 10; this is particularly common in upper-income districts. While the state mandates a third year of science for graduation, Physics is not a requirement. Forty-four districts reported no changes to their curriculum. The most frequently reported change was a change in text. The second most frequent change reported was creating a new Grade 9 course; moving Biology to Grade 9 was the third most commonly reported change. Chemistry and physics were added to courses in Grades 9 and 10. Participation in NJSSI did not appear to be significant. Overall, upper-income districts reported making the greatest change, while middle-income districts reported the greatest change in Grade 9. Very few districts reported changes in the scope of Chemistry and Physics. The changes reported by the school districts reflect the conservative nature of high school education and the perseverance of the "layer-cake" curriculum indigenous to American high

  20. Academic Hospitality

    ERIC Educational Resources Information Center

    Phipps, Alison; Barnett, Ronald

    2007-01-01

    Academic hospitality is a feature of academic life. It takes many forms. It takes material form in the hosting of academics giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of academic work into other languages, and it takes touristic form through the welcome and generosity with…

  1. Authentic Tasks in a Standards-Based World

    ERIC Educational Resources Information Center

    Edwards, Michael Todd; Harper, Suzanne R.; Cox, Dana C.

    2012-01-01

    Curriculum standards provide classroom teachers with frameworks to guide instruction during the academic year and throughout a student's schooling. Unfortunately, standards are misconstrued as all-encompassing--as a compendium of all mathematics content that can and should be taught to students. Such a view is unfortunate. Mathematics teachers…

  2. Analysis of chemistry textbook content and national science education standards in terms of air quality-related learning goals

    NASA Astrophysics Data System (ADS)

    Naughton, Wendy

    In this study's Phase One, representatives of nine municipal agencies involved in air quality education were interviewed and interview transcripts were analyzed for themes related to what citizens need to know or be able to do regarding air quality concerns. Based on these themes, eight air quality Learning Goal Sets were generated and validated via peer and member checks. In Phase Two, six college-level, liberal-arts chemistry textbooks and the National Science Education Standards (NSES) were analyzed for congruence with Phase One learning goals. Major categories of desired citizen understandings highlighted in agency interviews concerned air pollution sources, impact, detection, and transport. Identified cognitive skills focused on information-gathering and -evaluating skills, enabling informed decision-making. A content match was found between textbooks and air quality learning goals, but most textbooks fail to address learning goals that remediate citizen misconceptions and inabilities---particularly those with a "personal experience" focus. A partial match between NSES and air quality learning goals was attributed to differing foci: Researcher-derived learning goals deal specifically with air quality, while NSES focus is on "fundamental science concepts," not "many science topics." Analysis of findings within a situated cognition framework suggests implications for instruction and NSES revision.

  3. Academic predictors of success in a nursing program.

    PubMed

    Wolkowitz, Amanda A; Kelley, Jeffrey A

    2010-09-01

    The academic content areas that best predict success early in a nursing program affect admission and placement decisions in nursing programs nationwide. The purpose of this research was to apply a multiple regression model to student test scores to determine the relative strength of science, mathematics, reading, and English content areas in predicting early nursing school success. Using a standardized nursing entrance examination, the subtest scores of these four academic areas for 4,105 registered nurse students were used as the predictors in the regression model. Performance on a standardized Fundamentals of Nursing assessment was the criterion variable. Results confirmed those found in the majority of the literature indicating that science is both a statistically significant predictor and the strongest of the four content areas in the prediction of early nursing program success.

  4. California Diploma Project Technical Report I: Crosswalk Study--Crosswalk of the Intersegmental Committee for the Academic Senate Statements of Competencies to the Common Core State Standards

    ERIC Educational Resources Information Center

    McGaughy, Charis; de Gonzalez, Alicia

    2012-01-01

    The Educational Policy Improvement Center (EPIC) conducted an investigation of the Intersegmental Committee for the Academic Senates (ICAS) Statements of Competencies for Mathematics and Academic Literacy. The purpose of this work is to understand how the ICAS competencies relate to college and career readiness, as represented by the augmented…

  5. Alignment: Its Role in Standards-Based Reform and Prospects for the Common Core

    ERIC Educational Resources Information Center

    Massell, Diane; Perrault, Paul

    2014-01-01

    The Common Core State Standards (CCSS) of 2010 represent a new chapter in the 25-year history of standards-based reforms (SBR). The CCSS attempts to bring the system back to the principles of its founding--more rigorous, focused, academic content and performance expectations collectively embraced by the nation. The new standards depart…

  6. Guidelines for Professional Development of Online Teachers: Based on the SREB "Standards for Quality Online Teaching"

    ERIC Educational Resources Information Center

    Glowa, Elizabeth

    2009-01-01

    Working with member states, SREB developed the nation's first Standards for "Quality Online Teaching," which define the qualifications of a quality online teacher and the standards needed for academic preparation, content knowledge, online skills and delivery. Building on those standards, this report presents extensive guidelines that…

  7. A standardized method for preparation of potatoes and analysis of their resistant starch content: Variation by cooking method and service temperature

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Consumption of resistant starch (RS) may lead to reduced glycemia, improved satiety, and beneficial changes in gut microbiota due to its unique digestive and absorptive properties. We developed a standardized protocol for preparation of potatoes in order to assess their RS content and modified a com...

  8. 21 CFR 130.10 - Requirements for foods named by use of a nutrient content claim and a standardized term.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) FOOD FOR HUMAN CONSUMPTION FOOD STANDARDS: GENERAL... performance characteristics similar to those of the standardized food. Deviations from ingredient and... food under this section. (4) An ingredient that is specifically required by the standard as defined...

  9. 21 CFR 130.10 - Requirements for foods named by use of a nutrient content claim and a standardized term.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) FOOD FOR HUMAN CONSUMPTION FOOD STANDARDS: GENERAL... performance characteristics similar to those of the standardized food. Deviations from ingredient and... food under this section. (4) An ingredient that is specifically required by the standard as defined...

  10. 21 CFR 130.10 - Requirements for foods named by use of a nutrient content claim and a standardized term.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) FOOD FOR HUMAN CONSUMPTION FOOD STANDARDS: GENERAL... performance characteristics similar to those of the standardized food. Deviations from ingredient and... food under this section. (4) An ingredient that is specifically required by the standard as defined...

  11. Frequency Analysis of the Words in the Academic Word List (AWL) and Non-AWL Content Words in Applied Linguistics Research Papers

    ERIC Educational Resources Information Center

    Vongpumivitch, Viphavee; Huang, Ju-yu; Chang, Yu-Chia

    2009-01-01

    This study is a corpus-based lexical study that aims to explore the use of words in Coxhead's (2000) Academic Word List (AWL) in journal articles in the field of applied linguistics. A 1.5 million-word corpus called the Applied Linguistics Research Articles Corpus (ALC) was created for this study. The corpus consists of 200 research articles that…

  12. Using Academic Journals to Help Students Learn Subject Matter Content, Develop and Practice Critical Reasoning Skills, and Reflect on Personal Values in Food Science and Human Nutrition Classes

    ERIC Educational Resources Information Center

    Iwaoka, Wayne T.; Crosetti, Lea M.

    2008-01-01

    It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of academic journals not only as an aid for students to learn…

  13. Academic writing

    NASA Astrophysics Data System (ADS)

    Eremina, Svetlana V.

    2003-10-01

    The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.

  14. Academic Jibberish

    ERIC Educational Resources Information Center

    Krashen, Stephen

    2012-01-01

    In this article, the author talks about academic jibberish. Alfie Kohn states that a great deal of academic writing is incomprehensible even to others in the same area of scholarship. Academic Jibberish may score points for the writer but does not help research or practice. The author discusses jibberish as a career strategy that impresses those…

  15. 21 CFR 130.10 - Requirements for foods named by use of a nutrient content claim and a standardized term.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... described by an expressed nutrient content claim that has been defined by FDA regulation. The nutrient... the regulations in part 101 of this chapter that define the particular nutrient content claim that is... a substitute food that complies with all parts of this regulation is the appropriate...

  16. How Academic Is Academic Development?

    ERIC Educational Resources Information Center

    Fraser, Kym; Ling, Peter

    2014-01-01

    University provision for academic development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than academic staff appointments. Is this appropriate? In this paper, the domains of academic development work are…

  17. 48 CFR 311.7001 - Section 508 accessibility standards for HHS Web site content and communications materials.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... accessibility standards of 36 CFR Part 1194 as set forth herein shall be the responsibility of the Contractor... communication must meet the accessibility standards in 36 CFR 1194.22, “Web-based intranet and Internet... CFR 1194.24 “Video and multimedia products” apply to all written, graphical, or broadcast...

  18. 48 CFR 311.7001 - Section 508 accessibility standards for HHS Web site content and communications materials.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... accessibility standards of 36 CFR Part 1194 as set forth herein shall be the responsibility of the Contractor... communication must meet the accessibility standards in 36 CFR 1194.22, “Web-based intranet and Internet... CFR 1194.24 “Video and multimedia products” apply to all written, graphical, or broadcast...

  19. 48 CFR 311.7001 - Section 508 accessibility standards for HHS Web site content and communications materials.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... accessibility standards of 36 CFR Part 1194 as set forth herein shall be the responsibility of the Contractor... communication must meet the accessibility standards in 36 CFR 1194.22, “Web-based intranet and Internet... CFR 1194.24 “Video and multimedia products” apply to all written, graphical, or broadcast...

  20. 48 CFR 311.7001 - Section 508 accessibility standards for HHS Web site content and communications materials.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... accessibility standards of 36 CFR Part 1194 as set forth herein shall be the responsibility of the Contractor... communication must meet the accessibility standards in 36 CFR 1194.22, “Web-based intranet and Internet... CFR 1194.24 “Video and multimedia products” apply to all written, graphical, or broadcast...

  1. The Nexus between Science Literacy & Technical Literacy: A State by State Analysis of Engineering Content in State Science Standards

    ERIC Educational Resources Information Center

    Koehler, Catherine M.; Faraclas, Elias; Giblin, David; Moss, David M.; Kazerounian, Kazem

    2013-01-01

    This study explores how engineering concepts are represented in secondary science standards across the nation by examining how engineering and technical concepts are infused into these frameworks. Secondary science standards from 49 states plus the District of Columbia were analyzed and ranked based on how many engineering concepts were found.…

  2. Applying the Emerging Provenance and Context Content Standard to Physical Objects in a Core Repository: A Use Case to Demonstrate Validity of Broader Community Adaptation

    NASA Astrophysics Data System (ADS)

    Hills, D. J.; Ramdeen, S.; Ramapriyan, H. K.

    2013-12-01

    The Data Stewardship Committee (DSC) within the Earth Science Information Partners' (ESIP) Federation helped in part to develop the emerging Provenance and Context Content Standard (PCCS). The focus of PCCS is on the 'what' that needs to be preserved, rather than the 'how.' The input to the development of the PCCS has been based on ESIP members' experience with NASA and NOAA missions. The intent has always been to identify a more comprehensive set of items to evolve a robust standard. PCCS development has primarily focused on satellite remote sensing data. However, the DSC recognizes the need to ensure coverage of other types of geoscience data to expand the applicability of PCCS throughout the geoscience data community. Here, we explore the viability of the current PCCS to application towards physical objects within a core repository. We apply the PCCS as a use case to a subset of the cores housed in the Geological Survey of Alabama's core collection. Although the term 'use case' may be used in different ways, here we are using the term to define an approach to develop the functional specifications of a system. The model or standard is carried through to design and implementation, and then applied to a particular situation to test the standard for applied use. The current PCCS has identified eight high-level categories, with several content items under each category being further defined. Information for these content items includes a definition and description, an indication of why the item needs to be preserved, quality criteria, and priority for preservation of the item. For the use case of applying PCCS to physical objects in a core repository, we examine the aspects of each item for relevance with respect to the collection. For example, under Category 1, Preflight/Pre-operations, currently identified content items include 'Instrument Description' and 'Preflight/pre-operational Calibration Data.' With respect to the GSA core repository, these might be mapped

  3. School Resources and the Academic Achievement of Canadian Students

    ERIC Educational Resources Information Center

    Wei, Yichun; Clifton, Rodney A.; Roberts, Lance W.

    2011-01-01

    This study estimates the impact of schools' physical resources and teachers' academic press on students' academic achievement in mathematics and reading when a number of important student variables are controlled. Academic press is defined as teachers' emphasis on academic excellence and upholding academic standards (McDill, Natriello, & Pallas,…

  4. A Contentious Triangle: Grading and Academic Freedom in the Academy

    ERIC Educational Resources Information Center

    Hill, Duncan

    2011-01-01

    This article examines the tensions created by academic freedom and grading in universities between academic staff and academic administration. Additionally, the impact of grading and academic standards on students' academic freedom is addressed, as well as the impact of corporatisation in the academy. By reviewing the existing literature and case…

  5. Academic Productivity and Technology.

    ERIC Educational Resources Information Center

    Green, Kenneth C.; Gilbert, Steven W.

    1995-01-01

    This article suggests that, although advances in information technology have been interpreted as leading directly to increased college faculty research productivity, the real benefits will be found in the areas of improved content, curriculum, and pedagogy. The existing academic infrastructure and perceived role of faculty are seen as major…

  6. Blueprints for the 2003 California History-Social Science Standards Tests for Grades 8, 10, and 11.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    Beginning in 2003, there will be no standardized or norm-referenced test in history-social science for California students. That test is being replaced by assessments at grades 8, 10, and 11 based on California History-Social Science (H-SS) Content Standards. The H-SS standards tests at grades 10 and 11 count for 20% of the Academic Performance…

  7. A comparative analysis of teacher-authored websites in high school honors and Advanced Placement physics for Web-design and NSES content and process standards

    NASA Astrophysics Data System (ADS)

    Persin, Ronald C.

