ethanporcaro/eric-fulltext-meta huggingface dataset:
ARL Supplementary Statistics, 2006-2007
Author: Bland, Les, Comp.
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Research Libraries,Statistics,Library Services,Costs,Questionnaires,Library Materials,Expenditures,Bibliographic Databases,Surveys,Electronic Journals,Electronic Publishing

This report presents statistics on how Association of Research Libraries (ARL) member libraries spend money on electronic resources. This report indicates that 108 ARL libraries purchased 25,006,758 electronic books. In 2006-2007, there was an ARL median of 243,725 acquisitions of electronic books (this includes one institution that purchased 801,640 electronic books). ARL libraries reported spending a total of $26,387,282 for electronic books in 2006- 2007. A total of 787,625 virtual reference transactions were recorded by 99 ARL libraries. Seventy-three ARL libraries reported 152,083,681 log-ins to institutional networked e-resources. 116,840 total digital collections were reported, containing 79,786,819 items, which were accessed 662,537,647 times. In 2006-2007, ARL institutions reported $21,641,025 in the direct costs of digital collections personnel and $9,230,896 in the costs of digital collections equipment. The following are included in this report: (1) ARL Library Data Tables; (2) Rank Order Tables; (3) ARL Supplementary Statistics Worksheet, 2006-2007; (4) Footnotes to the ARL Supplementary Statistics, 2006-2007; and (5) ARL Member Libraries as of January 1, 2008. (Contains 4 tables.) [For the "ARL Supplementary Statistics, 2007-2008", see ED528635.]
Review of "Gateways to the Principalship"
Author: Orr, Margaret Terry
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Principals,Administrative Principles,Administrator Characteristics,Administrator Effectiveness,Administrator Education,Leadership Training,Research Reports,Research Problems,Literature Reviews,Research Methodology,Educational Policy,Educational Practices,Criticism,Reader Response,State Standards,Educational Improvement

"Gateways to the Principalship: State Power to Improve the Quality of School Leaders" proposes state policies for improving principal effectiveness and student achievement. It uses policy examples from eight "lagging" and eight "leading" states as a means of advocating for a wide range of policy actions aimed at influencing principal preparation, licensure and retention. The report, however, has several flaws that undermine its usefulness. It provides little explanation on how the state exemplars were selected or why they were considered to be leading or lagging. It makes little use of existing research. It does not report on extensive current state and professional activities on leadership standards, program accreditation and licensure requirements that address exactly these features. It recommends ending the "monopoly" of higher education in principal preparation and broadening (or lowering) the criteria for becoming a principal, but it provides no research or other evidence that such changes are warranted, will improve student achievement, or have other beneficial effects. The report's endorsement of broadly accepted, almost platitudinous reform principles, coupled with unsupported and possibly counterproductive recommendations, renders the report of little value in improving the quality of principals. (Contains 17 notes and references.)
Building an Interim Assessment System: A Workbook for School Districts
Author: Crane, Eric W.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: School Restructuring,Formative Evaluation,Vision,Workbooks,State Departments of Education,State Agencies,School Districts,Stakeholders,Questioning Techniques,Professional Development,Elementary Secondary Education

As someone with a stake in a school district's systems, a person probably does not have all the answers around what is necessary to build an effective interim assessment system. Neither does this workbook. But it is intended to have the right questions. More precisely, this workbook contains the vision, infrastructure, and resource questions critical to a thorough, district-level self-examination of readiness for an interim assessment system. Staff at state departments of education can also use this resource when district-level staff approach the state agency seeking guidance. These questions are intended to guide individuals and other district stakeholders through a structured consideration of building or revisiting one's district's interim assessment system. The questions are intended to be answered collaboratively, not by a district administrator in isolation. The author of this workbook believes that a team of district stakeholders addressing these questions is the approach most likely to yield progress in creating a lasting, successful system. The workbook is organized into the following nine sections: (1) Goals and Vision; (2) Elements and Features; (3) Professional Development; (4) Alignment to Standards and Curriculum; (5) Costs and Capacity; (6) Test Development and Technical Quality; (7) Administration and Scoring; (8) Reporting; and (9) Evaluation. Appended are: (1) Resources; (2) Eight uses of interim assessment, excerpted from Crane (2008); and (3) Expanded listing of technical features in interim assessments, adapted from the 2007-2008 Formative Assessment Adoption List for South Carolina (Siskind and Potter, 2006).
E-Science and Data Support Services: A Study of ARL Member Institutions
Author: Soehner, Catherine
Date: 2010-08-00
Type: Reports - Research
Subjects: Science Activities,Research Libraries,Foreign Countries,Surveys,Case Studies,Research,Science Instruction,Science Education,Higher Education

