ethanporcaro/eric-fulltext-meta huggingface dataset:
Helwan University Project Developing Primary School Pupils' Abilities and Skills at Some Egyptian Underprivileged Areas (Slums). (Field Study)
Author: El-Tayeb, Mahmoud N.
Date: 2010-00-00
Type: Reports - Research
Subjects: School Schedules,Behavior Problems,Research Projects,Self Esteem,Disadvantaged,Slums,Foreign Countries,Social Values,Social Work,Elementary School Students,Student Attitudes,Teaching Methods,Measures (Individuals),Learning Activities,Student Motivation,Problem Solving,Behavior Modification,Skill Development,Prosocial Behavior

Through directing concerted efforts and educational services of seven Faculties of Helwan University towards socially underprivileged pupils in slum areas (EL-Marg area in big Cairo) this research project had two main aims: firstly, modifying a set of arbitrary behaviors of those pupils, in a trial to develop some behavior skills associated with positive social values (character building); Secondly, developing their loyalty values and attitude towards studying. This was done by using various educational activities through all school subjects as well as involving pupils in practicing different activities in sports, music, art, family economics, and social work that support and sharpen their skills as well as other learning outcomes and build their characters in an integrated and civilized manner. This was within the frame of the &quot;100 Schools National Development Project&quot; under the auspices of Egypt's First Lady/ Suzanne Mubarak. The seven faculties presented an integrated educational program based on a variety of learning and instructional activities that are suitable for the pupils' age group (6:12 years old). This field study of the project was implemented in one primary school in El-Marg educational zone over the full academic year (2009/2010). The project made use of pre-diagnostic, intervene and post measurement tests. Data was collected through four main tools: attitude towards studying measure, loyalty measure, behavior problems measure, and physical Ability test as both pre- and post-intervention measurement tools. Collected data is illustrated through tables and graphs throughout the paper followed by narrative analysis. Results indicated that there were significant modifications in the pupils' behaviors, as they became able to behave in a well civilized manner with their colleagues, teachers and other adults in the school also they became more motivated and engaged in the learning process. Moreover, results assured that incorporating integrated learning activities into daily school schedule improved pupils' self esteem, loyalty, and positive attitude towards school. The project team recommends continuation of this research project and the dissemination of its aims in many schools of different Egyptian governorates through the Egyptian universities to serve pupils living in slums. Two appendixes are included: (1) The loyalty photographical measure; and (2) The situation based copy of the loyalty measure. (Contains 11 tables.)
A Course of Action to Improve Standards of Education
Author: Palmer, W. P.
Date: 1981-05-15
Type: Reports - Evaluative
Subjects: Academic Standards,Inspection,Teacher Education,Curriculum Development,Educational Improvement,Improvement Programs,Student Evaluation,Educational Change,Change Strategies,Foreign Countries,Barriers

This paper examines three areas which would be effective starting points for improving educational standards in Papua New Guinea. They are Teacher Training, Curriculum, Assessment, &amp; School Inspection. This paper suggested a number of ways to improve the standards of education in PNG, which at the time were in need of improvement, but both the political will &amp; increased financial allocation to education were necessary. A list of recommendations which is attached highlights the main suggested points for action. (Contains 16 endnotes.) [This paper was published in: the Proceedings &quot;Seminar on Educational Standards,&quot; Goroka Teachers College, May 15, 1981 (Editors Dan Harvey and Bill Palmer).]
Beginning Secondary Teachers in PNG: Family Background, Choice of Subject and the Curriculum Needs of Schools
Author: Palmer, W. P.
Date: 1985-07-00
Type: Reports - Research
Subjects: Schools of Education,Family Characteristics,Socioeconomic Background,Beginning Teachers,Secondary School Teachers,Foreign Countries,Teacher Surveys,Teacher Education,Teacher Education Programs,Teaching (Occupation),Career Choice,Comparative Analysis,Knowledge Base for Teaching,Teacher Qualifications,Expertise,Intellectual Disciplines

