ethanporcaro/eric-fulltext-meta huggingface dataset:
Ramon Llull and the Teaching of Foreign Languages in the Late Middle Ages
Author: McCarthy, Joseph M.
Date: 2010-06-17
Type: Reports - Descriptive
Subjects: Foreign Countries,World History,Medieval History,Role,Educational History,Second Language Instruction,Languages,Linguistics,Semitic Languages,Muslims,Islam,Christianity,Religious Conflict,Philosophy,Educational Change,Synthesis,Religious Factors

The &quot;foreign languages&quot; considered in this paper are the non-European contemporary tongues whose study was encouraged by the Crusades and related projects for recovering the Holy Land from the Muslims, Arabic, Hebrew and Syriac (Chaldaic), of which Arabic held pride of place. No-one was more significant in advancing the study and teaching of Arabic than the Catalan thinker, Ramon Llull (1232-1315). Possessed of a rare understanding of Muslim religious thought and religious practice, Llull was consumed by the dream of converting the Muslims and other non-Christians and so conceived of the project of advancing the teaching of Oriental languages in schools and universities. Having founded a school at Miramar to teach languages and apologetic theology to missionaries, he urged the King of France and the Pope to mount a crusade and create throughout Europe and the Near East universities specializing in language study. The Ecumenical Council of Vienne in 1311 ignored his crusade project but legislated that chairs of Hebrew, Arabic and Syriac be established at the papal court and at Paris, Oxford and Bologna. (Contains 23 footnotes.) [An earlier draft of this paper was presented at the Suffolk University College of Arts and Sciences Faculty Research Seminar.]
The Benefits of Statewide Use of the ACT[R] Test
Author: ACT, Inc.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: High Schools,Federal Legislation,State Standards,Accountability,College Admission,Educational Legislation,Measurement,Measures (Individuals),Exit Examinations,College Entrance Examinations,College Preparation,Careers,Readiness,School Readiness,Higher Education,College Bound Students,Alignment (Education),Educational Change,Colleges

Recently, there has been increasing interest among state governments in establishing statewide testing of high school students. This interest has been driven by various goals, such as reforming high schools, improving the alignment between P-12 requirements and postsecondary expectations, and fulfilling the mandates of the federal No Child Left Behind Act. In addition, attention and interest has focused on the importance of preparing all students for college and work, and on the rigor of state standards and of current high school graduation and/or school accountability tests. As part of their move toward statewide assessment at the high school level, a number of states have adopted the ACT[R] test. The ACT, for students in grades 11 and 12, measures students' academic readiness to make successful transitions to college and work after high school. The ACT is the most widely accepted and used test by postsecondary institutions across the U.S. for college admission and course placement. This paper discusses the state and national issues addressed by ACT, the accomplishments of ACT, and the benefits it offers for students, parents, and schools.
Crisis/Opportunity: 2011 WICHE Workplan
Author: Western Interstate Commission for Higher Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Health Programs,Innovation,Policy Analysis,Public Colleges,Mental Health Programs,Access to Education,Academic Achievement,Accountability,Paying for College,Economic Climate,Technology Uses in Education,Enrollment Trends,Best Practices,High School Graduates,Rural Areas,Educational Policy,Educational Research,Labor Force

Public higher education has faced a crisis of massive proportions in the first decade of this millennium. Nevertheless, for higher education, this year represents a turning point and, yes, an opportunity. The opportunity, then, for the West is one that generations of Americans are familiar with: to do more with less. Dealing with scarcity--whether of institutions or programs or dollars--has been at the heart of Western Interstate Commission for Higher Education's (WICHE) mission since the beginning. In fiscal 2011 WICHE's Policy Analysis and Research unit, Programs and Services unit, Mental Health Program, WCET, and Technology and Innovation initiative will be working hard to make sure that the West's students don't get shortchanged on their education and to help the region's states and institutions find innovative ways to stretch each educational dollar. Their work will focus on five areas: finance, access and success, workforce and society, technology and innovation, and accountability. This paper discusses the different programs created by WICHE and their workplans along with their corresponding goals: finding ways to make higher education more affordable for students and their families; expanding access to higher education in the West; advancing excellence in technology-enhanced teaching and learning in higher education; and providing access to research and education (R&amp;E) networks for all higher education institutions in the West. [For the &quot;2010 WICHE Workplan&quot;, see ED508934.]
Preparing Teachers for Diverse and Exceptional Student Populations--Textbooks Still Make a Difference
Author: Womack, Sid T.
Date: 2010-07-01
Type: Reports - Research
Subjects: Preservice Teacher Education,Education Courses,Textbooks,Grading,Teaching Methods,Males,Special Education,Gender Differences,Student Evaluation,Classroom Techniques,Student Diversity,Educational Technology,Instructional Effectiveness,Multimedia Materials,Internet,Predictor Variables,Action Research

