ethanporcaro/eric-fulltext-meta huggingface dataset:
Business with Words: Language Programs That Generate Revenue and Impact Communities
Author: Eaton, Sarah Elaine
Date: 2006-07-18
Type: Reports - Evaluative
Subjects: Foreign Countries,Second Language Programs,Second Languages,Second Language Instruction,Foreign Students,Expenditure per Student,Economic Impact,Marketing,Program Effectiveness,Income,Higher Education

This paper examines the &quot;business&quot; of language programs. In particular, it focuses on the economic impact of English as a Second language programs physically located in Calgary, Alberta, Canada which draw and serve foreign students. The impact such programs have on the wider community will also be explored. A bibliography is included. (Contains 3 tables.)
An Introduction to NAEP: National Assessment of Educational Progress. NCES 2010-468
Author: National Center for Education Statistics (ED)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Evaluation,Academic Achievement,Educational Improvement,Mathematics Achievement,Reading Achievement,Urban Schools,Grade 4,Grade 8,Grade 12,Testing Accommodations,Statistical Significance,Comparative Analysis

The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative assessment of what this nation's students know and can do. NAEP has often been called the &quot;gold standard&quot; of assessments because it is developed using the best thinking of assessment and content specialists, education experts, and teachers from around the nation. This paper describes how NAEP assessment is developed, who participates in NAEP, and how the results of NAEP are reported. A list of resources is also included.
Accreditation Criteria: Policies, Procedures, and Standards
Author: Accrediting Council for Independent Colleges and Schools
Date: 2010-07-00
Type: Guides - Non-Classroom
Subjects: Accreditation (Institutions),Private Colleges,Eligibility,Classification,Campuses,Evaluation Criteria,Academic Degrees,College Programs,Methods,Educational Change,Organizational Change,College Administration,Policy,Standards,Publications,Student Financial Aid,College Second Language Programs,English (Second Language),Disclosure,Nontraditional Education,International Programs

The Accrediting Council for Independent Colleges and Schools (ACICS) supports the concept that periodic evaluation entered into voluntarily by institutions and their peers enhances the quality of the educational process and demonstrates that self regulation of a profession is superior to outside regulation. The federal government, for purposes of distributing institutional and student financial funds, lists ACICS as an accrediting body on which it relies in determining the quality of education and training offered at institutions that ACICS accredits. This publication outlines the procedures and standards by which institutions seeking initial and new grants of accreditation are measured. Three sections include: (1) General Policies (An Overview of the Council; Eligibility Criteria; and Classification of Campuses); (2) General Procedures (Gaining and maintaining Accreditation; Institutional Changes; and Council Actions); and (3) Evaluation Standards (General Standards Applicable to All Institutions; Standards For Nondegree Programs; Standards For Occupational Associate's Degree Programs; Standards for Academic Associate's Degree Programs; Standards for Bachelor's Degree Programs; Standards for Master's Degree Programs; and Standards for Doctorate Degree Programs.) Nine appendices include: (1) Bylaws; (2) Procedures and Guidelines for Unannounced Visits; (3) Guidelines for Institutional Publications; (4) Standards of Satisfactory Progress; (5) Guidelines for Institutionally Funded Student Aid; (6) Guidelines for English as a Second Language Programs; (7) Guidelines on Disclosure and Notification; (8) Principles and Guidelines for Nontraditional Education; and (9) Principles and Guidelines for International Partnership Agreements. A glossary and index are included.
Building an Early Childhood Professional Development System. Issue Brief
Author: National Governors Association, Center for Best Practices
Date: 2010-02-04
Type: Reports - Evaluative
Subjects: Early Childhood Education,Articulation (Education),Educational Experience,Professional Development,Child Care,Administrators,Preschool Children,Public Policy,Educational Policy,Policy Formation,Standards,Alignment (Education),Delivery Systems,Accountability,Child Caregivers,Preschool Teachers,Teacher Education,Teacher Recruitment,Labor Turnover,Teacher Persistence,Teacher Effectiveness,Teacher Competencies,Knowledge Base for Teaching,Pedagogical Content Knowledge,Teacher Salaries,Labor Force,Governance,Stakeholders,Data,Educational Finance,Occupational Mobility,Career Development

