ethanporcaro/eric-fulltext-meta huggingface dataset:
Civic and Academic Engagement in the Multiversity: Institutional Trends and Initiatives at the University of California. Proceedings of a University of California Symposium Held June 10, 2005
Author: University of California, Berkeley, Center for Studies in Higher Education
Date: 2005-12-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Mentors,Research Universities,School Community Relationship,College Graduates,Public Service,Citizen Participation,Undergraduate Students,Higher Education,Educational Trends,Trend Analysis,Volunteers,Student Experience,Educational Experience,Service Learning,Learner Engagement,Student Participation,College Faculty,Best Practices,Student Surveys

Civic engagement is moving to the forefront of higher education discussions as universities seek ways not only to intensify students' learning experiences but also to forge stronger links with the communities they are meant to serve. Within the University of California system, there are already multiple examples of service-learning, university-community partnerships, and volunteer initiatives. In June 2005, faculty, academic staff, and student representatives from across the University of California system gathered at a symposium held on the Berkeley campus to discuss and analyze the important interface of civic and academic engagement, and to explore ways to further expand civic engagement as a core component in the University of California's teaching, research, and public service mission. This document provides a summary of the proceedings for that symposium.
Special Education Report to the Board of Public Education
Author: Montana Office of Public Instruction
Date: 2009-07-00
Type: Numerical/Quantitative Data
Subjects: Accountability,Staff Development,Special Education,Public Education,Educational Legislation,Federal Legislation,State Legislation,Professional Development,Adolescents,Children,School Districts,Governing Boards,Disabilities,Transitional Programs,Assistive Technology,Occupational Therapy,Physical Therapy,Speech Therapy,Individualized Education Programs,Educational Needs,Student Needs,Educational Finance,Financial Support,Program Implementation,Educational Improvement,Elementary Secondary Education

Public schools must make available special education and related services to all IDEA-eligible (Individuals with Disabilities Education Act) students with disabilities beginning at age three and through age 18. Services to students, ages 19, 20, and 21, are permissive. That means the decision to serve 19, 20 and 21-year-old students is determined by the policies of the school district board of trustees [20-5-101(3), Montana Code Annotated (MCA), and Administrative Rules of Montana (ARM) 10.16.3122]. Students with disabilities receive a wide range of services, including specially designed instruction, transition services, assistive technology, and related services such as speech-language therapy, occupational therapy, and physical therapy. Both the type and the extent of services a student receives are individually determined based on the educational needs of the student. This document serves as the special education report to the Montana Board of Public Education and is divided into the following parts: (1) Students Served; (2) Funding; and (3) Accountability. Appendices include: (1) Professional Development Unit Flow Chart and Acronym Dictionary; (2) School Improvement/Monitoring Unit Flow Chart and Acronym Dictionary; (3) Part B/Data and Accountability Unit Flow Chart and Acronym Dictionary; and (4) Part B/Data and Accountability Monthly Task List. (Contains 43 tables.)
Developing Effective Fractions Instruction for Kindergarten through 8th Grade. IES Practice Guide. NCEE 2010-4039
Author: Siegler, Robert
Date: 2010-09-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics,Problem Solving,Young Children,Elementary Education,Instructional Effectiveness,Educational Practices,Guides,Mathematical Concepts,Comprehension,Cognitive Processes

This practice guide presents five recommendations intended to help educators improve students' understanding of, and problem-solving success with, fractions. Recommendations progress from proposals for how to build rudimentary understanding of fractions in young children; to ideas for helping older children understand the meaning of fractions and computations that involve fractions; to proposals intended to help students apply their understanding of fractions to solve problems involving ratios, rates, and proportions. Improving students' learning about fractions will require teachers' mastery of the subject and their ability to help students master it; therefore, a recommendation regarding teacher education also is included. Appendices include: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; (4) Rationale for Evidence Ratings; and (5) Evidence Heuristic. A glossary and index are also provided. (Contains 5 tables, 10 figures, and 250 endnotes.)
Leonard Covello: A Study of Progressive Leadership and Community Empowerment. Occasional Paper Series 24
Author: Krakowsky, Lorenzo
Date: 2010-04-00
Type: Collected Works - General
Subjects: Empowerment,Biographies,Principals,Urban Schools,Educational Administration,Progressive Education,Educational Principles,Educational Philosophy,Educational History,Student Leadership,Multicultural Education,Activism,Community Action,Social Capital,School Role,Role of Education,School Community Relationship,Administrator Role,Administrator Effectiveness

