ethanporcaro/eric-fulltext-meta huggingface dataset:
Writing Framework for the 2011 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Writing Achievement,Writing Skills,Writing Evaluation,National Competency Tests,Grade 4,Grade 8,Grade 12,Writing Tests,Elementary Secondary Education,Scoring,Holistic Evaluation,Audiences,Computer Assisted Testing,Writing Processes,Test Construction

The purpose of the 2011 NAEP (National Assessment of Educational Progress) Writing Framework is to describe how the new NAEP Writing Assessment is designed to measure students' writing at grades 4, 8, and 12. As the ongoing national indicator of the academic achievement of students in the United States, NAEP regularly collects information on representative samples of students in those three grades. Given expanding contexts for writing in the 21st century, the 2011 NAEP Writing Framework is designed to support the assessment of writing as a purposeful act of thinking and expression used to accomplish many different goals. Although NAEP cannot assess all contexts for student writing, the results of the 2011 NAEP Writing Assessment will offer new opportunities to understand students' ability to make effective choices in relation to a specified purpose and audience for their writing in an &quot;on-demand&quot; writing situation. In addition, the assessment results will provide important information about the role and impact of new technologies on writing in K-12 education and the extent to which students at grade 12 are prepared to meet postsecondary expectations. On the 2011 NAEP Writing Assessment, students will have the flexibility to make rhetorical choices that help shape the development and organization of ideas and the language of their responses. Using age- and grade-appropriate writing tasks, the assessment will evaluate writers' ability to achieve three purposes common to writing in school and in the workplace: &quot;to persuade&quot;; &quot;to explain&quot;; and &quot;to convey experience, real or imagined&quot;. Because understanding the nature of one's audience is fundamental to successful communication, writing tasks will specify or clearly imply an audience, and writers will be asked to use approaches that effectively address that audience. This report contains the following chapters: (1) Overview; (2) Content of the 2011 NAEP Writing Assessment; (3) Design of the 2011 NAEP Writing Assessment; (4) Evaluation of Responses on the 2011 NAEP Writing Assessment; and (5) Reporting Results of the 2011 NAEP Writing Assessment. Appendices include: (1) Glossary of Terms; (2) Example Tasks; (3) Preliminary Holistic Scoring Guide for &quot;To Persuade&quot;, &quot;To Explain&quot;, and &quot;To Convey Experience, Real or Imagined&quot;; (4) 2011 NAEP Writing Preliminary Achievement Level Descriptions; (5) NAEP Writing Special Study; (6) 2011 NAEP Writing Assessment References; and (7) Organizations Contacted to Review Initial 2011 NAEP Writing Framework Recommendations. (Contains 18 exhibits.
Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders. Executive Summary. NCEE 2011-4002
Author: Agodini, Roberto
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Elementary School Mathematics,Grade 1,Grade 2,Elementary School Students,Instructional Effectiveness,Disadvantaged Schools,Curriculum Implementation,Inservice Teacher Education,Elementary School Teachers,Mathematics Instruction

National achievement data show that elementary school students in the United States, particularly those from low socioeconomic backgrounds, have weak math skills (National Center for Education Statistics 2009). In fact, data show that, even before they enter elementary school, children from disadvantaged backgrounds are behind their more advantaged peers in basic competencies such as number-line ordering and magnitude comparison (Rathburn and West 2004). Furthermore, after a year of kindergarten, disadvantaged students still have less extensive knowledge of mathematics than their more affluent peers (Denton and West 2002). This study examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate elementary math instruction--7 curricula make up 91 percent of those used by K-2 educators, according to a 2008 survey (Resnick et al. 2010). Little rigorous evidence exists to support one approach over another, however, which means that research does not provide educators with much useful information when choosing a math curriculum to use. The key findings in this report include the following: (1) Teachers used their assigned curriculum, and the instructional approaches of the four curriculum groups differed as expected; (2) Math instruction varied in other notable ways across the curriculum groups; (3) In terms of student math achievement, the curriculum used by the study schools mattered; and (4) The curriculum used in different contexts also mattered, and some of these findings are consistent with findings based on all students whereas others are not. (Contains 1 figure and 6 endnotes.) [For the full report, see ED512551.]
Science Framework for the 2011 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Science Achievement,Academic Achievement,Science Tests,National Competency Tests,Scoring,Scientific Literacy,Science Education,Educational Assessment,Student Evaluation,National Standards,State Standards,Educational Research,Scientific Research,Scientific Concepts,Competition,Instructional Program Divisions,Inquiry,Governing Boards,Scientific Principles,Test Construction,Guidelines,Elementary Secondary Education