    The purpose of this study was to investigate whether statistically significant differences existed between high school Honors Physics websites and those of Advanced Placement (AP) Physics in terms of Web-design, National Science Education Standards (NSES) Physics content, and NSES Science Process standards. The procedure began with the selection of 152 sites comprising two groups with equal sample sizes of 76 for Honors Physics and for Advanced Placement Physics. The websites used in the study were accumulated using the Google(TM) search engine. To find Honors Physics websites, the search words "honors physics high school" were entered as the query into the search engine. To find sites for Advanced Placement Physics, the query, "advanced placement physics high school," was entered into the search engine. The evaluation of each website was performed using an instrument developed by the researcher based on three attributes: Web-design, NSES Physics content, and NSES Science Process standards. A "1" was scored if the website was found to have each attribute, otherwise a "0" was given. This process continued until all 76 websites were evaluated for each of the two types of physics websites, Honors and Advanced Placement. Subsequently the data were processed using Excel functions and the SPSS statistical software program. The mean and standard deviation were computed individually for the three attributes under consideration. Three, 2-tailed, independent samples t tests were performed to compare the two groups of physics websites separately on the basis of Web Design, Physics Content, and Science Process. The results of the study indicated that there was only one statistically significant difference between high school Honors Physics websites and those of AP Physics. The only difference detected was in terms of National Science Education Standards Physics content. It was found that Advanced Placement Physics websites contained more NSES physics content than Honors

  8. The Third Language of Academic English

    ERIC Educational Resources Information Center

    Zwiers, Jeff

    2005-01-01

    Academic language is the linguistic glue that holds the tasks, texts, and tests of school together. If students can't use this glue well, their academic work is likely to fall apart. According to the author of this article, "academic language" is defined as the set of words and phrases that (1) describe content-area knowledge and procedures; (2)…

  9. Contributions of Study Skills to Academic Competence.

    ERIC Educational Resources Information Center

    Gettinger, Maribeth; Seibert, Jill K.

    2002-01-01

    Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of this article is to describe an information-processing perspective on the contribution of study skills to academic competence, and to identify…

  10. Effect of standardizing the lactose content of cheesemilk on the properties of low-moisture, part-skim Mozzarella cheese.

    PubMed

    Moynihan, A C; Govindasamy-Lucey, S; Molitor, M; Jaeggi, J J; Johnson, M E; McSweeney, P L H; Lucey, J A

    2016-10-01

    The texture, functionality, and quality of Mozzarella cheese are affected by critical parameters such as pH and the rate of acidification. Acidification is typically controlled by the selection of starter culture and temperature used during cheesemaking, as well as techniques such as curd washing or whey dilution, to reduce the residual curd lactose content and decrease the potential for developed acidity. In this study, we explored an alternative approach: adjusting the initial lactose concentration in the milk before cheesemaking. We adjusted the concentration of substrate available to form lactic acid. We added water to decrease the lactose content of the milk, but this also decreased the protein content, so we used ultrafiltration to help maintain a constant protein concentration. We used 3 milks with different lactose-to-casein ratios: one at a high level, 1.8 (HLC, the normal level in milk); one at a medium level, 1.3 (MLC); and one at a low level, 1.0 (LLC). All milks had similar total casein (2.5%) and fat (2.5%) content. We investigated the composition, texture, and functional and sensory properties of low-moisture, part-skim Mozzarella manufactured from these milks when the cheeses were ripened at 4°C for 84d. All cheeses had similar pH values at draining and salting, resulting in cheeses with similar total calcium contents. Cheeses made with LLC milk had higher pH values than the other cheeses throughout ripening. Cheeses had similar moisture contents. The LLC and MLC cheeses had lower levels of lactose, galactose, lactic acid, and insoluble calcium compared with HLC cheese. The lactose-to-casein ratio had no effect on the levels of proteolysis. The LLC and MLC cheeses were harder than the HLC cheese during ripening. Maximum loss tangent (LT), an index of cheese meltability, was lower for the LLC cheese until 28d of ripening, but after 28d, all treatments exhibited similar maximum LT values. The temperature where LT=1 (crossover temperature), an index

  11. The Connections between Students Self-Motivation, Their Classification (Typical Learners, Academic Intervention Services Learners, and Gifted), and Gender in a Standardized Social Studies Test

    ERIC Educational Resources Information Center

    Dupree, Jeffrey J.; Morote, Elsa Sofia

    2011-01-01

    This study examines differences, if any, between gender, level of motivation, and students' classification (typical learners, academic intervention services learners, and gifted) in scores upon DBQ (document-based questions) among the sixth grade students. 64 grade students were given a DBQ as part of their final examination. Students' scores were…

  12. A content analysis of fingerprint literature for educational curricula.

    PubMed

    Houck, Max M; Boyle, Jessica

    2010-09-01

    Forensic science is being required to justify and elucidate its scientific foundations. One way of doing this is through academic curricula. For many native forensic sciences, these curricula do not exist. A content analysis of nine major books in fingerprints was conducted to develop a structure for curricula in that field. The results of this study can be used to organize course content and serve as a model for other disciplines with published materials but no coherent or standard curricula.

  13. Academic Bankruptcy. Policy Brief.

    ERIC Educational Resources Information Center

    Anderson, Amy Berk; Lewis, Anne C.

    In an effort to improve student achievement in low-performing districts, 22 states have developed academic bankruptcy laws, allowing them to intervene in districts that consistently fail to satisfy state education performance standards. This policy brief presents an overview of these statutes. The text offers a comparative summary of state…

  14. Academic Libraries in Japan

    ERIC Educational Resources Information Center

    Cullen, Rowena; Nagata, Haruki

    2008-01-01

    Academic libraries in Japan are well resourced by international standards, and support Japan's internationally recognized research capability well, but there are also ways in which they reflect Japan's strong bureaucratic culture. Recent changes to the status of national university libraries have seen a new interest in customer service, and…

  15. A comparison of methods for determining lead content in drinking water: a portable anodic stripping voltammetry instrument method versus the standard EPA 239.2 method.

    PubMed

    Savely, S M; Emery, R J; Connor, T H

    2000-01-01

    Lead levels in drinking water were measured by the standard U.S. Environmental Protection Agency (EPA)-approved atomic absorption spectroscopy-graphite furnace Method 239.2 and compared with determinations made with a newly available portable anodic stripping voltammetry (PASV) instrument. A standard curve was prepared at 2, 5, 10, 15, 20, 25, and 30 microg/L of lead. PASV instrument readings were lower than standard EPA method values, with a mean difference and standard error (SE) of the mean between the two of 1.538+/-0.588 microg/L (n = 7, p = 0.040, significant at the 95% confidence interval [CI]). First-flush drinking water samples collected from 144 water fountains/coolers were preserved with nitric acid. Total lead content was tested twice for 29 EPA method samples and 54 PASV instrument samples to determine the variation within each method; results were not significant at the 95% CI. Total lead content was determined for 144 samples by both methods. PASV instrument readings were lower than standard EPA method values (mean difference and SE of the mean 0.630+/-0.206 microg/L; n = 144, p = 0.0027, significant at the 95% CI). Mean and standard deviation of the 144 samples for the EPA method and the PASV instrument were 6.5+/-11.8 microg/L and 5.9+/-11.6 microg/L, respectively. Means were below the action level for lead of 15 ppb (microg/L), but some values were above the action level (18 [13%] using the EPA method; 20 [14%] using the PASV instrument). Retesting by EPA method showed two false positive PASV values. Results indicate that in some field situations the PASV instrument may prove useful due to its relatively low price, small size, ease of use, and quick readings.

  16. Glycolytic enzymatic activities in developing seeds involved in the differences between standard and low oil content sunflowers (Helianthus annuus L.).

    PubMed

    Troncoso-Ponce, M Adrián; Garcés, Rafael; Martínez-Force, Enrique

    2010-12-01

    As opposed to other oilseeds, developing sunflower seeds do not accumulate starch initially. They rely on the sucrose that comes from the mother plant to synthesise lipid precursors. Glycolysis is the principal source of carbon skeletons and reducing power for lipid biosynthesis. In this work, glycolytic initial metabolites and enzyme activities from developing seed of two different sunflower lines, of high and low oil content, were compared during storage lipid synthesis. These two lines showed different kinetic lipid accumulation in the developing embryos. Fatty acids levels during the initial and final stage of lipid synthesis were higher in CAS-6 than in ZEN-8. The analysis of the photosynthate and sugars content suggests that, although the hexoses levels were quite similar in both lines, the amount of sucrose produced by the mother plant and available for lipid synthesis was higher in CAS-6. Although, a smaller amount of sucrose is available in the ZEN-8 line, its seeds maintain the levels of intermediate sugars in the initial steps of glycolysis due to an increase in the levels of the invertase, hexokinase and phosphoglucose isomerase activities in ZEN-8, with respect to CAS-6. Also, a readjustment in the final part of this metabolic route took place, with the activities of phosphoglycerate kinase and enolase in CAS-6 being higher, allowing increased synthesis of phosphoenolpiruvate, the intermediate carbon donor for fatty acid synthesis. In addition, recently, it has been shown that Arabidopsis mutants with a lower fat content in their seeds have a higher amount of sucrose. These data together point to these last two enzymatic activities, phosphoglycerate kinase and enolase, as being responsible for the lower fat content in the ZEN-8 line.

  17. Implementing the Common Core State Standards for Mathematics: A Comparison of Current District Content in 41 States. Working Paper #32

    ERIC Educational Resources Information Center

    Cogan, Leland; Schmidt, William; Houang, Richard

    2013-01-01

    Beginning in the spring of 2011 the Center for the Study of Curriculum at Michigan State University conducted a survey of school district curriculum directors/supervisors in the 41 states that had officially adopted the new Common Core State Standards for Mathematics (CCSSM). The Center's goal was to provide baseline information to inform and…

  18. Supported eText in Captioned Videos: A Comparison of Expanded versus Standard Captions on Student Comprehension of Educational Content

    ERIC Educational Resources Information Center

    Anderson-Inman, Lynne; Terrazas-Arellanes, Fatima E.

    2009-01-01

    Expanded captions are designed to enhance the educational value by linking unfamiliar words to one of three types of information: vocabulary definitions, labeled illustrations, or concept maps. This study investigated the effects of expanded captions versus standard captions on the comprehension of educational video materials on DVD by secondary…

  19. Academic Bullies

    ERIC Educational Resources Information Center

    Fogg, Piper

    2008-01-01

    Many professors have been traumatized by academic bullies. Unlike bullies at school, the academic bully plays a more subtle game. Bullies may spread rumors to undermine a colleague's credibility or shut their target out of social conversations. The more aggressive of the species cuss out co-workers, even threatening to get physical. There is…

  20. Academic Decathlon.

    ERIC Educational Resources Information Center

    Association of California School Administrators.

    This position paper from the Research, Evaluation, and Accreditation Committee of the Association of California School Administrators (ACSA) presents a description of the Academic Decathlon program and offers recommendations for improving the program and ways that ACSA can assist the program. The description of the Academic Decathlon, a ten-event…

  1. Effective State Standards for U.S. History: A 2003 Report Card.

    ERIC Educational Resources Information Center

    Stern, Sheldon M.

    This study reviewed and rated state academic standards for U.S. history. The researcher set three broad criteria for the review (1) comprehensive historical content; (2) sequential development; and (3) balance. The most recent standards bearing on U.S. history, even if termed "social studies," were reviewed. An essential element was that state…

  2. Career Development Standards. What Are They? Background Paper.

    ERIC Educational Resources Information Center

    Pruitt, Wes

    Washington's Workforce Training and Education Coordinating Board (WTECB) conducted research to identify components that constitute a content definition of career development by relating history, defining nomenclature, identifying issues, and describing the various approaches to such standards. Past efforts to establish academic and career…

  3. Bioinformatics in the secondary science classroom: A study of state content standards and students' perceptions of, and performance in, bioinformatics lessons

    NASA Astrophysics Data System (ADS)

    Wefer, Stephen H.

    The proliferation of bioinformatics in modern Biology marks a new revolution in science, which promises to influence science education at all levels. This thesis examined state standards for content that articulated bioinformatics, and explored secondary students' affective and cognitive perceptions of, and performance in, a bioinformatics mini-unit. The results are presented as three studies. The first study analyzed secondary science standards of 49 U.S States (Iowa has no science framework) and the District of Columbia for content related to bioinformatics at the introductory high school biology level. The bionformatics content of each state's Biology standards were categorized into nine areas and the prevalence of each area documented. The nine areas were: The Human Genome Project, Forensics, Evolution, Classification, Nucleotide Variations, Medicine, Computer Use, Agriculture/Food Technology, and Science Technology and Society/Socioscientific Issues (STS/SSI). Findings indicated a generally low representation of bioinformatics related content, which varied substantially across the different areas. Recommendations are made for reworking existing standards to incorporate bioinformatics and to facilitate the goal of promoting science literacy in this emerging new field among secondary school students. The second study examined thirty-two students' affective responses to, and content mastery of, a two-week bioinformatics mini-unit. The findings indicate that the students generally were positive relative to their interest level, the usefulness of the lessons, the difficulty level of the lessons, likeliness to engage in additional bioinformatics, and were overall successful on the assessments. A discussion of the results and significance is followed by suggestions for future research and implementation for transferability. The third study presents a case study of individual differences among ten secondary school students, whose cognitive and affective percepts were

  4. Academic Integrity: A Review of the Literature

    ERIC Educational Resources Information Center

    Macfarlane, Bruce; Zhang, Jingjing; Pun, Annie

    2014-01-01

    This article provides a literature review on academic integrity, which encompasses the values, behaviour and conduct of academics in all aspects of their practice. This is a growing area of academic research as a result of the expansion of higher education on a global basis and concerns about standards of professional conduct. The article maps the…

  5. Nursing in Colorectal Cancer Initiative: the audit phase. Part 2. Content validity of the audit tool and implications of the standards set for clinical practice.

