ethanporcaro/eric-fulltext-meta huggingface dataset:
Open Court Reading[c]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Evidence,Reading Programs,Phonemic Awareness,Reading,Elementary Education,Educational Research,Program Effectiveness,Basal Reading,Decoding (Reading),Vocabulary Development,Spelling,Phonics,Reading Comprehension,Writing Instruction,Adolescents,Intervention,Reading Tests

&quot;Open Court Reading&quot;[c] is a core reading program for grades K-6 developed by SRA/McGraw-Hill that is designed to teach decoding, comprehension, inquiry, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading and Responding, emphasizes reading literature for understanding, comprehension, inquiry, and practical reading applications. Part 3, Language Arts, focuses on writing, spelling, grammar, usage, mechanics, and basic computer skills. SRA/McGraw-Hill revised &quot;Open Court Reading&quot;[c] and changed the name to &quot;Imagine It!&quot;[c] in 2007. Fifty-eight studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of &quot;Open Court Reading&quot;[c] on adolescent readers. One study (Borman, Dowling, &amp; Schneck, 2008) that falls within the scope of the Adolescent Literacy review protocol is a randomized controlled trial and meets WWC evidence standards without reservations. The study included more than 900 first-grade through fifth-grade students who attended five schools located in five states across the United States. Based on this study, the WWC considers the extent of evidence for &quot;Open Court Reading&quot;[c] on adolescent readers to be small for one domain: comprehension. The study is described in this report. The remaining 57 studies do not meet either WWC eligibility screens or evidence standards. A glossary of terms is included. Appended are: (1) Research details for Borman et al., 2008; (2) Outcome measures for each domain; (3) Findings included in the rating for the comprehension domain; and (4) Supplemental subtest findings for the comprehension domain. (Contains 4 tables, 7 endnotes and 2 additional sources.) [For the 2008 Intervention Report on this program, see ED502267.]
Stepwise versus Hierarchical Regression: Pros and Cons
Author: Lewis, Mitzi
Date: 2007-02-07
Type: Reports - Evaluative
Subjects: Multiple Regression Analysis,Predictor Variables,Regression (Statistics),Statistical Significance,Replication (Evaluation),Sampling

Multiple regression is commonly used in social and behavioral data analysis. In multiple regression contexts, researchers are very often interested in determining the "best" predictors in the analysis. This focus may stem from a need to identify those predictors that are supportive of theory. Alternatively, the researcher may simply be interested in explaining the most variability in the dependent variable with the fewest possible predictors, perhaps as part of a cost analysis. Two approaches to determining the quality of predictors are (1) stepwise regression and (2) hierarchical regression. This paper will explore the advantages and disadvantages of these methods and use a small SPSS dataset for illustration purposes. Issues of (a) use of degrees of freedom, (b) identification of best predictor set of a prespecified size, and (c) replicability will be discussed. Several recent cases of hierarchical regression analysis in research will be presented and examples of when hierarchical regression may be used will be discussed. The following are appended: (1) Heuristic Regression Dataset; and (2) SPSS Syntax to Analyze Appendix A Data. (Contains 3 tables.)
Contemporary Learning: Learning in an Online World
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,School Restructuring,Information Technology,Educational Change,Educational Policy,Technology Uses in Education,Electronic Learning,Integrated Curriculum,Professional Development,Instructional Leadership

Significant changes have occurred in education and the use of information and communication technologies (ICT) in Australian and New Zealand schools in the years since the publication of &quot;Learning in an online world: the school education action plan for the information economy&quot; (2000). These reflect inter-related developments in: (1) school reform, curriculum, pedagogy and assessment; (2) ICT in education policy; (3) teacher confidence and capability to use ICT; (4) student and parent expectations that technologies will extend individual, group and community learning; and (5) technologies, digital content and services, applications and infrastructure. These developments have enabled real progress towards the achievement of the &quot;National Goals of Schooling in the 21st Century&quot; and have increased the capacity of educators specifically to address student outcomes in the use of ICT. However, major challenges still exist. Continued collaboration is crucial to achieving the national vision of all schools confidently using ICT in their everyday practices to improve learning, teaching and administration. &quot;Learning in an online world&quot; is a series of policy, strategy, frameworks and action plan documents to support jurisdictions and schools in meeting the challenge. This paper is the overarching statement. It describes the environment, articulates the national policy framework and identifies significant actions required.
Leadership Strategy: Learning in an Online World
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Information Technology,Leadership,Leadership Responsibility,Technology Integration,Outcomes of Education,Technology Uses in Education,Educational Principles,Educational Environment,Cooperation,Capacity Building,Leadership Training