This paper tells the remarkable and compelling story of Leonard Covello, a ground breaking progressive educator who worked tirelessly to shape public education in New York City during the first half of the 20th century. Covello was the founding principal of Benjamin Franklin High School (BFHS) in East Harlem in the 1930s. The author invites everyone to explore a little known part of the past and frames a critical discussion about what the future might be. The major objective of this study is to examine Covello's work within the twin frameworks of educational leadership and progressivism. It begins by providing a biographical sketch of Covello and then explores his professional and personal philosophy and the way that these played out in his roles as educational and community leader, sociopolitical activist, and community ethnographer. It then examines BFHS as a new paradigm for educational institutions, with an emphasis on its pioneering work in developing student leaders, engaging in community activism, and promoting intercultural education. Finally, it looks at the larger implications of Covello's work in an era of increased emphasis on testing and standardization. By looking back to Covello's work, the author locates the problems of  our present situation in schools' retreat from a core progressive goal--the development of social capital within students and community members. (Contains 3 footnotes. Introduction written by Patrick Shannon.)
Special Education Report to the 61st Legislature
Author: Montana Office of Public Instruction
Date: 2009-01-00
Type: Numerical/Quantitative Data
Subjects: Special Education,Educational Finance,Financial Support,Public Education,Transitional Programs,Enrollment Trends,Public Schools,Educational Legislation,Federal Legislation,State Legislation,Assistive Technology,Speech Therapy,Occupational Therapy,Physical Therapy,Educational Needs,Student Needs,Disabilities,Disability Identification,Block Grants,Expenditure per Student,State Aid,Federal Aid,Accountability,Children,Adolescents,Young Adults

Public schools must make available special education and related services to all IDEA-eligible (Individuals with Disabilities Education Act) students with disabilities beginning at age three and through age 18. Services to students, ages 19, 20, and 21, are permissive. That means the decision to serve 19, 20 and 21-year-old students is determined by the policies of the school district board of trustees [20-5-101(3), Montana Code Annotated (MCA), and Administrative Rules of Montana (ARM) 10.16.3122]. Students with disabilities receive a wide range of services, including specially designed instruction, transition services, assistive technology, and related services such as speech-language therapy, occupational therapy, and physical therapy. Both the type and the extent of services a student receives are individually determined based on the educational needs of the student. This document serves as the special education report to the 61st Montana Legislature. The following topics are discussed: (1) Students Served (Special Education Child Count and Student Enrollment; and Student Identification by Disability); (2) Funding (State Special Education Appropriation for 2007-2008 School Year; Growth in Reimbursement of Disproportionate Costs; Instructional Block Grants and Related Services Block Grants; Expenditures of State, Federal, and Local Funds Comparison by Year; The General Fund; Per Student Expenditure Comparisons at the District Level; and Medicaid); and (3) Accountability (Montana's State Performance Plan). (Contains 29 tables.)
At-Risk Students Report
Author: Montana Office of Public Instruction
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Graduation Rate,Dropout Rate,Graduation,Standardized Tests,Academic Achievement,At Risk Students,Environmental Influences,State Legislation,Educational Finance,Financial Support,School Districts,State Aid,Federal Aid,Mathematics Achievement,Federal Legislation,Reading Achievement,Science Achievement,American Indians

Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a &quot;student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's likelihood of promotion or graduation&quot; (20-1-101(4), MCA). Beginning in FY 2007, the Montana Legislature provided $5 million annually to local school districts for educational services for at-risk students (see Appendix 1). The at-risk payment is distributed in the same manner as federal Title I monies. If a district is not eligible for Title I funding, it does not receive an at-risk payment. The funding was provided for three years, but was not funded for FY 2010 and FY 2011. The law which establishes the at-risk student payment also requires the Office of Public Instruction to report to the Governor and the Legislature on the change in status of standardized test scores, graduation rates, and dropout rates of at-risk students using fiscal year 2006 data as a baseline (20-9-328, MCA). This report provides that status. Schools Receiving At-Risk Payments for Fiscal Years 2007, 2008 and 2009 is appended.
Montana Statewide Dropout and Graduate Report: 2008-2009 School Year
Author: Montana Office of Public Instruction
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Dropout Rate,American Indians,Dropouts,Information Systems,Gender Differences,White Students,High School Graduates,Unemployment,Dropout Prevention,School Holding Power,Accountability,Educational Trends,Trend Analysis,Small Schools

