ethanporcaro/eric-fulltext-meta huggingface dataset:
2005 Annual Report to Congress on the &quot;Individuals with Disabilities Education Act,&quot; Part D
Author: Office of Special Education Programs (ED/OSERS)
Date: 2007-07-00
Type: Reports - Descriptive
Subjects: Awards,Disabilities,Staff Development,Technical Assistance,Information Dissemination,Annual Reports,Demonstration Programs,Federal Programs,Accessibility (for Disabled),Federal Legislation,Parent Education,Program Descriptions,Grants,Federal Aid,Profiles,Information Services,Assistive Technology,Accountability,Audits (Verification)

The purpose of this report is to provide an overview of national activities to improve the education of children with disabilities funded in fiscal year (FY) 2005 under the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;), Part D, Subparts 2 and 3 (P.L. 108-446). &quot;IDEA&quot;, Part D (National Activities) includes programs that support personnel development, technical assistance, model demonstration projects and information dissemination, as authorized under Subpart 2 of &quot;IDEA&quot;, Part D (20 U.S.C. Section 1461). It also provides for supports, including parent training and technology supports, to improve results for children with disabilities as authorized under Subpart 3 of &quot;IDEA&quot;, Part D (20 U.S.C. Section 1470). A total of 647 national centers and projects were funded in FY 2005, under Subparts 2 and 3 of &quot;IDEA&quot;, Part D. Included in this report are an overview of the programs and corresponding awards for FY 2005, along with abstracts of the 154 projects that were funded by new awards. Descriptions of Studies and Evaluations Conducted in FY 2005 are appended. (Contains 2 figures and 1 footnote.) [For related reports, see &quot;27th Annual Report to Congress on the Implementation of the &quot;Individuals with Disabilities Education Act,&quot; 2005. Volume 1&quot; (ED499021); and &quot;27th Annual Report to Congress on the Implementation of the &quot;Individuals with Disabilities Education Act,&quot; 2005. Volume 2&quot; (ED499020).]
Return on Investment: Strategies for Improving Remedial Education. Complete to Compete Briefing Paper
Author: Vandal, Bruce
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Enrollment,Remedial Instruction,Educational Improvement,Government School Relationship,Educational Diagnosis,Student Placement,Campuses,High School Graduates,College Bound Students,College Preparation,Human Capital,Outcomes of Education

Every year millions of students enroll in colleges with the goal of completing a college degree or certificate so they can find a well-paying job. Unfortunately, many arrive on college campuses, take a college placement exam and discover they will need to complete remedial education courses in math, reading, or writing that won't count toward a college degree. The courses drain their financial resources and increase the time it will take them to earn a college credential. For many students, remedial education ends up being a road out of college instead of a pathway in. This paper describes how a number of states are taking concrete steps to improve the return on their remedial education investment. The innovative models presented in this paper can be adapted by governors nationwide to increase the number of college graduates in tough economic times. (Contains 1 figure and 1 footnote.)
28th Annual Report to Congress on the Implementation of the &quot;Individuals with Disabilities Education Act,&quot; 2006. Volume 2
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2009-01-00
Type: Numerical/Quantitative Data
Subjects: Early Intervention,Disabilities,Special Education,Public Education,Annual Reports,Program Implementation,Federal Legislation,Federal Programs,Accountability,Audits (Verification),Accessibility (for Disabled),Information Sources,Age Differences,Population Distribution,Cluster Grouping,Ethnicity,Enrollment Rate,Graduation Rate,Budgets,Tables (Data),School Statistics

The &quot;28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006&quot; follows the 2005--i.e., the 27th annual report--in sequence. The &quot;28th Annual Report to Congress&quot; has two volumes. Volume 1 presents a picture of how children and students are being served under the law nationwide and provides profiles of individual states' special education environments and early intervention settings. It also includes tables of states rank-ordered by their reported data on exiting, dropouts, educational environments and early intervention services and settings. This volume, the second one of the &quot;2006 Annual Report to Congress&quot; consists of tables that also were compiled from data provided by the states. Such data are required under the law. In fact, the collection and analysis of these data are the primary means by which the Office of Special Education Programs monitors activities under the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;), thereby helping to ensure the free appropriate public education of all children with disabilities. Data tables in vol. 2 cover a multitude of topics regarding states' implementation of &quot;IDEA&quot;, Parts B and C. In the analysis of data presented in vol. 1, there are frequent references to specific tables in vol. 2 as sources. In that sense, vol. 2 can be used as an appendix to vol. 1. However, the tables in vol. 2 provide much more extensive data than are referenced in vol. 1. As such, they may be used by anyone interested in doing further analysis of state activities funded under &quot;IDEA&quot;. Appendices include: (1) Data Notes for &quot;IDEA&quot;, Part C; (2) Data Notes for &quot;IDEA&quot;, Part B; (3) Population Data; (4) Enrollment Data; (5) 2003 Child Count by Disability and Race/Ethnicity; and (6) Budget Data. (Contains 216 tables and 3 footnotes.) [For the related reports, see &quot;28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006. Volume 1&quot; (ED516262); and &quot;2006 Annual Report to Congress on the Individuals with Disabilities Education Act, Part D&quot; (ED516251).
Modeling Achievement by Measuring the Enacted Instruction
Author: Walkup, John R.
Date: 2008-12-23
Type: Reports - Descriptive
Subjects: Student Behavior,Observation,Educational Change,Mathematics,Academic Achievement,Classroom Observation Techniques,Researchers,Teacher Behavior,Models,Time on Task,Faculty Development