The knowledge, skills, and practices of early childhood care providers and teachers are critical factors in their delivery of high-quality developmental and educational experiences to young children. However, studies have found that the majority of professionals that make up the current early childhood workforce are not adequately prepared. Recent national policy research indicates that systemic shifts are needed for states to effectively prepare, recruit, support, and retain a high-quality early childhood workforce. In 2008, the National Association for the Education of Young Children's (NAEYC) Early Childhood Workforce Systems Initiative produced &quot;Workforce Designs: A Policy Blueprint for State Early Childhood Professional Development Systems,&quot; which provides a series of recommendations around building and sustaining a stable, highly skilled, knowledgeable, diverse, and well-compensated professional workforce. To draft the blueprint, early childhood national experts, state policymakers, program administrators, and other stakeholders were consulted for input on key policies they believed are needed to support integrated early childhood education professional development state systems. The NAEYC blueprint identifies six essential areas of policy for an integrated state early childhood professional development system: professional standards, career pathways, articulation, governance, data, and financing. This Issue Brief includes excerpts from and builds off the NAEYC blueprint and identifies the initial steps governors can take to build a comprehensive early childhood professional development system. (Contains 23 notes.)
Tips for Teens with Diabetes: About Diabetes
Author: National Diabetes Education Program
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Diabetes,Adolescents,Health Behavior,Chronic Illness,Eating Habits,Nutrition,Exercise,Body Weight,Drug Therapy

Diabetes is a serious disease. It means that one's blood glucose, also called blood sugar, is too high. Having too much glucose in a person's blood is not healthy. This paper offers tips for managing diabetes.
Traveling through Time: The Forum Guide to Longitudinal Data Systems. Book One of Four: What Is an LDS? NFES 2010-805
Author: National Forum on Education Statistics (ED)
Date: 2010-07-00
Type: Guides - Non-Classroom
Subjects: Federal Legislation,Information Management,Misconceptions,Data,Data Collection,Information Systems,Performance,Academic Achievement

This document is the first installment of this Forum (National Forum on Education Statistics) series of guides on longitudinal data systems (LDS). This book focuses on the fundamental questions of what an LDS is (and what it is not), what steps should be taken to achieve a sound system, what components make up an ideal system, and why such a system is of value in education. Chapter 1 introduces this guide series, discussing its purpose, format, and intended audience. Chapter 2 covers some LDS basics, defining the concept of a &quot;longitudinal data system&quot; and laying out key nontechnical steps to planning and developing a successful system. Chapter 3 presents the technical components that generally comprise an LDS, as well as some additional features that may enhance the system. Chapter 4 addresses some common misconceptions regarding longitudinal data systems. Chapter 5 discusses the overarching benefits of an LDS. The appendices include an overview of the four books in this guide series, references, additional resources, a handout summarizing key LDS components, excerpts from LDS-related federal legislation, and other relevant Forum and NCES resources. Appendices include: (1) Overview of the LDS Guide Series; (2) References; (3) Additional Resources; (4) Handout: Anatomy of an LDS; (5) LDS in Legislation; and (6) Forum and Other NCES Resources.
Crisis Data Management: A Forum Guide to Collecting and Managing Data about Displaced Students. NFES 2010-804
Author: National Forum on Education Statistics (ED)
Date: 2010-02-00
Type: Guides - Non-Classroom
Subjects: Data Collection,Information Management,Student Mobility,Crisis Management,Emergency Programs,Information Systems,Information Dissemination,Student Records,Check Lists,Federal Legislation,Privacy,Homeless People,Planning,Evaluation,Audits (Verification)

In the aftermath of hurricanes Katrina and Rita, the immediate demand for data about displaced students overwhelmed many school districts that had gained or lost students because of the disasters. The scale of these crises and their effects on school operations and management were in many ways unprecedented. This guide reflects &quot;lessons learned&quot; by the education community and provides recommendations for collecting and maintaining data about students who may move in or out of an educational organization during and following a crisis. The document focuses on data management activities intended to minimize the impact of a crisis and help educational organizations quickly preserve or restore services to students following a crisis. While this guide's primary audience is Student Information Systems (SIS) data managers, many of the recommendations will also be useful to other staff members responsible for collecting, maintaining, and safeguarding data in education organizations. Chapter 1 defines the terms &quot;crisis&quot; and &quot;displaced student,&quot; and raises key issues that were identified during past crises. Chapter 2 recommends planning activities that should occur prior to a crisis, including the formation of a disaster recovery team, the assessment of existing data systems, the implementation of placeholders for data about displaced students, the maintenance of related data elements, a review of the frequency and timing of data collections, and consideration of associated data policies and procedures. Chapter 3 provides guidance regarding the collection and dissemination of data about displaced students during a crisis, including the crisis declaration and subsequent data collection and exchange efforts. Chapter 4 describes effective data reporting and evaluation following a crisis, including ongoing data sharing, state and federal reporting, auditing expectations, suspension or termination of temporary systems, and process evaluations. Chapter 5 identifies several challenges specifically related to managing data about displaced students, including the implications of statewide student information systems, the need for unique statewide student identifiers, the timing of the crisis, and the implementation of displacement status records. Chapter 6 presents the document's recommendations and suggested timeline in the form of a checklist of action items. Appendices include: (1) Forum and Other NCES Resources; (2) Understanding Relevant Federal Laws; (3) Glossary; and (4) Additional Resources. (Contains 3 figures, 1 table, and 1 footnote.)
NAEP Writing Computer-Based Assessment: An Overview for Grades 8 and 12. NCES 2010-470
Author: National Center for Education Statistics (ED)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Writing Evaluation,Writing Tests,Computer Assisted Testing,National Competency Tests,Grade 8,Grade 12,Computer Uses in Education,Technology Uses in Education,Internet,Information Technology