The National Assessment of Educational Progress (NAEP) and its reports are a key measure in informing the nation on how well the goal of scientific literacy for all students is being met. The &quot;Science Framework for the 2011 National Assessment of Educational Progress&quot; sets forth the design of the NAEP Science Assessment. The 2011 NAEP Science Assessment will use the same framework used in 2009. The 2009 NAEP Science Assessment started a new NAEP science trend (i.e., measure of student progress in science), and the 2011 NAEP Science Report Card will include student performance trends from 2009 to 2011. Trends in student science achievement were reported from 1996 to 2005 as well. However, the trend from 1996 to 2005 was not continued due to major differences between the 2005 and 2009 frameworks. The new framework represents a unique opportunity to build on key developments in science standards, assessments, and research. This document is intended to inform the general public, educators, policymakers, and others about what students are expected to know and be able to do in science as part of The Nation's Report Card, a program of the U.S. Department of Education (ED) that reports on NAEP findings. This report contains the following chapters: (1) Overview; (2) Science Content; (3) Science Practices; and (4) Overview of the Assessment Design. Appendices include: (1) Steering Committee Guidelines; (2) NAEP Science Achievement Level Descriptions; (3) Sample Items and Scoring Guides; and (4) Group 2 Small-Scale Special Studies. A bibliography is included. (Contains 21 exhibits.)
To Learn and Earn: A Race to Good Jobs. Final Report. Executive Summary
Author: Eisenbarth Hager, C.J.
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Economic Progress,Human Capital,Career Planning,Labor Force Development,Education Work Relationship,Minority Groups,Employment

The first installment in the &quot;To Learn and Earn&quot; project, published in March 2009, concluded that Arizona has &quot;unfinished business&quot; in human capital--the knowledge and skills that are so important to stimulating innovation, creating wealth, and promoting economic growth. It identified the next step in finding solutions as looking closely at Arizonans' experiences to answer questions about such topics as career planning, moving from school to work and hiring priorities. The result is this &quot;on the ground&quot; look at education and employment through the eyes of high school and college students, parents, young adult workers, educators, workforce professionals, guidance counselors, and employers. [This paper was prepared for the Arizona Minority Education Policy Analysis Center and was sponsored by the USA Funds, Helios Education Foundation, and the Arizona Minority Education Policy Analysis Center. For the full report, &quot;To Learn and Earn: Arizona's Unfinished Business in Human Capital,&quot; see ED508028.]
Goal Setting for Learning English Language of EFL Students
Author: Srichanyachon, Napaporn
Date: 2010-06-00
Type: Reports - Research
Subjects: Goal Orientation,Learning Experience,Prior Learning,English (Second Language),Second Language Learning,Questionnaires,Gender Differences,Student Attitudes,Foreign Countries,College Students,Second Language Instruction

This study investigated goal setting for learning English language of Bangkok University students. A set of questionnaires for the assessment of goal settings and problems of learning English was administered to 370 second-year students. The study revealed that the goal setting was at a moderate level. There were statistically significant differences found in the students' opinions for goal setting at 0.05 level as classified by gender, faculty, and English learning experience, but no statistically significant differences in terms of educational background. Moreover, there was a positive relationship between English background knowledge and goal setting at 0.05 level. There was a negative relationship between English background knowledge and problems of learning English at 0.05 level. In addition, there was a negative relationship between goal setting and problems of learning English at 0.05 level. (Contains 3 tables and 1 figure.)
Is the Supply in Demand? Exploring How, When, and Why Teachers Use Research
Author: Behrstock, Ellen
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Educational Research,Focus Groups,Researchers,Teaching Methods,Supply and Demand,Teacher Attitudes,Research Utilization,Research Needs,Credibility,Educational Resources,Theory Practice Relationship,Barriers,Educational Policy,Teacher Education,Questionnaires,Urban Schools,Suburban Schools

