ethanporcaro/eric-fulltext-meta huggingface dataset:
Music Preferences in the U.S.: 1982-2002
Author: Mizell, Lee
Date: 2005-06-00
Type: Numerical/Quantitative Data
Subjects: Music,Classical Music,Rock Music,Attitudes,Individual Characteristics,Sex,Race,Ethnicity,Age,Educational Attainment,Income,Geographic Location,Marital Status,Art Activities,Urban Population,Surveys

Music is everywhere. People listen to compact discs while relaxing at home, MP3s while jogging in the park, live music concerts in their free time, and internet radio on the  computer. What are people listening to? Who is doing the listening? How have listening  patterns changed over time? This report aims to answer those questions by using data from the Survey of Public Participation in the Arts (SPPA) to examine music preferences across the United States. Overall, the survey data point to changing music preferences over time-- both across the country and within demographic groups. While most genres experienced notable declines in popularity, rap/hip-hop, classic rock/oldies, and blues/R&B experienced increases. Analysis also reveals important associations between demographic characteristics and music preferences. Although each of these demographic characteristics provides information about "who likes what," what this report clearly suggests is that much of what explains music preferences is not directly observable. The goodness-of-fit measures in Appendix D show that only a small amount of the variation in music preferences can be explained by these demographic characteristics. Although adding arts engagement measures substantially increases the explanatory power of the regressions, the vast majority of the variation in music preferences remains unexplained. In short, while it is possible to broadly identify who likes what, understanding the social, environmental, and personal dimensions of music preferences is far more complex. This study should be of interest to any reader who is a little curious to find out what type of music is likely to be playing on the radios, CD players, or iPods of adults in his or her community. The report should also be useful to educators, researchers, and music industry personnel who are invested in knowing who listens to what. Appended are: (A) Description of Data, (B) Methodologies, (C) Regression Model, (D) Estimated Audience Size, and (E) SPPA survey Questions. (Contains 37 tables, 1 figure, 62 footnotes, and a bibliography. This report was written with Brett Crawford and Caryn Anderson.)
A Quality Teacher in Every Classroom: Creating a Teacher Evaluation System that Works for California. Perspectives from Accomplished California Teachers
Author: National Board Resource Center at Stanford University
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Evaluation,Teacher Improvement,Standards,Performance Based Assessment,Innovation,Outcomes of Education,Evaluators,Tenure,Feedback (Response),Faculty Development,Best Practices

The dire state of education funding in California and across the nation means stakeholders must be smarter than ever about how they use their resources. Since teacher quality has emerged as one of the most powerful variables in student success, the focus of policy reform must be on building the capacity of teachers--now and in the future--to meet the challenges schools face. This is an executive summary of a report by ACT (Accomplished California Teachers) that examines teacher evaluation. The recommendations in this report are drawn from research, analysis of existing policies, input from academic experts, and several teachers' own experiences as promoters of quality teaching. This report offers recommendations on making teacher evaluation a more useful tool to advance the quality of teaching across California. [This report was conducted by the Accomplished California Teachers, a program of the National Board Resource Center at Stanford, in collaboration with the Center for Teaching Quality. For the full report, see ED511717.]
A Quality Teacher in Every Classroom: Creating a Teacher Evaluation System that Works for California. Perspectives from Accomplished California Teachers
Author: National Board Resource Center at Stanford University
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Evaluation,Teacher Improvement,Standards,Performance Based Assessment,Innovation,Outcomes of Education,Evaluators,Tenure,Feedback (Response),Faculty Development,Best Practices

The dire state of education funding in California and across the nation means stakeholders must be smarter than ever about how they use their resources. Since teacher quality has emerged as one of the most powerful variables in student success, the focus of policy reform must be on building the capacity of teachers--now and in the future--to meet the challenges schools face. This report, one in a series to be released by ACT (Accomplished California Teachers), examines teacher evaluation. The recommendations in this report are drawn from research, analysis of existing policies, input from academic experts, and several teachers' experiences as promoters of quality teaching. This report offers recommendations on making teacher evaluation a more useful tool to advance the quality of teaching across California. [This report was conducted by the Accomplished California Teachers, a program of the National Board Resource Center at Stanford, in collaboration with the Center for Teaching Quality. For the summary, see ED511716.]
How California Ranks
Author: EdSource
Date: 2010-09-00
Type: Reports - Research
Subjects: Expenditure per Student,Educational Finance,Costs,Public Education,Educational Assessment,Educational Indicators,State Aid,State Standards,State Surveys,Fiscal Capacity,Teacher Student Ratio,Funding Formulas,Comparative Analysis,Enrollment Rate