Contemporary learning--learning in an online world articulates national priorities, strategic directions and requirements to achieve the national vision of all schools confidently using information and communication technologies (ICT) in their everyday practices. This paper highlights issues in the development and application of school-based and systemic leadership to support the seamless integration of ICT in 21st century learning environments.
Learning Spaces Framework: Learning in an Online World
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Internet,Technology Integration,Information Technology,Educational Technology,School Culture,Educational Facilities,Educational Facilities Design,Foreign Countries

&quot;Contemporary learning--learning in an online world&quot; describes the integrated nature of the highly technological world in which young people live and learn. A key priority is to design learning spaces that integrate technologies: engaging students in ways not previously possible; creating new learning and teaching possibilities; enhancing achievement and extending interactions with local and global communities. The &quot;Learning spaces framework&quot; is designed to guide high-level strategic decision-making in jurisdictions and schools. It provides advice on key issues to consider when planning new schools, major redevelopment projects, and refurbishing or repurposing existing learning spaces in schools. (Contains 8 figures.)
Pedagogy Strategy: Learning in an Online World
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Information Technology,Instruction,Technology Integration,Computer Networks,Foreign Countries,Technology Uses in Education,Educational Principles,Alignment (Education),Cooperation,Instructional Effectiveness,Educational Environment,Professional Development,Leadership

&quot;Learning in an online world 2003-06&quot; articulates national priorities for action by schools and associated organisations to develop pedagogies that integrate information and communication technologies (ICT). This paper focuses on ICT as an enabler of good pedagogy. It highlights issues for consideration when planning for integration of ICT in the learning environment.
Bandwith Implementation Plan, 2004-05: Learning in an Online World
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Internet,Telecommunications,Information Technology,Technology Planning,Computer Uses in Education,Governance,Needs,National Programs,Foreign Countries

The July 2003 meeting of the Ministerial Council for Education, Employment Training and Youth Affairs (MCEETYA) endorsed the &quot;National Bandwidth Action Plan--Learning in an online world 2003-06&quot; as the basis for the development of the &quot;National Implementation Plan.&quot; The &quot;National Implementation Plan 2004-05&quot; provides the detail critical to realising the intent of the action plan, including identification of opportunities for collaborative work with the other education sectors and Commonwealth agencies. The plan is responsive to national and jurisdictional strategic policy initiatives and to changing market conditions. It recognises that increased connectivity and improved infrastructure are critical to maximising educational opportunities afforded by digital content and services. Evaluation of this plan, identification of emerging needs and opportunities, and review of policy imperatives will inform the development of the &quot;National Implementation Plan 2005-06.&quot;
National Statement for Languages Education in Australian Schools: National Plan for Languages Education in Australian Schools 2005-2008
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Student Participation,Teacher Supply and Demand,Quality Assurance,Program Development,Second Language Instruction,Curriculum Design,Program Implementation,Cooperation,Teacher Persistence,Faculty Development,Foreign Countries

The National Statement for Languages Education in Australian Schools provides an overarching framework for State, Territory and Australian Government activities. It affirms the place of languages education in the school curriculum, and describes the purpose and nature of learning languages. This National Plan for Languages Education in Australian Schools, as an initial four-year Plan for 2005-2008, reflects an agreed commitment by all Ministers of Education to act together to address areas of common concern. It aims to: (1) establish long-term directions for languages education; (2) advance the implementation of high quality and sustainable programs; (3) maximise collaboration in the use of national, state and territory resources; and (4) provide flexibility in implementation by individual jurisdictions. The Plan focuses on six nationally agreed inter-dependent strategic areas. These are: (1) Teaching and Learning; (2) Teacher Supply and Retention; (3) Professional Learning; (4) Program Development; (5) Quality Assurance; and (6) Advocacy and Promotion of Languages Learning. At both national and individual jurisdictional level, efforts and resources will focus on the six strategic areas of the Plan, with yearly reports to MCEETYA to outline progress made, and a formal evaluation in the fourth year. The Plan reflects a commitment by Ministers of Education to work in partnership with the key stakeholders in languages education to implement and monitor the Plan. Its effectiveness will be measured through: (1) the collection and analysis of student participation data; and (2) the development of national sample assessment processes to determine the quality of student learning outcomes. Details of the evaluation processes will be developed through national agreement with all jurisdictions. (Contains 3 footnotes.)
Building a Knowledge Culture: An Education and Training Action Plan for the Information Economy, 2005-2007
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Knowledge Economy,Computer Uses in Education,Information Technology,Educational Technology,Outcomes of Education,Internet,Technology Integration,Educational Policy,Educational Legislation,Foreign Countries

The Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Joint Statement on Education and Training in the Information Economy  released in 2005 provides a national vision for improving education and training outcomes for all Australians through the ubiquitous use of information and communications technology (ICT). In the joint statement, Ministers acknowledge that the everyday use of ICT in education and training has the potential to address many of the perennial issues faced by the education and training sector and, at the same time, to address some of Australia's contemporary issues. Ministers agree that cooperative, often cross-sectoral, national approaches and continued collaboration are essential in achieving their vision of: (1) Creating an innovative society; (2) Ensuring that all learners achieve their potential; (3) Improving quality and raising standards; (4) Achieving efficiencies through sharing; and (5) Capitalising on the internationalisation of education. This action plan identifies priorities for action and provides a common agenda on which stakeholders, including governments, education and training providers, and the private sector, can work together to fulfil the vision outlined by Ministers in their joint statement. The plan recognises that, in order to achieve effective transformation in the education and training sector, all the components of change must be in place, including a comprehensive framework of policies and appropriate funding programs. To achieve the Ministers' vision action must take place across the following interrelated and equally important areas: (1) People; (2) Infrastructure; (3) Online Content, Applications and Services; (4) Policy and Organisational Framework; and (5) Regulatory Framework.
Joint Ministerial Statement on Information and Communications Technologies in Australian Education and Training: 2008-2011
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Information Technology,Communications,Outcomes of Education,Educational Environment,Technology Integration,Foreign Countries,Educational Innovation,Educational Resources

Information and Communications Technologies (ICT) are integral to contemporary society. Technologies are powerful tools for education and training. They are enabling the transformation of the curriculum and changing the way learners  and educators operate, learn and interact. Educators will enhance twenty first century student learning outcomes by effectively and ethically incorporating  ICT into their teaching and learning programmes and methods and collaborating in the creation of flexible learning environments. To that end, educators will be supported to enhance their ICT capabilities. This paper describes the Australian Ministers of education and training's commitment on integrating ICT in Australian learning environments.
Guam Public School System District Action Plan: Goals and Objectives, 2007
Author: Guam Public School System
Date: 2007-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Indicators,Educational Planning,Academic Standards,Student Evaluation,Teacher Competencies,Teacher Qualifications,Accountability,Federal Programs,Federal Legislation,State Programs,Family School Relationship,Educational Change,Reading Instruction,Community Programs,Academic Achievement,Teacher Recruitment,Teacher Persistence,Public Schools,School Districts,Program Evaluation,Teacher Surveys,Alignment (Education),Language Arts,Mathematics Instruction,Teacher Certification,Professional Development,Teacher Evaluation,Summer Programs,After School Programs,Special Education,Transitional Programs,Educational Objectives

The Guam Education Policy Board initially adopted the Guam Public School System District Action Plan in May 2003. The DAP established the direction and details for improving academic performance in reading, math, and language arts by using the provisions of the No Child Left Behind Act as a framework. The adopted DAP was also used as a basis for the Title V Consolidated Grant application. There were seven (7) major components that made up the DAP (2003): (1) Standards and Assessment; (2) Reading First Initiative; (3) Personnel Quality and Accountability; (4) Home School Connection; (5) Federal, State and Local Programs; (6) System-Wide Needs and Assessment; and (7) School-Wide Indicator System. In September 2006, the Superintendent of Education appointed the Associate Superintendent of Curriculum &amp; Instruction, the Administrator of Research, Planning &amp; Evaluation, and the Administrator of Federal Programs to collaboratively review and update the District Action Plan in September 2006. Specifically, the purpose of the DAP review was twofold: (1) To conduct an assessment of what has been accomplished (mid-term review) and (2) to propose revisions to meet the goals and objectives of the District Action Plan. This paper presents the updated Guam Public School System District Action Plan. Appended are: (1) GPSS Vision, Goals &amp; Objectives; (2) P.L. 28-45; (3) Guam Education Policy Board Members; (4) District Action Plan Committee; (5) Acronyms; and (6) Existing Federal Programs.
The Token Economy: Reducing the Disruptive and Off-Task Behavior
Author: Chevalier, Nicole Taylor
Date: 2012-08-15
Type: Reports - Research
Subjects: Token Economy,Elementary School Students,Grade 3,Student Behavior,Behavior Modification,Homework,Intervention,Classroom Techniques

