ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of &quot;SCDP Milwaukee Evaluation Report #30&quot;
Author: Cobb, Casey D.
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: High Schools,Private Schools,Graduation Rate,School Choice,Graduation,Demonstration Programs,Program Effectiveness,Grade 9,Grade 12,Program Evaluation,High School Students,Enrollment Trends,College Bound Students,Grade 8,Comparative Analysis,Public Schools,Postsecondary Education

The School Choice Demonstration Project has published a series of reports written in the fifth and final year of its evaluation of the Milwaukee Parental Choice Program (MPCP). This review is of Report #30, a final follow up to a five-year study examining high school graduation and post-secondary enrollment rates for students participating in the MPCP. Researchers tracked an initial sample of MPCP students enrolled in either 8th or 9th grade in 2006 and compared their high school graduation and college enrollment rates with a sample of Milwaukee Public School (MPS) students. The report found that voucher students who attended a private school in 8th or 9th grade in 2006 &quot;were more likely to graduate high school,&quot; &quot;enroll in a four-year post-secondary institution,&quot; and &quot;persist in that four-year institution beyond the first year of enrollment.&quot; Such conclusions should be considered alongside at least two important caveats, however. The first is a methodological concern. Roughly 75% of the original sample of 801 MPCP 9th graders were not still enrolled in a MPCP high school in 12th grade. The inferences drawn about the effects of the MPCP on graduation rates compared with those in the MPS are severely clouded by substantial sample attrition. A second concern lies in the report's interpretation of the data. Among the most careful statistically controlled analyses, only one finding was statistically significant at conventional levels. These two limitations prevent broad conclusions being drawn about the relative effectiveness of the MPCP and the MPS on graduation and higher education continuation rates. (Contains 2 notes and references.) [This paper reviews the following document: &quot;Student Attainment and the Milwaukee Parental Choice Program: Final Follow-Up Analysis. SCDP Milwaukee Evaluation Report #30&quot; (ED530067).]
Review of &quot;SCDP Milwaukee Evaluation Report #32&quot;
Author: Cobb, Casey D.
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Comparative Analysis,School Choice,Program Evaluation,Demonstration Programs,Program Effectiveness,Grade 4,Grade 10,Low Income Groups,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Public Schools

The School Choice Demonstration Project has published a series of reports written in the fifth and final year of its evaluation of the Milwaukee Parental Choice Program (MPCP). This review is of Report #32, which compares the test performance of MPCP students to that of a sample of students from the Milwaukee Public Schools (MPS). The comparisons revealed a mixed set of findings with no clear pattern. For example, a sample of low-income MPS students scored higher than MPCP students on average in 4th grade reading, math, and science, and in 8th and 10th grade math. MPCP students, on the other hand, scored higher than the MPS sample in 8th and 10th grade reading and science. The results are not particularly useful beyond providing a snapshot of how MPCP students and a comparison group of low-income MPS students performed on a battery of state exams. A supplemental analysis that found relatively more &quot;very low&quot; performing MPS schools was established by arbitrary cut scores and was potentially biased by unequal group sample sizes. The report correctly cautions readers not to make causal inferences about the effects of either sector given the descriptive nature of the analysis. (Contains 4 notes and references.) [This paper reviews the following document: &quot;Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2010-11. SCDP Milwaukee Evaluation Report #32&quot; (ED530072).]
2009 Mississippi Curriculum Framework: Postsecondary Nuclear Medicine Technology. (Program CIP: 51.0905 - Nuclear Medical Technology/Technologist)
Author: Boney, Linda
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Radiology,Certification,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Educational Certificates,Licensing Examinations (Professions),Core Curriculum,Competency Based Education,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Medical Services,Allied Health Occupations,Allied Health Occupations Education,Multiple Literacies,Paraprofessional Personnel,Qualifications,Clinical Experience

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Nuclear Medicine Technology curriculum is a flexible program designed to offer a 2-year Associate of Applied Science degree program of study and/or a certificate of completion in Nuclear Medicine Technology. The program is designed to prepare the technologist to perform imaging procedures by administering radioactive materials to patients in a clinical setting. The nuclear medicine technologist is a highly specialized health-care professional who works closely with the nuclear medicine physician. The program is designed to provide the student the knowledge and skills to enter the field as a nuclear medicine technologist and successfully write the certification examinations of the American Registry of Radiologic Technologists (ARRT) and/or the Nuclear Medicine Technology Certification Board (NMTCB) upon successful program completion. To be admitted into the Nuclear Medicine Program, students must meet the following requirement: completion of an accredited program in radiologic technology. The curriculum was written to follow the American Society of Radiologic Technologists (ASRT) core curriculum. Standards are based on ARRT content specifications for the examination in Nuclear Medicine Technology and the NMTCB components of preparedness. Appended are: (1) Industry Standards; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2006 Mississippi Curriculum Framework: Postsecondary Paralegal Technology. (Program CIP: 22.0302 - Legal Assistant/Paralegal)
Author: Hinton, Amy
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Internship Programs,Technological Literacy,Worksheets,Legal Education (Professions),Paraprofessional Personnel,Competency Based Education,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Licensing Examinations (Professions),Core Curriculum,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Multiple Literacies,Qualifications