According to the Alliance for Excellent Education (AEE), nationally one-third of students, 1.3 million each year, fail to graduate. The AEE suggests that these low rates have for too long been &quot;obscured... by inadequate accountability systems at state and federal levels.&quot; Montana's accountability system is a case in point. Dependent on reporting by each school and lacking an ability to account for all students statewide, Montana's dropout and graduation rates were often incomplete and inaccurate. The advent of a statewide student information system using data verified and cleansed at the state and local levels has brought about a change in the accuracy and reliability of Montana's dropout data. This report reflects the second year of collecting and verifying data using AIM (Achievement in Montana). Data from last year's 2007-2008 dropout report showed a sharp increase of dropout rates. Completion rates declined slightly but increased for American Indian students. What would the second year hold? In this report for 2008-2009, the number of dropouts decreased slightly for all students and the dropout rate stayed the same relative to last year. Dropout rates also stayed the same, with a slight increase in raw numbers, for grades 7 and 8 students. The high school dropout rate decreased by 0.1 percent from last year. More males than females dropped out and the grade 12 continues to have the highest dropout rates. The gap between male and female dropout rates is widening with a gap of 0.5 percent last year and a gap of 0.7 percent this year. American Indian students experienced an increase in their dropout rates. In particular, the dropout rate for American Indian student females increased sharply from last year, an increase of 1.2 percentage points for high school students. American Indian students experience the highest dropout rates in the 9th grade and drop out more often in the state's largest schools than at smaller schools on or near a reservation. White students decreased their dropout numbers and rate from last year; however, they now make up a larger share of the grades 7 and 8 dropouts than ever before. For school year 2008-09, the calculation of the completion and graduation rate includes two years of student-level data from AIM. Rates for all student groups decreased compared to 2007-08 data. The completion rate for the Class of 2008 was 84.2 percent compared to a rate of 81.9 percent for the Class of 2009. The graduation rate was 82.6 percent for the Class of 2008 compared to a rate of 80.7 percent for the Class of 2009. An appendix is included. (Contains 9 tables, 14 figures and 5 online resources.) [This report was prepared by the Office of Public Instruction, Measurement &amp; Accountability Division.]
Improving Academic Achievement of Students with Problematic Attendance by Implementing a Multisystemic School-Based Model
Author: Kay, James Edward
Date: 2010-04-01
Type: Reports - Research
Subjects: Neighborhoods,Truancy,Grades (Scholastic),Graduation Rate,Academic Failure,Academic Achievement,Program Effectiveness,Attendance Patterns,High School Students,High Stakes Tests,School Policy,Student Behavior,Family Involvement,Community Involvement,Peer Influence,School Role,Teacher Role,Parent Role,Friendship,Parent Responsibility,Teacher Behavior,Exit Examinations,Social Studies,Counties

This study addressed the problem of poor attendance adversely affecting grades and learning. Current school policies do not address problematic attendance for all school-aged children, perpetuating trends of academic failure. The research objective was to determine if unexcused absences had a greater negative impact on a high-stakes test compared to excused absences and then develop a manual of best attendance policies to better serve all school-aged children. This study sampled 10,403 students in a southern United States county. Bivariate regression and ANOVA analyses examined the scores students earned on their first attempt at the Social Studies Georgia High School Graduation Test (SSGHSGT) in relation to these students' excused and unexcused absences for grades 9 through 11. Unexcused absences had a significantly greater impact than excused absences on SSGHSGT scores. Scores decreased an average of 1.33 points for every unexcused absence, whereas each excused absence resulted in a score reduction of only 0.47 points. Given the need demonstrated by these results, a manual of best practices was developed from initiatives that had been empirically proven successful in preventing absences. The initiatives, drawn from the theoretical foundation of family systems, employ schools, parents, neighborhoods, peers, government agencies, and teachers to cumulatively influence student decisions about attendance. By preventing students from developing problematic attendance, positively impacting student grades, raising graduation rates, and reducing delinquency-related crimes these improvements can create a positive social change for students, parents, and particularly school personnel who are held responsible for academic achievement. Seven appendixes are included: (1) GCPS Attendance Protocol; (2) Multisystemic Model; (3) Attendance Aggregation; (4) Modify Behavior; (5) S.T.O.P.; (6) Attendance Contract; and (7) Excuse Note. (Contains 1 table and 3 figures.)
A Classroom Research Study on Oral Error Correction
Author: Coskun, Abdullah
Date: 2010-06-00
Type: Journal Articles
Subjects: Error Correction,Classroom Research,Observation,English Teachers,English (Second Language),Second Language Instruction,Classification