Public education supports California's economic growth and creates opportunities for the state's youth. Given that, it is important for Californians to understand how much the state is investing in its schools and how that money is being spent. Comparing California with the nation and other similar states can provide a useful perspective in answering these questions, but such comparisons are complex and different organizations frequently pick and choose among the data for the numbers that best support their position. EdSource examined the available data sources and interpretations with care and also consulted extensively with experts when it encountered questions or inconsistencies. Based on its research, EdSource found the following: (1) California's public schools serve the country's largest student population, one that is quite diverse and faces substantial challenges; (2) California's effort to support its schools financially does not quite match its capacity; (3) California's per-pupil expenditure lags the national average, and the gap grows if labor costs are considered; (4) California's high labor costs and modest per-pupil expenditures mean that its school districts have low staff-to-pupil ratios compared with the country as a whole, with some staff categories particularly low; and (5) California school districts are for the most part similar to the rest of the country in their spending patterns, with about two-thirds of funds going to instruction.
Introducing Public Libraries to The Big Read: Final Report on the Audio Guide Distribution
Author: Sloan, Kay
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Classics (Literature),World Literature,Museums,Public Libraries,Library Services,Library Role,Reading Programs,Partnerships in Education,Audio Books,Community Information Services,Mail Surveys,Library Research,Guides

In July 2008, over 14,000 public libraries throughout the U.S. received, free of charge, a set of fourteen Audio Guides introducing them to The Big Read. Since 2007, when the National Endowment for the Arts and the Institute of Museum and Library Services, in partnership with Arts Midwest, debuted The Big Read, the program has awarded grants to over 500 communities nationwide. In collaboration with local partners, grantees host events that bring citizens together to read, discuss, and celebrate one of 23 classics of American and world literature. In addition to direct funding, grantees also receive companion resources, including The Big Read Audio Guides. Preliminary results from a national evaluation of The Big Read indicated that these audio resources, which feature Big Read authors such as Amy Tan and Ray Bradbury, and commentary from other writers, actors, and well-known figures such as Edward Albee, Robert Redford, Mary-Louise Parker, and Colin Powell helped participating communities engage readers and non-readers alike in local Big Read events. Findings also indicated that public libraries play a pivotal role in The Big Read, as grantees and as partners. To support and take advantage of that role, and the vital role libraries traditionally play in local communities, the Institute of Museum and Library Services contributed additional funds for The Big Read Audio Guide distribution, managed by Arts Midwest, with the assistance of the Public Library Association. By making these resources more widely available, program sponsors hoped to give libraries and communities the opportunity to participate in The Big Read without formally applying for a full grant. The Big Read Audio Guide Public Library Surveys are appended. (Contains 9 tables, 2 figures, and 9 footnotes.) [For the accompanying reports, see "A Book Club for a Nation, Built Chapter by Chapter. The Big Read. Final Report" (ED511710) and "The Big Read: Case Studies" (ED511704).]
The Impact of Wages on the Probability of Completing an Apprenticeship or Traineeship. NCVER Monograph Series 04/2010
Author: Karmel, Tom
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Wages,Apprenticeships,Trainees,Vocational Education,Withdrawal (Education),Gender Differences,Employment,Skilled Occupations,Technical Occupations,Sales Occupations,Professional Occupations,Managerial Occupations,Service Occupations,Clerical Occupations,Laborers,Educational Benefits,Foreign Countries