The Association of Research Libraries E-Science Working Group developed a survey to &quot;build an understanding of how libraries can contribute to e-science activities in their institution&quot; and &quot;identify organizations and institutions that have similar interests in e-science to leverage research library interests.&quot; The August 2009 survey gathered 57 responses to the survey from the 123 ARL member libraries in the United States and Canada. Twenty-one respondents report their institution provides infrastructure or support services for e-science, 23 institutions are in the planning stages, and 13 do not provide support for e-science.This report presents a summary of the survey results and the six cases studies. It also includes a bibliography of related articles, reports, and Web sites, along with the survey instrument and a selection of recent research library position descriptions with significant e-science support components. Appended are: (1) The Survey Instrument; and (2) Recent Relevant Job Descriptions. (Contains 20 endnotes.)
Degrees Conferred by Connecticut Institutions of Higher Education, 2004-05. Highlights. Report
Author: Connecticut Department of Higher Education
Date: 2005-12-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Academic Degrees,Comparative Analysis,Educational Trends,Trend Analysis,Classification,Intellectual Disciplines,State Colleges,Universities,Race,Ethnicity,Gender Differences,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees

This report analyzes the numbers and types of degrees and other awards conferred by Connecticut institutions of higher education in 2004-05 and compares it to previous years and statewide needs. These figures reflect the degrees awarded between July 1, 2004 and June 30, 2005. Disciplines are categorized according to the federal Classification of Instructional Programs (CIP)--the 2000 version starting in 2005 and the 1990 version for previous years. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient. A glossary is included. (Contains 7 tables and 3 figures.)
Determining Adequate Yearly Progress in a State Performance or Proficiency Index Model
Author: Erpenbach, William J.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Improvement,Federal Programs,Academic Achievement,Educational Indicators,Enrollment,School Districts,Models,Accountability,State Standards

The purpose of this paper is to present an overview regarding how several states use a performance or proficiency index in their determination of adequate yearly progress (AYP) under the No Child Left Behind Act of 2001 (NCLB). Typically, indexes are based on one of two weighting schemes: (1) either they weight academic performance levels--also referred to as student academic achievement levels--or (2) they weight proficiency by student enrollment--those enrolled for a full academic year--across grades in order to adjust for differing Annual Measurement Objectives (AMOs) in a school or district. In this paper, a description, chronology, and discussion of significant events in the evolution of index models since 2003 is presented together with a summary of impact data and research (to the extent that such have been identified) and an overview of the ED-approved state index models. Synopsis of Significant Events in the Evolution of Indexing Models is appended. (Contains 4 tables and 15 footnotes.)
Degrees Conferred by Connecticut Institutions of Higher Education, 2005-06. Highlights. Report
Author: Connecticut Department of Higher Education
Date: 2006-12-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Academic Degrees,Comparative Analysis,Educational Trends,Trend Analysis,Classification,Intellectual Disciplines,State Colleges,Universities,Race,Ethnicity,Gender Differences,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees

This report analyzes the numbers and types of degrees conferred by Connecticut institutions of higher education in 2005-06 and compares it to previous years and statewide needs. These figures reflect the degrees awarded between July 1, 2005 and June 30, 2006. Disciplines are categorized according to the federal Classification of Instructional Programs (CIP)--the 2000 version starting in 2005 and the 1990 version for previous years. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient. A glossary is included. (Contains 7 tables and 3 figures.) [For &quot;Degrees Conferred by Connecticut Institutions of Higher Education, 2004-05. Highlights. Report,&quot; see ED528645.]
A Report to the Joint Standing Committee of the General Assembly Having Cognizance on Matters Relating to Higher Education and Employment Advancement Regarding &quot;Special Act No. 04-3: An Act Concerning Student Textbook Purchasing Policies&quot; and &quot;Public Act 05-3, Section 70: Textbook Summit&quot;. Report
Author: Connecticut Department of Higher Education
Date: 2006-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Textbooks,Public Colleges,Costs,Purchasing,State Legislation,Educational Finance,College Faculty,Teacher Responsibility,College Students,College Libraries,Student Financial Aid,Trustees,Conferences (Gatherings)