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Paralegal Technology curriculum is designed to prepare a person for entry-level employment as a legal assistant/paralegal in courts, corporations, law firms, and government agencies. Paralegal Technology is a two-year program of study which requires courses in the vocational-technical core, designated areas of concentration, and the academic core. The Associate of Applied Science Degree is earned upon successful completion of program. The curriculum is based on standards developed from the National Association of Legal Assistants' Descriptions of Certified Legal Assistant (CLA) Exam Sections. Additional research data used in the development of this publication was collected from a review of related literature and from surveys of local experts in business, industry, and education. Industry standards are based on the &quot;National Association of Legal Assistants' Descriptions of Certified Legal Assistant (CLA) Exam Sections.&quot; Appended are: (1) Standards Based on the National Association of Legal Assistants' Descriptions of Certified Legal Assistant (CLA) Exam Sections; (2) Related Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 4 footnotes.)
2010 Mississippi Curriculum Framework: Postsecondary Paralegal Technology. (Program CIP: 22.0302 - Legal Assistant/Paralegal)
Author: Cox, Janet
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Legal Education (Professions),Paraprofessional Personnel,Competency Based Education,Internship Programs,Prior Learning,Vocational Education,Curriculum Design,Course Descriptions,Articulation (Education),Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Licensing Examinations (Professions),Core Curriculum,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Multiple Literacies,Qualifications

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Paralegal Technology curriculum is designed to prepare a person for entry-level employment as a paralegal in courts, corporations, law firms, and government agencies. Paralegal Technology is a 2-year program of study that requires courses in the career-technical core, designated areas of concentration, and the academic core. The Associate of Applied Science Degree is earned upon successful completion of program. The curriculum is based on standards developed from the National Association of Legal Assistants' Descriptions of Certified Legal Assistant (CLA) Exam Sections. Additional research data used in the development of this publication was collected from a review of related literature and from surveys of local experts in business, industry, and education. Industry standards are based on the &quot;National Association of Legal Assistants' Descriptions of Certified Legal Assistant (CLA) Exam Sections.&quot; Appended are: (1) Standards Based on the National Association of Legal Assistants' Descriptions of Certified Legal Assistant (CLA) Exam Sections; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2007 Mississippi Curriculum Framework: Postsecondary Occupational Therapy Assistant. (Program CIP: 51.0803 - Occupational Therapist Assistant)
Author: Hager, Sherry
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Occupational Therapy,Competency Based Education,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Licensing Examinations (Professions),Core Curriculum,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Allied Health Occupations,Allied Health Occupations Education,Multiple Literacies,Paraprofessional Personnel,Qualifications,Clinical Experience

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Occupational Therapy Assistant curriculum is a two-year program of study that prepares an individual to work under the direction of a certified Occupational Therapist to administer treatment pertinent to restorative, preventive, and maintenance programs. The focus is on the development and maintenance of capacity to perform those tasks essential to productive living and to the mastery of self and the environment. This program prepares the graduate to practice in a variety of health care and community settings as a member of a professional team. Opportunities for employment are varied and extensive. Admission to the program is selective and competitive. Industry standards referenced are based on the Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association, Inc. &quot;Standards for an Accredited Educational Program for the Occupational Therapy Assistant.&quot; Appended are: (1) Standards for an Accredited Educational Program for the Occupational Therapy Assistant; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2011 Mississippi Curriculum Framework: Postsecondary Occupational Therapy Assistant. (Program CIP: 51.0803 - Occupational Therapist Assistant)
Author: Hager, Sherry
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Occupational Therapy,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Licensing Examinations (Professions),Core Curriculum,Competency Based Education,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Allied Health Occupations,Allied Health Occupations Education,Multiple Literacies,Paraprofessional Personnel,Qualifications,Clinical Experience