The primary focus of this research is the impact of wages on the decision not to continue with an apprenticeship or traineeship. The approach taken is to model three wages relevant to apprentices and trainees: the wage during training; the expected wage in alternative employment; and, the expected wage on completion. The results of these models are then used as inputs into a model which estimates the impact of wages on the final probability of completing an apprenticeship or traineeship. The models also allow for a direct estimate of the short-term value of completion to be made by looking at the differences between the wages of those who did and those who did not complete. Overall, the conclusion is that wages do have some impact on the decision not to continue with an apprenticeship or traineeship but the effect is not consistent. Specifically, the difference between wages on completion and wages in alternative employment is significant in the trades, and the difference between wages during training and wages in alternative employment is significant for males in non-trade traineeships. For females in traineeships there is no significant relationship between wages and completion rates. In looking at the value of completion, the major point to emerge is that apprenticeships and traineeships are a bit of a mixed bag. For trade apprentices (specifically, electrotechnology and telecommunications, construction, and automotive and engineering) expected wages on completion significantly exceed expected wages in alternative employment. For most other occupations the value of completing the qualification is modest or even negative (notably, sales). This lack of a premium attached to completion suggests that there is a range of traineeships for which there is apparently little skills acquisition during the training job, or if there is the skills are not valued by the labour market over the general work experience obtained during the traineeship. Appended are: (1) Apprentice and Trainee Destination Survey; (2) Regressions models; (3) Estimating average wages; and (4) Supplementary tables. (Contains 21 tables, 2 figures and 9 notes.)
Awakening Opportunity: Three Elements to Foster Learners' Autonomy
Author: Ebata, Makiko
Date: 2010-09-01
Type: Reports - Research
Subjects: Cooperative Learning,Personal Autonomy,English (Second Language),Language Acquisition,Teaching Methods,Educational Strategies,Student Centered Curriculum,Educational Practices,Instructional Effectiveness,Skill Development,Teacher Effectiveness,Student Attitudes,Student Motivation,Foreign Countries

Besides the significant role of the teacher in the language learning process, students must also make an extensive effort to acquire a targeted language on their own. After careful consideration of the role of the instructor and learner in language development, I have come to the conclusion that effective language learning requires fruitful teaching and learner autonomy. This paper will show the effectual teaching strategies that create learner autonomy. Developing learners' autonomy is important in producing successful learners. Among several elements for developing learners' autonomy, I find three elements especially important; 1. Effective content and teachers, 2. A student-centered cooperative learning environment, and 3. Meaningful skills teaching. All of them are crucial in order to foster learner autonomy. In addition, autonomous learners have increased motivation towards learning. My research allows me to understand that friendly and understanding teachers, conversation opportunities, and effective group work and pair work are needed by students. In short, these elements can provide opportunities to become successful learners who can eventually become great English communicators. They are great opportunities givers that can develop learners' autonomy.
Enabling Secondary Level Teachers to Integrate Technology through ICT Integrated Instructional System
Author: Bose, Sutapa
Date: 2010-09-05
Type: Opinion Papers
Subjects: Preservice Teacher Education,Teacher Education Programs,Technology Integration,Foreign Countries,Educational Technology,Teaching Methods,Technology Uses in Education,Knowledge Base for Teaching,Instructional Improvement,Instructional Effectiveness,Educational Practices,Information Technology,Teaching Skills,Technology Education

Institutions providing pre-service teacher education are responsible for preparing teachers capable of functioning in the knowledge society, which India aspires to be. Schools of a knowledge society would require teachers to integrate technology into the instructional system and they are to be prepared for it accordingly through teacher education programs, especially pre-service ones. With this requirement as a backdrop and on the basis of the argument that teachers are to be taught through methods, which they are later expected to adopt, this article aims to highlight the need to integrate technology in the instructional system of teacher education institutions of India. In this article only the secondary level of teacher education of India (Bachelor of Education) has been considered and it has been emphasized that teachers need to be taught during teacher education programs through methods that integrate Information and Communication Technology (ICT) so that they may be prepared to integrate ICT when they teach in schools. The article first upholds the rationale for shifting towards ICT integration. It also clarifies the process of ICT integration and thereby underscores the difference between occasional use of ICT and ICT integration in the instructional system. While depicting the present scenario with only occasional use of ICT supplementing traditional methods of teaching, it has been cautioned that the present practice, which does not amount to technology integration, could leave teacher trainees unprepared for integrating technology when they teach in schools.
Does Applying Ethics in Education Have an Effective Impact in the Classroom?
Author: Eldakak, Sam
Date: 2010-01-02
Type: Reports - Evaluative
Subjects: Ethics,Plagiarism,Cheating,Integrity,Private Colleges,Surveys,School Policy,College Students,College Faculty

Everyone believes now these days that our current age of technology where everything is available on the internet and through texts and emails, ethical issues and ethic in education are  becoming major concern and very important than ever before. In the past, people needed to really work hard if they wished to obtain information for tests and other educational matters. Today, with a click of a button, one can easily obtain everything and more by generally cut and paste information without giving credit where credit is deserved. As Olson stated, &quot;With a few clicks of the mouse, students simply can 'cut and paste' the information they need&quot; (Olson, 2005, p. 17A). While the majority of students may believe that it is okay to use some of the materials available in the internet without the proper citations and referencing, the role of ethics in education can play a moral and an effective role. This is the reason this paper was written to ensure that students must learn to be honest and not to commit such acts of plagiarism of any shape or form. With these points in mind, this paper displays a crucial points of the importance of ethics in the classroom.
Web-Based New Literacies: Revisiting Literacy in TESOL and EFL Teacher Education
Author: Abdallah, Mahmoud Mohammad Sayed
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Preservice Teacher Education,Internet,Teacher Educators,English (Second Language),Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,Information Technology,Literacy,Technological Literacy,Language Teachers,Guidelines,Web Based Instruction