Some results from the 1982 New Teachers survey will be related to the teacher training programme at Goroka Teachers college. These will be put in the context of the subject courses run at G.T.C. and the subjects taught in secondary schools. Indications of who chooses to teach and why will be found by examining the sociological background of the new teachers, and comparison with earlier research will indicate changes in the composition of new teachers in terms of their regions of origin. Some aspects of the social background of teachers will be related to the courses that they chose whilst at GTC. Finally the subjects in which teachers qualified will be compared with those they were asked to teach in their first year of teaching with the conclusion that too frequently new teachers are asked to teach subjects in which they have not been trained. The views of the teachers in their own words will be included where appropriate. The paper contains eleven detailed tables which give unique data about new teachers in the Papua New Guinean educational system. (Contains 11 tables.) [This paper was published by SPATE '85 in &quot;The Preparation of Teachers and Emerging Curriculum Issues,&quot; Volume 2, July 23, 1985.]
The State of Multicultural Music Education in Massachusetts Elementary Schools
Author: Weidknecht, Marguerite K.
Date: 2010-05-03
Type: Reports - Research
Subjects: Rural Schools,Music Education,Elementary Schools,National Standards,Global Approach,Teaching Methods,Multicultural Education,Suburban Schools,Urban Schools,Public Schools,Geographic Location,Surveys,Student Diversity,Financial Support,Comparative Analysis,Musical Instruments,Teacher Attitudes

Globalization and increased diversity within student populations generate a growing impetus toward a multicultural approach to music education. Additionally, the National Standards in Music Education require that students experience the music of other cultures. However, not all multicultural music programs are equivalent in content, depth of study, or quality of execution. This study investigated the extent to which multicultural music is taught in Massachusetts public elementary schools, based upon their location and financial status. The perspectives and teaching strategies of 50 teachers representing urban, suburban, and rural schools were surveyed. The results indicated that the most comprehensive multicultural music programs were found in suburban locations, followed by urban and rural schools. Program funding was an important factor influencing these results. Appendices include: (1) Multicultural Music Survey; (2) Survey Email Cover Letter; and (3) Survey Introduction.  (Contains 5 tables.)
Instructional Designers Can Bring Leadership to Educational Systems: Leadership for Instructional Design. White Paper
Author: Foureman, Stacy L.
Date: 2010-09-17
Type: Reports - Evaluative
Subjects: Instructional Design,Leadership Qualities,Instructional Leadership,Change Agents,Teacher Competencies,Teacher Role,Mathematics Skills,Science Process Skills,Sustainable Development,Relevance (Education),Models,Context Effect,Cognitive Style,Computer Literacy,Information Technology,Cooperative Planning

Instructional designers can embrace leadership skills to shape the culture in educational entities toward a "living" institute (Senge, 2000, p. 54). Assessment and measurability set the direction toward the design of plan, implementation and strategy to organization. Paradigm shifts must take place in education.
A Portrait of Low-Income Young Adults in Education. Portraits
Author: Institute for Higher Education Policy
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Labor Market,Young Adults,Education Work Relationship,Low Income Groups,College Graduates,Graduation,Disadvantaged Youth,Postsecondary Education,Access to Education,Poverty,Racial Differences,African Americans,Whites,Hispanic Americans,Asian Americans,American Indians,Pacific Islanders,Gender Differences,Enrollment Trends,Educational Attainment,High School Graduates,Trend Analysis

This brief takes a broad look at low-income young adults in an effort to contribute to the national discussion on improving degree completion by increasing participation among all disadvantaged populations--especially those who attempt to succeed in postsecondary settings under financial stress. Understanding the linkages between low-income young adults' involvement in postsecondary education and their transition to the labor market is critical to improving the additive value of these experiences. (Contains 1 table, 2 footnotes, and  4 figures.)
Advancing by Degrees: A Framework for Increasing College Completion
Author: Offenstein, Jeremy
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Graduation Rate,College Students,Postsecondary Education,At Risk Students,Minority Groups,Remedial Instruction,College Credits,Age Differences,Nontraditional Students,Racial Differences,African American Students,White Students,Hispanic American Students,Asian American Students,Summer Programs,Probability,Bachelors Degrees,Gender Differences,Data Collection,Success,Part Time Students,Full Time Students,Mathematics Education,Language Arts

The United States is becoming less globally competitive as other nations move aggressively to educate their populations. To lead the world once again in educational attainment--President Obama's goal by 2020--more Americans will need to enter college. But the biggest challenge isn't college going; it is college completion. Around the country, higher education leaders who want to help increase the number of graduates in their communities and states are all asking the same questions: To improve student success, where should they focus? And how will they know if what they do is working? Drawing on the authors' analyses of data from two large postsecondary systems, this report aims to help system and campus leaders use their data to: (1) deepen their understanding of what really aids student success; and (2) produce a set of timely, &quot;on track&quot; indicators that can rapidly gauge the impact of efforts to produce change. An appendix is included. (Contains 8 tables, 17 figures and 20 notes.)
How to Help Your Child Prepare for College and Career. A Guide for African-American Parents
Author: Education Trust
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Career Guidance,College Preparation,Parent Education,African American Family,African American Education,African American Students,Barriers,Developmental Studies Programs,Parent Role

