ethanporcaro/eric-fulltext-meta huggingface dataset:
A Facilitator's Guide for the Online Course: What Education Leaders Should Know about Virtual Education
Author: Rukobo, Emily Zyko
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Educational Strategies,Electronic Learning,Online Courses,Elementary Secondary Education,Facilitators (Individuals),Web Based Instruction,Guides,Instructional Design,Courseware,Integrated Learning Systems,Educational Policy,Policy Formation,Student Diversity,Federal Aid,Surveys,Glossaries,Instructional Materials,Records (Forms),Leadership Training,Administrators,State Departments of Education,School Districts,Synchronous Communication,Distance Education,Computer System Design,Course Content,Course Descriptions,Web Sites,Video Technology,Multimedia Materials

This Facilitator's Guide is based on What Education Leaders Should Know about Virtual Education, an online course designed by the Center on Instruction and the New England Comprehensive Center. The Facilitator's Guide demonstrates step-by-step how to build the course on a learning management system (LMS) and provides instructions on all phases of course implementation. The three-module course includes: (1) Module One: Introduces the national landscape of K-12 online learning at both the research and programmatic levels; (2) Module Two: Focuses on how online content presentation and instructional strategies can be used to meet the needs of diverse learners; and (3) Module Three: Invites participants to consider their local policy needs through the exploration of existing K-12 online learning policies and programs. A glossary of terms is included. [This paper was co-created with the New England Comprehensive Center (NECC).]
Cell Phones: Business Students in the Business Literature
Author: Piotrowski, Chris
Date: 2013-04-25
Type: Reports - Research
Subjects: Information Security,Business Education,Electronic Learning,Content Analysis,Research Methodology,Databases,Integrity,Internet,Telecommunications,Handheld Devices,Management Development,Citations (References),Classification,Cheating,Advertising,Crime,Banking,Retailing,Marketing,Privacy

Research on the topic of cell phones has proliferated over the past decade. Based on a review of the literature, it appears that the majority of the extant research on the topic resides in the technology, education, and social sciences fields. Recent reviews indicate that the scope of the research on cell/mobile phones is eclectic in nature (Piotrowski &amp; Kass, 2013). In the field of Education, the focus of research on this topic has a focus on high school students or adolescents. Although there is emergent research on cell phones related to college-age business students, a review of this body of knowledge has not been reported. Thus, the purpose of the present study is to conduct a bibliometric content analysis of research on cell phones related to business students indexed in the business-management literature. The database ABI/Inform was the database selected as this scholarly file has been identified as a major bibliographic source in business education. A keyword search located 114 references; of these, 107 were research articles which then served as the bibliographic pool for further analyses. Results, based on a content analysis typology, showed the following major topical areas of focus: Academic integrity (online cheating), business education, phone upgrades, mode of data collection in research, advertising, and online instruction. Noteworthy areas that are de-emphasized by researchers include: cybercrime, online piracy, company database breaches, and identity theft. Conclusions: with regard to cell/mobile phones, there seems to be a discrepancy between topics stressed in the media versus areas of research interest by academic investigators. (Contains 1 table.)
Learning when to Hold'em and When to Fold'em: ERS's Budget Hold'em Game Facilitates the Budget Development Process in Memphis
Author: Education Resource Strategies
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Budgeting,Retrenchment,Resource Allocation,Educational Finance,School Districts,Urban Schools,Games

If your school district is facing a budget issue, it might surprise you to learn that the solution might very well lie in a game of cards. That certainly was the case earlier this year for the city schools of Memphis, Tennessee. The game is called Budget Hold'em, and it was developed by Education Resource Strategies (ERS) of Watertown, Massachusetts, in 2010, after what ERS director Regis Shields describes as &quot;a regular, yearlong resource mapping process&quot; conducted on behalf of the Rochester, New York, school district. The previous year, each department in the district had been asked to cut 10% from its budget. While each duly complied, almost all also added new favorite projects or programs--with the result that, at the end of the process, the district had a net gain rather than a reduced proposed budget. In 2010, Rochester again faced budget cuts and tough decisions. Shields wanted to find a way to as she puts it, &quot;develop a common language and understanding across the entire group about the decisions that needed to be made.&quot; Having grown up playing games, Shields thought it would be fun to create a card game that would facilitate the process. Budget Hold'em was first played at a meeting of the superintendent and his cabinet. Players were grouped in teams of two. Under the rules of the game, Strategic Investment and Strategic Reallocation cards had to be selected with a goal of balancing the budget. Each team in turn then shared its hand, so all the players could see where common decisions had been made--and what still needed discussion. &quot;Everyone loved it,&quot; Shields declares. &quot;They were really engaged in the process.&quot;
Helping Children Actively Design How They Learn about Health and Wellness: The Institute of Play Tests an Online Social Networking Tool within a Game-Based School Curriculum. Program Results Report
Author: Parker, Susan
Date: 2011-10-04
Type: Reports - Descriptive
Subjects: Video Technology,Play,Electronic Publishing,Social Networks,Wellness,Computer Mediated Communication,Games,Grade 6,Child Health,Health Promotion,Teaching Methods,Photography,Web Sites,Mentors,Cooperation,Curriculum Development

