ethanporcaro/eric-fulltext-meta huggingface dataset:
Informing Immigrant Families about High School Choice in New York City: Challenges and Possibilities
Author: Sattin-Bajaj, Carolyn
Date: 2009-10-00
Type: Reports - Research
Subjects: Latin Americans,Immigrants,School Choice,High Schools,Urban Schools,Middle Schools,Parent School Relationship,Conflict,Information Dissemination,Publications,Parent Background,Educational Attainment,Language Proficiency,Cultural Background,Educational Quality,Outreach Programs,Translation,Cultural Differences,Internet,Access to Information,Barriers,Ethnography,Focus Groups,School Counselors,Interviews,Content Analysis

This paper uses ethnographic data from research in three middle schools in Queens, New York and analyzes school choice publications created and distributed by the New York City Department of Education (NYCDOE) to answer questions about how the district and school-level communication strategies and materials facilitate and/or complicate Latin American immigrant families' understanding of the choice process. New York City is home to one of the largest and most heterogeneous immigrant populations worldwide. The city's diversity coupled with the fact that participation in school choice is mandatory for all students who wish to attend public high school in the district make New York City an interesting place to examine immigrant families' experiences with this one aspect of educational integration. Three main questions drive this paper. First, what do the central district office responsible for high school choice and middle school personnel do to inform students and families about high school choice in New York City? What materials do they provide, events do they organize, and resources do they dedicate to explain the high school choice process to middle school families? Next, in light of the materials, events, and school-based supports that exist, how might Latin American immigrant parents' language proficiency, cultures, and educational backgrounds impact their understanding of the process and, therefore, their ability to assist their children in applying to suitable and high quality schools? Finally, in what ways, if at all, do district and school-level communication and outreach efforts take into account the range of supports that immigrant families may need to understand and participate in school choice? In other words, is there evidence that the NYCDOE or individual schools consider the possibility that some families, particularly those of immigrant origin, may be unfamiliar with the concept of school choice, may approach it from a distinct cultural perspective, and may require additional guidance? The data for this paper are derived primarily from ethnographic observations, focus groups with middle school guidance counselors, interviews with guidance counselors and school-based parent liaisons (&quot;parent coordinators,&quot;) and informational materials developed and distributed by the NYCDOE and the three middle schools. (Contains 1 table and 8 footnotes.) [This paper was prepared for School Choice and School Improvement: Research in State, District and Community Contexts.]
Parent Involvement in Urban Charter Schools: A New Paradigm or the Status Quo?
Author: Smith, Joanna
Date: 2009-10-00
Type: Reports - Research
Subjects: Charter Schools,Social Class,Minority Groups,Models,School Choice,Parent Participation,Parent School Relationship,Urban Schools,Disproportionate Representation,Barriers,Family Involvement,Family School Relationship,Interviews,English (Second Language),At Risk Students,Poverty,Racial Differences,Participative Decision Making

Decades of research point to the benefits of parent involvement in education. Research has also shown that white, middle-class parents are disproportionately involved. Charter schools, as schools of choice, have been assumed to have fewer involvement barriers for minority and low-income parents, but a 2007 survey of charter leaders found that parent involvement remains a significant challenge. Our exploratory research investigates specific strategies employed by charter schools with strong family engagement--distinct from parent involvement, as we will discuss--in order to examine whether traditional models of involvement fit the charter context or whether a new paradigm has emerged. An interview protocol is appended. (Contains 3 tables and 2 footnotes.) [This paper was prepared for School Choice and School Improvement: Research in State, District and Community Contexts, Vanderbilt University, October 25-27, 2009.]
Vietnam Education Foundation: Recent Improvements Made in Internal Controls, but Weaknesses Persist. Report to the Chairman and Ranking Member, Committee on Foreign Relations, U.S. Senate. GAO-10-442
Author: Ford, Jess T.
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Financial Audits,Educational Finance,Foreign Countries,Educational Administration,International Educational Exchange,Public Agencies,International Relations,Interviews,Money Management,Fellowships,Graduate Students,Graduate Study,Foreign Students