The aim of this paper is to explore the demand side of the market for educational research. That is, what types of educational research do teachers find useful for advancing their instructional practice and under what conditions do they access the research currently available? Although teachers have mixed opinions--both positive and negative--of research, teachers are by no means categorically disinclined to using educational research to improve their practice. In fact, teachers are particularly inclined to seek out research when they have an immediate pressing concern, and their demand is greatest for research provided via the Internet, through trusted colleagues, by credible researchers, and in educational contexts similar to their own. However, their views of what constitutes &quot;credible&quot; research tend to differ from those of professional researchers. Teachers include among their criteria for credibility research that is relevant and applicable to their own classroom context. More generally, perceived gaps between researchers and practitioners lead to issues with the content, presentation, and dissemination of educational research that limit teachers' demand for it. In a profession where time is at a premium, teachers are unlikely to prioritize research that does not take into account their needs and preferences. Ensuring an appropriate match between what teachers want and what researchers supply requires that certain changes occur within the academic, policy, and practitioner communities. By advancing the education community in this way, students will benefit from teaching that is both high quality and research-based. Focus Group Protocol is appended. (Contains 1 table and 3 sources.)
Employees in Postsecondary Institutions, Fall 2009, and Salaries of Full-Time Instructional Staff, 2009-10. First Look. NCES 2011-150
Author: Knapp, Laura G.
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Employees,Data Collection,Postsecondary Education,College Faculty,Teacher Salaries,Employment Level,School Personnel,Fringe Benefits,Academic Rank (Professional),Response Rates (Questionnaires),Employment Statistics,Teacher Employment Benefits,School Statistics,Tenure,Gender Differences,Racial Differences,Occupational Surveys,Ethnicity,School Surveys,National Surveys,Paraprofessional School Personnel,Student Financial Aid,Part Time Employment

This &quot;First Look&quot; presents findings from the Human Resources (HR) Component of the Integrated Postsecondary Education Data System (IPEDS) winter 2009-10 data collection. The HR component consists of the following three sections: Employees by Assigned Position (EAP) and Fall Staff (S) for fall 2009 and Salaries (SA) for academic year 2009-10. All three sections of the HR component were required for the winter 2009-10 collection. The HR data were collected through the IPEDS web-based data collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. As a result only selected findings are presented. These findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Appendices include: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 16 tables and 11 footnotes.)[To access the Fall 2008 report, see ED507174.]
Effects of Students' Middle-School and High-School Experiences on Completion of the Bachelor's Degree. Research Monograph, Number 1
Author: Trusty, Jerry
Date: 2004-01-00
Type: Reports - Research
Subjects: Student Development,Middle School Students,High School Students,Student Experience,Predictor Variables,Longitudinal Studies,Bachelors Degrees,Models,Guides,School Guidance,Educational Counseling,College Preparation,Academic Persistence,School Holding Power,Asian American Students,African American Students,Hispanic American Students,White Students,Educational Attainment,Course Selection (Students),Gender Differences,Parent Influence,Locus of Control,Student Characteristics,Correlation,Socioeconomic Status,Cognitive Ability

Using data from a national study spanning 12 years, I examined the effects of several middle-school and high-school variables on completion versus non-completion of the bachelor's degree. All young people in the study had attended college with the purpose of attaining the bachelor's. Several variables had practically significant effects on degree completion, with the strongest effects from the academically intensive science and math courses that participants took in high school. The Long-Term Educational Development model was formulated from the findings; and separate analyses for Asian Americans, Latinos, African Americans, and Whites support the applicability of the model. The model identifies the salient influences on students' long-term educational development. It is offered as a guide for counseling, education-career planning, and leadership and advocacy for students' educational development. (Contains 3 tables and 1 figure.)
The Current Status of School Counseling Outcome Research. Research Monograph, Number 2
Author: McGannon, Wendy
Date: 2005-05-00
Type: Reports - Research
Subjects: Federal Legislation,Decision Making,School Counseling,Data,School Counselors,Guidance,Educational Research,Outcomes of Education,Accountability,Evaluation,Evidence,Educational History,Educational Policy,Program Evaluation,Comprehensive Guidance,Counselor Role,Counseling Effectiveness,Models,Literature Reviews,Research Reports

This paper will review some of the issues in school counseling outcome research and how these issues relate to the No Child Left Behind (NCLB) Legislation. Some basic information related to the NCLB mandates will be reviewed in terms of how they impact the school counseling profession and counselor accountability. Types of research will be described and a distinction will be made between research and evaluation. Additionally, this paper will include a discussion of evidence-based practice and an explanation of how all of these topics are relevant to school counselors and school counseling programs at this time. This will include a brief history of the school counseling movement from the mental health model to Comprehensive Developmental Guidance, and then to the American School Counseling Association's (ASCA) National Model and data-driven decision-making. This paper will also include a summary of the comprehensive program evaluations that have occurred in the field of school counseling and a review of the literature about school counseling outcome research. This review of outcome research will encompass studies completed within the past 20 years, including reference to the inclusive reviews of studies that have been completed during this time frame. A short section will also be included to provide readers with some information on current Centers that exist across the nation which were created to help address some of the problems that will be discussed. (Contains 1 table.)
Paving the Road to College: How School Counselors Help Students Succeed
Author: Lapan, Richard
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Counseling Services,School Counseling,High School Students,School Counselors,College Preparation,Counselor Role,Educational Change,Surveys,Principals,Counseling Effectiveness,Counselor Attitudes,Pupil Personnel Services,Comprehensive Guidance,Administrator Attitudes,Outcomes of Education,Counselor Client Relationship,Urban Schools,Program Implementation,Program Effectiveness