This action study investigated the effects of a textbook and gender upon the acquisition of exceptionalities content knowledge in an undergraduate teacher education course. In a course where teacher education content, tests and testing procedures, and grading procedures for assignments were held constant across three teaching conditions, the absence of a textbook was most disadvantageous for males. The difference between having or not having the textbook in the course amount to a slight difference in total points for females but enough points of difference for a letter grade for males. For content that is highly verbal, additionally using the textbook instead of relying solely on Power Point or lecture notes instead is recommended for males. (Contains 2 tables and 1 figure.)
Providing Equitable Instruction for High School English Learners: Teacher Candidates Define and Design Equality
Author: Daoud, Annette M.
Date: 2010-04-28
Type: Reports - Evaluative
Subjects: Social Justice,Education Courses,Equal Education,Definitions,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Critical Theory,Preservice Teachers,Secondary School Teachers,Teacher Attitudes,Student Attitudes,Lesson Plans,Preservice Teacher Education,High School Students

This inquiry highlights a research study with secondary teacher candidates (grades 9-12) in a teacher credentialing program in southern California that has been recognized for its effectiveness in preparing candidates to teach English learners. Within the frame of creating critical leaders, data collected in this inquiry show that teacher candidates enrolled in the secondary multilingual education course individually define educational equity for English learners based on their own personal beliefs, commitment level and experiences. All the teacher candidates in this study provided definitions for how they were &quot;providing equitable educational opportunities&quot; for their high school English learners. The lesson plans the teacher candidates designed were the &quot;actions&quot; they developed to demonstrate their commitment to issues of social justice and equity they defined. Their definitions and actions were rooted both in the tenets of social justice and equity and &quot;best practices&quot; for English learners that were presented in the multilingual education course. (Contains 1 table.)
Examining the Effectiveness of TESOL Master's Programs to Prepare Graduate Students for Their Current and Future Careers
Author: Lin, Li Li
Date: 2010-07-07
Type: Reports - Evaluative
Subjects: Masters Programs,Graduate Students,English (Second Language),English Teachers,Teacher Education,Program Effectiveness,Curriculum Design,Educational Innovation,Skill Development,Student Attitudes,Questionnaires,Interviews,Observation

Professional graduate program curricula are consistently evaluated for their efficacy as they relate students' needs and achievement. Particularly, teachers in the TESOL field are challenged to become effective in their profession by adapting and developing learning materials and designing successful curriculum that imparts all relevant concepts and knowledge that contributes to this field. Based on the aforementioned reasons, it is imperative to continually evaluate and reexamine the effectiveness of TESOL master's programs, as well as to investigate what information and skills this program promotes to prepare graduate students for their current and future careers. Two appendixes are included: (1) Demographics; and (2) Interview Questions.
Learning Clicks, 2006-2007. Final Report
Author: Alberta Advanced Education and Technology
Date: 2007-00-00
Type: Reports - Research
Subjects: Student Attitudes,Educational Technology,Secondary School Students,Postsecondary Education,Student Motivation,Access to Information,Foreign Countries,Web Sites,Youth Programs,College Preparation,Parent Education,Teacher Surveys,Parent Attitudes,Teacher Attitudes,Satisfaction,Teaching Methods,Computer Uses in Education,Peer Teaching,Computer Peripherals