This article presents a mathematical algorithm that relates student achievement with directly observable, quantifiable teacher and student behaviors, producing a modified form of the Walberg model. The algorithm (1) expands the measurable factors that comprise the quality of instruction in a linear basis of research-based teaching components and techniques and (2) incorporates the quantity of instruction that is related to the timing of classroom processes. The role such a model can play in education reform and potential research is also discussed, as well as its potential use in classroom observation rubrics programmed on mobile devices. Researchers should use the algorithm to shift reform efforts toward the improvement of input processes (e.g., use of classroom time and use of effective questioning strategies) rather than output processes (e.g., assessments). (Contains 1 footnote.)
Reality Check: Hispanic-Serving Institutions on the Texas Border Strategizing Financial Aid
Author: Santiago, Deborah A.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Students,Access to Education,Enrollment,Academic Persistence,Graduation,Low Income Groups,Student Financial Aid,Colleges,Educational Policy,Federal Aid,State Aid

Increasing college degree completion is an important goal. As Latino representation in U.S. higher education grows, a reality check of institutional practices that support Latino students' access, persistence, and graduation is needed. This brief examines financial aid strategies aimed at increasing enrollment, academic success and degree completion at eight Texas Hispanic-Serving Institutions (HSIs) located along the U.S.-Mexico border serving low-income communities. The following colleges and universities along the Texas border rank among the top institutions, both statewide and nationally, in enrolling and graduating Latino students: (1) Texas A&amp;M International University; (2) The University of Texas at Brownsville; (3) The University of Texas at El Paso; (4) The University of Texas Pan American; (5) Laredo Community College; (6) Texas Southmost College; (7) El Paso County Community College District; and (8) South Texas College. These institutions have increased access during challenging economic times and are implementing strategies to address both the students' and the institutions' financial constraints in efforts to improve student persistence and degree completion. This paper presents several key findings, financial aid strategies, and policy recommendations for addressing the access and retention of Latino students in the Texas border region. [This brief was developed with the support of the TG Public Benefit Grant Program. For the executive summary, see ED516297.]
Reality Check: Hispanic-Serving Institutions on the Texas Border Strategizing Financial Aid. Executive Summary
Author: Excelencia in Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Students,Access to Education,Enrollment,Academic Persistence,Graduation,Low Income Groups,Student Financial Aid,Colleges,Educational Policy

As Latino representation in U.S. higher education grows, a reality check of institutional practices that support Latino students' access, persistence, and graduation is needed. This brief examines financial aid strategies aimed at increasing enrollment, academic success and degree completion at eight Texas Hispanic-Serving Institutions (HSIs) located along the U.S.-Mexico border serving low-income communities. These institutions rank among the top institutions, both statewide and nationally, in enrolling and graduating Latino students: (1) Texas A&amp;M International University; (2) The University of Texas at Brownsville; (3) The University of Texas at El Paso; (4) The University of Texas Pan American; (5) Laredo Community College; (6) Texas Southmost College; (7) El Paso County Community College District; and (8) South Texas College. These institutions have increased access during challenging economic times and are implementing strategies to address both the students' and the institutions' financial constraints in efforts to improve student persistence and degree completion. This paper presents several key findings, financial aid strategies, and policy recommendations for addressing the access and retention of Latino students in the Texas border region. [This brief was developed with the support of the TG Public Benefit Grant Program. For the full report, see ED516295.]
Apprentices and Trainees: Early Trend Estimates, December 2010: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: National Surveys,Vocational Education,Trainees,Definitions,Vocabulary,Classification,Information Sources,Program Descriptions,Research Reports,Apprenticeships,Foreign Countries,Trend Analysis

