ethanporcaro/eric-fulltext-meta huggingface dataset:
Campus Attacks: Targeted Violence Affecting Institutions of Higher Education
Author: Drysdale, Diana A.
Date: 2010-04-00
Type: Reports - Research
Subjects: Higher Education,Violence,Definitions,Colleges,Victims of Crime,Interpersonal Relationship,Stress Variables,School Security,Criminals

On the third anniversary of the tragic shooting at Virginia Tech, the U.S. Secret Service, the U.S. Department of Education and the Federal Bureau of Investigation released this study of targeted violence incidents on U.S. campuses of higher learning. The three entities wanted to know how the prevalence of the incidents of targeted violence affect institutions of higher education (IHEs), who the perpetrators are, and whether they are affiliated with the affected IHE. Presented herein are preliminary findings from a review of 272 incidents of violence that affected IHEs in the United States from 1900 through 2008. The report provides an overview of these incidents and the involved subjects, discusses initial observations regarding behaviors of the subjects, and offers preliminary considerations regarding the data that may have relevance to threat assessment. It also identifies factors that may have motivated or triggered the attacks. The report cautions the reader to avoid drawing broad-based conclusions. Several of the key elements explored included the attackers' intent with regard to target selection, interpersonal relationships, personal stressors, and triggering events. Each of these elements seemingly played a significant role in the offenders' decision to commit an act of violence. In nearly three-quarters of the captured incidents, the offender appeared to have targeted one or more specifically named individuals. Only in a small percentage of the cases was there some indication that random persons were also targeted along with specific individuals. Hence, understanding what leads an offender to exclusively target random individuals remains a complex and difficult challenge. While the participating agencies are aware of the limitations of an open-source descriptive review, this preliminary effort will be complemented by a more in-depth study to be conducted by the Department of Education and the FBI. Appended are: IHE Definitions; Additional Examples of Incidents; and Definitions of Incident Categories. (Contains 7 tables, 4 figures, and 40 footnotes.)
A New Way of Learning
Author: Kennedy, Jarred
Date: 2010-04-16
Type: Reports - Descriptive
Subjects: Graduate Study,Technology Uses in Education,Internet,Web Sites,Educational Technology,Assignments,Electronic Publishing,Educational Games,Elementary School Students,Grade 3,Learning Experience

I have submitted a paper about the course work I learned in the spring semester of my graduate course. The title of the class is Using the Internet in the Classroom. Throughout the semester we learned about various tools and the technology students have been using to help strengthen their learning experience. My paper discusses the specific learning examples we reviewed and what I took away from these lessons throughout the semester. As the readers guide themselves through my post they will notice educational games and simulations, blogs, and twitter were a main focus of the learning experience this semester. Our class looked at a lot of videos and read summaries to familiarize ourselves with the material so we were able to elaborate on it and summarize what we learned. We had such assignments as discuss whether we would be in favor or not in favor of supporting technology in the classroom. We challenged ourselves by using SecondLife to complete assignments. This was a virtual world that used Avitars to accomplish missions and live life in a 3-D world. All and all my paper analyzes the positive outcomes of using technology in the classroom and how far the classroom has come since the internet has been pushed to the front of all technological advances.
Using Factor Analysis and Hierarchical Linear Modeling to Analyze STEM Majors' Perceptions of the Commitment to Teach in High Need Schools Survey
Author: Liou, Pey-Yan
Date: 2009-04-16
Type: Reports - Research
Subjects: Mathematics Education,Science Education,Majors (Students),Student Attitudes,Teacher Shortage,Teacher Supply and Demand,Teacher Qualifications,Scholarships,Teacher Recruitment,Teacher Certification,Context Effect,Human Capital,Program Evaluation,Factor Analysis