This study investigates the effects of a token economy as an intervention to reduce disruptive and off-task behavior of third grade students in an open concept setting. The intervention combines the use of a token reinforcement with a raffle style drawing. The students receive tokens on an intermittent reinforcement schedule for being on-task, displaying compliant behavior, or for the completion of academic assignments. The tokens are entered into a weekly drawing to receive a backup reinforcer. The results indicate a significant decrease in disruptive behavior in both classes, but no significant change in the completion of outside academic assignments. The findings suggest that the token economy may be successful in reducing disruptive behavior but not for academic assignments completed outside of the classroom. Appended to this document are the following: (1) Behavior Observation Schedule; (2) Student Self-Assessment Survey; (3) Homework Completion Chart; (4) Observed Disruptive Behavior Pre and Post Test: Classroom A &amp; B; and (5) Completion of Homework Before and After Intervention: Classrooms A &amp; B. (Contains 2 tables.)
Identifying and Analyzing Geographic Change to School Districts
Author: Joyce, Colleen D.
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Poverty,Income,Federal Legislation,Federal Programs,Educational Attainment,School Districts,Geographic Location,Political Divisions (Geographic),Computation,Mathematical Formulas,Measurement Techniques,Social Change,Change,Population Trends,School District Size,School Statistics,School Demography,Census Figures,Identification,Comparative Analysis,Statistical Analysis

The U.S. Census Bureau's Small Area Income and Poverty Estimates (SAIPE) Program produces poverty and income estimates for states, counties, and school districts on an annual basis. These estimates provide updated income and poverty statistics, which are used for the administration of federal programs and the allocation of federal funds to local entities. Although SAIPE's main reason for producing the estimates is to provide the U. S. Department of Education with the necessary information to allocate Title I funding under the No Child Left Behind Act of 2001, the estimates are used by a variety of data users for a variety of purposes. Some data users use the annual data stand-alone, but others are interested in using the annual estimates to explore how poverty and income has changed over time. SAIPE's goal is to produce the best estimate possible for a specific point in time. The estimates are not intended to be used in time series analyses. However, should data users choose to analyze the estimates in a time series, it is important they be made aware of the caveats involved with doing so. When a change in the estimate for a specific entity is observed from one estimate year to another, a number of reasons might explain it. These reasons can be roughly categorized into three groups: those involving geographic change, those involving universe change, and those with estimated demographic change. In many cases, the demographic change is what data users are really interested in. However, even when data users can isolate demographic change from geographic and universe changes, there are still numerous issues involved with comparing SAIPE data for the same area across years. These issues have been documented by the SAIPE team, and are outlined on SAIPE's website. Less well documented are geographic and universe change issues. This paper will focus primarily on these two issues, and specifically on how these types of changes are accounted for in the estimates and how the impact of these changes can be determined. Because there is little change in the geography and universe at the state or county level, the paper will focus primarily on the school district estimates. The Geographic Update System to Support Intercensal Estimates is appended. (Contains 6 tables, 4 figures and 3 footnotes.)
Matrix of Key Federal Statutes and Federal and State Court Decisions Reflecting the Core Concepts of Disability Policy
Author: Turnbull, H. Rutherford, III
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Court Litigation,Federal Legislation,State Legislation,Civil Rights,Public Policy,Educational Legislation

This matrix displays the decisions of the United States Supreme Court and the federal statutes most relevant to individuals with disabilities and their families. It is organized according to the core concepts of disability policy as identified by Rud Turnbull and his colleagues at the Beach Center on Disability, the University of Kansas, Lawrence, and as published in a symposium issue on disability policy. See Turnbull, H. R., Beegle, G., & Stowe, M.J. (2001). The core concepts of disability policy affecting families who have children with disabilities, "Journal of Disability Policy Studies," 12(3), 133-143, and related articles in the same issue of the "Journal."