Youth rarely receive opportunities to craft their own strategies around health and wellness within contexts relevant to them. From 2009 to 2010, the Institute of Play, based in New York, developed Being Me, a social networking site, to enable sixth-graders at the Quest to Learn public school to explore, discover and document a range of ideas related to health and wellness. According to the final report and the project director, the Institute of Play: (1) Created and launched Being Me, a social network that allowed students to explore and practice health and wellness by posting videos, photos, audio, games and writing; creating and contributing to blogs and debates; and finding mentors and collaborators; (2) Developed a sixth-grade wellness curriculum that connected Being Me with classroom work in physical education, health, nutrition and social and emotional learning; and (3) Worked with 77 sixth-graders to develop and manage content for Being Me. A bibliography is included.
Preventing Obesity among Preschool Children: How Can Child-Care Settings Promote Healthy Eating and Physical Activity? Research Synthesis
Author: Larson, Nicole
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Prevention,Physical Activities,Child Care Centers,Preschool Children,Obesity,Disadvantaged Youth,Child Health,Wellness,Eating Habits,Health Promotion,Physical Activity Level,Dietetics,Nutrition

Child-care settings provide numerous opportunities to promote healthy eating and physical activity behaviors among preschool children. The majority of U.S. children are placed in some form of non-parental care during their preschool years. While approximately 15 percent of preschool children are primarily cared for by their relatives, most preschoolers who spend time in non-parental care arrangements are placed in center-based care (e.g., child-care centers, preschools, Head Start programs) or a family child-care home. Given the widespread use of child care, an understanding of current practices relevant to nutrition and physical activity in child-care settings is needed to inform obesity-prevention efforts. This research synthesis reviews studies that have identified opportunities to promote a healthy diet and regular physical activity among preschool children. It also examines outcomes of research interventions designed to prevent obesity in child-care settings. (Contains 1 figures, 4 tables, and 76 footnotes.)
Effects of Prenatal Exposure to Phthalates
Author: Johnson, Laurie A.
Date: 2012-07-26
Type: Information Analyses
Subjects: Child Health,Neonates,Hazardous Materials,Prenatal Influences,Child Development,Correlation,Cognitive Development,Child Behavior,Cognitive Ability

The purpose of this review of literature is to examine the association of phthalate exposure with development. Phthalates are chemical compounds used in poly-vinyl chloride, PVC; vinyl flooring, cosmetics, shampoo, air fresheners, soft plastic items, intravenous tubing, food packaging and wraps, textiles, paints, cleaning products and detergents. The effects of phthalates on fetuses, newborns, infants, toddlers, school-aged children and adult subjects have been extensively researched. Multiple studies examined associations between phthalate exposure and physiological, cognitive and behavioral development of the subjects. The review of research examines the history of toxic chemical legislation, beginning with the 1976 Toxic Substances Control Act and the role of regulatory agencies in the United States, including the Environmental Protection Agency, EPA; the Consumer Product Safety Commission, CPSC; and the Food and Drug Administration.
Report of the 2012 National Survey of Science and Mathematics Education
Author: Banilower, Eric R.
Date: 2013-02-00
Type: Reports - Research
Subjects: Science Education,Mathematics Education,National Surveys,Mathematics Teachers,Science Teachers,Best Practices,Teacher Attitudes,Influences,Factor Analysis,Pedagogical Content Knowledge,Teacher Background,Teacher Characteristics,Teaching Experience,Faculty Development,Textbooks,Instructional Materials,Educational Technology,Evidence,Educational Research,Science Instruction,Mathematics Instruction,Science Achievement,Mathematics Achievement,Questionnaires,Data Collection,Elementary Secondary Education