    PubMed

    Grocott, P; Richardson, A; Ambaum, B; Kearney, N; Redmond, K

    2001-09-01

    This paper gives an account of the process of refining the content validity of an audit tool, which defines and measures best practice in colorectal cancer nursing and identifies areas for development. The European Oncology Nursing Society (EONS) and AstraZeneca collaborated to develop the Nursing in Colorectal Cancer Initiative (NICCI). The initiative was funded through educational grants from AstraZeneca and led by EONS. It is a project with two components, education and audit. The education component culminated in a manual that provides a core set of materials concerning fundamental aspects of colorectal cancer, to foster a common understanding amongst nurses at national and international levels. An audit tool was developed to measure standards of nursing care in relation to the delivery of cytotoxic chemotherapy to patients with advanced colorectal cancer. The content validity of the audit tool was established in three stages by expert panel review with revisions made to the content and organisation of the audit measures at each stage. The standards set by the NICCI Audit Project have key implications for multi-professional practice in colorectal cancer care.

  6. Impact of the Design of U.S. History Textbooks on Content Acquisition and Academic Engagement of Special Education Students: An Experimental Investigation

    ERIC Educational Resources Information Center

    Harniss, Mark K.; Caros, Jennifer; Gersten, Russell

    2007-01-01

    We used randomized controlled trials to compare the impact of the designs of 2 United States history textbooks on the content acquisition and behavior of 8th-grade students identified for special education services or identified as low achieving. We also investigated whether teachers differed in their use of instructional activities and…

  7. Highly Variable Contents of Phenolics in St John's Wort Products Impact Their Transport in the Human Intestinal Caco-2 Cell Model: Pharmaceutical and Biopharmaceutical Rationale for Product Standardization

    PubMed Central

    Gao, Song; Jiang, Wen; Yin, Taijun; Hu, Ming

    2010-01-01

    The purposes of this study were to determine content uniformity of phenolics in the St John's Wort (SJW) supplements, and to demonstrate how variations in the product matrices affect their absorption and efflux. LC and LC-MS/MS methods were used to determine the phenolic contents of twelve different products purchased locally or from the internet. Three representative extracts were further submitted to Caco-2 cell transport experiment and transport of rutin, hyperoside, and isoquercitrin were evaluated. The results indicated that twelve different products displayed twelve different HPLC fingerprints, but all products contained the following major compounds: rutin, hyperoside, isoquercitrin, quercitrin, quercetin, and amentoflavone. The content uniformity of these major compounds was poor across products, with the smallest difference in the amounts of amentoflavone (2.6 folds) and largest difference in that of isoquercitrin (28.8 folds). The Caco-2 experiments indicated transport of rutin was vectorial, with the permeabilities varied about 2 folds in both direction of transport. The vectorial permeabilities of hyperoside and isoquercitrin were similarly different. Use of efflux transporter inhibitors studies suggested that MRP2 was involved in isoquercitrin's efflux and the product matrix affected the extent of its efflux. In conclusion, different SJW supplements had highly variable contents of phenolics, and the variability in product matrix and phytochemical compositions affected the permeabilities of key phenolics across the Caco-2 monolayers, which may further impact their bioavailabilities. Therefore, standardization will be necessary to ensure safe and efficacious use of supplements such as SJW. PMID:20450158

  8. Academic Village.

    ERIC Educational Resources Information Center

    Boles, Rebecca

    2001-01-01

    Presents design features of the Renner Middle School (Plano, Texas) where the sprawling suburbs have been kept at bay while creating the atmosphere of an academic village. Photos and a floor plan are provided. (GR)

  9. Standards for British Libraries.

    ERIC Educational Resources Information Center

    Vaughan, Anthony

    1982-01-01

    Reviews developments in British library standards since 1971, highlighting types of standards, public libraries, academic libraries (university, polytechnic, college), school libraries, and special libraries (hospital and health sciences, prison, subject specializations). Thirty-nine references are cited. (EJS)

  10. The Professionalization of Academic Advising: Where Are We in 2010?

    ERIC Educational Resources Information Center

    Shaffer, Leigh S.; Zalewski, Jacqueline M.; Leveille, John

    2010-01-01

    In the last year, three respected leaders in academic advising, Wes Habley, Terry Kuhn, and Gary Padak, published articles suggesting that academic advising has not met the standards of scholarship to be considered a field of inquiry, an academic discipline, or a profession. In this article, we examine academic advising history from the…

  11. Zealotry and Academic Freedom: A Legal and Historical Perspective.

    ERIC Educational Resources Information Center

    Hamilton, Neil

    This book aims to explore academic freedom and the threats to it in higher education and among faculty, to present the history of academic freedom over the past 125 years, and to recommend measures to safeguard that freedom. The book argues that current academic zealots view the exercise of standards of academic quality and merit-based performance…

  12. On the Causes for and Countermeasures against Academic Corruption

    ERIC Educational Resources Information Center

    Yongning, Yuan; Jian, Zhang; Haibo, Wang

    2007-01-01

    Combating corruption is an important condition for bringing about the flourishing of academic research. There are many reasons for the emergence and proliferation of academic corruption today. These are closely related to the long-term lack of training among our country's scholars in modern academic standards and the absence of an academic spirit…

  13. Seeking Alternative Researcher Identities in Newcomer Academic Institutions in Sweden

    ERIC Educational Resources Information Center

    Hallonsten, Olof

    2012-01-01

    Proliferating excellence gold standards in the global academic system tend to obscure the far-reaching diversification of academic missions, practices, ambitions and identities brought by massification. This article approaches this topic by a review of theory on academic scholarship and how it has changed in the wake of academic massification and…

  14. Content validation of a standardized algorithm for ostomy care.

    PubMed

    Beitz, Janice; Gerlach, Mary; Ginsburg, Pat; Ho, Marianne; McCann, Eileen; Schafer, Vickie; Scott, Vera; Stallings, Bobbie; Turnbull, Gwen

    2010-10-01

    The number of ostomy care clinician experts is limited and the majority of ostomy care is provided by non-specialized clinicians or unskilled caregivers and family. The purpose of this study was to obtain content validation data for a new standardized algorithm for ostomy care developed by expert wound ostomy continence nurse (WOCN) clinicians. After face validity was established using overall review and suggestions from WOCN experts, 166 WOCNs self-identified as having expertise in ostomy care were surveyed online for 6 weeks in 2009. Using a cross-sectional, mixed methods study design and a 30-item instrument with a 4-point Likert-type scale, the participants were asked to quantify the degree of validity of the Ostomy Algorithm's decisions and components. Participants' open-ended comments also were thematically analyzed. Using a scale of 1 to 4, the mean score of the entire algorithm was 3.8 (4 = relevant/very relevant). The algorithm's content validity index (CVI) was 0.95 (out of 1.0). Individual component mean scores ranged from 3.59 to 3.91. Individual CVIs ranged from 0.90 to 0.98. Qualitative data analysis revealed themes of difficulty associated with algorithm formatting, especially orientation and use of the Studio Alterazioni Cutanee Stomali (Study on Peristomal Skin Lesions [SACS™ Instrument]) and the inability of algorithms to capture all individual patient attributes affecting ostomy care. Positive themes included content thoroughness and the helpful clinical photos. Suggestions were offered for algorithm improvement. Study results support the strong content validity of the algorithm and research to ascertain its construct validity and effect on care outcomes is warranted.

  15. Health Occupations. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

    ERIC Educational Resources Information Center

    Tieman, Rebecca; Burns, Stacey

    This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for health occupations. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

  16. Business Education. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

    ERIC Educational Resources Information Center

    Tieman, Rebecca; Burns, Stacey

    This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for business education. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

  17. Marketing Education. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Instructional Materials Lab.

    This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for marketing education. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

  18. Industrial Education. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Instructional Materials Lab.

    This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for industrial education. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

  19. The Impact of the Common Core State Standards Initiative on Math ACT Scores of West Tennessee High School Students

    ERIC Educational Resources Information Center

    Hamilton, Kirkland D.

    2015-01-01

    The Common Core State Standards (CCSS) initiative is the latest effort by educational leaders to improve educational outcomes of American students. The standards are intended to bring uniformity in educational content of what is being taught in schools across the nation in order to promote rigor and academic portability. Proponents claimed the new…

  20. Academic Aspirations

    ERIC Educational Resources Information Center

    Durant, Linda

    2013-01-01

    As colleges and universities become even more complex organizations, advancement professionals need to have the skills, experience, and academic credentials to succeed in this ever-changing environment. Advancement leaders need competencies that extend beyond fundraising, alumni relations, and communications and marketing. The author encourages…

  1. Academic Cloning.

    ERIC Educational Resources Information Center

    Sikula, John P.; Sikula, Andrew F.

    1980-01-01

    The authors define "cloning" as an integral feature of all educational systems, citing teaching practices which reward students for closely reproducing the teacher's thoughts and/or behaviors and administrative systems which tend to promote like-minded subordinates. They insist, however, that "academic cloning" is not a totally negative practice.…

  2. Academic Culture.

    ERIC Educational Resources Information Center

    Clark, Burton R.

    With fragmentation the dominant trend in academic settings around the world, the larger wholes of profession, enterprise, and system are less held together by integrative ideology. Strong ideological bonding is characteristic of the parts, primarily the disciplines. The larger aggregations are made whole mainly by formal superstructure, many…

  3. Academic Politics.

    ERIC Educational Resources Information Center

    Brown, William R.

    The internal politics of colleges and the influence of a current emphasis on efficiency on the traditional independence of the academician are analyzed. It is suggested that the academician does not work in the same differentiated, and therefore interdependent, way as someone in industry or a bureaucracy. Academic activity is segmented, which…

  4. Academic Freedom.

    ERIC Educational Resources Information Center

    Tobin, Brian G.

    The strength of academic freedom has always depended upon historical circumstances. In the United States, higher education began with institutions founded and controlled by religious sects. The notion of who gets educated and to what ends expanded as American democracy expanded. By the 1980's, legitimate calls for equality became a general…

  5. Chemometric analysis of chromatographic fingerprints shows potential of Cyclopia maculata (Andrews) Kies for production of standardized extracts with high xanthone content.

    PubMed

    Schulze, Alexandra E; de Beer, Dalene; de Villiers, André; Manley, Marena; Joubert, Elizabeth

    2014-10-29

    Cyclopia species are used for the production of honeybush tea and food ingredient extracts associated with many health benefits. A species-specific high-performance liquid chromatography (HPLC) method for Cyclopia maculata, developed and validated, allowed quantification of the major compounds in extracts from "unfermented" and fermented C. maculata. Two xanthones were tentatively identified for the first time in a Cyclopia species, whereas an additional four compounds were tentatively identified for the first time in C. maculata. "Fermentation" (oxidation) decreased the content of all compounds, with the exception of vicenin-2. Similarity analysis of the chromatographic fingerprints of unfermented C. maculata aqueous extracts showed extremely low variation (r ≥ 0.97) between samples. Some differences between wild-harvested and cultivated seedling plants were, however, demonstrated using principal component analysis. Quantitative data of selected compounds confirmed the low level of variation, making this Cyclopia species ideal for the production of standardized food ingredient extracts.

  6. Hydroponics: Content and Rationale

    ERIC Educational Resources Information Center

    Ernst, Jeremy V.; Busby, Joe R.

    2009-01-01

    Technology education has the means of becoming the catalyst for integrated content and curricula, especially in core academic areas, such as science and mathematics, where it has been found difficult to incorporate other subject matter. Technology is diverse enough in nature that it can be addressed by a variety of content areas, serving as a true…

  7. Qualitative Research in Career Development: Content Analysis from 1990 to 2009

    ERIC Educational Resources Information Center

    Stead, Graham B.; Perry, Justin C.; Munka, Linda M.; Bonnett, Heather R.; Shiban, Abbey P.; Care, Esther

    2012-01-01

    A content analysis of 11 journals that published career, vocational, and work-related articles from 1990 to 2009 was conducted. Of 3,279 articles analyzed, 55.9% used quantitative methods and 35.5% were theoretical/conceptual articles. Only 6.3% used qualitative research methods. Among the qualitative empirical studies, standards of academic rigor…

  8. Sodium Content of Foods Contributing to Sodium Intake: Comparison between Selected Foods from the CDC Packaged Food Database and the USDA National Nutrient Database for Standard Reference

    PubMed Central

    Maalouf, Joyce; Cogswell, Mary E.; Yuan, Keming; Martin, Carrie; Gillespie, Cathleen; Ahuja, Jaspreet KC; Pehrsson, Pamela; Merritt, Robert

    2015-01-01

    The sodium concentration (mg/100g) for 23 of 125 Sentinel Foods (e.g. white bread) were identified in the 2009 CDC Packaged Food Database (PFD) and compared with data in the USDA’s 2013 National Nutrient Database for Standard Reference(SR 26). Sentinel Foods are foods identified by USDA to be monitored as primary indicators to assess the changes in the sodium content of commercially processed foods from stores and restaurants. Overall, 937 products were evaluated in the CDC PFD, and between 3 (one brand of ready-to-eat cereal) and 126 products (white bread) were evaluated per selected food. The mean sodium concentrations of 17 of the 23 (74%) selected foods in the CDC PFD were 90%–110% of the mean sodium concentrations in SR 26 and differences in sodium concentration were statistically significant for 6 Sentinel Foods. The sodium concentration of most of the Sentinel Foods, as selected in the PFD, appeared to represent the sodium concentrations of the corresponding food category. The results of our study help improve the understanding of how nutrition information compares between national analytic values and the label and whether the selected Sentinel Foods represent their corresponding food category as indicators for assessment of change of the sodium content in the food supply. PMID:26484010

  9. Who Are the Students Who May Qualify for an Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS)?: Focus Group Results. Synthesis Report 79

    ERIC Educational Resources Information Center

    Berndt, Sandra; Ebben, Barbara; Kubinski, Eva; Sim, Grant; Liu, Kristin; Lazarus, Sheryl; Thurlow, Martha; Christian, Elizabeth

    2011-01-01

    Beginning in 2007, federal regulations to two major education laws gave state departments of education the option to develop an alternate assessment based on modified achievement standards (AA-MAS) for some students with disabilities. The regulations stated that the AA-MAS was intended for students who were being instructed in the grade-level…

  10. Illinois Academic Standards--For Public Review and Comment. Volume Three, State Goals 19-27. Physical Development and Health, Fine Arts. Preliminary Draft.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield.

