ethanporcaro/eric-fulltext-meta huggingface dataset:
Promising Practices for Transitioning Students from Adult Education to Postsecondary Education: A Review of Literature with Implications for California Community College Practitioners
Author: Seymour, Sharon
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Community Colleges,Adult Education,Staff Development,Teaching Methods,Transitional Programs,Literature Reviews,Educational Practices,Educational Administration,High School Equivalency Programs,English (Second Language),Partnerships in Education,Dual Enrollment,Access to Education,Orientation,Student Financial Aid,Paying for College,School Counseling,Admission (School),Mentors,Tutors,Vocational Education,Career Development,Articulation (Education),School Schedules,Curriculum Design,Acceleration (Education)

This report examines the literature on practices and programs seeking to improve students' transition from adult education to postsecondary education. Ultimately, the report seeks to provide practitioners with models for effective strategies in transitioning students to postsecondary education that can be implemented at community colleges throughout California. From a review of more than 40 references, a total of 17 effective practices emerged. Because this report has been created as a follow-up to Basic Skills as a Foundation for Student Success in California Community College, it uses the same four major categories to organize the effective practices uncovered in the literature. These categories include: (1) Organizational and Administrative Practices; (2) Program Component Practices; (3) Staff Development Practices; and (4) Instructional Practices. The report examines practices in each of these areas and provides examples from adult education programs nationwide. However, it is important to note that there is little evidence-based research completed to date on students transitioning from adult to postsecondary education. Hence, the practices in this report fall mostly into the &quot;promising&quot; rather than the &quot;effective&quot; category. Nonetheless, the report identifies these practices and makes recommendations for further research.
Choosing More School: Extended Time Policies and Student Achievement across Seasons in Charter and Traditional Public Schools
Author: Stein, Marc L.
Date: 2011-00-00
Type: Reports - Research
Subjects: Charter Schools,Comparative Analysis,Educational Policy,Public Schools,Extended School Day,Extended School Year,Time Factors (Learning),Scheduling,Traditional Schools,Academic Achievement,Innovation,Surveys,Quasiexperimental Design,Matched Groups,Summer Schools

This study looks at the question of whether charter schools are more innovative in their provision of extended time policies than a matched set of traditional public schools. Data for this study was collected from a sample of traditional public and charter schools that partner with the Northwest Evaluation Association (NWEA) for interim achievement testing administration and services. Schools in the authors' analysis sample are located across 6 states and a range of inner city, suburban and rural locals. At least in this sample of schools the authors do not find evidence that charters are more or less innovative than traditional public schools as the pattern and level of usage of these policies appear to be similar in both sectors. This finding brings up a limitation of this study in that conclusions can only be drawn about this particular sample of schools and cannot speak to innovation in charter schools as a whole. Preliminary estimates on the relationships between extended time policies point to two conclusions. First, at least in this sample, it appears that the provision of voluntary extended time programs may be more effective than mandatory programs. Second, the policy with the clearest influence on student growth rates in both subjects is a year round instructional calendar. While estimated growth rates are lower during the school year than in traditionally calendared schools, the net effect of a longer school year is that students are exposed to the summer for a shorter period of time and therefore experience a smaller summer set back in achievement, leading to them returning to school in the following year at a higher level than peers in traditionally calendared school years. (Contains 2 tables.)
Changing Our Schools: Implementing Successful Educational Reform. Lessons in Learning
Author: Canadian Council on Learning
Date: 2009-01-15
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Change,Program Implementation,Systems Approach,Program Descriptions,International Education,Educational Policy,Federal Legislation,Guidelines,Barriers,Program Effectiveness

Large-scale educational reform--systemic approaches to changing the way schools operate--helps to meet students' learning needs more effectively. These approaches focus on reorganizing entire school systems, rather than implementing individual school-improvement initiatives. Such reforms require a significant investment of resources and--if unsuccessful--  risk wasting students' and teachers' time and damaging learning outcomes. Thus, what lessons can be drawn from previous attempts at educational reform, and how can these help shape future reform efforts in Canada? This paper presents examples of educational reform programs around the world.
Sabbaticals: Effective Practices for Proposals, Implementation and Follow-Up
Author: Academic Senate for California Community Colleges
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Sabbatical Leaves,Scoring Rubrics,College Governing Councils,College Faculty,Educational Finance,School Policy,Educational Administration,Financial Support,Teacher Attitudes,Administrator Attitudes,Surveys,Collective Bargaining,Program Implementation