This document covers the data terms used in the &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees--Early Trend Estimates December 2010&quot; publication. The primary purpose of this document is to assist users of the report to understand the specific data terms used within it. Terms that appear in the report are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. Unless stated otherwise, all data are sourced from the national Apprentice and Trainee Collection. [For the main document, &quot;Apprentices and Trainees: Early Trend Estimates. December Quarter 2010&quot;, see ED516359.]
Apprentices and Trainees: Early Trend Estimates. December Quarter 2010
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Trainees,Apprenticeships,Trend Analysis,Vocational Education,Educational Indicators,Predictive Measurement,Foreign Countries,Educational Research

This publication presents early estimates of apprentice and trainee commencements for the December quarter 2010. Indicative information about this quarter is presented here; the most recent figures are estimated, taking into account reporting lags that occur at the time of data collection. The early trend estimates are derived from the National Apprentice and Trainee Collection no.66, December 2010. Data are only available for commencements at the national level and have been seasonally adjusted and smoothed. Further information at the disaggregated level for the December quarter 2010 will be released in early June 2011. Early indications for the December quarter 2010 show that: (1) Trade commencements appear to have recovered from the slump experienced prior to the June 2009 quarter. The trend from June 2009 to June 2010 was one of steady growth, but the trend since then indicates that quarterly commencements are relatively stable; and (2) Non-trade commencements continue to show an upward trend, with December 2010 being the sixth consecutive quarter of steady growth since June 2009. (Contains 1 figure and 1 table.) [For the support document, &quot;Apprentices and Trainees: Early Trend Estimates, December 2010: Terms and Definitions. Support Document&quot;, see ED516356.]
Framework for Success in Postsecondary Writing
Author: National Council of Teachers of English
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,School Readiness,College Bound Students,College Preparation,Writing Processes,Criticism,Personality Traits,Adoption (Ideas),Learner Engagement,Creativity,Persistence,Responsibility,Adjustment (to Environment),Metacognition,Audience Awareness

The concept of "college readiness" is increasingly important in discussions about students' preparation for postsecondary education. This Framework describes the rhetorical and twenty-first-century skills as well as habits of mind and experiences that are critical for college success. Based in current research in writing and writing pedagogy, the Framework was written and reviewed by two- and four-year college and high school writing faculty nationwide and is endorsed by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project. Habits of mind refers to ways of approaching learning that are both intellectual and practical and that will support students' success in a variety of fields and disciplines. The Framework identifies eight habits of mind essential for success in college writing: (1) Curiosity--the desire to know more about the world; (2) Openness--the willingness to consider new ways of being and thinking in the world; (3) Engagement--a sense of investment and involvement in learning; (4) Creativity--the ability to use novel approaches for generating, investigating, and representing ideas; (5) Persistence--the ability to sustain interest in and attention to short- and long-term projects;  (6) Responsibility--the ability to take ownership of one's actions and understand the consequences of those actions for oneself and others; (7) Flexibility--the ability to adapt to situations, expectations, or demands; and (8) Metacognition--the ability to reflect on one's own thinking as well as on the individual and cultural processes used to structure knowledge. The Framework then explains how teachers can foster these habits of mind through writing, reading, and critical analysis experiences. These experiences aim to develop students': (1) Rhetorical knowledge--the ability to analyze and act on understandings of audiences, purposes, and comprehending texts; (2) Critical thinking--the ability to analyze a situation or text and make thoughtful decisions based on that analysis, through writing, reading, and research; (3) Writing processes--multiple strategies to approach and undertake writing and research; (4) Knowledge of conventions--the formal and informal guidelines that define what is considered to be correct and appropriate, or incorrect and inappropriate, in a piece of writing; and (5) Ability to compose in multiple environments--from traditional pen and paper to electronic technologies. [This paper was developed by the Council of Writing Program Administrators.]
Impact. Volume 23, Number 3, Autumn-Winter 2010-11
Author: Gaylord, Vicki, Ed.
Date: 2011-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Federal Legislation,Mental Retardation,College Graduates,Young Adults,Program Effectiveness,School Personnel,Postsecondary Education,College Bound Students,Disabilities,College Preparation,Student Needs,Student Personnel Services,High School Students,Parent Role,Student Participation,Access to Education,Equal Education,Outcomes of Education,Occupational Aspiration,Inclusion,Transitional Programs,Planning,Teacher Role,Graduate Study,Personal Narratives,Employment Qualifications