    As part of the school reform legislation of 1985, the Illinois State Board of Education established State Goals for Learning in six fundamental learning areas: language arts, mathematics, science, social science, fine arts, and physical development and health. The next step is to develop standards that will more clearly define the knowledge and…

  11. Scores on Standard Measures of Academic Achievement and Family Practice Clerkship Evaluations by Students Choosing Family Practice and Non-Family Practice Specialties.

    ERIC Educational Resources Information Center

    Campos-Outcalt, Doug; And Others

    1993-01-01

    A study of 658 University of Arizona medical school graduates compared standardized test scores, grade point averages, and family practice clerkship evaluations for students selecting family practice and non-family practice specialties. Family practice graduates scored lower on the national licensing examination, but there was no difference in…

  12. Bridging the Gap through Academic Intervention Programs: A Quantitative Study of the Efficacy of the Health Sciences and Technology Academy (HSTA) on Underrepresented Students' State Standardized Test Scores

    ERIC Educational Resources Information Center

    Smith, Feon M.

    2012-01-01

    The purpose of the quantitative research study was to determine if participation in the Health Sciences and Technology Academy (HSTA) led to significant differences in the math and reading/language arts scores on the West Virginia Educational Standards Test 2 (WESTEST 2), between students who participated in the program compared to students who…

  13. Critique in Academic Disciplines and Active Learning of Academic Content

    ERIC Educational Resources Information Center

    Ford, Michael J.

    2010-01-01

    This article argues for increased theoretical specificity in the active learning process. Whereas constructivist learning emphasizes construction of meaning, the process articulated here complements meaning construction with disciplinary critique. This process is an implication of how disciplinary communities generate new knowledge claims, which…

  14. Fostering the Intellectual and Tribal Spirit: The Role of the Chief Academic Officer

    ERIC Educational Resources Information Center

    His Horse Is Thunder, Deborah

    2015-01-01

    This article introduces and describes the academic leadership role of the chief academic officer (CAO), also referred to as the academic vice-president, academic dean, or the provost. The CAO is responsible for the development and implementation of all academic programs, including the curriculum content, assessment, instruction quality,…

  15. Adiposity and Physical Activity Are Not Related to Academic Achievement in School-Aged Children

    PubMed Central

    LeBlanc, Monique M.; Martin, Corby K.; Han, Hongmei; Newton, Robert; Sothern, Melinda; Webber, Larry S.; Davis, Allison B.; Williamson, Donald A.

    2012-01-01

    Objective To investigate the hypotheses that in elementary school students: 1) adiposity and academic achievement are negatively correlated and 2) physical activity and academic achievement are positively correlated. Method Participants were 1963 children in fourth through sixth grades. Adiposity was assessed by calculating body mass index (BMI) percentile and percent body fat and academic achievement with statewide standardized tests in four content areas. Socioeconomic status and age were control variables. A subset of participants (n = 261) wore an accelerometer for three days to provide objective measurement of physical activity. Additionally, the association between weight status and academic achievement was examined by comparing children who could be classified as “extremely obese” and the rest of the sample, as well as comparing children who could be classified as normal weight, overweight, or obese. Extreme obesity was defined as >= 1.2 times the 95th percentile. Results Results indicated that there were no significant associations between adiposity or physical activity and achievement in students. No academic achievement differences were found between children with BMI percentiles within the extreme obesity range and those who did not fall within the extreme obesity classification. Additionally, no academic achievement differences were found for children with BMI percentiles within the normal weight, overweight, or obese ranges. Conclusion These results do not support the hypotheses that increased adiposity is associated with decreased academic achievement or that greater physical activity is related to improved achievement. However, these results are limited by methodological weaknesses, especially the use of cross-sectional data. PMID:22617499

  16. Prediction of Digestible and Metabolizable Energy Content and Standardized Ileal Amino Acid Digestibility in Wheat Shorts and Red Dog for Growing Pigs

    PubMed Central

    Huang, Q.; Piao, X. S.; Ren, P.; Li, D. F.

    2012-01-01

    Two experiments were conducted to evaluate the effects of chemical composition of wheat shorts and red dog on energy and amino acid digestibility in growing pigs and to establish prediction models to estimate their digestible (DE) and metabolizable (ME) energy content and as well as their standardized ileal digestible (SID) amino acid content. For Exp. 1, sixteen diets were fed to thirty-two growing pigs according to a completely randomized design during three successive periods. The basal diet was based on corn and soybean meal while the other fifteen diets contained 28.8% wheat shorts (N = 7) or red dog (N = 8), added at the expense of corn and soybean meal. Over the three periods, each diet was fed to six pigs with each diet being fed to two pigs during each period. The apparent total tract digestibility (ATTD) of energy in wheat shorts and red dog averaged 75.1 and 87.9%. The DE values of wheat shorts and red dog averaged 13.8 MJ/kg (range 13.1 to 15.0 MJ/kg) and 15.1 MJ/kg (range 13.3 to 16.6 MJ/kg) of dry matter, respectively. For Exp. 2, twelve growing pigs were allotted to two 6×6 Latin Square Designs with six periods. Ten of the diets were formulated based on 60% wheat shorts or red dog and the remaining two diets were nitrogen-free diets based on cornstarch and sucrose. Chromic oxide (0.3%) was used as an indigestible marker in all diets. There were no differences (p>0.05) in SID values for the amino acids in wheat shorts and red dog except for lysine and methionine. Apparent ileal digestibility (AID) and SID values for lysine in different sources of wheat shorts or red dog, which averaged 78.1 and 87.8%, showed more variation than either methionine or tryptophan. A stepwise regression was performed to establish DE, ME and amino acid digestibility prediction models. Data indicated that fiber content and amino acid concentrations were good indicators to predict energy values and amino acid digestibility, respectively. The present study confirms the large

  17. Prediction of digestible and metabolizable energy content and standardized ileal amino Acid digestibility in wheat shorts and red dog for growing pigs.

    PubMed

    Huang, Q; Piao, X S; Ren, P; Li, D F

    2012-12-01

    Two experiments were conducted to evaluate the effects of chemical composition of wheat shorts and red dog on energy and amino acid digestibility in growing pigs and to establish prediction models to estimate their digestible (DE) and metabolizable (ME) energy content and as well as their standardized ileal digestible (SID) amino acid content. For Exp. 1, sixteen diets were fed to thirty-two growing pigs according to a completely randomized design during three successive periods. The basal diet was based on corn and soybean meal while the other fifteen diets contained 28.8% wheat shorts (N = 7) or red dog (N = 8), added at the expense of corn and soybean meal. Over the three periods, each diet was fed to six pigs with each diet being fed to two pigs during each period. The apparent total tract digestibility (ATTD) of energy in wheat shorts and red dog averaged 75.1 and 87.9%. The DE values of wheat shorts and red dog averaged 13.8 MJ/kg (range 13.1 to 15.0 MJ/kg) and 15.1 MJ/kg (range 13.3 to 16.6 MJ/kg) of dry matter, respectively. For Exp. 2, twelve growing pigs were allotted to two 6×6 Latin Square Designs with six periods. Ten of the diets were formulated based on 60% wheat shorts or red dog and the remaining two diets were nitrogen-free diets based on cornstarch and sucrose. Chromic oxide (0.3%) was used as an indigestible marker in all diets. There were no differences (p>0.05) in SID values for the amino acids in wheat shorts and red dog except for lysine and methionine. Apparent ileal digestibility (AID) and SID values for lysine in different sources of wheat shorts or red dog, which averaged 78.1 and 87.8%, showed more variation than either methionine or tryptophan. A stepwise regression was performed to establish DE, ME and amino acid digestibility prediction models. Data indicated that fiber content and amino acid concentrations were good indicators to predict energy values and amino acid digestibility, respectively. The present study confirms the large

  18. Academics' Teacher Identities, Authenticity and Pedagogy

    ERIC Educational Resources Information Center

    Kreber, Carolin

    2010-01-01

    Nine academics participated in semi-structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the…

  19. Legal Bases for Dealing with Academic Dishonesty

    ERIC Educational Resources Information Center

    Bricault, Dennis

    2007-01-01

    Academic dishonesty poses a threat to the goals of every educational institution. This article draws heavily from current literature and case law to provide an overview of academic dishonesty, paying particular attention to associated legal aspects, such as due process, the content and communication of policies, sanctions, prevention, and…

  20. The Short-Term Predictive Validity of a Standardized Reading Test and of Scales Reflecting Six Dimensions of Academic Self-Concept Relative to Selected High School Achievement Criteria for Four Ethnic Groups.

    ERIC Educational Resources Information Center

    Lehn, Thomas; And Others

    1980-01-01

    Based on a sample of eleventh grade students from different ethnic backgrounds, (1) a reading test was a more valid predictor of academic success than academic self-concept; (2) aspiration and academic interest were valid predictors of school achievements; and (3) a combination of cognitive and affective measures was the most valid predictor.…

  1. The Relationship between English Language Learners' Language Proficiency and Standardized Test Scores

    ERIC Educational Resources Information Center

    Thakkar, Darshan

    2013-01-01

    It is generally theorized that English Language Learner (ELL) students do not succeed on state standardized tests because ELL students lack the cognitive academic language skills necessary to function on the large scale content assessments. The purpose of this dissertation was to test that theory. Through the use of quantitative methodology, ELL…

  2. NAEP Scores Put Spotlight on Standards: Flat Math Results Also Spur Calls for Teaching Reforms

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2009-01-01

    Fourth grade math scores stagnated for the first time in two decades on a prominent nationwide test, prompting calls for new efforts to improve teacher content knowledge and stirring discussion of the potential benefits of setting more-uniform academic standards across states. The results on the National Assessment of Educational Progress,…

  3. Developing a Student Conception of Academic Rigor

    ERIC Educational Resources Information Center

    Draeger, John; del Prado Hill, Pixita; Mahler, Ronnie

    2015-01-01

    In this article we describe models of academic rigor from the student point of view. Drawing on a campus-wide survey, focus groups, and interviews with students, we found that students explained academic rigor in terms of workload, grading standards, level of difficulty, level of interest, and perceived relevance to future goals. These findings…

  4. A Comparative Study of English Language Arts Content Standards Test Scores in California for Online and Traditional Public High School Students

    ERIC Educational Resources Information Center

    Maddox, Pamela Rena

    2013-01-01

    Every educator's quest is to help students learn in the environment that will allow them to obtain and retain the information presented to them. In the new age of technology, more students are able to choose the environment in which they learn. This study is a quantitative comparative study of the academic performance between online and…

  5. The Effects of E-Mail Messages in a Distance Learning University on Perceived Academic and Social Support, Academic Satisfaction, and Coping

    ERIC Educational Resources Information Center

    Heiman, Tali

    2008-01-01

    The study examines the effects of e-mail messages on students' perceived social support, academic satisfaction, academic outcomes, and on students' coping modes. E-mails with a social or academic content were submitted by the university academic staff responsible for the courses to the 229 undergraduate students enrolled in an online social…

  6. The Racial Academic Achievement Gap

    ERIC Educational Resources Information Center

    Green, Toneka M.

