ethanporcaro/eric-fulltext-meta huggingface dataset:
Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2009-10, Version Provisional 2a. NCES 2011-349rev
Author: Keaton, Patrick
Date: 2012-08-00
Type: Reports - Research
Subjects: School Statistics,Data Collection,Documentation,Error Patterns,Error of Measurement,School Districts,Enrollment,Statistical Data,Educational Indicators,Tables (Data),Guidelines,School Demography,Public Education,Elementary Secondary Education,Coding,Public Schools

This revised data file includes corrections that were provided to NCES as a result of a special collection effort designed to address data quality issues found in the 1a release of this file. In May 2012, NCES became aware of data errors for key data items for several schools on the published version of the SY 2009-10 school file; in some cases these errors also affected district level data on the published 1a version of the LEA universe files for SY 2010-11. As a result, NCES conducted an in depth quality review of both the school and LEA universes for both the published SY 2009-10 school and LEA universe files and not yet published SY 2010-11 school and LEA universe files. During this review, NCES developed a revised editing strategy that more accurately identified data items that were likely to have errors. The review focused on school and school district enrollment, grade 12 enrollment, and free and reduced price lunch variables and related ratios such as pupil/teacher ratio, percent of enrollment from grade 12, and percent of students eligible for free and reduced price lunch. In the past data items were only compared to the reported data from the prior year for each school or LEA. The revised methodology used data from multiple years and was applied to both the reported data items and related ratios. Specifically, an average variation over the prior 4 years was computed based on the differences between each year and the other 3 years. Then, the average variation between the target year and the four preceding years was computed based on the differences between target year and each of the 4 prior years. The average variation for the target year was compared to the average variation among the prior years; cases with large differences were flagged as potential errors. Additionally, a requirement was added that in order for an item to be identified as a potential error, both the count and a related ratio must be identified as potential errors. For example, for total student membership to be flagged as a potential error, both total membership and a related ratio, such as pupil/teacher ratio, must be flagged. Appended are: (1) Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2009-10; (2) Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2009-10; (3) Glossary for the Common Core of Data: School Year 2009-10; and (4) State Notes for the Common Core of Data: School Year 2009-10.
Is School Value Added Indicative of Principal Quality? Working Paper 12. Revised
Author: Chiang, Hanley
Date: 2014-12-00
Type: Reports - Research
Subjects: Value Added Models,Principals,Leadership Qualities,Leadership Effectiveness,Administrator Evaluation,Accountability,Academic Achievement,Longitudinal Studies,Mathematics Achievement,Reading Achievement,Outcomes of Education,Grade 4,Grade 8,School Effectiveness,Regression (Statistics),Equations (Mathematics),Public Schools,Scores,Observation,Educational Quality,Standardized Tests,Prediction

States across the country are developing systems for evaluating school principals on the basis of student achievement growth. A common approach is to hold principals accountable for the value added of their schools--that is, schools' contributions to student achievement growth. In theory, school value added can reflect not only principals' effectiveness, but also other school-specific influences on student achievement growth that are outside of principals' control. In this paper, we isolate principals' effects on student achievement growth and examine the extent to which school value added captures the effects that principals persistently demonstrate. Using longitudinal data on the math and reading outcomes of 4th through 8th grade students in Pennsylvania, our findings indicate that school value added provides very poor information for revealing principals' persistent levels of effectiveness.
Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10. First Look (Provisional Data). NCES 2013-309rev
Author: Stillwell, Robert
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Dropouts,High School Graduates,Dropout Rate,Statistical Distributions,Graduation Rate,Enrollment,Grade 9,Grade 10,Grade 11,Grade 12,Asian American Students,White Students,African American Students,American Indian Students,Racial Differences,Gender Differences,High School Freshmen

This report presents the number of high school completers, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9-12 for public schools in school year 2009-10. State Education Agencies (SEAs) report annual counts of completers, dropouts, and enrollments to the National Center for Education Statistics' (NCES) Common Core of Data (CCD) nonfiscal survey of public elementary/secondary education as part of the Cooperative Education Statistics System established in section 157 of the Education Sciences Reform Act of 2002, part C and the U. S. Department of Education's ED&quot;Facts&quot; data collection system. The purpose of this &quot;First Look&quot; is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2009-10 CCD Dropout and Completer provisional data files. This &quot;First Look&quot; marks the first publication and the initial data release for 2009-10 CCD dropout and completer data. The data in this report are drawn from the 2009-10 CCD Dropout and Completer provisional data files. The report includes the appendix: Methodology and Technical Notes. [For the original report: &quot;Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10. First Look (Provisional Data). NCES 2013-309&quot;, see: ED538847.]
The Program Manager's Guide to Evaluation, Second Edition
Author: Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Date: 2010-01-15
Type: Guides - Non-Classroom
Subjects: Program Administration,Program Evaluation,Educational Assessment,Planning,Program Implementation,Guidance,Evaluators,Objectives,Program Effectiveness,Costs,Evaluation Methods,Consultants,Personnel Selection,Contracts,Models,Worksheets,Information Sources,Evaluation Criteria,Data Collection,Data Analysis,Informed Consent,Data Interpretation,Reports,Information Dissemination,Design