Now progressing into its fourth year, Learning Clicks is an interactive, dynamic, and informative program to help students in Grades 9-12 learn about the importance, long-term benefits, and opportunities of post-secondary education. This program also serves as a portal to provide students with the necessary information to assist in planning and preparing for post-secondary studies. In 2002, the Accessibility Communications Framework determined a need to provide youth with accurate and consistent information relating to Alberta's post-secondary options. The Learning Clicks CD-ROM, web site, and Youth Ambassador Program were developed to communicate with young Albertans about the long term benefits of post-secondary education and the importance of early planning. In January 2007, Learning Clicks launched a new component, Parent Clicks. In addition to providing post-secondary information for students, Learning Clicks has also reached the adult/parent market. In just 4 months, 450 parents received the Parent Clicks presentation. This executive summary provides the 2006-07 overall results of Learning Clicks including student results, teacher results, and parent results as well as new developments involving the program staff. Appended are: (1) Student Satisfaction Survey; (2) Teacher Satisfaction Survey; (3) Parent Satisfaction Survey; (4) Learning Clicks Year 1, 2, &amp; 3 Results Comparison; and (5) Learning Clicks 2006-07 Team Pictures.
2009 National Medal for Museum and Library Service
Author: Bowen, Katherine
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Library Services,Museums,Recognition (Achievement),Awards,Innovation,Public Service,Program Effectiveness

This paper features the winners of this year's National Medals for Museum and Library Service, the nation's highest honor for libraries and museums. The award celebrates libraries and museums that make a difference for individuals, families, and communities. Medal winners are selected from nationwide nominations for institutions that demonstrate innovative approaches to public service, exceeding the expected levels of community outreach. This year five libraries and five museums have been selected to receive the award. The ten institutions honored this year serve communities in both large cities and small towns, with users of all ages. The winners representative of the great diversity of U.S. libraries and museums and include history, children's art, and science museums, an aquarium, and public and special libraries. They all share the common bond of having achieved extraordinary success at reaching out to the communities they serve in effective and inventive ways.
State Library Agency Service Trends: 1999-2008. Research Brief Number 2
Author: Henderson, Everett
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: State Government,Library Services,Government Libraries,Public Agencies,Administrative Organization,Governance,Archives,State Legislation,Libraries,Library Role,Financial Support

State library agencies (StLAs) provide key leadership for library services planning and development in each state. Their structure and governance varies widely across states; StLAs are located in various departments in state government and they report to different authorities. This research brief gives an overview of the revenues, expenditures, and services provided by StLAs during fiscal year (FY) 2008. State library agencies are official agencies charged by state law with the extension and development of library services throughout the state; they have authority under state law to administer state plans in accordance with the provisions of the Library Services and Technology Act (LSTA). The 2008 fiscal year includes parts of 2007 and 2008; for the vast majority of states (46), the 2008 fiscal year started on 7/1/2007 and ended on 6/30/2008. Because of the time period this survey spans, it does not reflect the full budgetary impact of the current economic downturn.(Contains 15 figures and 15 footnotes.)
The SunWise School Program Guide: A School Program that Radiates Good Ideas
Author: US Environmental Protection Agency
Date: 2003-05-00
Type: Guides - Non-Classroom
Subjects: Elementary School Students,Public Health,National Programs,Program Content,Radiation,Cancer,Prevention,School Activities,Safety,Health Behavior,Health Promotion,Health Education,Risk,School Nurses,Program Guides

To help educators raise sun safety awareness, the U.S. Environmental Protection Agency (EPA) has developed the SunWise School Program, a national education program for children in grades K through 8. SunWise Partner Schools sponsor classroom and schoolwide activities that raise children's awareness of stratospheric ozone depletion, UV radiation, and simple sun safety practices. SunWise is a collaborative effort of schools, communities, teachers, parents, health professionals, environmental groups, meteorologists, educational organizations, and others. With everyone's help, sun protection can grow beyond classrooms to the entire community. This guide is designed to provide school administrators, teachers, nurses, and other childhood caregivers with a general overview of SunWise and the components of the program. (Contains 7 resources.)
Opportunity for All: How the American Public Benefits from Internet Access at U.S. Libraries
Author: Becker, Samantha
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Library Services,Public Libraries,Access to Computers,Disadvantaged,Internet,Information Utilization,Library Role,Economic Climate,Resource Centers,Telephone Surveys,Educational Trends,Influence of Technology,Technological Advancement,Social Networks,Online Searching,Computer Mediated Communication,Money Management,Educational Resources