    2008-01-01

    Closing the racial academic achievement gap is a problem that must be solved in order for future society to properly function. Minorities including African-American and Latino students' standardized test scores are much lower than white students. By the end of fourth grade, African American, Latino, and poor students of all races are two years…

  7. A Clash of Academic Cultures

    ERIC Educational Resources Information Center

    Barbier, Mary Kathryn

    2004-01-01

    Certain conventions governing administrative, faculty, and student conduct have come through tradition and common sense to be accepted generally in academe. Obviously, they do things differently at different institutions. But when Professor Barbier carefully details the standards of pedagogy, privacy, and ethics she encountered at a Canadian…

  8. Academic Freedom and Student Grading in Greek Higher Education

    ERIC Educational Resources Information Center

    Papadimitriou, Antigoni

    2011-01-01

    The issue of who has the final say on academic standards (grading), academics or managers, has hitherto not arisen in Greece. Professors entitled to research, to teach and to inquire is a freedom expressed by the Greek Constitution. This article presents a contemporary view and raises concerns about the future and the longevity of academic freedom…

  9. Academic detailing.

    PubMed

    Shankar, P R; Jha, N; Piryani, R M; Bajracharya, O; Shrestha, R; Thapa, H S

    2010-01-01

    There are a number of sources available to prescribers to stay up to date about medicines. Prescribers in rural areas in developing countries however, may not able to access some of them. Interventions to improve prescribing can be educational, managerial, and regulatory or use a mix of strategies. Detailing by the pharmaceutical industry is widespread. Academic detailing (AD) has been classically seen as a form of continuing medical education in which a trained health professional such as a physician or pharmacist visits physicians in their offices to provide evidence-based information. Face-to-face sessions, preferably on an individual basis, clear educational and behavioural objectives, establishing credibility with respect to objectivity, stimulating physician interaction, use of concise graphic educational materials, highlighting key messages, and when possible, providing positive reinforcement of improved practices in follow-up visits can increase success of AD initiatives. AD is common in developed countries and certain examples have been cited in this review. In developing countries the authors have come across reports of AD in Pakistan, Sudan, Argentina and Uruguay, Bihar state in India, Zambia, Cuba, Indonesia and Mexico. AD had a consistent, small but potentially significant impact on prescribing practices. AD has much less resources at its command compared to the efforts by the industry. Steps have to be taken to formally start AD in Nepal and there may be specific hindering factors similar to those in other developing nations. PMID:21209521

  10. Why Do Academics Blog? An Analysis of Audiences, Purposes and Challenges

    ERIC Educational Resources Information Center

    Mewburn, Inger; Thomson, Pat

    2013-01-01

    Academics are increasingly being urged to blog in order to expand their audiences, create networks and to learn to write in more reader friendly style. This paper holds this advocacy up to empirical scrutiny. A content analysis of 100 academic blogs suggests that academics most commonly write about academic work conditions and policy contexts,…

  11. Visualisations as a Means for Exploring Academics' Teacher Identities

    ERIC Educational Resources Information Center

    Nevgi, Anne; Löfström, Erika

    2014-01-01

    Academics' teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed…

  12. Reading-Writing Relationships in First and Second Language Academic Literacy Development

    ERIC Educational Resources Information Center

    Grabe, William; Zhang, Cui

    2016-01-01

    Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

  13. Grade Inflation: Academic Standards in Higher Education

    ERIC Educational Resources Information Center

    Hunt, Lester H., Ed.

    2008-01-01

    This book provides a provocative look at the issues and controversies surrounding grade inflation, and, more generally, grading practices in American higher education. The contributors confront the issues from a number of different disciplines and varying points of view. Topics explored include empirical evidence for and against the claim that…

  14. Re-Integrating Academic Development and Academic Language and Learning: A Call to Reason

    ERIC Educational Resources Information Center

    Percy, Alisa

    2014-01-01

    This paper argues for the re-integration of academic development (AD) and a academic language and learning (ALL) practitioners in Australian higher education. This argument is made as universities aim to develop internationally recognised, inter-disciplinary and standards-based curricula against the backdrop of international comparative education…

  15. Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement

    ERIC Educational Resources Information Center

    Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.

    2013-01-01

    This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic…

  16. Alaska Mathematics Standards

    ERIC Educational Resources Information Center

    Alaska Department of Education & Early Development, 2012

    2012-01-01

    High academic standards are an important first step in ensuring that all Alaska's students have the tools they need for success. These standards reflect the collaborative work of Alaskan educators and national experts from the nonprofit National Center for the Improvement of Educational Assessment. Further, they are informed by public…

  17. Construction Cluster Skills Standards.

    ERIC Educational Resources Information Center

    DePaul Univ., Chicago, IL. Built Environment Partnership.

    Twelve construction cluster skill standards and associated benchmarks were developed as part of a federally funded school-to-work initiative that included the following parties: the Chicago Public Schools; City Colleges of Chicago; and business, labor, and community organizations. The standards, which include core academic, generic workplace…

  18. A Comparison of Content in Syllabus-Based Senior Geography Textbooks and Standards-Based Senior Geography Textbooks in Mainland China

    ERIC Educational Resources Information Center

    Yang, Daihu

    2011-01-01

    As a result of China's geography education reform, the Geography Standards for Senior Secondary Schools was released in 2003. Being the first kind over the past seven decades, the Standards put forward some changes for senior geography education. For the textbooks' crucial role in Chinese educational system, the changes in geographical education…

  19. The challenge of developing academic language in Spanish and English through science: The case of two teachers' strategic teaching practices

    NASA Astrophysics Data System (ADS)

    Mercuri, Sandra Patricia

    This case study examines the practice of two bilingual education teachers in an attempt to understand the planning and instructional activities occurring in their classrooms by focusing on students' academic language development during science instruction. This site was selected as an 'instrumental' case to examine for several reasons. This school is among the few in the district that is teaching science. Despite the political climate related to bilingual education, the teachers at this school offer an articulated dual immersion program from K to grade six. This site has experienced success in beginning to close the achievement gap between English learners and their native English speaking peers on standardized test measures. Using a qualitative approach, data was collected from two unique cases through detailed observations of classroom practice, audio-taped lessons, an initial and a follow up interview, artifacts and an initial survey. Scarcella's (2003) framework on academic language was used to analyze the different components of academic language of the science instruction. A theoretical framework from Stoddart et al. on levels of integrated planning expertise and Dell' Alba & Sandberg's concept of embodied understanding of practice also informed the study. Three main findings were drawn from this study: (a) academic language can be effectively taught through science instruction when teachers have the expertise to integrate language learning with science inquiry; (b) the teaching of and planning for academic language development through content is shaped over time by teachers' teaching and personal experiences with the content and their ability to integrate both; (c) While a theoretical model of academic language can be used to analyze teachers' instructional strategies during a science lesson, this model has limitations. Teachers' understanding of their own practice developed overtime shaped the way they manipulated the curriculum for their particular grade

  20. Lessons Learned for Collaborative Clinical Content Development

    PubMed Central

    Collins, S.A.; Bavuso, K.; Zuccotti, G.; Rocha, R.A.

    2013-01-01

    Background Site-specific content configuration of vendor-based Electronic Health Records (EHRs) is a vital step in the development of standardized and interoperable content that can be used for clinical decision-support, reporting, care coordination, and information exchange. The multi-site, multi-stakeholder Acute Care Documentation (ACD) project at Partners Healthcare Systems (PHS) aimed to develop highly structured clinical content with adequate breadth and depth to meet the needs of all types of acute care clinicians at two academic medical centers. The Knowledge Management (KM) team at PHS led the informatics and knowledge management effort for the project. Objectives We aimed to evaluate the role, governance, and project management processes and resources for the KM team’s effort as part of the standardized clinical content creation. Methods We employed the Center for Disease Control’s six step Program Evaluation Framework to guide our evaluation steps. We administered a forty-four question, open-ended, semi-structured voluntary survey to gather focused, credible evidence from members of the KM team. Qualitative open-coding was performed to identify themes for lessons learned and concluding recommendations. Results Six surveys were completed. Qualitative data analysis informed five lessons learned and thirty specific recommendations associated with the lessons learned. The five lessons learned are: 1) Assess and meet knowledge needs and set expectations at the start of the project; 2) Define an accountable decision-making process; 3) Increase team meeting moderation skills; 4) Ensure adequate resources and competency training with online asynchronous collaboration tools; 5) Develop focused, goal-oriented teams and supportive, consultative service based teams. Conclusions Knowledge management requirements for the development of standardized clinical content within a vendor-based EHR among multi-stakeholder teams and sites include: 1) assessing and meeting

  1. Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105

    ERIC Educational Resources Information Center

    Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan

    2015-01-01

    This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

  2. Professional Learning Communities Facilitator's Guide Handouts for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105

    ERIC Educational Resources Information Center

    Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan

    2015-01-01

    These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

  3. Social Justice and English Language Learners in the Borderland: A Personal Narrative of a Committed Principal Determined to Take the Steps Necessary for English Language Learners to Achieve and Succeed in Academic Content

    ERIC Educational Resources Information Center

    Lechuga, Mary Helen

    2009-01-01

    This study embraces the pedagogy that this school's educators believed in and utilized to enhance and expand the academic knowledge of those students who posses a language different from the English language. This research study, represented in a personal narrative, attempts to question the widespread thinking that places all validity on using…

  4. Expediting the Quest for Quality: The Role of IQAC in Academic Audit

    ERIC Educational Resources Information Center

    Nitonde, Rohidas

    2016-01-01

    Academic Audit is an important tool to control and maintain standards in academic sector. It has been found highly relevant by the experts across the world. Academic audit helps institutions to introspect and improve their quality. The present paper intends to probe into the possible role of Internal Quality Assurance Cell (IQAC) in Academic Audit…

  5. Electronic Transcripts--EDI in Academic Administration.

    ERIC Educational Resources Information Center

    Carson, E. W.

    1991-01-01

    Newly developed electronic data interchange (EDI) standards for exchanging academic records between colleges and universities are explained. It is argued that implementation of the new standards in college registrar and admissions offices can improve speed, costs, and accuracy and provide a prototype for a variety of campus business applications.…

  6. Effects of soil organic matter content on cadmium toxicity in Eisenia fetida: implications for the use of biomarkers and standard toxicity tests.

    PubMed

    Irizar, A; Rodríguez, M P; Izquierdo, A; Cancio, I; Marigómez, I; Soto, M

    2015-01-01

    Bioavailability is affected by soil physicochemical characteristics such as pH and organic matter (OM) content. In addition, OM constitutes the energy source of Eisenia fetida, a well established model species for soil toxicity assessment. The present work aimed at assessing the effects of changes in OM content on the toxicity of Cd in E. fetida through the measurement of neutral red uptake (NRU) and mortality, growth, and reproduction (Organisation for Economic Co-operation and Development [OECD] Nos. 207 and 222). Complementarily, metallothionein (MT) and catalase transcription levels were measured. To decrease variability inherent to natural soils, artificial soils (Organization for Economic Cooperation and Development 1984) with different OM content (6, 10, and 14%) and spiked with Cd solutions at increasing concentrations were used. Low OM in soil decreased soil ingestion and Cd bioaccumulation but also increased Cd toxicity causing lower NRU of coelomocytes, 100 % mortality, and stronger reproduction impairment, probably due to the lack of energy to maintain protection mechanisms (production of MT).Cd bioaccumulation did not reflect toxicity, and OM played a pivotal role in Cd toxicity. Thus, OM content should be taken into account when using E. fetida in in vivo exposures for soil health assessment. PMID:25015731

  7. Vitamin D content and variability in fluid milk from a USDA nationwide sampling to update values in the National Nutrient Database for Standard Reference

    Technology Transfer Automated Retrieval System (TEKTRAN)

    The vitamin D3 content and variability of retail milk in the United States, having a declared fortification level of 400 IU (10 µg) per quart (25% DV per 8 fl oz serving), was determined. In 2007, vitamin D3 fortified milk (skim, 1% fat, 2% fat, whole, and 1% fat chocolate milk) was collected from ...

  8. Effects of soil organic matter content on cadmium toxicity in Eisenia fetida: implications for the use of biomarkers and standard toxicity tests.

    PubMed

    Irizar, A; Rodríguez, M P; Izquierdo, A; Cancio, I; Marigómez, I; Soto, M

    2015-01-01

    Bioavailability is affected by soil physicochemical characteristics such as pH and organic matter (OM) content. In addition, OM constitutes the energy source of Eisenia fetida, a well established model species for soil toxicity assessment. The present work aimed at assessing the effects of changes in OM content on the toxicity of Cd in E. fetida through the measurement of neutral red uptake (NRU) and mortality, growth, and reproduction (Organisation for Economic Co-operation and Development [OECD] Nos. 207 and 222). Complementarily, metallothionein (MT) and catalase transcription levels were measured. To decrease variability inherent to natural soils, artificial soils (Organization for Economic Cooperation and Development 1984) with different OM content (6, 10, and 14%) and spiked with Cd solutions at increasing concentrations were used. Low OM in soil decreased soil ingestion and Cd bioaccumulation but also increased Cd toxicity causing lower NRU of coelomocytes, 100 % mortality, and stronger reproduction impairment, probably due to the lack of energy to maintain protection mechanisms (production of MT).Cd bioaccumulation did not reflect toxicity, and OM played a pivotal role in Cd toxicity. Thus, OM content should be taken into account when using E. fetida in in vivo exposures for soil health assessment.

  9. Academic Delay of Gratification and Academic Achievement

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2011-01-01

    The ability to delay gratification is the cornerstone of all academic achievement and education. It is by delaying gratification that learners can pursue long-term academic and career goals. In general, "delay of gratification" refers to an individual's ability to forgo immediate rewards for the sake of more valuable ones later (Mischel, 1996).…

  10. Association of Academic Physiatrists

    MedlinePlus

    ... RFC Newsletter - Physiatry in Motion Discussion Forums FileShare Libraries Membership Directory About AAP President's Message Mission & Strategic ... children('.slide-panel.notactive').removeClass('notactive'); autoPlay();}); }); Your Academic Home for Physiatry The Association of Academic Physiatrists ( ...

  11. Success of Academic Failures

    ERIC Educational Resources Information Center

    Meskill, Victor P.

    1971-01-01

    The process of readmission of academically troubled students should be subjected to extensive critical analysis. The human resources represented by the college academic dropout, often overlooked in the past should be reclaimed and channeled into productive areas. (Author)

  12. Content Area Vocabulary Learning

    ERIC Educational Resources Information Center

    Fisher, Douglas; Frey, Nancy

    2014-01-01

    Students' vocabulary knowledge is a significant predictor of their overall comprehension. The Common Core State Standards are raising the expectations for word learning and there are now 4 distinct standards related to vocabulary as well as expectations in other standards, including content areas. To address these expectations, teachers need…

  13. Visualizing Keyword Distribution across Multidisciplinary C-Space; Google Meets eBay: What Academic Librarians Can Learn from Alternative Information Providers; Trends in Use of Electronic Journals in Higher Education in the UK-Views of Academic Staff and Students; DOI: A 2003 Progress Report; Understanding the International Audiences for Digital Cultural Content.