This paper is a report on the statewide effort to address the rising costs of college textbooks in Connecticut. The report is in four sections: (1) a summary of the recommendations made by the Connecticut Taskforce on the Cost of College Textbooks, in response to Special Act 04-3; (2) a summary of actions taken by the Board of Governors for Higher Education in endorsement of those recommendations; (3) an overview of implementation steps proposed by Connecticut's public colleges and universities to address those rising textbooks costs; and (4) a summary of the results of the Textbook Summit held on October 6, 2005, in response to Public Act 05-3, Section 70.
To Stand the Test of Time: Long-Term Stewardship of Digital Data Sets in Science and Engineering. A Report to the National Science Foundation from the ARL Workshop on New Collaborative Relationships--The Role of Academic Libraries in the Digital Data Universe (Arlington, Virginia, September 26-27, 2006)
Author: Friedlander, Amy
Date: 2006-09-00
Type: Reports - Evaluative
Subjects: Data,Scientific Research,Influence of Technology,Information Networks,Science and Society,Adoption (Ideas),Engineering,Databases,Workshops,Information Management,Library Role,Academic Libraries,Research Libraries,Information Scientists,Computer System Design,Computer Interfaces,Computer Networks,Information Technology,Partnerships in Education,Preservation,Position Papers,Ecology,Institutional Cooperation

The rapid adoption of information technology and ubiquitous networking has transformed the research and education landscape. Central to this transformation are scientific and engineering digital data collections. The life cycle management challenges associated with these intellectual assets are substantial. This is a report of a two-day workshop that examined the role of research and academic libraries with other partners in the stewardship of scientific and engineering digital data. Workshop participants explored issues concerning the need for new partnerships and collaborations among domain scientists, librarians, and data scientists to better manage digital data collections; necessary infrastructure development to support digital data; and the need for sustainable economic models to support long-term stewardship of scientific and engineering digital data for the nation's cyberinfrastructure. The workshop builds on prior studies supported by the National Science Foundation (NSF), engaging numerous research communities. It reflects the recognition, voiced in many NSF workshop reports, that digital data stewardship is fundamental to the future of scientific and engineering research and the education enterprise, and hence to innovation and competitiveness. Overall, it is clear that an ecology of institutional arrangements among individuals and organizations, sharing an infrastructure, will be required to address the particularities of heterogeneous digital data and diverse scholarly and professional cultures. The background of the workshop is described in Chapter I. Descriptions of the discussions of the three major topics from the three breakout groups and in plenary sessions are provided in Chapters II, III, and IV, and Chapter V discusses additional topics raised in the plenary sessions and final recommendations. Appended are: (1) List of Participants; (2) Agenda; (3) Plenary Papers; (4) Breakout Session Reports; (5) Position Papers; and (6) Examples of Scientific Community Archives. (Contains 11 figures, 2 boxes, 20 footnotes and 5 endnotes.)
The Economic Value of Opportunity Youth
Author: Belfield, Clive R.
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Young Adults,Adolescents,Unemployment,Educational Attainment,Income,Taxes,Crime,Welfare Services,Health,Gender Differences,Racial Differences,Economic Impact

It is often said that youth are society's future; individuals need to prepare and nurture them if they desire that future to be bright and productive. Yet, with the spotlight currently on slow economic growth and high unemployment across the U.S., there has been little focus on the plight of youth as they transition from school to adult life. But in the summer of 2011, the unemployment rate of 16-24 year olds was more than 18% or twice the overall unemployment rate; and for young African Americans and Hispanics it was 30% and 20%, respectively. At the same time, youth are finding it hard to get any work experience: the percentage of the overall youth population with a job was less than 50%, a decline of 7 percentage points since 2008, and among African Americans only about a third had jobs. Many who were not employed were neither looking for a job nor engaged in education or training. A large number of youth had already terminated their education, in many cases dropping out of high school, without making the transition to work or even into the labor market. When youth do not make smooth transitions through the educational system and into the workplace, they pay a price not only today, but also later in life. To the degree that youth lack sufficient education and work, they are likely to require public services and contribute minimally to tax revenues that support government services. More specifically, they are more likely to get involved in alternatives to work such as criminal activities, as well as rely on public assistance and government health programs. To the degree that activities such as crime also have costs to victims and society beyond the criminal justice system, there can be large social costs beyond the fiscal ones. In many other industrialized countries, this phenomenon of youth disadvantage and disconnection has already been recognized as the so-called NEET--Not in Education, Employment or Training--challenge. This report presents a detailed picture of the size of this group for the U.S., their demographic makeup and activities, as well as the social and fiscal costs they present. Particular detail is placed on race and gender as well as the relative absence or intensity of activity among opportunity youth. Rather than referring to them as NEET youth, the authors will describe them as opportunity youth. These are youth whose potential is not being fully realized--individuals' failure to harness that potential is an opportunity missed. These youth represent a social opportunity, but also an economic one. Thus, the authors' focus is on opportunities for raising future productivity through education and training, expanding economic growth through increased participation in the workplace, and relieving the burden to the taxpayer either through increased tax revenues or reduced reliance on public services. (Contains 15 tables, 14 figures and 40 endnotes.)
Fall 2005 College and University Enrollment in Connecticut--Comprehensive Report. Report
Author: Connecticut Department of Higher Education
Date: 2006-02-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Enrollment,Sex,Age,Race,Full Time Equivalency,Out of State Students,In State Students,Educational Trends,Trend Analysis,College Freshmen,Public Colleges,Community Colleges,Private Colleges