The Vietnam Education Foundation (VEF) Act of 2000 established VEF as an independent agency of the executive branch. A 13-member board of directors provides primary oversight. VEF also receives guidance from other entities in carrying out its mission to further bilateral relations between the United States and Vietnam through educational exchanges in science, technology, and other fields. In light of challenges identified in managing VEF's operations, GAO was asked to examine the extent to which VEF has implemented a framework for internal control. To address this objective, GAO analyzed VEF's financial statements, audits, board meeting minutes, and policies and procedures, and conducted interviews with past and current board members, as well as VEF management and staff. GAO's &quot;Standards for Internal Control&quot; were used to assess this information. GAO recommends that the VEF Board direct the Executive Director to take steps to implement actions across all five standards of internal control, including identifying and addressing gaps in the control environment, and assessing and managing risks. GAO also recommends that the VEF Board monitor and oversee VEF management's actions. VEF agreed with the recommendations. Four appendices are included: (1) Objectives, Scope, and Methodology; (2) Structural Elements of Similar Graduate Fellowship Programs; (3) Comments from the Vietnam Education Foundation; and (4) GAO Contact and Staff Acknowledgments. (Contains 1 table, 5 figures and 30 footnotes.)
"No More Strangers and Foreigners, but Fellowcitizens:" Multicultural Education and Conflict
Author: Peariso, Jamon F.
Date: 2010-00-00
Type: Journal Articles
Subjects: Multicultural Education,Conflict,Christianity,Religious Factors,Critical Theory,Race,Culturally Relevant Education,Group Unity,Cultural Pluralism,Conflict Resolution

This paper argues that prevalent forms of multicultural education are separatist and divisive in nature, irrational, inequitable, and can cause conflict. A unifying brand of multicultural education is offered as an alternative which builds on commonalities, can alleviate conflict, fosters academic achievement for all students, and is built on Christian principles.
From Laura Ingalls to Wing Biddlebaum: A Study of Teacher Identity in Works of Literature
Author: Muchmore, James A.
Date: 2010-05-01
Type: Information Analyses
Subjects: Teachers,Literary Devices,Identification,Novels,Literature,Childrens Literature,Adolescent Literature,Drama,Literary Genres,Autobiographies

The purpose of this study is to systemically analyze the types of teachers that appear in works of literature, and to explore the various teacher identities that are depicted. The data consists of 44 works of literature representing a wide variety of genres, settings, cultures, and historical periods. They include 20 adult novels, 6 young adult novels, 6 children's books, 5 plays, 4 memoirs, and 3 short stories. The original publication dates range from 1598 to 2010, while the settings include the United States, Canada, England, Germany, Russia, New Zealand, and Trinidad. Analysis involved a carefully reading of each of the 44 works of literature with particular attention paid to the characterization of the teachers and the identities they assumed. Through a process of analytic induction, the following themes emerged: teacher as nurturer, teacher as subversive, teacher as conformist, teacher as hero, teacher as villain, teacher as victim, and teacher as outsider, teacher as immutable force, teacher as eccentric, and teacher as economic survivor. Implications and future directions of this research are discussed. "Teachers in Literature" is appended.
Community Colleges Impact K-12 STEM Teaching
Author: Patton, Madeline
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Secondary Schools,Transfer Programs,Community Colleges,Elementary Schools,Faculty Development,Associate Degrees,Graduate Study,College Transfer Students,Mathematics Education,Science Education,Technology Education,Engineering Education,Teacher Qualifications,Teacher Certification