    ERIC Educational Resources Information Center

    Beagle, Donald; Kenney, Anne R.; McGovern, Nancy Y.; Martinez, Ida T.; Heidig, Lance J.; Bonthron, Karen; Urquhart, Christine; Thomas, Rhian; Ellis, David; Everitt, Jean; Lonsdale, Ray; McDermott, Elizabeth; Morris, Helen; Phillips, Rebecca; Spink, Sian; Yeoman, Alison; Armstrong, Chris; Fenton, Roger; Paskin, Norman; Miller, Paul; Dawson, David; Perkins, John

    2003-01-01

    Includes five articles that discusses c-space as a visualization schema related to keyword distribution in information retrieval; academic librarians and alternative information providers, such as Google and eBay; electronic journal use in higher education in the United Kingdom; digital object identifiers; and international audiences for digital…

  14. Academic Inbreeding in Nursing

    ERIC Educational Resources Information Center

    Miller, Michael H.

    1977-01-01

    Academic inbreeding, the employment for faculty positions of persons who receive their graduate training at the same academic institution, is considered detrimental to an institution's academic environment. Results of a study conducted at 54 universities revealed that almost half the faculty (48 percent) in collegiate nursing programs are drawn…

  15. What Is Academic Vocabulary?

    ERIC Educational Resources Information Center

    Baumann, James F.; Graves, Michael F.

    2010-01-01

    In this article, the authors address the construct of "academic vocabulary." First, they attempt to bring some clarity to a constellation of terms surrounding academic vocabulary. Second, they compare and contrast definitions of academic vocabulary. Third, they review typologies that researchers and writers have proposed to organize academic…

  16. The Academic Adviser

    ERIC Educational Resources Information Center

    Darling, Ruth

    2015-01-01

    In this essay, I explore the idea that "academic" advisers are "academics" who play a major role in connecting the general education curriculum to the students' experience as well as connecting the faculty to the students' holistic experience of the curriculum. The National Academic Advising Association Concept of Academic…

  17. Bridges to Academic Writing.

    ERIC Educational Resources Information Center

    Gornowich, Barbara Bernstein; Nelson, Anthony

    The materials comprise the curriculum for an introductory course in academic writing for limited English proficient adult or college students. The guide is intended for the upper end of a survival language skills course or the lowest end of an academic developmental writing sequence. The curriculum instructs students on academic life and assists…

  18. Expanding Map Skills from the Neighborhood to the World. Grade 2 Model Lesson for Standard 2. California History-Social Science Course Models.

    ERIC Educational Resources Information Center

    Renfrew, Melanie; Porter, Priscilla

    The concept of location is a first step in spatial thinking, one of the multiple intelligences and an historical and social science analysis skill listed in the California Academic Content Standards for History-Social Science. Based on what they learned in kindergarten and first grade about mapping their classroom and the playground, students…

  19. The Role of Language and Literacy in College- and Career-Ready Standards: Rethinking Policy and Practice in Support of English Language Learners. Policy Brief

    ERIC Educational Resources Information Center

    Haynes, Mariana

    2012-01-01

    The Common Core State Standards spell out the sophisticated language competencies that students will need to perform in academic and technical subject areas. English language learners (ELLs) face a double challenge--they must learn grade-level content while simultaneously building their language proficiency. This policy brief discusses these…

  20. Sodium content of foods contributing to sodium intake: A comparison between selected foods from the CDC Packaged Food Database and the USDA National Nutrient Database for Standard Reference

    Technology Transfer Automated Retrieval System (TEKTRAN)

    The sodium concentration (mg/100g) for 23 of 125 Sentinel Foods were identified in the 2009 CDC Packaged Food Database (PFD) and compared with data in the USDA’s 2013 Standard Reference 26 (SR 26) database. Sentinel Foods are foods and beverages identified by USDA to be monitored as primary indicat...

  1. Breakfast Intake and Composition is Associated with Superior Academic Achievement in Elementary School Children

    PubMed Central

    Ptomey, Lauren T.; Steger, Felicia L.; Schubert, Matthew M.; Lee, Jaehoon; Willis, Erik A.; Sullivan, Debra K.; Szabo-Reed, Amanda N.; Washburn, Richard A.; Donnelly, Joseph E.

    2016-01-01

    Objective To determine if breakfast consumption or content affects academic achievement measured by standardized tests. Methods Baseline data was collected in fall of 2011 from 698 students (50.5% female, age=7.5±0.6 yrs.) living in the state of Kansas. Academic achievement was assessed using three components from the Wechsler Individual Achievement Test (WIAT-III). Prior to taking the WIAT-III, participants completed a breakfast recall of all the foods and drinks consumed that morning, which was analyzed using NDS-R. WIAT-III scores were compared between breakfast and non-breakfast consumers in a sample (n=162) matched for age, sex, race, education level of both parents, household income, BMI, and cardiovascular fitness, and Pearson correlations were calculated from all breakfast eaters (n=617) between test performance and components of the breakfast. Results When compared to non-breakfast consumers, the breakfast consumers had significantly higher scores in all three WIAT-III components (all p<0.05). In breakfast consumers, servings of fruit juice were negatively correlated with reading comprehension and fluency standard score and mathematics standard score (both p<0.0001), and greater servings of whole grains were significantly related to higher scores in reading comprehension and fluency and mathematics (both p<0.05). Conclusion Both breakfast consumption and the content may be associated with improved standardized test performance in elementary school students. PMID:26697955

  2. Travel tips for a journey into academic administration.

    PubMed

    Christensen, Carl

    2004-11-01

    A first-time administrator in a nursing academic setting can succeed in service to students and colleagues. To find the greatest personal contentment in this new role, the author suggests clarifying a personal purpose statement and becoming more self-aware. The author provides tips for finding exhilarating academic administration experiences in terms of association, action, and achievement. PMID:15559777

  3. Social Bookmarking in Academic Libraries: Trends and Applications

    ERIC Educational Resources Information Center

    Redden, Carla S.

    2010-01-01

    This paper presents an exploration of the potential utilization of social bookmarking web sites by academic libraries. These web sites, which allow users and organizations to create accounts for bookmarking online content, provide academic libraries tools to collaborate and network, organize and share electronic resources and teach information…

  4. Academic help seeking: theory and strategies for nursing faculty.

    PubMed

    Lee, Carolyn J

    2007-10-01

    This article examines the topic of academic student help seeking and its significance to nursing faculty. Content includes definitions of help seeking, pertinent theory and research on the influence of individual and environmental factors on academic help-seeking behaviors, and suggested strategies in assisting undergraduate nursing students in help seeking endeavors.

  5. Students' and Teachers' Perceptions: An Inquiry into Academic Writing

    ERIC Educational Resources Information Center

    Wolsey, Thomas DeVere; Lapp, Diane; Fisher, Douglas

    2012-01-01

    Academic writing is a mainstay of expression in secondary schools. However, many students think of academic writing in terms of local operations that include spelling, punctuation, use of third person, and so on. Teachers may expect mastery of local operations, but often they want students to navigate the terrain of the content area or discipline…

  6. An Analysis of Academic Library Web Pages for Faculty

    ERIC Educational Resources Information Center

    Gardner, Susan J.; Juricek, John Eric; Xu, F. Grace

    2008-01-01

    Web sites are increasingly used by academic libraries to promote key services and collections to teaching faculty. This study analyzes the content, location, language, and technological features of fifty-four academic library Web pages designed especially for faculty to expose patterns in the development of these pages.

  7. CTE Teachers as Content Area Reading Teachers

    ERIC Educational Resources Information Center

    O'Connor, Patrick J.

    2010-01-01

    Career and technical education (CTE) is emerging as a reading content area similar to other academic areas such as social studies, math and science. The primary reason for this is that CTE is more integrated with academic subjects. This trend is prompting CTE teachers to become more active in supporting their students' reading through their CTE…

  8. Motivation and academic achievement in medical students

    PubMed Central

    Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh

    2012-01-01

    Background: Despite their ascribed intellectual ability and achieved academic pursuits, medical students’ academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. Materials and Methods: In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007–2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Results: Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. Conclusion: In view of our observations, students’ academic achievement requires coordination and interaction between different aspects of motivation. PMID:23555107

  9. Virginia's Standards Make All Students Stars.

    ERIC Educational Resources Information Center

    Thayer, Yvonne

    2000-01-01

    In 1995, the Virginia Board of Education adopted sweeping new Standards of Learning (SOL) outlining minimally accepted K-12 academic-achievement goals. The program has four components: high academic standards, tests to measure student progress, accreditation measures to ensure accountability for student achievement, and annual school-performance…

  10. The Academic Clubs: Theory to Practice

    ERIC Educational Resources Information Center

    Bicknell, Noel

    2010-01-01

    The Lab School of Washington (LSW) uses a unique approach to teaching social studies and humanities content. As part of its arts-driven lower school program, each child spends 40 minutes a day in dedicated rooms that simulate a specific historical time and place. Called "academic clubs," teachers use these spaces to teach thematic, arts-based,…

  11. Using Picturebooks to Promote Academic Literacy

    ERIC Educational Resources Information Center

    Ranck-Buhr, Wendy, Ed.

    2013-01-01

    The development of academic literacy requires students to think critically about multiple text types. Picturebooks can be rich and varied resources on which to base well-designed instruction that will facilitate thinking, discussions, connections, and problem solving in multiple content areas. From the Holocaust to ecology to grammar, picturebooks…

  12. Academic Journal Embargoes and Full Text Databases.

    ERIC Educational Resources Information Center

    Brooks, Sam

    2003-01-01

    Documents the reasons for embargoes of academic journals in full text databases (i.e., publisher-imposed delays on the availability of full text content) and provides insight regarding common misconceptions. Tables present data on selected journals covering a cross-section of subjects and publishers and comparing two full text business databases.…

  13. Academic Procrastination: The Perspective of University Counsellors

    ERIC Educational Resources Information Center

    Patrzek, Justine; Grunschel, Carola; Fries, Stefan

    2012-01-01

    The purpose of this study was to investigate the antecedents and consequences of academic procrastination in students who frequent university counselling in regard to this issue. To undertake this, semi-structured interviews with 12 experienced university counsellors in German universities were conducted. A qualitative content analysis resulted in…

  14. Physically Active Academic Lessons in Elementary Children

    PubMed Central

    Bartholomew, John B.; Jowers, Esbelle M.

    2011-01-01

    Background Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach. Methods We will review on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance. Results The collected studies support the impact of physically active academic lessons on each area of interest. Conclusions If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools. PMID:21281672

  15. Standard format and content for the safety analysis report for an independent spent fuel storage installation or monitored retrievable storage installation (dry storage): Revision 1, Task CE 406-4

    SciTech Connect

    Not Available

    1989-08-01

    Part 72, ''Licensing Requirements for the Independent Storage of Spent Nuclear Fuel and High-Level Radioactive Waste,'' of Title 10 of the Code of Federal Regulations specifies the information to be supplied in applications for licenses to store spent fuel in an independent spent fuel storage installation (ISFSI) or to store spent fuel and high-level radioactive waste in a monitored retrievable storage (MRS) installation. However, Part 72 does not specify the format for presentation of the safety analysis report (SAR). Guidance on the content of the SAR will vary, depending on the type of installation that is planned. This guide represents a Standard Format that is acceptable to the NRC staff for the SAR required for the license application. Conformance with this Standard Format, however, is not mandatory. License applications with differing SAF formats will be acceptable to the staff if they provide an adequate basis for the findings required for the issuance of a license.

  16. 27 CFR 4.37 - Net contents.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2013-04-01 2013-04-01 false Net contents. 4.37 Section... contents. (a) Statement of net contents. The net contents of wine for which a standard of fill is... net content of wine for which no standard of fill is prescribed in § 4.72 shall be stated in...

  17. 27 CFR 4.37 - Net contents.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2012-04-01 2012-04-01 false Net contents. 4.37 Section... contents. (a) Statement of net contents. The net contents of wine for which a standard of fill is... net content of wine for which no standard of fill is prescribed in § 4.72 shall be stated in...

  18. 27 CFR 4.37 - Net contents.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2010-04-01 2010-04-01 false Net contents. 4.37 Section... contents. (a) Statement of net contents. The net contents of wine for which a standard of fill is... net content of wine for which no standard of fill is prescribed in § 4.73 shall be stated in...

  19. 27 CFR 4.37 - Net contents.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2011-04-01 2011-04-01 false Net contents. 4.37 Section... contents. (a) Statement of net contents. The net contents of wine for which a standard of fill is... net content of wine for which no standard of fill is prescribed in § 4.72 shall be stated in...

  20. 27 CFR 4.37 - Net contents.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2014-04-01 2014-04-01 false Net contents. 4.37 Section... contents. (a) Statement of net contents. The net contents of wine for which a standard of fill is... net content of wine for which no standard of fill is prescribed in § 4.72 shall be stated in...

  1. The Academic Structure in Japan: Institutional Hierarchy and Academic Mobility.

    ERIC Educational Resources Information Center

    Arimoto, Akira

    The characteristics of the Japanese academic structure are examined with attention to the evolution of institutional hierarchy, the closed academic structure, and the effects of the academic structure upon academic research. The evolution of Japan's institutional hierarchy in academics has been tightly related to factors of nationalism,…

  2. mEducator: A Best Practice Network for Repurposing and Sharing Medical Educational Multi-type Content

    NASA Astrophysics Data System (ADS)

    Bamidis, Panagiotis D.; Kaldoudi, Eleni; Pattichis, Costas

    Although there is an abundance of medical educational content available in individual EU academic institutions, this is not widely available or easy to discover and retrieve, due to lack of standardized content sharing mechanisms. The mEducator EU project will face this lack by implementing and experimenting between two different sharing mechanisms, namely, one based one mashup technologies, and one based on semantic web services. In addition, the mEducator best practice network will critically evaluate existing standards and reference models in the field of e-learning in order to enable specialized state-of-the-art medical educational content to be discovered, retrieved, shared, repurposed and re-used across European higher academic institutions. Educational content included in mEducator covers and represents the whole range of medical educational content, from traditional instructional teaching to active learning and experiential teaching/studying approaches. It spans the whole range of types, from text to exam sheets, algorithms, teaching files, computer programs (simulators or games) and interactive objects (like virtual patients and electronically traced anatomies), while it covers a variety of topics. In this paper, apart from introducing the relevant project concepts and strategies, emphasis is also placed on the notion of (dynamic) user-generated content, its advantages and peculiarities, as well as, gaps in current research and technology practice upon its embedding into existing standards.