In 2007, the Academic Senate for California Community Colleges adopted the paper &quot;Sabbaticals: Benefiting Faculty, The Institution, and Students.&quot; Based in part on survey results, it reiterated the fundamental value of the sabbatical leave concept, but uncovered wide disparities in implementation among California's community colleges. This paper proceeds from the assumption that sabbatical leave is crucial to the academic well-being of any institution, and then examines the three main procedural components of an effective leave policy: application and approval, actual leave activities, and final reporting and dissemination. Suggestions are made for how local academic senates can ensure that all three components function effectively together to encourage wide participation and produce a vibrant sabbatical leave program. This will greatly benefit the wider college family of students, faculty, institution and community. Appendices include: (1) Education Code Language Regarding Sabbaticals; (2) Application Form (Los Angeles District); (3) Application Cover Sheet (Diablo Valley College); (4) Application Cover Sheet (Mission West Valley District); (5) Scoring Rubric (Diablo Valley College); and (6) Load-AFT Contract, Article 25.0 (Los Angeles District). A bibliography is included. (Contains 2 figures and 2 footnotes.)
Does Placement Matter? Comparing the Academic Performance of Students with Special Needs in Inclusive and Separate Settings. Lessons in Learning
Author: Canadian Council on Learning
Date: 2009-03-18
Type: Information Analyses
Subjects: Educational Needs,Disabilities,Foreign Countries,Special Needs Students,Student Placement,Special Education,Inclusion,Self Contained Classrooms,Educational Trends,Trend Analysis,Outcomes of Education,Comparative Analysis

A significant proportion of Canada's school-age population requires special educational provisions. Statistics Canada reports that 4.6% of 5- to 14-year-olds had some kind of disability in 2006. As well, recent data from the British Columbia and Ontario ministries of education indicate that students with designated special educational needs comprise close to 9% of the primary and secondary school population. Educational placements among this population pose controversial questions: are students with disabilities better served in &quot;inclusive&quot; settings with mainstream peers, or &quot;separate&quot; settings with similarly challenged peers, where specialized attention is arguably easier to provide? Despite a move toward inclusion being the most significant trend across Organization for Economic Cooperation and Development (OECD) countries, and widespread belief in the social and emotional advantages of inclusion, the academic consequences of educating students with special needs in inclusive rather than separate settings remain contested. Often, proponents of separate settings do not disagree with inclusion in principle, but believe, in practice, adequate support services cannot be offered in inclusive settings. Others appear to believe the conditions for successful inclusion are achievable, but not currently in place. The Canadian Council on Learning recently completed a systematic review of the literature comparing the academic outcomes of students with special educational needs (SEN) in inclusive settings with their counterparts in separate settings. This review was designed to investigate claims that inclusive settings are more or less beneficial than separate ones. (Contains 4 figures.)
Homework Helps, but Not Always. Lessons in Learning
Author: Canadian Council on Learning
Date: 2009-05-04
Type: Reports - Descriptive
Subjects: Homework,Civil Rights,War,Mathematics Tests,Active Learning,Instructional Materials,Foreign Countries,Educational Attitudes,Educational History,Grades (Scholastic),Standardized Tests,Metacognition,Teacher Developed Materials,Tests,English,Academic Achievement,Intervention,Teaching Methods

Few issues in education affect as many families as homework. Its near-universal place in formal schooling leaves few students and parents untouched. Yet the history of homework is characterized by debate about both its effectiveness and legitimacy. Attitudes toward homework move through cycles of enthusiasm and opposition. Homework is popular in times of worry about the quality of learning among young people (e.g., in the late 1950s after the Soviet Union launched Sputnik) and unpopular when it is perceived as unduly oppressive (e.g., starting in the mid-1960s, alongside a number of societal factors, such as the rise of the civil rights movement, growing opposition to the U.S. war in Vietnam and the emergence of the youth culture). CCL's review focused on 18 different studies that reported a total of 57 distinct achievement measures (e.g., overall grades; student marks on a standardized English test; student marks on a standardized math test; student marks on teacher-developed tests and projects) across six different subject areas. These studies demonstrate that homework with an enhanced pedagogical technique is likely to increase academic achievement and unlikely to impede it. Common across the interventions was a component of meta-cognition or constructive learning. In other words, these homework assignments demanded active learning, rather than rote repetition of classroom material. A list of effective homework practices is included. (Contains 2 figures.)
Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals
Author: Cannata, Marisa
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Teacher Characteristics,Personnel Selection,Principals,Traditional Schools,Teacher Qualifications,Public Schools,Accountability,Innovation,Surveys,Comparative Analysis