This book showcases 22 programs at and for community colleges that contribute to  the development of teachers in elementary and secondary schools throughout the nation.  They represent 2+2 transfer programs from community colleges to 4-year colleges and  universities, associate degree programs, post-baccalaureate programs for "career switchers,"  and professional development programs for current K-12 teachers. The array of offerings  bodes well for all of us who care about education. (Contains 1 table: Teacher Preparation Programs by Type.) [This document was edited by Lynn Barnett.]
Crediting Vocational Education and Training for Learner Mobility
Author: Walls, Sandra
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Vocational Education,Corporate Education,Higher Education,College Credits,Transfer Policy,Educational Mobility,Barriers,Articulation (Education),Transfer Students,Student Experience,Foreign Countries

Reforms in the tertiary education sector place student transitions between vocational education and training (VET) and university at the fore. Informed by existing structures between Deakin University and three Victorian technical and further education (TAFE) institutes, this project explores the notion of credit transfer in practice, as well as describing learning pathways available through enterprise-based training. Ideas for enabling learner mobility are identified, with both students and providers suggesting understanding and respect as key principles for success. A guide to credit transfer for students, career counselors and those assisting students in the credit transfer process has also been developed. Six appendices are included: (1) Glossary and definition of terms; (2) Methodology; (3) Enterprise Registered Training Organisation Association (ERTOA); (4) A TAFE pathway of nested qualifications leading to an Advanced Diploma in Accounting; (5) Example of participating university's advanced standing database; and (6) A joint TAFE and university course: Advanced Diploma of Tourism Management/Bachelor of Management. (Contains 4 tables.) [For the companion guide, &quot;A Guide to Credit Transfer&quot;, see ED509573.]
A Guide to Credit Transfer
Author: Walls, Sandra
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Adult Education,Vocational Education,Corporate Education,Higher Education,College Credits,Transfer Policy,Alignment (Education),Guides,Transfer Students,Foreign Countries

This guide is intended for students, career counsellors and others assisting vocational education and training (VET) students in the credit transfer process. It is based on research that set out to identify the core elements required to negotiate successful pathways from VET to higher education. Credit transfer structures between Deakin University and three Victorian TAFE institutes, as well as the experience of enterprise registered training organisations, were used as case studies. The guide offers some strategies and guidance from the research which may assist students who seek recognition for their VET learning. [This guide is based upon the &quot;Crediting Vocational Education and Training for Learner Mobility&quot; report. For the full report, see ED509572.]
Enriched and Inspired: Service Pathways to College Success
Author: Barnett, Lynn
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,College Programs,Service Learning,Educational Opportunities,Accessibility (for Disabled),Academic Accommodations (Disabilities),Community Based Instruction (Disabilities),Educational Strategies,Success,Barriers,Program Descriptions,Student Characteristics,Learner Engagement

With support from the U.S. Department of Education and advice from an external panel of experts, the American Association of Community Colleges (AACC) published a book that described disability support practices and programs designed to help community college students with disabilities reach their fullest potential. The book was an outgrowth of a 1992 survey of college programs, and was followed in 1996 with a second survey of community college disability support programs. In 1994 AACC initiated a new program that became known as Community Colleges Broadening Horizons through Service Learning, with support from the Learn and Serve America program of the Corporation for National and Community Service (CNCS). With 15 years of continuous support from Learn and Serve America, the network has grown to 70 Horizons colleges that have placed 29,000 students conducting 466,000 hours of direct community service (a monetary value of $9.4 million); worked with more than 2,000 community college faculty; and affected more than 5,000 local agencies and schools and more than 600,000 individuals. It was within this context that AACC applied for and received funding from 2005 to 2009 through a CNCS special initiative, Engaging Persons with Disabilities in National and Community Service. With CNCS support, AACC selected 14 community colleges to become part of a new program, Project Reach: Service Inclusion for Students with Disabilities. The goal was to introduce, strengthen, or expand programs to provide service learning and service opportunities for students with disabilities. Four disability support specialists from other community colleges formed the Project Reach mentor team that helped guide the program's progress. In 2008, eight of the colleges explored ways to engage veterans and students in developmental education courses. Students who participated in Project Reach gained opportunities to learn life skills to help with employment, careers, and personal development--the requirements of the grants--but many reported meaningful life changes as well. Personal experiences of students grounded the colleges' work. This report describes briefly the students who participated and then reviews the types of strategies colleges employed to engage students, particularly those who may be out of the mainstream. (Contains 6 figures, 6 resources and 4 online resources.) [This paper was written with the assistance of Madeline Patton.]
Profiles of U.S. Community Colleges: A Guide for International Students, 2009-2010
Author: American Association of Community Colleges
Date: 2009-00-00
Type: Guides - Classroom - Learner
Subjects: Community Colleges,Higher Education,College Bound Students,College Choice,College Applicants,Foreign Students,Academic Support Services,College Admission,College Athletics,Student Costs,Academic Education,Travel,Scores,English (Second Language),Language Tests