  3. Partnerships with Academic Departments

    ERIC Educational Resources Information Center

    English, Anthony M.

    2013-01-01

    This chapter describes how professional and continuing higher education units can develop and sustain successful partnerships with academic departments in order to deliver educational programs effectively to students.

  4. Ethics and academic integrity.

    PubMed

    Milton, Constance L

    2015-01-01

    Academics from across the globe must navigate ever-increasing demands for research, practice, and educational productivity. With the increased demands, nurse faculty must choose value priorities and actions that reflect academic integrity. What does it mean to choose actions that reflect personal integrity in the academic arena? This article begins an important nursing philosophical and theoretical discussion that members and future members of the discipline of nursing must reflect upon and grapple with as they consider what it potentially means to act with straight thinking and integrity in academics. PMID:25520458

  5. We Can't Go Home Again: Insights from a Quarter Century of Experiments in External Academic Quality Assurance

    ERIC Educational Resources Information Center

    Dill, David D.

    2010-01-01

    What have we learned from 25 years of experience with external academic quality assurance that can help design more effective framework conditions for assuring academic standards? The key elements appear to be the structure and means of evaluating national academic quality assurance agencies, the nature of academic quality information mandated by…

  6. Work Ethic and Academic Performance: Predicting Citizenship and Counterproductive Behavior

    ERIC Educational Resources Information Center

    Meriac, John P.

    2012-01-01

    In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition…

  7. Teaching Adolescent ELs to Write Academic-Style Persuasive Essays

    ERIC Educational Resources Information Center

    Ramos, Kathleen

    2014-01-01

    The wide adoption of the new Common Core State Standards (CCSS) in the U.S. has increased expectations for all teachers to prepare all learners to read and write in academic ways. More knowledge is needed about instructional approaches that may lead adolescent English learners (ELs) to meet this goal. Developing academic literacy practices…

  8. Language and Academic Abilities in Children with Selective Mutism

    ERIC Educational Resources Information Center

    Nowakowski, Matilda E.; Cunningham, Charles E.; McHolm, Angela E.; Evans, Mary Ann; Edison, Shannon; St. Pierre, Jeff; Boyle, Michael H.; Schmidt, Louis A.

    2009-01-01

    We examined receptive language and academic abilities in children with selective mutism (SM; n = 30; M age = 8.8 years), anxiety disorders (n = 46; M age = 9.3 years), and community controls (n = 27; M age = 7.8 years). Receptive language and academic abilities were assessed using standardized tests completed in the laboratory. We found a…

  9. The Effects of Student Choices on Academic Performance

    ERIC Educational Resources Information Center

    von Mizener, Briana H.; Williams, Robert L.

    2009-01-01

    This article provides an overview of the empirical effects of students' academic choices on academic performance (e.g., amount, quality, and rate of work). Twenty-nine separate experiments within 26 publications were included in the review. The choices involved performance goals and standards, the nature of assignments, instructional support…

  10. Contingent and Marginalised? Academic Development and Part-Time Teachers

    ERIC Educational Resources Information Center

    Anderson, Valerie

    2007-01-01

    Academics employed on non-standard contracts are a numerically significant part of the labour market in higher education. Concerns about access to formal academic development for this staff group have been articulated in many countries in the context of increasing emphasis on teaching quality assessment and employment regulation of "non-permanent"…

  11. The Brick Wall: Why So Few Women Become Senior Academics.

    ERIC Educational Resources Information Center

    Bacchi, Carol

    1993-01-01

    It is proposed that, to address the lack of women in senior academic ranks, higher education should reexamine appointment procedures, scrutinize the standards by which men have been assessed traditionally, ask men to justify their own merit, and examine the way in which male academics interact with their female counterparts. (MSE)

  12. Content-Based ESL Instruction: Long-Term Effects and Outcomes

    ERIC Educational Resources Information Center

    Song, Bailin

    2006-01-01

    Content-based language instruction has become a widely adopted pedagogical approach to EAP. This paper reports the results of a study of the effects of content-based ESL instruction on students' future academic performance. The study used college academic records to evaluate the academic performance of two groups of ESL students who enrolled as…

  13. Academic Rigor: The Core of the Core

    ERIC Educational Resources Information Center

    Brunner, Judy

    2013-01-01

    Some educators see the Common Core State Standards as reason for stress, most recognize the positive possibilities associated with them and are willing to make the professional commitment to implementing them so that academic rigor for all students will increase. But business leaders, parents, and the authors of the Common Core are not the only…

  14. Self-Sabotage in the Academic Career

    ERIC Educational Resources Information Center

    Sternberg, Robert J.

    2013-01-01

    Pogo recognized long ago that we often are our own worst enemies. Sure, he was a cartoon character, but he had a point--especially in higher education, where self-sabotage seems to be a standard characteristic of academic careers. In the author's 30 years as a professor, five years as a dean, and three years as a provost, he has observed many…

  15. Essential Academic Learning Requirements in Writing.

    ERIC Educational Resources Information Center

    Washington State Commission on Student Learning, Olympia.

    Requiring and supporting the development of thinking skills, this paper presents Washington State's Essential Academic Learning Requirements for writing. It sees writing as an act of discovery, of communication, of joy, and as an essential part of a literate society. Four charts outline standards and benchmarks regarding: (1) writing clearly and…

  16. The Academic Generation Gap

    ERIC Educational Resources Information Center

    Dronzek, Anna

    2008-01-01

    The current generation gap in academia is different--fundamentally shaped by the structural problems of academic employment. The job market has especially exacerbated tensions between senior and junior faculty by ratcheting up expectations and requirements at every stage of the academic career. The disparities have been mentioned often enough to…

  17. Marketing Academic Libraries

    ERIC Educational Resources Information Center

    Mallon, Melissa, Ed.

    2013-01-01

    Ask any academic librarian if marketing their library and its services is an important task, and the answer will most likely be a resounding "yes!" Particularly in economically troubled times, librarians are increasingly called upon to promote their services and defend their library's worth. Since few academic libraries have in-house marketing…

  18. Facility Focus: Academic Buildings.

    ERIC Educational Resources Information Center

    College Planning & Management, 2002

    2002-01-01

    Describes the Humanities Building at Rice University, the Health Sciences Center at Lake Sumter Community College, and the Norman S. and Lida M. Smith Academic Technology Center at Bentley College as examples of the importance of academic buildings in helping define campus image. Includes photographs. (EV)

  19. Academic Researchers Speak

    ERIC Educational Resources Information Center

    Bergom, Inger; Waltman, Jean; August, Louise; Hollenshead, Carol

    2010-01-01

    Non-tenure-track (NTT) research faculty are perhaps the most under-recognized group of academic professionals on the campuses today, despite their increasingly important role within the expanding academic research enterprise. The American Association for the Advancement of Science reports that the amount of federal spending on R&D has more than…

  20. Becoming an Academic Researcher

    ERIC Educational Resources Information Center

    Angervall, Petra; Gustafsson, Jan

    2014-01-01

    The neo-liberal restructuring of academia justifies research concerning what constitutes academic work, what it means to be an academic researcher and how researchers manoeuvre in academia. The aim of this article is to investigate how this reshaping of higher education affects how research careers are formed and impacts on "becoming…

  1. California Redefines Academic Freedom

    ERIC Educational Resources Information Center

    Trow, Martin A.

    2003-01-01

    In the spring of 2003, University of California President Richard Atkinson forwarded to the U.C. Academic Senate a proposed revision of the existing regulation bearing on how university teachers should treat contentious and disputed issues, both political and academic, in their classrooms. The existing regulation on this matter, APM-010, had been…

  2. Academic Freedom Revisited

    ERIC Educational Resources Information Center

    Doughty, Howard A.

    2010-01-01

    One of the author's enduring concerns about the concept of academic freedom is with semantics. It has seemed to him that one of the biggest difficulties with discussions of academic freedom (as with many conversations about "value-laden" terms such as "democracy," "equity," and "justice") is that people begin from different positions and with…

  3. Academic Identities under Threat?

    ERIC Educational Resources Information Center

    Clegg, Sue

    2008-01-01

    This article focuses on the lived experience of practising academics as part of an inquiry into the vexed question of "academic identities". Identity is understood not as a fixed property, but as part of the lived complexity of a person's project. The article reports on data from a small study in one university. The data suggest that academic…

  4. Arbitration in Academe.

    ERIC Educational Resources Information Center

    Douglas, Joel, Ed.

    1989-01-01

    Questions and issues critical to an understanding of arbitration in higher education are discussed. Aspects of the academic arbitration model are defined. The following four topics are examined: (1) the procedural similarities and differences between academic arbitration and the industrial model; (2) the possible inherent conflict between academic…

  5. Impulsivity and Academic Cheating

    ERIC Educational Resources Information Center

    Anderman, Eric M.; Cupp, Pamela K.; Lane, Derek

    2009-01-01

    The authors examined the relations between academic cheating and impulsivity in a large sample of adolescents enrolled in high school health education classes. Results indicated that impulsivity predicts academic cheating for students who report extensive involvement in cheating. However, students who engage in extensive cheating are less likely…

  6. The Academic Dean.

    ERIC Educational Resources Information Center

    Bowker, Lee H.

    1981-01-01

    The role of the academic dean, role conflicts, and the occupational experiences and performance of deans are considered. Role conflict for academic deans is related to clashing constituencies, role ambiguity, lack of correspondence between organization requirements and the personalities of incumbent deans, changing organizational needs over time,…

  7. Understanding Academic Confidence

    ERIC Educational Resources Information Center

    Sander, Paul; Sanders, Lalage

    2006-01-01

    This paper draws on the psychological theories of self-efficacy and the self-concept to understand students' self-confidence in academic study in higher education as measured by the Academic Behavioural Confidence scale (ABC). In doing this, expectancy-value theory and self-efficacy theory are considered and contrasted with self-concept and…

  8. Academic Freedom and Me

    ERIC Educational Resources Information Center

    Barnard, Ian

    2009-01-01

    This article presents a personal history of the author's own relationships with the concept of academic freedom. The article is subdivided into 3 prehistories, 7 incidents, 3 disjunctions, and 3 myths. The author discusses the complications of politics, culture, and academic freedom in one career.

  9. Thinking Academic Freedom

    ERIC Educational Resources Information Center

    Lange, Lis

    2016-01-01

    This lecture argues that the politicisation and instrumentalisation of the university caused by neoliberal frames has as a result the depoliticisation of knowledge and of the academic as individual. This depoliticisation has turned academic freedom into a right to disengage not only from the political fight around these issues but also from the…

  10. Working Memory and Recollection Contribute to Academic Achievement

    PubMed Central

    Blankenship, Tashauna L.; O’Neill, Meagan; Ross, Alleyne; Bell, Martha Ann

    2015-01-01

    The contributions of working memory and recollection to academic achievement are typically examined separately and most often with children who have learning difficulties. This study is the first to observe both types of memory in the same study and in typically developing children. Academic achievement focused on standardized assessments of math fluency, calculation, reading fluency, and passage comprehension. As noted in previous studies, working memory was associated with each assessed measure of academic achievement. Recollection, however, specifically contributed to math fluency and passage comprehension. Thus, recollection should be considered alongside working memory in studies of academic achievement. PMID:26644761

  11. Step-by-Step Guide to Producing a Comprehensive Academic Advising Handbook.

    ERIC Educational Resources Information Center

    Ford, Jerry; Ford, Sheila Stoma

    1993-01-01

    Procedures for creating a guide to academic advising are outlined, including obtaining administrative commitment; clarifying responsibilities and chain of command; identifying general and specific objectives; developing content; organizing content; entering production; and revising. (MSE)

  12. Does Academic Work Make Australian Academics Happy?

    ERIC Educational Resources Information Center

    Duncan, Roderick; Tilbrook, Kerry; Krivokapic-Skoko, Branka

    2015-01-01

    Happiness research is a rapidly-growing area in social psychology and has emphasised the link between happiness and workplace productivity and creativity for knowledge workers. Recent articles in this journal have raised concerns about the level of happiness and engagement of Australian academics with their work, however there is little research…

  13. Reengineering Academic Medical Centers: Reengineering Academic Values?

    ERIC Educational Resources Information Center

    Korn, David

    1996-01-01

    Discussion of academic medical centers (AMCs) looks at: change due to heavy federal funding in recent decades; adverse consequences, including deemphasis on education in favor of research and clinical service delivery, and discrepancies between AMC internal and external labor markets; and challenges to medical education in research, education, and…

  14. The Ethical Academic: Academics as Public Intellectuals

    ERIC Educational Resources Information Center

    Parsons, Jim

    2013-01-01

    Twenty-five years ago, American sociologist Robert Neelly Bellah (Bellah, et al., 1986: 303) critiqued the growing isolation of intellectuals within universities and called for a return to "social science as public philosophy." Little seems to have changed. My thirty-seven year experience at the University of Alberta suggests that academics see…

  15. State Science Standards: An Appraisal of Science Standards in 36 States.

    ERIC Educational Resources Information Center

    Lerner, Lawrence S.