The Office of Planning, Research and Evaluation (OPRE), a unit within the Administration for Children and Families (ACF), is responsible for advising the Assistant Secretary for Children and Families on increasing the effectiveness and efficiency of programs to improve the economic and social well-being of children and families. In collaboration with ACF program offices and others, OPRE is responsible for performance management for ACF, conducts research and policy analyses, and develops and oversees research and evaluation projects to assess program performance and inform policy and practice. The Office provides guidance, analysis, technical assistance, and oversight to ACF programs on: strategic planning; performance measurement; research and evaluation methods; statistical, policy, and program analysis; and synthesis and dissemination of research and demonstration findings. Toward these ends, OPRE is happy to present an updated edition of &quot;The Program Manager's Guide to Evaluation.&quot; The original guide has consistently been the most frequently accessed of OPRE's resources. The new edition has been updated to reflect currently accepted practices, up-to-date terminology, and issues to consider at this time. Tips, samples, and worksheets that were missing from the online version have been inserted back into the guide, as has a thoroughly updated appendix containing a comprehensive list of evaluation resources. Based on feedback within ACF, it was decided to focus on a single guide that includes examples that would be relevant to all ACF program areas, rather than create separate handbooks for each program. As with the original edition of &quot;The Program Manager's Guide to Evaluation,&quot; this updated edition explains what program evaluation is, why evaluation is important, how to conduct an evaluation and understand the results, how to report evaluation findings, and how to use evaluation results to improve programs that benefit children and families. The following evaluation resources are appended: (1) Evaluation Manuals and Guides; (2) Online Evaluation Toolkits; (3) Other Online Resources; (4) Clearinghouses and Organizations; (5) Locating Information Collection Instruments/Measures; (6) Evaluation Consultants; and (7) Selected Bibliography.
Synthesis of Key Points from the OSEP Early Childhood Transition FAQ (SPP/APR Indicators C-8, B-11 and B-12)
Author: Diefendorf, M.
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Synthesis,Fundamental Concepts,Transitional Programs,Special Education,Special Programs,Referral,Eligibility,Disability Identification,Program Implementation,Educational Policy,Individualized Education Programs

This document is a synthesis of the key points provided in the Office of Special Education Programs (OSEP) Early Childhood Transition FAQs: SPP/APR indicators C-8 and B-12 released on December 1, 2009. It was developed to assist states with the implementation of effective transition policies and practices. The following is included: (1) Transition Plan (C-8A); (2) LEA Notification from Part C (C-8B); (3) Transition Conference for Children Potentially Eligible under Part B (C-8C); (4) Late Referral to C (C-8, B-11 and B-12); (5) Late Referrals from Part C to Part B (B-11 and B-12); (6) Part B Initial Evaluation and Eligibility Determination (B-11); (7) IEP Developed and Implemented by 3rd Birthday for Children Referred by Part C (B-12).
Keeping Pace with K-12 Online &amp; Blended Learning: An Annual Review of Policy and Practice. 10 Year Anniversary Issue
Author: Watson, John
Date: 2013-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Electronic Learning,Blended Learning,Educational Policy,Educational Trends,Profiles,Public Schools,Private Schools,Charter Schools,Consortia,Supplementary Education,Online Courses,State Policy,Graduation Requirements,Home Schooling,Educational Finance,Educational Practices,Course Selection (Students),Distance Education,State Schools