This evaluation study explores the reform role of Chicago Public Schools (CPS) school counselors in promoting students' academic achievement, college readiness, and transition from 8th grade into high school. In addition, this report identifies particular actions that CPS can undertake to better utilize and support school counselor professionals, specifically in regard to enhanced collaboration between principals and school counselors and the carrying out of non-counseling tasks. This is a first attempt to examine the benefits to CPS students when school counselors implement key components of a comprehensive school counseling program. A comprehensive school counseling program focuses on what all students should know, understand, and be able to do within the academic, personal/social and career domains in order to develop into successful and satisfied members of our society. The school counseling curriculum, individual student planning, responsive services and system support are the vehicles through which this is accomplished. As in any research study, there are limitations and the authors point these out throughout this report. While it is necessary to be cautious when interpreting findings from any single study, the results replicate and extend many findings from studies conducted both in Chicago and across the United States--that students demonstrate more positive outcomes when professional school counselors are empowered to use their skills to work directly with students. The Principal and School Counselor Survey is appended. (Contains 1 table and 15 figures.)
A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers
Author: Learning Point Associates
Date: 2004-00-00
Type: Guides - Classroom - Teacher
Subjects: Educational Strategies,Reading Research,Remedial Reading,Federal Legislation,Reading Programs,School Districts,Grade 4,Grade 3,Reading Instruction,Instructional Leadership,Educational Legislation,Grants,Academic Achievement,Reading Achievement,Public Agencies,Test Reliability,Alignment (Education),Instructional Materials,Professional Development,Instructional Effectiveness,Phonemic Awareness,Reading Comprehension,Phonics,Reading Fluency,Vocabulary Development

Reading First is a federal initiative authorized by the No Child Left Behind Act. The U.S.   Department of Education provides Reading First grants to states, which, in turn, award   subgrants to eligible school districts that submit approved proposals for how they will apply scientifically based reading research to improve reading instruction and student achievement. The common goal of the U.S. Department of Education, the states, and the local school districts is for all students to be reading at or above grade level by the end of third grade. This goal was established because children who are not proficient readers by the end of fourth grade are not likely ever to be proficient readers. It is wiser to ensure that students are good readers in the primary grades than to wait until their last chance may have passed and then try to provide remedial reading instruction that may not work. The Reading First initiative provides guidance on several key elements, which can be thought of as four &quot;pillars&quot; of an effective reading program. The four pillars are as follows: (1) Valid and Reliable Assessments; (2) Instructional Programs and Aligned Materials; (3) Aligned Professional Development; and (4) Dynamic Instructional Leadership. This document focuses on the second pillar, instructional programs and aligned materials. Its purpose is to provide teachers with a clear, concise review of strategies for teaching reading, drawn from scientifically based reading research. It is organized around the five essential components of effective reading instruction and the methods of explicit and systematic instruction identified by the National Reading Panel and applied through the Reading First initiative. The document includes: (1) Concise summaries of research findings; (2) Descriptions of effective instructional strategies; (3) Lesson excerpts illustrating these strategies in use; and (4) References and resources for more in-depth exploration of specific topics. This information will give teachers a better understanding of how the five essential components of effective reading instruction can be implemented in the classroom.
Australian Vocational Education and Training Statistics. VET in Schools, 2009
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Secondary School Students,Training Methods,Statistical Surveys,Educational Indicators,Educational Policy,Student Characteristics,Trainees,Apprenticeships,Comparative Analysis,Program Descriptions

This publication presents information on vocational education and training (VET) undertaken by school students as part of their senior secondary certificate, known as VET in Schools. The VET in Schools arrangement offers two main options: students can undertake school-based apprenticeships and traineeships; or VET subjects and courses (the latter are referred to as &quot;other VET in Schools programs&quot;). Most VET in Schools students are aged between 15 and 19 years. Therefore, in this report, statistics for VET in Schools students are compared with students aged 15 to 19 years who enrolled in the public VET system. (Contains 8 tables and 16 notes on tables.) [For this report's support document, &quot;VET in Schools 2009: Terms and Definitions. Support Document&quot;, see ED512571.]