    1998-01-01

    The Thomas B. Fordham Foundation has commissioned studies of state academic standards in five core subjects. This is the fifth of these studies, focusing on state standards for science. Thirty-six states presented standards for evaluation. Some states were in the process of revising standards, while others simply had no standards to present.…

  16. The Battle for Higher Standards

    ERIC Educational Resources Information Center

    Luna, Tom; Rush, Mike; Gramer, Rod; Stewart, Roger

    2014-01-01

    To remain internationally competitive, states needed clearer, higher, and comparable K-12 learning standards aligned with college and career expectations, and as ambitious as those of the countries that lead the world in education. Idaho's old academic standards were not preparing students for postsecondary education, which contributed to the…

  17. Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

    ERIC Educational Resources Information Center

    Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens

    2016-01-01

    We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

  18. An Academic Curriculum Will Close the Academic Achievement Gap

    ERIC Educational Resources Information Center

    Palumbo, Anthony; Kramer-Vida, Louisa

    2012-01-01

    America's unyielding academic achievement gap has been a national priority for a long time; yet, some schools have succeeded with academically disadvantaged youth. Usually, these institutions embrace a culture of success and follow an academic curriculum that is grounded in core knowledge and scholastic vocabulary. Academically disadvantaged…

  19. Academic Capitalism and Academic Culture: A Case Study

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Berger, Joseph B.

    2008-01-01

    This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

  20. 27 CFR 5.38 - Net contents.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2013-04-01 2013-04-01 false Net contents. 5.38 Section... Spirits § 5.38 Net contents. (a) Bottles conforming to metric standards of fill. The net contents of....47a. (b) Bottles not conforming to the metric standards of fill. The net contents for...

  1. 27 CFR 5.38 - Net contents.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2012-04-01 2012-04-01 false Net contents. 5.38 Section... Spirits § 5.38 Net contents. (a) Bottles conforming to metric standards of fill. The net contents of....47a. (b) Bottles not conforming to the metric standards of fill. The net contents for...

  2. 27 CFR 5.38 - Net contents.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2010-04-01 2010-04-01 false Net contents. 5.38 Section... Spirits § 5.38 Net contents. (a) Bottles conforming to metric standards of fill. The net contents of....47a. (b) Bottles not conforming to the metric standards of fill. The net contents for...

  3. 27 CFR 5.38 - Net contents.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2011-04-01 2011-04-01 false Net contents. 5.38 Section... Spirits § 5.38 Net contents. (a) Bottles conforming to metric standards of fill. The net contents of....47a. (b) Bottles not conforming to the metric standards of fill. The net contents for...

  4. 27 CFR 5.38 - Net contents.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2014-04-01 2014-04-01 false Net contents. 5.38 Section... Spirits § 5.38 Net contents. (a) Bottles conforming to metric standards of fill. The net contents of....47a. (b) Bottles not conforming to the metric standards of fill. The net contents for...

  5. Academic freedom and academic-industry relationships in biotechnology.

    PubMed

    Streiffer, Robert

    2006-06-01

    Commercial academic-industry relationships (AIRs) are widespread in biotechnology and have resulted in a wide array of restrictions on academic research. Objections to such restrictions have centered on the charge that they violate academic freedom. I argue that these objections are almost invariably unsuccessful. On a consequentialist understanding of the value of academic freedom, they rely on unfounded empirical claims about the overall effects that AIRs have on academic research. And on a rights-based understanding of the value of academic freedom, they rely on excessively lavish assumptions about the kinds of activities that academic freedom protects.

  6. 4 Steps to Standards Integration

    ERIC Educational Resources Information Center

    Domine, Vanessa

    2006-01-01

    It is too easy for teachers and library media specialists to entangle themselves in the multiple strands of standards: State core curriculum content standards, National Educational Technology Standards for Students (NETS.S), National Educational Technology Standards for Teachers (NETS.T), and the Information Literacy Standards (ALA). To prevent…

  7. Flickr's Potential as an Academic Image Resource: An Exploratory Study

    ERIC Educational Resources Information Center

    Angus, Emma; Stuart, David; Thelwall, Mike

    2010-01-01

    Many web 2.0 sites are extremely popular and contain vast amounts of content, but how much of this content is useful in academia? This exploratory paper investigates the potential use of the popular web 2.0 image site Flickr as an academic image resource. The study identified images tagged with any one of 12 subject names derived from recognized…

  8. Women in Academic Medicine.

    PubMed

    Thibault, George E

    2016-08-01

    More than a decade ago, women achieved parity with men in the number of matriculants to medical school, nearly one-third of the faculty of medical schools were women, and there were some women deans and department chairs. These trends were promising, but today there are still significant differences in pay, academic rank, and leadership positions for women compared with men in academic medicine. Though there has been progress in many areas, the progress is too slow to achieve previously recommended goals, such as 50% women department chairs by 2025 and 50% women deans by 2030.The author points to the findings presented in the articles from the Research Partnership on Women in Biomedical Careers in this issue, as well as research being published elsewhere, as an evidence base for the ongoing discussion of gender equity in academic medicine. More attention to culture and the working environment will be needed to achieve true parity for women in academic medical careers.

  9. Identifying challenges for academic leadership in medical universities in Iran.

    PubMed

    Bikmoradi, Ali; Brommels, Mats; Shoghli, Alireza; Khorasani-Zavareh, Davoud; Masiello, Italo

    2010-05-01

    CONTEXT The crucial role of academic leadership in the success of higher education institutions is well documented. Medical education in Iran has been integrated into the health care system through a complex organisational change. This has called into question the current academic leadership, making Iranian medical universities and schools a good case for exploring the challenges of academic leadership. OBJECTIVES This study explores the leadership challenges perceived by academic managers in medical schools and universities in Iran. METHODS A qualitative study using 18 face-to-face, in-depth interviews with academic managers in medical universities and at the Ministry of Health and Medical Education in Iran was performed. All interviews were recorded digitally, transcribed verbatim and analysed by qualitative content analysis. RESULTS The main challenges to academic leadership could be categorised under three themes, each of which included three sub-themes: organisational issues (inefficacy of academic governance; an overly extensive set of missions and responsibilities; concerns about the selection of managers); managerial issues (management styles; mismatch between authority and responsibilities; leadership capabilities), and organisational culture (tendency towards governmental management; a boss-centred culture; low motivation). CONCLUSIONS This study emphasises the need for academic leadership development in Iranian medical schools and universities. The ability of Iranian universities to grow and thrive will depend ultimately upon the application of leadership skills. Thus, it is necessary to better designate authorities, roles of academic staff and leaders at governance. PMID:20518985

  10. Identifying challenges for academic leadership in medical universities in Iran.

    PubMed

    Bikmoradi, Ali; Brommels, Mats; Shoghli, Alireza; Khorasani-Zavareh, Davoud; Masiello, Italo

    2010-05-01

    CONTEXT The crucial role of academic leadership in the success of higher education institutions is well documented. Medical education in Iran has been integrated into the health care system through a complex organisational change. This has called into question the current academic leadership, making Iranian medical universities and schools a good case for exploring the challenges of academic leadership. OBJECTIVES This study explores the leadership challenges perceived by academic managers in medical schools and universities in Iran. METHODS A qualitative study using 18 face-to-face, in-depth interviews with academic managers in medical universities and at the Ministry of Health and Medical Education in Iran was performed. All interviews were recorded digitally, transcribed verbatim and analysed by qualitative content analysis. RESULTS The main challenges to academic leadership could be categorised under three themes, each of which included three sub-themes: organisational issues (inefficacy of academic governance; an overly extensive set of missions and responsibilities; concerns about the selection of managers); managerial issues (management styles; mismatch between authority and responsibilities; leadership capabilities), and organisational culture (tendency towards governmental management; a boss-centred culture; low motivation). CONCLUSIONS This study emphasises the need for academic leadership development in Iranian medical schools and universities. The ability of Iranian universities to grow and thrive will depend ultimately upon the application of leadership skills. Thus, it is necessary to better designate authorities, roles of academic staff and leaders at governance.

  11. Is There an "Academic Vocabulary"?

    ERIC Educational Resources Information Center

    Hyland, Ken; Tse, Polly

    2007-01-01

    This article considers the notion of "academic vocabulary": the assumption that students of English for academic purposes (EAP) should study a core of high frequency words because they are common in an English academic register. We examine the value of the term by using Cox-head's (2000) Academic Word List (AWL) to explore the distribution of its…

  12. The Rewards of Academic Leadership

    ERIC Educational Resources Information Center

    Murphy, Christina

    2003-01-01

    Recent studies of academic leadership confirm what many academic leaders know from personal experience: academic leadership is a complex and demanding role with significant stress and high burnout and turnover rates (Brown, 2002; Brown and Moshavi, 2002). In the light of these issues, an exploration of the nature of academic leadership and its…

  13. Academic Freedom and Organisational Identity.

    ERIC Educational Resources Information Center

    Tierney, William G.

    2001-01-01

    Summarizes prominent current arguments on academic freedom's endangerment by managerialism and discusses their limitations. Defines a new vision of academic freedom informed by thinking on globalization. Presents findings from interviews with Australian faculty about academic freedom and discusses ways to ensure that academic freedom endures in…

  14. Academic Writing and Tacit Knowledge

    ERIC Educational Resources Information Center

    Elton, Lewis

    2010-01-01

    The genre of academic writing is discipline dependent, so that neither specialists in academic writing nor practising academics in a discipline can, independently of each other, provide students with the necessary help to develop the ability to write in their academic disciplines. Furthermore, the rules are largely tacit, i.e. they are not…

  15. Standards Backers Seek Out Support of Parents

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2012-01-01

    Backers of the common-core academic standards have worked for years to secure the support of a diverse collection of elected officials, academic scholars, and school employees. Now they're ramping up efforts to court a different and potentially critically important audience: parents. A number of national organizations are churning out written and…

  16. Standards not that standard.

    PubMed

    Vilanova, Cristina; Tanner, Kristie; Dorado-Morales, Pedro; Villaescusa, Paula; Chugani, Divya; Frías, Alba; Segredo, Ernesto; Molero, Xavier; Fritschi, Marco; Morales, Lucas; Ramón, Daniel; Peña, Carlos; Peretó, Juli; Porcar, Manuel

    2015-01-01

    There is a general assent on the key role of standards in Synthetic Biology. In two consecutive letters to this journal, suggestions on the assembly methods for the Registry of standard biological parts have been described. We fully agree with those authors on the need of a more flexible building strategy and we highlight in the present work two major functional challenges standardization efforts have to deal with: the need of both universal and orthogonal behaviors. We provide experimental data that clearly indicate that such engineering requirements should not be taken for granted in Synthetic Biology. PMID:26435739

  17. Academic and Social Support Critical to Success in Academically Rigorous Environment

    ERIC Educational Resources Information Center

    Campbell, Melissa

    2010-01-01

    To ensure that more American students attend college and are prepared to participate in a global economy, secondary schools have increased academic rigor and raised standards. By emphasizing vertical alignment of courses from preschool through college, secondary schools can help close the expectation gap that exists between high school and college…

  18. The Relationship between Academic Placement and High School Academic Failure in Mathematics

    ERIC Educational Resources Information Center

    Wright, Johnnie M.

    2012-01-01

    Social promotion is defined as the practice of allowing students who failed to meet performance standards and academic requirements the opportunity to pass on to the next grade with their peers. Although the A+ Educational Reform Act abolished the use of the practice, social promotion continues to occur in numerous school districts across one…

  19. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School

    NASA Astrophysics Data System (ADS)

    Gose, Robin Margaretha

    English language learners (EL) are the fastest growing sub-group of the student population in California, yet ELs also score the lowest on the science section of the California Standardized Tests. In the area of bilingual education, California has dramatically changed its approach to English learners since the passage of Proposition 227 in 1998, which called for most EL instruction to be conducted in English (Cummins, 2000; Echevarria, Vogt, & Short, 2008). In reality, this means that EL students are often placed in programs that focus on basic language skills rather than rigorous content, meaning that they are not getting access to grade level science content (Lee & Fradd, 1998). As a result, many EL students exit eighth grade without a strong foundation in science, and they continue to score below their English-speaking peers on standardized achievements. While the usefulness of the academic language construct remains controversial (Bailey, 2012), the language used in science instruction is nevertheless often unfamiliar to both EL and English proficient students. The discourse is frequently specialized for discipline-specific interactions and activities (Bailey, 2007; Lemke, 1990). This qualitative case study examined academic language instruction in three middle school science classrooms at a dual language charter school. The goal was to understand how teachers integrate academic language and content for linguistically diverse students. The findings fom this study indicate that targeting language instruction in isolation from science content instruction prohibits students from engaging in the "doing of science" and scientific discourse, or the ability to think, reason, and communicate about science. The recommendations of this study support authentically embedding language development into rigorous science instruction in order to maximize opportunities for learning in both domains.

  20. Whistleblowing in academic medicine

    PubMed Central

    Rhodes, R; Strain, J

    2004-01-01

    The authors present and discuss cases of academic medicine failing to address unethical behaviour in academic science and, thereby, illustrate the scope and seriousness of the problem. The Olivieri/Apotex affair is just another instance of academic medicine's dereliction in a case of scientific fraud and misconduct. Instead of vigorously supporting their faculty member in her efforts to honestly communicate her findings and to protect patients from the risks associated with the use of the study drug, the University of Toronto collaborated with the Apotex company's "stalling tactics," closed down Dr Olivieri's laboratory, harassed her, and ultimately dismissed her. The authors argue that the incentives for addressing problematic behaviour have to be revised in order to effect a change in the current pattern of response that occurs in academic medicine. An externally imposed realignment of incentives could convert the perception of the whistleblower, from their present caste as the enemy within, into a new position, as valued friend of the institution. The authors explain how such a correction could encourage appropriate reactions to scientific misconduct from academic medicine. PMID:14872069