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The research questions addressed by the survey are: (1) To what extent do science and mathematics instruction and ongoing assessment mirror current understanding of learning?; (2) What influences teachers' decisions about content and pedagogy?; (3) What are the characteristics of the science/mathematics teaching force in terms of race, gender, age, content background, beliefs about teaching and learning, and perceptions of preparedness?; (4) What are the most commonly used textbooks/programs, and how are they used?; (5) What formal and informal opportunities do science/mathematics teachers have for ongoing development of their knowledge and skills?; and (6) How are resources for science/mathematics education, including well-prepared teachers and course offerings, distributed among schools in different types of communities and different socioeconomic levels? The design and implementation of the 2012 National Survey involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. These activities are described in this paper. This report of the 2012 National Survey is organized into major topical areas. In most cases, results are presented for groups of teachers categorized by grade level--elementary, middle, and high. In addition, factor analysis was used to create several composite variables related to key constructs measured on the questionnaires. Composite variables, which are more reliable than individual survey items, were computed to have a minimum possible value of 0 and a maximum possible value of 100. Appended are: (1) Sample Design; (2) Survey Questionnaires; (3) Pre-Data Collection Communication; (4) Description of Data Collection; (5) Description of Reporting Variables; and (6) Additional Equity Cross-tabulations. (Contains 55 figures, 236  tables, and 17 footnotes.)
Organization of State Departments of Education. Bulletin, 1915, No. 5. Whole Number 629
Author: Monahan, A. C.
Date: 1915-00-00
Type: Historical Materials
Subjects: Educational History,Administrative Organization,Educational Administration,Public Schools,Elementary Secondary Education,Higher Education,Teacher Education,Educational Legislation,Educational Policy,State Policy,Educational Development,State Legislation,State Departments of Education,State Boards of Education,State Schools,Administrators,Administrator Role,Agency Role,Public Education,Superintendents,Salaries,Educational Trends,Nonprofessional Personnel,Professional Personnel,African American Education

The trend of educational development is toward the State board of education as the administrative head of the educational system. In 37 of the 48 States in the United States there are State boards of education with functions relative to the public schools; in one other, Minnesota, there is a State board with functions relative to the public high schools only. In the other 10 States, namely, Alabama, Illinois, Iowa, Maine, Nebraska. New Hampshire; Ohio, South Dakota, Wisconsin, and Wyoming, there are no such boards. Two of these 10, Nebraska and Iowa, have State boards known as boards of education. The Nebraska board has charge of the State normal schools and has no other functions; the Iowa board has charge of the State institutions of higher edification, including normal schools, but has no functions concerning other schools. The State boards in Arkansas, Pennsylvania, and Vermont have been created by laws enacted within the last four years. During the same period the boards in Arizona, California, Delaware, Georgia, Idaho, Indiana, New Jersey, North Dakota, Oklahoma, and Washington have been reorganized in the interest of greater efficiency as a result of State legislation. The contents of this bulletin include: (1) State boards of education, which contains (a) Composition of boards; and (b) Digest of laws relating to State school administration boards; (2) State superintendence of public instruction, which contains: Digest of laws relating to chief State school officers; and (3) State departments of education staffs. (Contains 3 footnotes.) [Best copy available has been provided.]
A Study of the Colleges and High Schools in the North Central Association. Bulletin, 1915, No. 6. Whole Number 630
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1915-00-00
Type: Historical Materials
Subjects: Professional Associations,Universities,Colleges,High Schools,Standards,Secondary Schools,Data Collection,Institutional Characteristics,Admission (School),Enrollment,Statistical Analysis,Class Size,Academic Degrees,College Faculty,Secondary School Teachers,School Location,Employment,Graduates

At the meeting of the North Central Association held in 1913 a list of colleges and universities prepared in the basis of standards previously adopted by the association was approved and ordered to be published. Furthermore, the officers of the commission were directed to prepare and publish a summary of all the returns made by colleges and universities on the blanks used in collecting information. At the meeting held in March, 1914, by the same routine, a revised list was prepared and approved. The approved list of 1914 is based on the same standards as the earlier list. Contents of this bulletin include: (1) Report on the approved colleges and universities of the North Central Association of Colleges and Secondary Schools; and (2) Approved high schools of the North Central Association of Colleges and Secondary Schools. An index is included. Individual sections contain footnotes. (Contains 56 tables and 18 figures.) [Best copy available has been provided.]
Accredited Secondary Schools in the United States. Bulletin, 1915, No. 7. Whole Number 631
Author: Capen, Samuel Paul
Date: 1915-00-00
Type: Historical Materials
Subjects: Accreditation (Institutions),Secondary Schools,Public Schools,Private Schools,Professional Associations,Academic Standards,State Universities,State Departments of Education