Factor analysis was applied to analyze the Noyce Scholarship Program Evaluation  Scholar Survey, and then further hierarchical linear modeling (HLM) was applied to differentiate the variance due to program effects from individual scholars' effects. This survey was constructed to determine scholars' perception of their individual teacher preparation programs, their personal experience, and their decision to teach in high needs schools. Explanatory factor analysis was used to combine the many items into a few constructs. Based on theories and research, group members' professional opinions and confirmatory factor analysis, the final eight-factor model was determined. Two of the eight factors are scholars' perceptions of the influence of scholarship on becoming teachers and becoming high need teachers. While the two factors about scholars' perceptions of scholarships were entered as the outcome variables in HLM analyses, other variables were used as explanatory variables at the scholar level and the program  level. The results show the program effect and some variables at the scholar level and the program level had statistically significant relationships with the outcome variables. Appended is: Eight Factors for the NSPES Survey/Groups of Scholars within the Eight Factors. (Contains 6 tables.)
The Amesbury Early College Program: Preliminary First-Year Outcomes
Author: Leonard, Jack
Date: 2010-03-25
Type: Numerical/Quantitative Data
Subjects: Experimental Groups,Dual Enrollment,Secondary Education,Grade 10,Community Colleges,College School Cooperation,College Credits,Acceleration (Education),Program Evaluation,Program Effectiveness,Program Improvement,Student Surveys,Paying for College

This year, an experimental group of 31 academically average high school sophomores were dual enrolled in both high school and college and will earn nine college credits by June. This paper presents a mid-year evaluation of student academic outcomes, which will be used for program improvement and future planning. The researcher is a member of the design team. Both quantitative (student transcripts and surveys) and qualitative (interviews and classroom documents) data were collected and analyzed. Specifically, the report demonstrates that the students match the middle two academic quartiles of the school, that the dual enrollment courses match or exceed college standards in almost every respect and that most of the students are thriving and committed to remaining with the project next year. Student Survey and First Quarter Syllabus are included. (Contains 7 tables and 1 figure.)
Inclusion Art Contest
Author: Mel, Melisa Dauzat
Date: 2010-03-00
Type: Reports - Research
Subjects: Art Activities,Competition,Inclusive Schools,Middle School Students,Grade 6,Grade 7,Grade 8,Student Diversity,Disabilities,Teacher Attitudes,Resistance to Change,Student Attitudes

The purpose of this study was to ease a school system into the transitions that occur when Inclusion is incorporated. An entire Middle School was used to collect data from. The grades in that school were 6th, 7th and 8th grade. The initial intent was to foment a community feeling among the students. The results were completely unexpected as they reflected that teachers needed more transitional services and trainings than the students did. School districts need to increase their knowledge and staff trainings to make inclusion be a successful part of their school.
Graduation Coaching in High-Need Urban, High Schools
Author: Lacefield, Warren E.
Date: 2010-05-01
Type: Reports - Research
Subjects: At Risk Students,Academic Achievement,Intervention,Developmentally Appropriate Practices,Urban Education,Middle School Students,Graduation,Coaching (Performance),High School Students,Longitudinal Studies,Grade 9,Grade 10,College Preparation,Academic Support Services

This study documents the impact of placing graduation coaches as a GEAR UP intervention in urban high schools. The overall goal was improvement of students' academic performance, particularly for students not passing core courses. This longitudinal study began with data collection in feeder middle schools where results indicated improved student achievement. The middle school model was revised to incorporate strategies appropriate to the developmental needs of high school students. Preliminary results indicate that the graduation coach model is a promising practice in high-need urban high schools. (Contains 6 figures and 2 tables.)
Continuously Uncertain Reform Effort: State-Mandated History and Social Science Curriculum and the Perceptions of Teachers
Author: Martell, Christopher
Date: 2010-05-03
Type: Reports - Evaluative
Subjects: Educational Change,Sustainable Development,Politics of Education,State School District Relationship,Social Sciences,Curriculum,Teacher Attitudes,School District Autonomy,State Regulation,State Standards,Accountability,Graduation Requirements,Professional Autonomy,Participative Decision Making

This study examined teachers' attitudes and beliefs in one over-performing urban/suburban high school of the state-mandated curriculum framework under conditions that I label a continuously uncertain reform effort or a top-down mandated curriculum involving constant mixed-messages as to its content, accountability demands, and future existence. Data were collected from three sources: interviews (N = 3), a survey of the department (N = 16), and their students' (N = 372) outcomes on the state pilot exam. Results from this study suggest that the teachers in this department expressed significant knowledge of the framework, held consistently negative views of the framework, and openly expressed diminished use of the framework in their teaching due to its political nature and lack of teacher contribution. Four appendixes are included: (1) Interview Guide; (2) Milltown High School's  History and Social Science Department Selected Responses to Survey; (3) Survey Questionnaire Responses; and (4) MCAS [Massachusetts Comprehensive Assessment System] Data 2007. (Contains 6 footnotes.)
Estimating Critical Values for Strength of Alignment among Curriculum, Assessments, and Instruction
Author: Fulmer, Gavin W.
Date: 2010-05-01
Type: Reports - Research
Subjects: Standardized Tests,Hypothesis Testing,Accountability,Criterion Referenced Tests,Alignment (Education),Indexes,Curriculum,Simulation