This study has the main objective to present the findings of a small-scale classroom research  carried out to collect data about my spoken error correction behaviors by means of self-observation. With this study, I aimed to analyze how and which spoken errors I corrected  during a specific activity in a beginner's class. I used Lyster and Ranta's (1997) model to  categorize the types of spoken error correction as explicit correction, recast, clarification  request, metalinguistic clues, elicitation and repetition. I realized that almost all errors were  immediately treated by me and I used explicit correction more than other types of error  correction. This study concludes with the idea that English teacher should get involved in  such self-observation studies in order to realize their current practices in the classroom, which  will help them gain the awareness that each class is a small world requiring special attention  with its unique dynamics. Two appendixes are included: (1) Transcription Conventions; and (2) Transcription for Each Error. (Contains 2 tables.)
Children as Ethicists: Stories for Thoughtful Young Citizens
Author: Bratt, Kirstin Ruth
Date: 2010-07-14
Type: Opinion Papers
Subjects: Literary Genres,Elementary School Students,Student Diversity,Preservice Teacher Education,Teaching Methods,Book Reviews,Educational Certificates,Public School Teachers,Universities

An emphasis on diversity is one of the greatest challenges in my teaching. Everyone, myself included, enters the course with a set of expectations for human behavior, and literature can be very disruptive of these expectations. International literature, for example, often disrupts the narrative expectations of readers who were trained by stories from Disney and Hollywood to expect neat, happy endings, as well as introducing themes in literature that can make many pre-service teachers quake as they consider what's &quot;appropriate&quot; for their future classrooms. The resulting conversations surrounding the literature are both exciting and sometimes disturbing, but ultimately enriching for those of us engaged in an intense and exciting study of literature for children.
Alabama Education News. Volume 34, Number 1
Author: Sibley, Michael O., Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Mentors,Educational Objectives,Educational Improvement,Reading Teachers,School Personnel,Public Education,Newsletters,Fuels,Natural Resources,Educational Finance,Cultural Pluralism,Competition,Academic Achievement,National Standards,Teacher Effectiveness,Teacher Competencies,Teacher Qualifications,Males,Principals,Leadership Training,Educational Quality

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama,&quot; as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) BP Oil Disaster Takes its Toll on Alabama Education Funding; (2) &quot;Glocal&quot; Contest Promotes Cultural Appreciation and Understanding; (3) Over Seventy-Five Percent of Alabama Schools Make AYP Despite Steeper NCLB Standards; (4) Educator Effectiveness and Innovation Schools Resolutions Pass; (5) Debt in America: The Real Impact on Students; (6) Your ACLD at Work; (7) Highly Qualified Status Revised for Some Alabama Reading Teachers; (8) From Boys to Men: Educating Alabama's Males (Phil Wilson); (9) Alabama New Principal Mentoring (ANPM); and (10) Celebrate Constitution Day! Regular features include: (1) Awards, Opportunities, and Professional Development; (2) Calendar; and (3) Principal of the Month.
Alabama Education News. Volume 33, Number 8
Author: Sibley, Michael O., Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Educational Objectives,High School Seniors,Public Education,Profiles,Teacher Competencies,Partnerships in Education,Humanities,State Standards,Academic Achievement,Awards,Summer Programs,High School Students,College School Cooperation,Cultural Pluralism,Thinking Skills,Academic Standards,Competition,Budgets,Faculty Development

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Phil Rodney Wilson: Named Alabama's 2010-2011 Teacher of the Year; (2) The Alabama Humanities Foundation: Partners to Educate Student; (3) The 2008-2009 Alabama Education Report Card Is Now Online!; (4) Race to the Top--Phase 2; and (5) Alabama High School Seniors Honored with Prestigious National Award. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; (3) Calendar; and (4) Teacher/s of the Month.
The Class-Wide Good Behavior Board Game
Author: Cipani, Ennio
Date: 2010-08-00
Type: Reports - Descriptive
Subjects: Student Behavior,Behavior Problems,Games,Reinforcement,Contingency Management,Class Activities,Classroom Techniques

This paper describes the design and implementation of a class-wide behavior management system that is derived from the Good Behavior Game developed in the 1960s. The Good Behavior Game has several decades of empirical evidence demonstrating its efficacy in ameliorating many classroom problems. This management system can be used across a variety of general and special education programs, and targets specific rule violations within the classroom. The Good Behavior Board Game [GBBG] incorporates many of the features of the earlier management system, but also includes a game maze for easy reference to class-wide progress towards tangible reinforcement. Baseline data on the rate of rule violations across the entire class is collected. The rate is measured in time segments, such as five or ten minute periods, and a reasonable behavior goal is selected. To enhance reader comprehension, many hypothetical illustrations are given on the various components of the plan. The last section of the paper provides some possible considerations for the teacher in using the GBBG. (Contains 8 tables and 2 footnotes.)