&quot;Keeping Pace with K-12 Online &amp; Blended Learning&quot; (2013), the 10th in a series of annual reports that began in 2004, examines the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. In this 10th annual report, program and policy highlights include: (1) at least 24 states and Washington DC have blended learning; many of these schools are charters, allowing them flexibility in how they serve their students; (2) Multi-district fully online schools served an estimated 310,000 students in 30 states in SY 2012-13; also for the first time, &quot;Keeping Pace&quot; separated those states that support fully online schools with and without restrictions; (3) Consortium and education service agency programs are an increasingly important online learning access point for students and a way for districts to cost-efficiently invest in online blended programs. In this 10th annual report &quot;Keeping Pace&quot; has identified at least 75 consortium programs operating across the country; (4) State-supported supplemental options include two categories of programs: state virtual schools and states that support course choice programs. State virtual schools operated in 26 states in SY 2012-13, serving 740,000 course enrollments; and (5) an increasing number of private/independent schools are including supplemental online courses and blended learning in their options for students and as a result, &quot;Keeping Pace&quot; took a closer look at Private/Independent schools in 2013. An additional highlight reports that, as of fall 2013, four states have online course graduation requirements in order for students to graduate from high school, and two more states have policies in development that are likely to be in place for students beginning in 2014. An appendix presents a section on the methodology. [A list of sponsors can be found on page 2 of the attached document.]
2011 Cohort Graduation and Dropout Rate Report
Author: Utah State Office of Education
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Dropout Rate,Educational Legislation,Federal Legislation,Racial Differences,Disabilities,Economically Disadvantaged,Ethnic Groups,English Language Learners,Low Income Groups,High School Students

To align with new federal No Child Left Behind (NCLB) regulations for graduation rate calculations, the Utah State Office of Education (USOE) is reporting a new graduation rate beginning with the 2011 graduating class (also known as the 2011 cohort). The four-year cohort rate (includes all students who started 9th grade in 2007-2008 plus transfers) enables a comparison among all 50 states, while the three-year cohort rate (includes all students who started 10th grade in 2008-2009 plus transfers) enables a comparison among all Utah Local Education Agencies (LEAs), since Utah has many 10-12th grade high schools. The new four-year cohort rate will be reported on the 2011-12 State Report Card and the 2011-12 AYP Report Cards; the state-, LEA-, and four year school-level rates will be published in this report (2011 Cohort Graduation and Dropout Rate Report). The new three-year cohort rate will be reported at the school and LEA level in this report. The 2011 cohort report publishes the following categories for the state, all LEAs, and all high schools: (1) Percentage of graduates; (2) Percentage of other completers; (3) Percentage of continuing students; and (4) Percentage of dropouts.
Perceived Leadership Style of Jordanian Academic Deans in Higher Education Institutions: Qualitative Study
Author: Al-Omari, Aieman Ahmad
Date: 2011-02-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Styles,Deans,Higher Education,Qualitative Research,Leadership Qualities,Questionnaires,Observation,Administrator Behavior,Structured Interviews

This qualitative study focuses on the perceptions of two academic deans and their leadership styles. The leadership Behavior Description Questionnaire is used as a frame for analyzing data. Using qualitative methods, observation and interview data were collected. Two themes emerged, Initiating Structure, and Consideration. The Initiating Structure behavior of leaders was all are open to different strategies in problem solving and annual review to make sure faculty/staff members work to capacity. When it came to Consideration, the dominant behavior patterns among deans was having an open door policy with their faculty, willing to make changes, and having high morale within the college.
2012 Minnesota Internet Survey: Digital Divide 2.0 and Beyond
Author: Center for Rural Policy and Development
Date: 2012-00-00
Type: Reports - Research
Subjects: Access to Computers,Internet,Surveys,Rural Urban Differences,Interviews,Telecommunications,Information Technology,Computer Use,Use Studies,Computers,Educational Technology

After more than ten years of asking rural Minnesotans about their access to high-speed Internet service, it is possible to draw a few conclusions: (1) It is fairly well accepted now that broadband access has become a necessity for functioning at full capacity in today's world; (2) The digital divide isn't what it used to be; (3) Broadband no longer ties the user to a fixed location (i.e., the home); and (4) The preceding points tie into what appears to be a generational change in how people access, use, and think of the Internet. The Center for Rural Policy and Development included questions on broadband adoption in its first rural Minnesota survey in 2001. The next year, the survey focused solely on broadband and the Internet. In 2005, the seven-county Twin Cities metropolitan area was included for the first time in order to provide a comparison to rural counties. And in 2012, interviewers called cell phone numbers for the first time, recognizing the number of households that have given up landline phones and now use cell phones as their only phone. Internet service providers are well aware of the trends discussed in this survey--such as demand for mobility and band-width. Since the younger demographic groups are the ones most focused on going mobile and doing more things on the Internet, these are trends that are not going away. Policymakers and other decision makers should keep these trends in mind when it comes time for creating policies aimed at providing or encouraging Internet service.
Why Should Speech Rate (Tempo) Be Integrated into Pronunciation Teaching Curriculum
Author: Yurtbasi, Meti
Date: 2015-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,Teaching Methods,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Oral Language,Performance,Syllables,Risk,Grammar,Intonation,Curriculum