This publication contains information about community colleges, the largest and fastest growing sector of U.S. higher education. Designed especially for students thinking about studying abroad in America, this publication provides information about: (1) College selection, application and visa processes, traveling to the United States, living in America as a student, and the top 10 benefits of attending a U.S. community college; and (2) Data on 112 U.S. community colleges throughout the United States: costs, English test requirements, academic programs, application deadlines, support services and athletic opportunities. Each college profiled in this guide welcomes students to its campus to enjoy the unique experience of living and studying in the United States.
American Association of Community Colleges 2009 Fact Sheet
Author: American Association of Community Colleges
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Associate Degrees,Professional Associations,Nonprofit Organizations,Advocacy,Two Year Colleges,Institutional Characteristics,Professional Development,Web Sites,Enrollment Trends,Student Characteristics,Employment Level,Income,Federal Aid,Student Financial Aid,Tuition,Bachelors Degrees,Educational Certificates

The American Association of Community Colleges (AACC) is the primary advocacy organization for the nation's community colleges, representing nearly 1,200 two-year, associate degree-granting institutions and more than 11 million students. Founded   in 1920, AACC is a 501(c)(3) nonprofit association. This paper presents several facts about ACCC.
Educating Plus 50 Learners: Opportunities for Community Colleges. Executive Summary: State of Community College Plus 50 Programs Nationwide
Author: American Association of Community Colleges
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,School Surveys,Adult Education,Adult Programs,Program Evaluation,Outreach Programs,National Surveys,College Outcomes Assessment,Educational Opportunities,Educational Indicators,Barriers,Performance Factors

The Atlantic Philanthropies has recognized both the great societal need for programs that serve older Americans and the important role that community colleges can play in meeting this need. Consequently, The Atlantic Philanthropies provided funding for the American Association of Community Colleges (AACC) to conceive and implement the Plus 50 Initiative, a three-year project designed to build and support model programs for plus 50 students at 15 community colleges. As part of this initiative, AACC commissioned a survey of all 1,177 community colleges in the United States. The sample includes data from 204 unique colleges that are generally representative of community colleges in size, region of the country, urban/rural locales, and percentage of enrollment comprising the 50-64 and 65+ age groups. The survey asked colleges to report on their existing and planned programming for plus 50 students. This executive summary provides a snapshot of the survey results. (Contains 1 footnote.)
Funds of Knowledge Relative to Young Children's Literacy Learning in New Immigrant Families in Taiwan
Author: Hsin, Ching-Ting
Date: 2010-00-00
Type: Reports - Research
Subjects: Immigrants,Mothers,Vietnamese People,Cultural Differences,Multilingualism,Knowledge Level,Literacy,Preschool Children,Young Children,Values,Family Life,Case Studies,Culturally Relevant Education,Foreign Countries