School accountability decisions based on standardized tests hinge on the degree of alignment of the test with a state's standards. Yet no established criteria were available for judging strength of alignment. Previous studies of alignment among tests, standards, and teachers' instruction have yielded mixed results that are difficult to interpret and compare across studies. This simulation study determined critical values for Porter's (2002) alignment index, suitable for hypothesis testing at alpha levels of 0.05 and 0.10. The critical values will be useful to researchers or policymakers who seek to judge strength of alignment among standards, assessments, and instruction. The presentation will also describe directions for future research in establishing objective criteria for the interpretation of alignment indices. (Contains 1 footnote, 9 tables, and 2 figures.) [This material is based on work supported by the National Science Foundation.]
Preparing Bilingual Teacher Candidates: A Linguistic Conundrum in a Changing Political Landscape
Author: Yturriago, Judith Kwiat
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Schools of Education,Federal Legislation,Linguistics,State Standards,Standardized Tests,Second Language Learning,Bilingual Teachers,English (Second Language),Language Proficiency,English,Teacher Characteristics,Personality Traits,Student Teacher Attitudes,Politics of Education,Advocacy

In schools across the country, many students who consistently score below their white peers on state standardized tests are English language learners (ELLs). Under No Child Left Behind (NCLB) and the reauthorized ESEA under President Obama, all 50 states are and will be required to have English language proficiency (ELP) standards and state assessments aligned to those ELP standards. Every school's ELL population must show yearly growth in English language proficiency and must meet state standards on state exams in English. Education departments in colleges and universities must adequately prepare bilingual teacher candidates to meet the challenges of increased accountability for the ELLs they will educate. This paper will explore the linguistic conundrum bilingual teacher candidates must consider regarding teaching ELLs in English verses the native language as well as the dispositions bilingual teacher candidates need to exhibit in their work with ELLs. (Contains 2 figures.)
Teachers' Views on Conducting Formative Assessment within Contemporary Classrooms
Author: Volante, Louis
Date: 2010-05-01
Type: Reports - Research
Subjects: Secondary School Teachers,Formative Evaluation,Foreign Countries,Teacher Attitudes,Evaluation Methods,Interviews,Elementary School Teachers,Peer Evaluation,Self Evaluation (Individuals),Faculty Development

Using a focus group format, 20 teachers working in elementary and secondary schools were interviewed from 2 school districts in southern Ontario, Canada about their understanding and use of formative assessment. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggested an imbalance in the use of formative assessment methods associated with improvements in student learning and achievement. Many teachers noted difficulties in utilizing self- and peer assessment within their classrooms. The discussion focuses on the implications for transforming classroom practice and outlines factors necessary to facilitate a balanced assessment approach.
A Networked Learning Model for Construction of Personal Learning Environments in Seventh Grade Life Science
Author: Drexler, Wendy
Date: 2010-05-02
Type: Reports - Research
Subjects: Computer Assisted Instruction,Educational Environment,Individual Instruction,Individual Needs,Internet,Educational Resources,Biological Sciences,Grade 7,Inquiry,Constructivism (Learning),Teaching Methods,Computer Literacy,Student Responsibility

The purpose of this design-based research case study was to apply a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. API widgets were used to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that serves as a reference for future instructional designs. (Contains 3 tables and 4 figures.)
Scaling up Learning Communities: The Experience of Six Community Colleges
Author: Visher, Mary G.
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Educational Strategies,Social Support Groups,Community Colleges,Eligibility,Research Methodology,Developmental Studies Programs,Measures (Individuals),Teaching Methods,Learning Activities,Discourse Communities,Integrated Curriculum,College Faculty,Scheduling,School Personnel,Grouping (Instructional Purposes),Two Year College Students