The pace of speech i.e. tempo can be varied to our mood of the moment. Fast speech can convey urgency, whereas slower speech can be used for emphasis. In public speaking, orators produce powerful effects by varying the loudness and pace of their speech. The juxtaposition of very loud and very quiet utterances is a device often used by those trying to arouse strong emotions in their audience. Talking too quickly is one of the most common behaviors that can discount professional speaking skills. It is exhausting being forced to listen to uncomfortable speech patterns. This creates the potential for miscommunication, lost opportunity or decreased credibility. Researches have shown that one of the hardest things about learning English is understanding the native speakers when they speak too fast. So teachers must lower their rate of speech when they teach English in order that their students should benefit from their teaching. Many studies have shown that lowering the speech rate does affect the intelligibility of the speakers' utterance; and the students need this more than anything. Teachers who wish to be effective in their teaching should not only relate information to their students but especially be able to communicate with them at a speed level of their understanding at a steady but not fast rate, and make sure to pause briefly at the end of their meaningful phrases. And as for the students' oral performance they should naturally concentrate on grammatical items along with their correct articulation, intonation and tempo. If they speak too fast, they risk mispronunciation of syllables and become incomprehensible even to natives. Non-native English speakers often speak too slowly when they don't have a good grasp of English yet, but when their knowledge of the language and thought process goes faster, their speech also gets faster.
Analysis of the Science and Technology Preservice Teachers' Opinions on Teaching Evolution and Theory of Evolution
Author: Töman, Ufuk
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Evolution,Preservice Teachers,Student Teacher Attitudes,Interviews,Statistical Analysis,College Students,Scientific Concepts,Scientific Attitudes,Educational Attitudes

In this study, we investigate of science and technology teachers' opinions about the theory of evolution and the evolution teaching. The aim of this study, we investigate of science and technology teachers' opinions about the theory of evolution and the evolution teaching. This study is a descriptive study. Open-ended questions were used to determine the views of pre-service teachers. Questions used in the statistical analysis of data for obtained student's through. Solution to the problems encountered in practice as a method for the production of research so descriptive research approaches used in the survey method. This study was applied Department of Science Teaching at the Faculty of Education students in the last class. Department of Science Teaching 90 students participated the study in Bayburt University. The 90 students in the sample and all of the mare 46 female and 44 male. The findings of the study about students opinion for evolution that coming from a common ancestor and such as Darwinian theory. In addition students will not be denied the fact that the evolution of science but from the point of view of society reported a negative effect on the teaching of evolution.
Bridging the Gap between Work and Education in Vocational Education and Training. A Study of Norwegian Apprenticeship Training Offices and E-Portfolio Systems
Author: Nore, Haege
Date: 2014-00-00
Type: Journal Articles
Subjects: Education Work Relationship,Apprenticeships,Portfolios (Background Materials),Internet,Plumbing,Sales Occupations,Learning Processes,Vocational Education,Educational Change,Educational Innovation,Educational Quality,Foreign Countries,Interviews,Longitudinal Studies,Qualitative Research

This article explores the effect that the use of e-portfolios initiated and organized by apprenticeship training offices has had on the learning processes and assessment practices of apprentices in Norwegian vocational education and training. Although these intermediate structures have the potential to bridge the gap between work and education, they seem to maintain a system of two parallel learning arenas. However, the article summarizes the innovative effects of these transformations as supportive structures for expansive apprenticeship. The study is based on data from a national project on quality assessment, which is supported by documentary evidence from e-portfolios in three different trades: plumbing, industrial mechanics and sales.
Factors Effecting on Study Habits
Author: Khan, Zebun Nisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Study Habits,Socioeconomic Influences,Gender Differences,College Students,Foreign Countries,Academic Achievement,Student Motivation,Statistical Analysis,Surveys

The present study was undertaken with the objectives to find out the impact of Socio-economic Status as well as sex differences on study habits of class VII students (100) of Government Colleges of Amroha District. The effects of two independent variables on study habits of the aforementioned students were assessed by using two Psychological tests namely Socio-economic Status Scale (Urban); by Dr. Kulshrestha and Rao's Study Habits Inventory. The findings indicated a significant effect of gender on study habits of the subjects. The effect of Socio-economic Status on study habits was found to be insignificant. Interaction effect of sex difference and Socio-economic Status was also not significant.