Over the past decade and a half, free access to computers and the Internet in U.S. public libraries evolved from a rare commodity into a core service. Now, people from all walks of life rely on this service every day to look for jobs, find health care, and read the latest news. As the nation struggled through a historic recession, nearly one-third of the U.S. population over the age of 14 used library Internet computers and those in poverty relied on these resources even more. The library's role as a technology resource and training center has exploded since 1996, when only 28 percent of libraries offered visitors access to the Internet. Internet access is now one of the most sought after public library services, and it is used by nearly half of all visitors. This study provides the first large-scale investigation of the ways library patrons use this service, why they use it, and how it affects their lives. A national telephone survey, nearly 45,000 online surveys at public libraries, and hundreds of interviews reveal the central role modern libraries play in a digital society. Links to appendices (Theoretical Frameworks, Research Methods, Tables, Telephone Survey Instrument, and Web Survey Instrument) are included. (Contains 6 tables, 3 charts, 17 figures, and a list of further readings.)
Standards for Regression Discontinuity Designs
Author: Schochet, P.
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Educational Research,Intervention,Matched Groups,Bias,Computation,Scores,Regression (Statistics),Context Effect,Research Methodology,Standards,Documentation,Technical Writing,Clearinghouses,Criteria

Regression discontinuity (RD) designs are increasingly used by researchers to obtain unbiased estimates of the effects of education-related interventions. These designs are applicable when a continuous &quot;scoring&quot; rule is used to assign the intervention to study units (for example, school districts, schools, or students). Under an RD design, the effect on an intervention can be estimated as the difference in mean outcomes between treatment and comparison group units, adjusting statistically for the relationship between the outcomes and the variable used to assign units to the intervention, typically referred to as the &quot;forcing&quot; or &quot;assignment&quot; variable. This document presents criteria under RD designs &quot;Meet WWC Evidence Standards&quot; and &quot;Meet WWC Evidence Standards with Reservations,&quot; and which are used as basis in assessing whether a study qualifies as an RD study. (Contains 1 footnote.)
Single-Case Designs Technical Documentation
Author: Kratochwill, T. R.
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Research Methodology,Standards,Causal Models,Intervention,Validity,Test Construction,Predictor Variables,Effect Size,Technical Writing,Documentation

In an effort to expand the pool of scientific evidence available for review, the What Works Clearinghouse (WWC) assembled a panel of national experts in single-case design (SCD) and analysis to draft SCD Standards. SCDs are adaptations of interrupted time-series designs and can provide a rigorous experimental evaluation of intervention effects. SCDs can provide a strong basis for establishing causal inference, and these designs are widely used in applied and clinical disciplines in psychology and education, such as school psychology and the field of special education. In this paper, the panel provides an overview of SCDs, specifies the types of questions that SCDs are designed to answer, and discusses the internal validity of SCDs. The panel then proposes SCD Standards to be implemented by the WWC. The Standards are bifurcated into Design and Evidence Standards. The Design Standards evaluate the internal validity of the design. Reviewers assign the categories of &quot;Meets Standards,&quot; &quot;Meets Standards with Reservations,&quot; and &quot;Does not Meet Standards&quot; to each study based on the Design Standards. Reviewers trained in visual analysis will then apply the Evidence Standards to studies that meet standards with or without reservations, resulting in the categorization of each outcome variable as demonstrating &quot;Strong Evidence,&quot; &quot;Moderate Evidence,&quot; or &quot;No Evidence.&quot; Appended are: (1) Attrition Diagram; and (2) Visual Analysis. (Contains 1 table, 11 figures and 16 footnotes.)
A Contextualized Reading-Writing Intervention for Community College Students. CCRC Brief. Number 44
Author: Perin, Dolores
Date: 2010-06-00
Type: Reports - Research
Subjects: College Students,College Curriculum,Intervention,Community Colleges,Writing Skills,Educational Researchers,Faculty,Cooperation,Rhetoric,Writing (Composition),Literary Criticism

In recent years, discussion has arisen among educational researchers and practitioners on how best to teach academically underprepared community college students the basic skills they need to be able to learn from a college curriculum. Research conducted by the Community College Research Center has found that many creative approaches are used in developmental education, but there exists little quantitative evidence on their effectiveness. This study begins to fill this research gap. With funding from the U.S. Department of Education's Institute of Education Sciences, an intervention called the Content Comprehension Strategy Intervention (CCSI) was developed and tested at three community colleges. CCRC researchers drafted and pilot-tested the intervention in collaboration with science and developmental education faculty and senior administrators at Bronx Community College. The intervention was further tested and revised at Los Angeles Pierce College and Norwalk Community College. In this Brief, the authors describe the intervention and present data suggesting that it is a promising strategy for community college students who need to improve their reading and writing skills. (Contains 1 table.)