In today's society, writing with paper and pencil has largely been replaced by writing using a computer. Students are expected to compose on a computer as they move through school and into the workforce. Reflecting the changes in technology, eighth- and twelfth-grade students taking the National Assessment of Educational Progress (NAEP) writing assessment will use a computer to compose and edit their responses. This paper provides an overview of the NAEP writing computer-based assessment.
Is the TOEFL Exam Aimed at Everyone? Research Considerations in the Training and Application of the TOEFL Exam Abroad
Author: Garcia Laborda, Jesus
Date: 2008-11-00
Type: Journal Articles
Subjects: Computer Assisted Testing,High Stakes Tests,Higher Education,Foreign Countries,Interviews,Language Teachers,Test Validity,Cultural Context,Testing,English (Second Language),Second Language Learning,Language Proficiency

In recent years, the Educational Testing System organisation has developed two models of the computer-based Test of English as a Foreign Language (TOEFL). However, the computerization of the test has shown a number of problems according to the testees' origin. This paper suggests some of these problems after conducting short interviews with four TOEFL teachers; i.e. problems in delivery, interface design and test taking contextual validity (Weir, 2005). These aspects and those presented in other educational systems need to be addressed in further research. The fact that TOEFL is only a compulsory test for those who wish to pursue further education in the USA cannot prevent ETS [Educational Testing Service] from ignoring the potential problems of the current model in different parts of the world. Thus, further research on this topic needs to be carried out in Europe and elsewhere. This paper also serves as a starting point for countries and institutions that may be considering the implementation of computer or Internet-based applications for high-stakes testing such as university entrance examinations. [&quot;EUROCALL Review&quot; is published by the European Association for Computer-Assisted Language Learning.]
The Surgeon General's Call to Action to Prevent and Reduce Underage Drinking: What It Means to You. A Guide to Action for Educators
Author: Wing, Stephen
Date: 2007-00-00
Type: Guides - Classroom - Teacher
Subjects: Public Health,Drinking,School Personnel,Adolescents,Prevention,School Responsibility,Social Systems,Intervention,Gender Differences,Alcohol Abuse,Adolescent Development,Parent Participation,Community Involvement,At Risk Persons,Health Promotion,Public Officials

The Surgeon General, the Nation's top public health officer, is appointed by the President of the United States to help protect and promote the health of the Nation. The recently published &quot;Surgeon General's Call to Action To Prevent and Reduce Underage Drinking&quot; [ED496083] highlights underage alcohol use as a major public health and safety issue. This Guide to Action for Educators highlights key issues related to underage drinking found in the complete &quot;Call to Action To Prevent and Reduce Underage Drinking.&quot; It was developed to provide educators and other school personnel a guide to what they can do to take action against underage drinking and why. [This public document was edited by Patricia A. Powell and Vivian B. Faden and prepared by the U.S. Department of Health and Human Services (DHHS) under the direction of the Office of the Surgeon General.]
Experiences in Effective Prevention: The U.S. Department of Education's Alcohol and Other Drug Prevention Models on College Campuses Grants
Author: DeJong, William
Date: 2007-08-00
Type: Reports - Research
Subjects: Higher Education,Campuses,Prevention,Drug Abuse,Grants,Alcohol Abuse,Federal Government,College Students,Program Effectiveness,Federal Aid,Models,Program Implementation,Leadership,Program Development,Strategic Planning,Substance Abuse,Student Behavior,Educational Environment,Environmental Influences,Social Attitudes,Social Behavior

