Your search found 20 results.

Descriptors:
Educational Research; Journal Articles; Documentation; Information Dissemination; Information Systems; Research Utilization

Abstract:
This article describes what a structured abstract is and how a structured abstract can help researchers sort out information. Today over 1,000 education journals publish more than 20,000 articles in the English language each year. No systematic tool is available at present to get the research findings from these tens of thousands of articles to the millions of education practitioners in the United States who might use them. The purpose of a structured abstract is to help practitioners sort out findings from education research. The structured abstract would take the place of the paragraph- style narrative summary that appears at the beginning of most articles. A structured abstract is a formal and compact summary of an article's main features and findings. Like a table or figure, it has a predictable structure that compresses information into a small space and can be read independently from the main body of the article. The structured abstract is longer and more detailed than the standard paragraph-style narrative summary. On the printed page, the structured abstract appears between the title and the main body of the article. It includes basic elements that apply to all articles (background, purpose, research design, and conclusions) and several additional elements that apply to some articles but not to others (e.g., setting, population, intervention, data collection and analysis, and findings). The structured abstract offers a robust vehicle to help practitioners systematically access, assess, and communicate education studies and research findings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (127K) |  More Info:
Help Find in a Library

Descriptors:
Periodicals; Research Design; Intervention; Innovation; Educational Research; Documentation; Information Seeking; Access to Information; Information Technology; Information Dissemination

Abstract:
Background: Approximately 1,100 education journals collectively publish more than 20,000 education research articles each year. Under current practice, no systematic way exists to move the research findings from these studies into the hands of the millions of education practitioners and policymakers in the United States who might use them. Purpose: To help disseminate education research findings, we propose that education journals consider adopting a structured abstract, a structural innovation that focuses on the format of the article itself. The structured abstract would replace the paragraph-style narrative summary--typically either an APA-style abstract or "editor's introduction"--now present at the beginning of many articles. Intervention: A structured abstract is a formal and compact summary of an article's main features and findings. As does a table or figure, it has a predictable structure that compresses information into a small space and can be read independent of the main body of the article. The structured abstract is longer and more detailed than the standard paragraph-style narrative summary. On the printed page, the structured abstract appears between the title and the main body of the article. It includes basic items applying to all articles (i.e., background, purpose, research design, and conclusions) and several additional items that apply to some articles but not to others (i.e., setting, population, intervention, data collection and analysis, and findings). Research Design: Analytic essay. Conclusions: The structured abstract is a viable and useful innovation to help practitioners and policymakers systematically access, assess, and communicate education studies and research findings. Relative to current practice, the structured abstract provides a more robust vehicle for disseminating research through traditional routes as well as through new channels made possible by emerging technologies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (67K) |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Computer Uses in Education; Educational Media; Educational Practices; Educational Research; Educational Technology; Research and Development; Standards; Trend Analysis

Abstract:
The articles in this section of "Educational Media and Technology Yearbook" identify current trends and issues in the field of instructional technology. Two subsections are also included: ERIC Digests, which are reprints of ERIC reports available on the Internet, and a subsection on a variety of standards that emerged during the past couple of years. (AEF)

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library

Descriptors:
Academic Achievement; Academic Standards; Case Studies; Elementary Secondary Education; Learning; Theory Practice Relationship

Abstract:
Little empirical evidence suggests a causal link between standards and enhanced student learning. This article defines types of standards, presents five theories of action, discusses reforms in Maine and Philadelphia, and summarizes two small case studies suggesting how standards can affect everyday student learning. (Contains 25 references.) (MLH)

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library

Descriptors:
College Faculty; Educational Technology; Faculty Development; Futures (of Society); Higher Education; Instructional Improvement; Trend Analysis

Abstract:
Addresses the effects and benefits of faculty development activities. Summarizes research in the area, identifies emerging trends, and points to directions that future programs should take. Highlights research about the effect of programs on instructional improvement and acknowledges the role that technology will play in the development needs of faculty. (LRW)

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library

Descriptors:
Adolescents; Antisocial Behavior; Counseling; Dropouts; Family Problems; Guidance; Homeless People; Intervention; Prevention; Program Effectiveness; Runaways; Social Change; Violence; Youth Problems

Abstract:
More than half of runaway adolescents cite poor family communication and conflict as the primary reasons for running. Runaways (.5-1.5 million annually) generally arrive on the streets with few survival skills and little money. They are often subject to abuse of various sorts, and many eventually resort to criminal activity or use drugs in efforts to cope. This paper describes some problems that runaways face at home and on the streets, and the public and private sector responses to their needs. Sweeping changes in legislation have set the tone for changes in the juvenile court system and in programs and services for these youth. Innovative approaches to helping runaways, those at risk, and their families are in place at both the community and federal levels. The National Runaway Switchboard is a major point of contact for reuniting families and runaways. Partnerships of volunteers, nonprofit organizations, businesses, and state and federal agencies have created networks to help runaways and at-risk youths. This paper reviews the limited research on the effects of these changes in bringing runaways home, on educational and vocational outcomes, the incidence of drug and alcohol abuse, and the development of constructive relationships. A glossary of terms is provided. (Contains 56 references.) (EMK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1098K)

Descriptors:
College Instruction; Computer Assisted Instruction; Educational Research; Educational Technology; Higher Education; Instructional Effectiveness; Instructional Materials; Multimedia Materials; Online Systems; Student Participation; Teaching Methods

Abstract:
Focuses on six controlled primary research studies of using interactive computing and multimedia in college classrooms. Concludes: computer technology can support good teaching; interactive computer-assisted instruction is usually more effective when the learner is an active participant; multimedia may have advantages because it involves multiple senses; computers can accommodate varying needs of students; computer-assisted instruction can provide gains in learning efficiency. (AEF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library

Descriptors:
College Instruction; Computer Assisted Instruction; Educational Research; Higher Education; Instructional Innovation; Instructional Materials; Multimedia Materials; Online Systems

Abstract:
Focuses on empirical research about college-level instruction that uses interactive multimedia programs, concentrating on reviews and research syntheses that have appeared since 1987. Summarizes practical findings that may be useful to college teachers wanting to use computer technology in their instruction. (AEF)

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library

Descriptors:
Ability Grouping; Academic Achievement; Class Size; Elementary Education; Longitudinal Studies; Research Needs; Teacher Student Ratio; Track System (Education)

Abstract:
Review of tracking research reveals a small number of well-designed studies with equivocal results. The Tennessee Class Size Study demonstrates convincingly that student achievement is better in smaller K-3 classes and the effect continues later in regular-sized classes. More randomized, controlled field trials such as this are needed. (SK)

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library

Descriptors:
Academic Achievement; Class Size; Educational Research; Elementary School Students; Grade 1; Grade 2; Grade 3; Preschool Children; Research Methodology; Small Classes; Teacher Student Ratio

Abstract:
Discusses research (Tennessee Study of Class Size) that determined the effects of smaller class size in the earliest grades on short- and long-term pupil performance. The 4-year study assessed the performance of over 6,500 students who attended K-3 classrooms having differing numbers of students and found evidence of short- and long-term benefits from smaller class sizes. (GR)

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library