English language learning in general, and TESOL in particular, has been recently associated with some new literacy practices imposed by the Internet and other new ICTs which, according to Coiro et al. (2008), have been defining the concept of literacy in the 21st century. The changing social practices should be accompanied by a process of revolutionizing the concept of literacy itself so that it can encompass those new dimensions brought up by the Web. Hence, this paper reviews approaches to literacy as far as language learning and the Web, as a new technology of literacy, are concerned, as well as the relevant new literacy practices in this context as indicated by some empirical studies. Here I present the term Web-based new literacies in the Egyptian context of EFL teacher education to express the new knowledge, skills, strategies, and social practices that prospective teachers of English require to cope with the rapid developments in the Web and the new literacy practices that students have recently been involved in within informal contexts. It is suggested that introducing this new term along with a review of the new literacy practices associated with the Internet and other ICTs in a language learning context may help us as EFL teacher educators to reconsider our teaching practices and refine EFL curriculum in the pre-service EFL teacher education programmes accordingly.
Charter Schools and the Teacher Job Search. Research Brief
Author: Cannata, Marisa
Date: 2010-07-00
Type: Reports - Research
Subjects: Charter Schools,Familiarity,Labor Market,Social Networks,Student Teacher Attitudes,Job Applicants,Job Search Methods,Social Influences,Institutional Characteristics,Salary Wage Differentials,Job Satisfaction,Teacher Surveys

Charter schools have been the subject of much education policy research, particularly related to student achievement, governance, funding, and student composition. Although high-quality teachers are essential for the educational success of any school, much less research exists on charter schools' ability to recruit talented teachers. This study from the National Center on School Choice explored how prospective elementary teachers view charter schools as they enter the labor market, apply for teaching jobs, and decide where to work. Using a framework of labor market segmentation, the study developed a model for understanding the interaction between institutional structures and informal boundaries (such as social networks and preferences for working in a familiar setting) and teachers' job searches. The data examined came from a mixed-methods longitudinal study of prospective elementary teachers from six teacher preparation colleges in the Detroit metropolitan area. Findings reveal that: (1) Few teacher applicants give equal consideration to charter schools and traditional public schools in the job search; (2) Social and institutional contexts influence teacher applicants' familiarity with and openness to working in charter schools; (3) Teacher applicants are confused about whether charter schools are public or private entities; and (4) Teacher applicants who ended up working in charter schools earn lower salaries and are less satisfied with their schools. (Contains 1 footnote.)
Instructional Conditions in Charter Schools and Students' Mathematics Achievement Gains. Research Brief
Author: Berends, Mark
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Charter Schools,School Choice,Achievement Gains,Mathematics Achievement,Instructional Innovation,Educational Opportunities,Instructional Effectiveness,Educational Environment,Educational Policy,Comparative Analysis

When examining school choice in the United States, one is struck by the variety of options available as well as the bitter controversies surrounding these choices. Nevertheless, the school choice movement is gathering steam, and research on choice is expanding to assess whether or not the movement is doing what it aims to do: advance educational opportunities for students by expanding school choice options to families (Berends, Springer, Ballou, &amp; Walberg, 2009). As part of a larger National Center on School Choice research effort investigating the relationship between instructional conditions and academic achievement in schools of choice and traditional public schools, the study described in this brief was based on survey data collected from teachers and principals in a sample of charter and traditional public schools in spring 2006. Researchers also examined student achievement data from the Northwest Evaluation Association (NWEA) for the 2002-03 through 2005-06 school years. The sample included 1,727 students from a matched convenience sample of 44 charter and traditional public schools in NWEA-tested schools in Idaho, Indiana, and Minnesota. Findings reveal that mathematics achievement gains were similar for students who attend charter schools and students who attend traditional public schools. Greater instructional innovation  did not result in greater achievement gains. [This brief summarizes research reported in the following journal article: Berends, M., Goldring, E., Stein, M., &amp; Cravens, X. (2010). Instructional conditions in charter schools and students' mathematics achievement gains. &quot;American Journal of Education,&quot; 116 (3), 303-335.]