Immigrant mothers in &quot;new immigrant families&quot; (one spouse is a marriage immigrant) in Taiwan are popularly viewed as culturally deficient and as not having knowledge to teach children literacy. Multiple-case study methods were adopted. Thirteen Vietnamese mothers participated in this study. The lens of &quot;funds of knowledge&quot; was used to examine household knowledge and skills. Unique immigrant knowledge funds, including multilingual experiences, transnational experiences, and a cultural value--having good manners, are transmitted in these families. However, these funds of knowledge are often not recognized and valued by immigrant mothers and schools in helping their children to learn literacy. Hopefully this study would draw attention on the cultural resources of new immigrant families and shed light on the development of a culturally responsive literacy curriculum.
A Critical Analysis of the Common Elements of a High School Social Justice Curriculum: Quantitative Research vs. Qualitative Research
Author: Hartlep, Nicholas Daniel
Date: 2010-05-03
Type: Reports - Evaluative
Subjects: Social Justice,High Schools,Secondary School Curriculum,Qualitative Research,Statistical Analysis,Criticism,College Preparation,Educational Practices,Beliefs,Cooperation,Cultural Awareness,Teacher Student Relationship,Consciousness Raising

The topic of this article is high school social justice curriculum [SJC]. Three socially-just focused studies were critically analyzed. Sample sizes in these studies varied from n = 12 to n = 55. It is the author's belief, based on the research of others (Kerssen-Griep & Eifler, 2008) that an effective SJC should consist of the following elements: (1) the preparation for college, (2) the questioning of current educational practices, (3) the unlearning of "common sense beliefs," (4) the teaching of racial consciousness, (5) the teaching of multicultural awareness, (6) the delivery of material in a manner that makes the teacher and students of equal status, and (7) the valuing of cooperation and collaboration. Three appendixes are included: (1) Three Selected (High School) Social Justice Curricula/Programs; (2) Interpretation of Cohen's d; and (3) Hand-Calculations for Effect Size(s) (ES) for Cross-Racial Contact Study. (Contains 2 tables and 5 notes.) [This research was supported by a University of Wisconsin-Milwaukee Graduate Student Travel Grant and an AERA Division K Graduate Student Representative Travel Honorarium.]
Disentangling School Reform Outcomes from School Philanthropy Influences: The Kalamazoo Promise Two Years Later
Author: Lacefield, Warren E.
Date: 2009-04-15
Type: Reports - Evaluative
Subjects: School Restructuring,Dropout Rate,Educational Improvement,Private Financial Support,Educational Change,Attendance,Attendance Patterns,Middle School Students,Cohort Analysis,Academic Achievement,Outcomes of Education,Educational Assessment

This study tracks initial effects of a philanthropic effort, while disentangling its effects from a major concurrently administrated school improvement initiative. Significant positive effects attributable to both efforts were noted in a middle school student sample. The full impact of the philanthropic and school improvement initiatives will manifest over the years as more and more students mature and matriculate through the system. As we continue to track and monitor student cohorts, we plan to examine the impact on dropout rates, school performance, and attendance and to attempt further to disaggregate school improvement efforts from those of the philanthropic effort. (Contains 2 figures and 3 tables.)
Engaging Educators in Representing Their Knowledge in Complex Ecologies and Cultures of Inquiry
Author: Delong, Jacqueline
Date: 2010-05-04
Type: Reports - Evaluative
Subjects: Self Evaluation (Individuals),Teacher Educators,Superintendents,Indigenous Knowledge,Reflection,Canada Natives,Personal Narratives,Epistemology,Educational Researchers,Multimedia Materials,Inquiry,Empathy,Student Research,Graduate Students,Teacher Education,Foreign Countries

This paper is a self-study in which a university teacher educator studies her practice. She creates a space for alternate ways of representing forms of knowledge from diverse cultural backgrounds, including Indigenous, and for their accreditation in the Academy. As she develops a way of thinking that is appropriate for getting closer to understanding indigenous ways of knowing, there is a transformation in her own understandings. Moving from reliance on print to the use of multi-media and artifacts to represent forms of knowledge in complex ecologies supports the development of cultures of inquiry. In this work, the meanings of the embodied energy-flowing values that educational researchers use to explain their educational influences in their own learning and in the learning of others, are made explicit. These meanings are shown to have epistemological significance for educational knowledge.