Enrollment at Connecticut's 47 colleges and universities reached an all-time record of 174,273 in fall 2005. A November 2005 report titled, &quot;Fall 2005 College and University Headcounts in Connecticut,&quot; analyzed headcount enrollment by status, level, institution and sector. This broader report presents general trends in headcount enrollment; analyzes data on full-time equivalent (FTE) enrollment and provides demographic details on residence, race, freshmen, migration of recent high school graduates, gender and age. (Contains 11 tables and 6 endnotes.)
ARL Profiles: Research Libraries 2010
Author: Potter, William Gray
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Research Libraries,Library Role,Profiles,Statistics,Consortia,Institutional Cooperation,Shared Resources and Services,Strategic Planning,Access to Information,Cost Effectiveness,Space Utilization,Library Facilities,Library Services,Archives,Electronic Publishing,Educational Facilities Improvement,Technology Uses in Education,Information Literacy,Outcomes of Education,Library Instruction,Technological Advancement,Social Change

The current ARL report summarizes a multi-year effort that captures evidence in the form of narrative profiles as it delivers the message of the value and contributions of research libraries during transformative times. When ARL library directors were interviewed in 2005 and asked to describe a research library in the 21st century, there was general sentiment that the suite of ARL Statistics and the toolkit of services offered through the ARL Statistics and Assessment capability were insufficient in answering this question. There was a call for greater flexibility in describing today's research library in qualitative terms. Textual narrative descriptions of collections, services, collaborative relations, and other programs, as well as physical spaces were deemed necessary if the essence of a research library and the transformation of its collections and services are to be described and evaluated. This report summarizes the themes and contributions that emerged from the narrative descriptions submitted by ARL libraries. The Statistics and Assessment Committee discussed these themes and considered how to use them to shape the committee's future work and accelerate ARL's Statistics and Assessment work as indicated in the 2010-2012 ARL Strategic Plan. (Contains 8 endnotes) [This report was written with contributions from Jennifer Rutner, Michael Maciel, David Green, Sarah Lippincott, Yolanda Glass and Nicholas Woolf.]
Publishing Support for Small Print-Based Publishers: Options for ARL Libraries
Author: Ivins, October
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: University Presses,Consultants,Research Libraries,Library Services,Librarians,Publishing Industry,Faculty,Periodicals,Publications

This project was originally defined to explore the potential for ARL libraries to provide support to small, print-only publishers in order to ensure long-term digital access to their content. Research library publishing programs vary widely, from posting PDFs in an institutional repository to full-fledged publishing operations. During the life of this project from the summer of 2009 through its conclusion in the fall of 2010, it became apparent to the consultants that many libraries are funded to provide publication support only for titles originating on their own campuses. What emerged from the interviews with all the stakeholders (collection development librarians, journal originators, scholarly communications librarians, and university presses) is the potential greater value that increased communication and collaboration among these institutions could provide, and that the creation and sharing of tools could advance the development of different types of publishing support programs. With publishing going through an evolutionary process, there is a need for creativity. Supporting these developing programs could lead to a network of resources that could leverage opportunities within the academy. This report summarizes what the consultants learned during the project about options that research libraries have for providing publishing support to small, print-based publishers. Recommendations for ARL to consider are given, and supporting documents appear in the Appendices. Appended are: (1) Campus Outreach--Talking Points; (2) Publishing Options Landscape; and (3) Annotated Bibliography. (Contains 1 figure and 9 footnotes.)
The Impact of Personality Traits on the Affective Category of English Language Learning Strategies
Author: Fazeli, Seyed Hossein
Date: 2011-00-00
Type: Journal Articles
Subjects: Personality Traits,Learning Strategies,English (Second Language),Second Language Learning,College Students,Females,Foreign Countries

The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs. (Contains 7 tables.)