An &quot;accredited secondary school,&quot; as the term is used in this bulletin, is a school which is equipped to prepare students for colleges requiring at least 14 units for unconditioned admission and which has been investigated or approved for this purpose by one of the following agencies: A State officer of education, a university or college inspector or committee on admissions, all officer or committee of an accrediting association. This bulletin presents lists of accredited secondary schools which are designed to meet the needs of officers charged with the admission of new students to secondary schools, colleges, universities, professional schools (especially schools of law and medicine), normal schools, etc.; of State examining and certifying boards, which are concerned with the status of secondary schools located at a distance; and of parents who may want to know about the high schools of any particular State or section. This bulletin contains the following parts: (1) State lists; (2) Lists of accrediting associations; and (3) Lists of certain private institution. Individual sections contain footnotes. [Best copy available has been provided.]
Present Status of the Honor System in Colleges and Universities. Bulletin, 1915, No. 8. Whole Number 632
Author: Baldwin, Bird T.
Date: 1915-00-00
Type: Historical Materials
Subjects: Educational History,College Students,College Administration,Ethics,Prosocial Behavior,School Surveys,National Surveys,Questionnaires,Student Government,Cheating,Discipline Policy,School Policy,Behavior Standards,Student Responsibility,Student College Relationship,Program Descriptions,Program Implementation,Program Effectiveness

The aim of this bulletin is to set forth the present status of a phase of college and university administration that enlists the cooperation of students for the maintenance of fair play and honesty in the preparation and performance of classroom activities. A personal letter, with 11 questions appended, was submitted early in 1913 to 475 American colleges and universities, 425 of these institutions responded with detailed answers and with such available literature as was at hand. The term "honor system" is used to connote the formal recognition and adoption by students and faculty of a system of mutual responsibility among students for honest scholastic work. In several institutions student government is included under the general term "honor system"; in other institutions, especially the larger universities, the honor system is independent of any form of student government; in others, particularly the smaller colleges, it is the natural outgrowth of the participation of students in the direction and control of their various collegiate activities. Contents of this bulletin include: (1) Foreword; (2) History; (3) The investigation; (4) Methods of electing or appointing student councils; (5) Final jurisdiction and penalties; (6) Faculty supervision; (7) Violations; (8) General aim and purposes of the honor system; (9) Institutions using an honor system in all departments; (10) Institutions just adopting an honor system; (11) Institutions planning to adopt the honor system; (12) Institutions having an honor system in vogue in spirit but not in organization; (13) Institutions favoring the honor system but which do not have it; (14) Institutions in which the sentiment is not sufficiently mature; (15) Institutions in which peculiar conditions militate against adopting the honor system; (16) Institutions that have not felt the need of the honor system; (17) Institutions that frankly oppose the honor system; (18) Institutions in which the honor system has failed; (19) Institutions which reply negatively without comment; (20) Conclusions; and (21) Tabular summary as to the use of the honor system. Appended are: (1) Type constitutions; (2) Type pledges; and (3) Membership of type administration councils. (Contains 2 footnotes.) [This paper was written with the assistance from Henry L. Messner and Grace W. Greene. Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1915, No. 9. Whole Number 633
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1915-03-00
Type: Historical Materials
Subjects: Professional Associations,Bibliographies,Professional Education,School Administration,Vocational Education,Teaching Methods,Elementary Secondary Education,Higher Education,Kindergarten,African American Education,Library Services,Rural Education,Teacher Education,Professional Recognition,Social Development,School Buildings,Architecture,Religious Education,Civics,Physical Education,Hygiene,Sanitation,Career Guidance,Home Economics,Military Training,Womens Education,Asian Americans,Periodicals,Publications

This bulletin contains monthly record of current educational publications received by the Library Division of the Bureau of Education. This bulletin contains the following: (1) Introductory notes; (2) Publications of associations; (3) Educational history; (4) Current educational conditions; (5) Pedagogics and didactics; (6) Educational psychology, Child study; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Teachers: Training and professional status; (13) Higher education; (14) School administration; (15) School management; (16) School architecture; (17) School hygiene and sanitation; (18) Physical training; (19) Social aspects of education; (20) Religious education; (21) Manual and vocational training; (22) Vocational guidance; (23) Home economics; (24) Professional education; (25) Civic education; (26) Military training; (27) Education of women;  (28) Negro Education; (29) Orientals; (30) Defective and delinquent children; (31) Libraries and reading; (32) Bureau of Education: Recent publications; (33) New Periodicals; and (36) Bulletin of the Bureau of Education. [Compiled by the Library Division of the Bureau of Education. [Best copy available has been provided.]