Postsecondary education is a primary goal for the majority of high school students with transition plans, according to the National Longitudinal Transition Study-2. However, according to that same study, only about 3 in 10 young adults with disabilities have taken postsecondary education classes since high school. And among those with the lowest rates of participation are students with intellectual disabilities. This "Impact" issue explores what individuals know, and what they still need to know, about what works to support increased participation of students with disabilities, especially those with intellectual disabilities, in postsecondary education and why that participation is important. It includes stories about students with disabilities succeeding in higher education, strategies for families and school personnel to use in supporting planning for postsecondary education during high school, research findings and historical overviews on the national journey to support full participation in all areas of life--including education--for individuals with intellectual and other disabilities,   and explanations of the education laws that can undergird that participation. Articles in this issue include: (1) What's a Parent to Do? Micah's College Dream (Janice Fialka); (2) Students with Disabilities in Higher Education: Participating in America's Future (David R. Johnson and Derek Nord); (3) A Prelude to Progress: Postsecondary Education and Students with Intellectual Disabilities (Meg Grigal, Debra Hart, and Sharon Lewis); (4) How College Benefits Us: Students with Intellectual Disabilities Speak Out (Compiled by Maria Paiewonsky); (5) Federal Legislation Increasing Higher Education Access for Students with Intellectual Disabilities (Judy L. Shanley); (6) "What Do You Want to Be When You Grow Up?": A College Graduate (Claire Bible); (7) The Power of Inclusion: Personal Reflections on Creating Change (Shea Howell); (8) Key Roles in Planning the Transition to College and Careers (Margo Vreeburg Izzo); (9) Preparing Students with Intellectual Disabilities for College: Tips for Parents and Teachers (Beth Swedeen); (10) Using Individual Supports to Customize a Postsecondary Education Experience (Cate Weir); (11) Not Superwoman: Reflections on Beginning Graduate School (Kira Fisher as told to Donna Carlson Yerby); and (12) Education for Employment: Mandela's Story (Shelley Paquette and Jenilee Drilling). A list of resources is included. (Individual articles contain references.)
Congruence Function for Measuring the Extent of Coverage of the Enacted Curriculum and District Pacing Calendars to State Assessments
Author: Walkup, John R.
Date: 2008-11-10
Type: Reports - Descriptive
Subjects: Pacing,Mathematics,Evaluation,Geometry,Mathematical Formulas,Probability,Mathematics Education,Mathematics Instruction

This article presents a mathematical function for measuring the congruence among the strand representation in the enacted curriculum, state assessments, and district pacing guides. Using the Manhattan distance as its basis, this method allows researchers to incorporate the strand coverage of the enacted curriculum (i.e., the curriculum actually experienced by students) into alignment studies even when the analysis of student work is limited to short-term collections. The result is a mathematical instrument involving just basic arithmetic that even those without specialized knowledge of mathematics can understand and apply. Using this instrument, educators should monitor the adherence of the enacted curriculum and district pacing guides to the topics encompassed on state and district assessments. (Contains 4 figures and 2 tables.)
Deferring Totality: An Anti-Dialectic Theory of Identity
Author: Powell, David M.
Date: 2010-05-03
Type: Reports - Evaluative
Subjects: Identification,Dialects,Philosophy,Persuasive Discourse,Theories,Multicultural Education,Language Dominance

Using Derrida's concept of deferring totality, Deleuze's concept of the logic of multiplicities, and Butler's "sliding scale," this paper presents an anti-dialectic theory of identity, one that recognizes the permanent deferral of the very concept of identity--a non-synthesized, non-resolved identity--that values the hybridity of identities. Anzaldua's Borderlands serves as the example of this theory of identity in practice, and several stories of identity development, loss, and marginalization are also included in the paper. Implications for education include Giroux's work on "border pedagogy" and the "discourse of lived cultures," as well as Yosso's concept of "community cultural wealth." This paper proposes to rid the educational system of "the violence of master narratives formed in the language of binary oppositions" (Giroux, 2002, p. 15), while offering what Giroux (2002) calls a "theoretical language" for a non-totalizing identity and knowledge, one in which "knowledge forms emanating from the margins can be used to redefine the complex, multiple, heterogeneous realities that constitute those relations of difference that make up the experiences of students who often find it impossible to define their identities through the cultural and political codes that characterize the dominant culture" (p. 24).
Validity in Qualitative Research: Application of Safeguards
Author: Daytner, Katrina M.
Date: 2006-06-10
Type: Reports - Descriptive
Subjects: Qualitative Research,Validity,Methods,Case Studies,Educational Research,Kindergarten,Preschool Teachers,Teaching Methods

The construct of validity has received considerable attention in qualitative methods literature (Denzin, 1989; Erickson, 1986; Geertz, 1973; Goetz & LeCompte, 1984; Howe & Eisenhart, 1990; Maxwell, 1992; Smith & Glass, 1987). Much of the attention has been focused upon the issue of whether qualitative results and interpretations accurately reflect the meanings, perceptions, and beliefs of the participants, programs, and settings about which they are written. This conceptual paper will describe six different safeguards designed to increase the accuracy and validity of qualitative results. These safeguards include: triangulation, establishing a data trail, acknowledging researcher subjectivity, member checks and participant review, prolonged engagement, and consideration of disconfirming evidence and contradictory interpretations. The author will discuss the application of these safeguards to a qualitative case study.