The Learning Communities Demonstration is a large-scale, random assignment evaluation of learning community programs at six community colleges. During the first year of the demonstration, all six colleges expanded their learning community programs and, in the process, faced similar challenges in selecting courses to link, recruiting and supporting faculty, filling the learning communities with eligible students, and helping faculty use instructional strategies such as curricular integration to enhance learning. By spring 2009, the colleges operated more than 130 learning communities serving around 3,000 students. This report describes the strategies the colleges used to scale up their programs while working to improve their quality, and the many complex challenges that are likely to be faced by any community college intent on scaling up effective learning communities--including scheduling, faculty engagement with and approach to teaching, and balancing developmental courses with traditional college-level courses. Key findings from the implementation study include: (1) A paid coordinator and committed leaders were essential to managing and scaling up learning communities; (2) As coordinators clarified expectations and offered support, faculty responded by changing their teaching practices; (3) Curricular integration remained difficult to implement widely and deeply; and (4) Student cohorts led to strong relationships among students, creating both personal and academic support networks. Appendices include: (1) Supplementary Tables; (2) Research Methods and Data Sources; and (3) Learning Communities Faculty Survey. (Contains 77 footnotes, 6 tables, 7 figures, and 1 box.)
Education and Happiness in the School-to-Work Transition
Author: Dockery, Alfred Michael
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Education Work Relationship,Psychological Patterns,Life Satisfaction,Longitudinal Studies,Educational Attainment,Personality Traits,Family Characteristics,Vocational Education,Higher Education,College Graduates,High School Students,Young Adults,Measures (Individuals),Foreign Countries

Education is generally seen as enhancing people's lives. However, previous research has reported an inverse relationship between education and happiness or satisfaction with life: as education level goes up, happiness goes down. Using data from the Longitudinal Surveys of Australian Youth (LSAY), this report examines the relationship between education and happiness. The impact of factors such as family circumstances and personality traits are also considered. The report finds that undertaking vocational qualifications such as an apprenticeship has a positive impact on happiness both during the training period and after completion. For university graduates, however, happiness declines following completion of their study. Results for dummy variables for each wave of the survey are appended. (Contains 14 tables, 2 figures, and 11 footnotes.)
When Is the Story in the Subgroups? Strategies for Interpreting and Reporting Intervention Effects on Subgroups. MDRC Working Papers on Research Methodology
Author: Bloom, Howard S.
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Groups,Intervention,Statistical Significance,Hypothesis Testing,Computation,Research,Differences,Context Effect,Hispanic Americans,Wellness,Criminals,Employment Programs

This paper examines strategies for interpreting and reporting estimates of intervention effects for subgroups of a study sample. Specifically, the paper considers: why and how subgroup findings are important for applied research, the importance of pre-specifying sub- groups before analyses are conducted, the importance of using existing theory and prior research to distinguish between subgroups for whom study findings are confirmatory (hypothesis testing), as opposed to exploratory (hypothesis generating), and the conditions under which study findings should be considered confirmatory based on their pre-specification and pattern of statistical significance for the full sample, its subgroups, and their differences. These issues are illustrated by empirical examples from past work by the authors. (Contains 5 footnotes and 5 tables.) [This paper was also supported by funding from Judith Hispanic Fund for Methodological Innovation in Social Policy Research at MDRC.]
Arkansas Department of Education Gifted and Talented Program Approval Standards. Revised
Author: Arkansas Department of Education
Date: 2009-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Academically Gifted,Talent,Program Validation,School Districts,Educational Opportunities,Ability Identification,Curriculum,Definitions,Elementary Secondary Education,Parent Participation,Special Programs,Staff Development,State Regulation,State Standards,Student Evaluation,Accreditation (Institutions),Guidelines,Talent Identification,Program Effectiveness,Program Evaluation,Organizations (Groups)

The purpose of this document is to establish the minimum standards for approval of programs which meet the requirements of the Standards of Accreditation adopted by the State Board of Education February 22, 1984, and have been effective since June 1, 1987. Included are guidelines, which enable school districts to: (1) Establish equitable criteria for identification of gifted and talented students; (2) Establish programs which will lead to appropriate educational opportunities for these students; and (3) Establish procedures to evaluate the effectiveness of the provisions of these educational opportunities. School districts may choose to work cooperatively to develop and operate programs for their gifted students. Any mention of &quot;district&quot; in this document applies also to a group of districts working as a cooperative. This definition does not include Educational Service Cooperatives established under Act 349 of 1985. Standards for approved programs are listed on the following pages. Evidence verifying compliance should be kept on file in the district so that it will be available for review by the Department of Education when the district is monitored. Appendices include: (1) Gifted Education Organizations; and (2) Gifted Education Resources. [Cover title may vary.]