Given lingering racism in this country, one would not be surprised to learn this: African-American students are much less likely than white students to have the most qualified teachers--the ones with the most experience and greatest expertise in the subject matter. Many African-American students go to schools that do not even offer some of the high-level courses necessary for admission to the best colleges. This is a terrible injustice. The tragic consequence is that African-American graduates are nearly half as likely to finish high school with a rigorous academic diploma as white students. The best schools encourage all students to aspire to the most challenging courses. Then they provide plenty of academic support for those struggling with assignments, and they don't lower standards. This support includes concentrated help on specific skill sets during the school day and extended-day options. This paper offers tips for parents on how they can help their children prepare for college and career.
Top Gap Closers: Some Public Four-Year Colleges and Universities Have Made Good Progress in Closing Graduation-Rate Gaps. College Results Online
Author: Engle, Jennifer
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: Public Colleges,American Indians,Graduation Rate,Racial Differences,Democratic Values,Minority Groups,Achievement Gap,Educational Attainment,Higher Education,Resource Allocation,Disadvantaged Schools,Academic Achievement,African American Students,Hispanic American Students,College Attendance

Nearly all high school seniors today aspire to pursue higher education because they know that a college degree offers them the best opportunity to realize the American Dream. Indeed, college-going rates are up considerably for all students over the last 30 years. At the same time, however, racial gaps in degree attainment actually have grown, even as more minority students find their way to college. The gaps in degree attainment are partially due to the gaps in college-going rates, but they also reflect racial disparities in students' success once in college. Some have come to think of gaps of this sort as inevitable. After all, aren't most minority students still educated in schools that get less of everything, from money to science labs to high-quality teachers? It turns out, however, that by focusing on student success, many colleges have totally eliminated graduation-rate gaps, and others have narrowed them significantly. This brief identifies public colleges and universities that have narrowed if not closed the gaps between underrepresented minority students--African American, Hispanic, and Native American--and their white and Asian peers. (Contains 9 figures and 6 notes.)
Big Gaps, Small Gaps: Some Colleges and Universities Do Better than Others in Graduating African-American Students. College Results Online
Author: Lynch, Mamie
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: African American Students,Graduation Rate,White Students,African American Achievement,Achievement Gap,Achievement Rating,Academic Achievement,Effective Schools Research,College Outcomes Assessment,School Statistics,Educational Indicators

In this brief, the authors share what they are learning from looking beneath the averages. They identify public and private four-year institutions that appear to serve their black and white students equally well--that is, where both groups graduate at similar rates. They also identify public and private institutions that have a lot of work to do to catch up: Their graduation rate gaps are among the largest in the country. Gap size, of course, doesn't tell people everything they need to know about an institution. Colleges can have small or nonexistent gaps in undesirable ways--for example, when students in both groups have abysmal graduation rates. On the other hand, an institution can have a relatively high graduation rate for black students but still have large gaps because white students do even better. The authors focus on "graduation-rate gaps within institutions." Three reasons: (1) Institutions that have demonstrated the capacity to graduate white students at high rates should be able to serve black students equally well; (2) Some institutions already are proving that this is possible; and (3) If every institution pledged to close existing gaps between black and white students, they could produce thousands more black bachelor's-degree recipients every year, and this would be a very big step in putting the country on a path to a better and more equitable future. (Contains 1 figure, 7 tables and 10 notes.)
Top Gainers: Some Public Four-Year Colleges and Universities Make Big Improvements in Minority Graduation Rates. College Results Online
Author: Engle, Jennifer
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: Public Colleges,Graduation Rate,Graduation,Minority Groups,African Americans,Hispanic Americans,American Indians,Barriers,College Graduates,At Risk Students,Disproportionate Representation,Educational Attainment