In response to ongoing concern about unacceptable levels of AOD (alcohol and other drug) use on campuses, in 1998 Congress authorized the Department of Education to identify and promote effective prevention through a model grants program. In 1999, OSDFS (Office of Safe and Drug-Free Schools) launched an important component of the Department's efforts to advance best practices, the Alcohol and Other Drug Prevention Models on College Campuses Grants. The program's goal is to move the field toward more effective practice. Applying institutions are required to describe an innovative program or policy that was integrated into a comprehensive AOD abuse prevention effort, to provide evidence that the initiative was effective in reducing AOD-related problems, and to propose a work plan for encouraging replication of their efforts. Each grantee institution receives funding to maintain, improve, and further evaluate its efforts and to disseminate information to other campuses where the program might be replicated. A total of 22 institutions received awards under this initiative in 1999, 2000, 2001, and 2004. Congress did not fund the program in 2002 or 2003. Additional institutions received awards in 2005 and 2006; findings from those two cohorts are not yet fully known. One grant was awarded in fiscal year 2007. Each campus has publicized its work in the usual ways--presenting at conferences, sponsoring workshops, and distributing brochures and other materials. The agenda for OSDFS's annual National Meeting on Alcohol and Other Drug Abuse and Violence Prevention in Higher Education includes a session for the newest grantees to present on their activities. The primary purpose of this publication is to examine these model programs in order to discover broader lessons for AOD prevention practitioners and thereby move the field toward more effective prevention. The authors aim is not merely to describe the model programs but also to explore the general principles and processes by which the grantees successfully implemented their programs, policies, and interventions. Appendices include: (1) Site Visit Interview Protocol; and (2) Characteristics of 22 Institutions of Higher Education With U.S. Department of Education Model Programs (1999-2004). Individual chapters contain references. A list of resources is included. (Contains 4 figures.)
Prior Knowledge of Potential School-Based Violence: Information Students Learn May Prevent a Targeted Attack
Author: Pollack, William S.
Date: 2008-05-00
Type: Reports - Research
Subjects: Violence,Prior Learning,Case Studies,Audiences,Educational Environment,School Security,Crime Prevention,Public Agencies,Crisis Intervention,Crisis Management,Interviews,Intervention

In the wake of several high-profile shootings at schools in the United States, most notably the shootings that occurred at Columbine High School on April 20, 1999, the United States Secret Service (Secret Service) and the United States Department of Education (ED) embarked on a collaborative endeavor to study incidents of planned (or &quot;targeted&quot;) violence in the nation's schools. Initiated in 1999, the study, termed the Safe School Initiative (SSI), examined several issues, most notably whether past school-based attacks were planned, and what could be done to prevent future attacks. The SSI findings highlight that in most targeted school-based attacks, individuals, referred to as &quot;bystanders&quot; in this report, had some type of advanced knowledge about planned school violence. Despite this advanced knowledge, the attacks still occurred. This study aimed to further the prevention of targeted school-based attacks by exploring how students with prior knowledge of attacks made decisions regarding what steps, if any, to take after learning the information. The study sought to identify what might be done to encourage more students to share information they learn about potential targeted school-based violence with one or more adults. Six key findings were identified. Given the small sample size and the exploratory nature of the study, generalization from these findings may be limited. The findings are: (1) The relationships between the bystanders and the attackers, as well as when and how the bystanders came upon information about the planned attacks, varied; (2) Bystanders shared information related to a threat along a continuum that ranged from bystanders who took no action to those who actively conveyed the information; (3) School climate affected whether bystanders came forward with information related to the threats; (4) Some bystanders disbelieved that the attacks would occur and thus did not report them; (5) Bystanders often misjudged the likelihood and immediacy of the planned attack; and (6) In some situations, parents and parental figures influenced whether the bystander reported the information related to the potential attack to school staff or other adults in positions of authority. Case studies are appended. (Contains 3 footnotes.)
Wind for Schools: A Wind Powering America Project
Author: US Department of Energy, Office of Energy Efficiency and Renewable Energy
Date: 2007-12-00
Type: Reports - Descriptive
Subjects: Rural Schools,Science Activities,Rural Areas,Energy Education,Energy Management,Energy Conservation,Power Technology,Science Course Improvement Projects,Program Descriptions,Partnerships in Education,Consciousness Raising

The U.S. Department of Energy's (DOE's) Wind Powering America program (based at the National Renewable Energy Laboratory) sponsors the Wind for Schools Project to raise awareness in rural America about the benefits of wind energy while simultaneously educating college seniors regarding wind energy applications. The three primary project goals of the Wind for Schools Project are to: (1) Engage rural school teachers and students in wind energy; (2) Equip college students in wind energy applications; and (3) Introduce wind energy to rural communities, initiating a discussion of wind energy's benefits and challenges. (Contains 3 resources.) [This paper was produced for the U.S. Department of Energy by the National Renewable Energy Laboratory.]