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Career-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career-technical programs. The Occupational Therapy Assistant curriculum is a two-year program of study that prepares an individual to work under the direction of a certified Occupational Therapist to administer treatment pertinent to restorative, preventive, and maintenance programs. The focus is on the development and maintenance of capacity to perform those tasks essential to productive living and to the mastery of self and the environment. This program prepares the graduate to practice in a variety of health care and community settings as a member of a professional team. Opportunities for employment are varied and extensive. Admission to the program is selective and competitive. An associate's degree is granted upon successful completion of the program. Industry standards referenced are based on the Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association, Inc.'s &quot;Standards for an Accredited Educational Program for the Occupational Therapy Assistant.&quot; Appended are: (1) Standards for an Accredited Educational Program for the Occupational Therapy Assistant; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2009 Mississippi Curriculum Framework: Postsecondary Occupational Safety and Health Technology. Program CIP: 15.0701
Author: Flowers, Walter M.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Productivity,Occupational Safety and Health,Compliance (Legal),Organizational Effectiveness,Certification,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Licensing Examinations (Professions),Core Curriculum,Competency Based Education,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Multiple Literacies,Public Health,Work Environment,Allied Health Occupations,Allied Health Occupations Education

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. Occupational Safety and Health Technicians, (OSHT) also known as safety and health practitioners or occupational health and safety inspectors, help to prevent harm to workers, property, the environment, and the general public. They promote occupational health and safety within organizations by advising management on how to increase worker productivity in the 21st Century Workforce through raising morale and reducing absenteeism, turnover, and equipment downtime while securing savings on insurance premiums, worker's compensation benefits, and litigation expenses. In addition, OSHT assist employers in complying with Occupational Safety and Health Act (OSHA) regulations and standards. Employment opportunities are available at all levels of government agencies and with public and private businesses. Upon completion of the two-year program the student will be awarded the Associate of Applied Science Degree. Industry standards referenced are from the &quot;Council on Certification of Health, Environmental and Safety Technologists (CCHEST), Occupational Health and Safety Technologist (OHST)/Certified Loss Control Specialist (CLCS) Examination Blueprint.&quot; Appended are: (1) Council on Certification of Health, Environmental and Safety Technologists; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
A Primer on Data Logging to Support Extraction of Meaningful Information from Educational Games: An Example from Save Patch. CRESST Report 814
Author: Chung, Gregory K. W. K.
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Educational Games,Data Collection,Measurement,Best Practices,Student Behavior,Cognitive Processes,Affective Behavior,Mathematics Instruction,Middle School Students,Mathematics

In this primer we briefly describe our perspective and experience in using data logging to support measurement of student learning in a game testbed ("Save Patch") we developed for research purposes. The goal of data logging is to support the derivation of cognitively meaningful measures and affectively meaningful measures from a combination of player behaviors, game events, and game states. Key best practices we have developed are to record data that reflects behavior rather than inferences about the behavior, specify the behavior to log ahead of time, log in-game behaviors that map directly to targeted knowledge, skills, and attitudes, encode sufficient information so that the data elements are unambiguous at the desired grain size, capture context to allowing linking of the data element to an individual's specific game experience (e.g., school, teacher, period, stage, level, game event, game state), and use a structured and delimited record format. The capturing of behavioral events that presumably is a manifestation of cognitive and affective processes allows for the investigation of numerous research questions that connect game play to students' background, strategy use, knowledge, and cognitive processes. Appended are: (1) Brief Summary of Save Patch; and (2) Data Code Definition for Save Patch. (Contains 5 tables and 3 footnotes.) [This paper was supported under the Educational Research and Development Centers Program.]
Using a Student-Made Manipulative to Work with Directed Numbers
Author: McDonald, Betty
Date: 2011-04-23
Type: Reports - Descriptive
Subjects: Numbers,Number Concepts,Teaching Methods,Mathematics,Mathematics Instruction,Mathematics Education

This article seeks to address a common problem that many Mathematics students have with directed numbers. Directed numbers are either positive or negative. More importantly, many students seem to think that directed numbers have no tangible significance in real life. The paper uses a student-made manipulative to encourage students to appreciate that they could be an integral part of the teaching/learning process. The manipulative comprises a self made ruler with a zero mark and positive and negative numbers on either side of the zero. A "mover" or slider also made from Bristol Board moves smoothly along the ruler. The manipulative is used to calculate commonly met textbook problems on directed numbers. Common every day examples serve to bring to real life the value of directed numbers. Practitioners could use this article a stimulus to formulate manipulatives that they could use in their classroom practice and relate mathematics to real life situations. (Contains 4 figures.)