Each year, nearly 400,000 minority students enroll as freshmen in a four-year college, hoping to realize all of the opportunities that earning a bachelor's degree affords. Many arrive on campus having overcome underfunded high schools, an intimidating college-admissions process, and daunting financial circumstances. Yet despite their persistence in surmounting such barriers, more than half don't attain their goal--a bachelor's degree--even after six years. This brief highlights the efforts of public colleges and universities that have boosted graduation rates for minority students--sometimes even closing the gaps between minority students and their peers. The data presented here provide a baseline for colleges seeking to raise minority graduation rates and show that improvements are taking place in a range of settings. The focus is on the "top gainers" among public colleges and universities in graduating underrepresented minority students--African-American, Hispanic, and Native-American students. Nationally, two-thirds of minority students who attend a four-year college attend a public institution. Given the mission of public colleges to serve the higher education needs of their states, these institutions must do their utmost to ensure that far more young Americans from minority backgrounds earn a college degree. (Contains 6 figures and 7 notes.)
Stuck Schools: A Framework for Identifying Schools where Students Need Change--Now! K-12 Policy
Author: Ushomirsky, Natasha
Date: 2010-02-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Academic Achievement,Legislation,Middle Schools,Elementary Schools,Performance Factors,Identification,Reading Ability,Low Income Groups,Data Analysis,Comparative Analysis

With the focus of the American Recovery and Reinvestment Act (ARRA) on struggling schools and reauthorization of the Elementary and Secondary Education Act (ESEA) on the horizon, now is the time to have an honest conversation about what people know--and don't know--about school-level trends. To spur this conversation and to help state and local leaders think about how to look at their own data, The Education Trust will publish a series of papers that analyze school performance and improvement. In this paper, the first in the series, the authors look at trends in overall performance and improvement over time. They examine data from two of the ten states they looked at to explore the following questions: What did performance look like several years ago? How big were the annual gains at high-improving schools? How about at low-improving ones? Among the lowest performing schools, how many remained stuck, how many made extraordinary gains, and how many fell somewhere in between? The authors find that some schools that started out low-performing are making substantial progress. Their gains aren't always consistent from year to year, but proficiency rates at these schools are clearly and substantially improving. Most of these schools still aren't performing as well as they should, but students and educators would benefit if state and district leaders figured out what these schools are doing right and scaled up practices that are likely to lead to meaningful gains in learning. Two appendices are included. (Contains 40 figures, 4 tables and 5 notes.)
Gauging the Gaps: A Deeper Look at Student Achievement. K-12 Policy
Author: Rowan, Anna Habash
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Academic Achievement,National Competency Tests,True Scores,Low Income Groups,African American Achievement,Achievement Gap,Educational Assessment,Educational Indicators,Data Interpretation,Educational Policy,Evaluation Problems

Leaders in schools, districts, and states, along with policymakers in Washington, D.C., are focusing new energy on closing long-standing gaps in performance that separate low-income students and students of color from others. It's critically important that their efforts succeed--for students, their families, their communities, and for their democracy and future prosperity. Indeed, one recent estimate compared the achievement gap's impact on the economy to that of &quot;a permanent national recession.&quot; Given the high stakes, educators and policymakers need the best information available to learn the true measure of achievement gaps and make progress in closing them. This brief explores the pitfalls in gauging gaps simplistically and suggests four ways to gain a more sophisticated, comprehensive, and accurate picture. It then illustrates these approaches using data from the National Assessment of Educational Progress (NAEP) to show how some states are making progress in closing gaps--and others are not. (Contains 9 notes.)
Close the Hidden Funding Gaps in Our Schools. K-12 Policy
Author: Hall, Daria
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Academic Achievement,Minority Groups,Low Income Groups,Achievement Gap,Funding Formulas,Educational Finance,Finance Reform,Change Strategies,Disadvantaged

Everyone knows that low-income and minority students often face steep hurdles. Although these challenges sometimes have roots outside of school, compelling evidence shows that great teachers and well-run schools can have powerful effects on student learning and help close achievement gaps. Yet in most parts of the country, people do exactly the opposite of what fairness and common sense dictate. They take the kids who have the least in their homes and communities, and they give them less in school, too. Indeed, poor children receive less of everything that research and experience tell would boost their achievement and improve their chances of succeeding in school and beyond. The result? Rather than narrowing the academic achievement gaps, people have created education systems that actually widen the gaps. A federal law that's been on the books for quite awhile has the potential to guard against these inequities. Title I of the Elementary and Secondary Education Act is the federal government's major program to help schools that serve high concentrations of children from low-income families. Every year, this program funnels billions of taxpayer dollars to such schools so they can provide these kids with extra help. The bad news is the law is not working as it should. The good news is that by fixing Title I, Congress could make inequitable district-budgeting practices illegal, thereby increasing the odds that high-poverty schools receive more of the financial resources they need and deserve. This publication explains the sources of the hidden funding gaps, the ways federal policy allows them to occur, and what Congress can do to fix Title I to promote funding equity in schools. (Contains 6 figures and 8 notes.)