This paper provides the first comparison of principals' preferences for teacher characteristics across traditional public and charter schools. Understanding how charter principals' preferences differ from those of public school principals contributes to scholarship on both teacher labor markets and charter schools. One of the first studies of teacher hiring in charter schools, this paper explores whether charter school flexibility and accountability leads to innovations in hiring practices.
Unity in the Elementary School Classroom: Building Community Through Increasing Positive Social Interactions Between and Among Students
Author: Piatt-Jaeger, Sally
Date: 2011-05-00
Type: Reports - Research
Subjects: Focus Groups,Grade 6,Elementary School Students,Social Theories,Classroom Environment,Peer Relationship,Student Attitudes,Program Effectiveness,Elementary School Curriculum,Social Development,Emotional Development,Journal Writing,Observation,Skill Development,Student Participation,Listening Skills,Altruism,Group Activities

Children's sense of a community is essential in elementary schools. This helps gives students a sense of belonging and control over their environment. The purpose of this study is to examine the impact of several strategies from the Toolbox Project and their effect on building community in the classroom. Collin (2003b) discusses his Toolbox Project curriculum and defines it as a social and emotional learning curriculum for kindergarten through sixth grade students. Grade six students at a faith based elementary school served as participants in this project. The teacher, as researcher, implemented select strategies from this program and monitored results. The researcher collected data from the students through focus group discussions, writing samples, and informal observations. Findings and analysis indicate highly positive results overall, and demonstrate that unity and community within schools and classrooms can be attained effectively and efficiently with the assistance of the Toolbox Project program skill set. The twelve Toolbox Project tools are indeed tools for learning-- tools for life (Collin, 2003a). They not only enhance creating and sustaining unity and community among individuals and groups, they also prepare our youth for successful futures embracing equality. Appended is a &quot;Tools for Learning--Tools for Life.&quot; (Contains 1 table and 1 graph.)
XY Needs in Education
Author: Neidlinger, Jennifer
Date: 2011-05-00
Type: Reports - Research
Subjects: Classroom Techniques,Credentials,Elementary School Teachers,Males,Gender Differences,Child Development,Student Needs,Achievement Gap,Interviews,Knowledge Level,Student Behavior,Teacher Competencies,Teacher Education Programs,Brain,Classroom Environment,Single Sex Classes,Social Theories,Role Models,Cognitive Style,Teacher Student Relationship,Teaching Methods,Biology

This project examined the unique needs of boys in education. Biologically and physically, male students' developmental needs differ from their female counterparts. As a result, their  educational needs are typically underserved and misunderstood in the standard co-educational classroom. This misunderstanding has led to a gap in educational achievement with girls outperforming boys throughout their school careers, from kindergarten through college. The purpose of this study is to establish the validity of boys' differential needs.  Five elementary school teachers, awarded their teaching credential within the past six  years and within their first six years of teaching, were recruited to participate in an interview  examining their knowledge of the specific needs of boys in education and their experiences  regarding such. Questions were semi-structured in nature. Consistent with the literature review, results indicated abundant experience with sex-related differences in behavior but generally without the knowledge of why and without informed strategies to address them.  Major findings included consistent conveyance of boys' behavior as immature,  encompassing references to self-control, distractibility, talkativeness, and impulsivity.  Additionally, teachers unanimously reported feeling unprepared by their teaching programs for the different challenges they face in the classroom surrounding the topic of boy related needs. Based on these findings, a review of teacher credential programs is recommended in order to incorporate training that better equips future educators to deal with relevant issues of classroom management as well as developmentally appropriate milestones in students' lives, biologically, cognitively and physically.
History Electives in High School: Making Social Studies Engaging
Author: Kelsey, Sean
Date: 2011-05-00
Type: Information Analyses
Subjects: Elective Courses,Social Studies,High School Students,History Instruction,Motivation Techniques,Educational Strategies,Misconceptions,Interviews,Transcripts (Written Records),Secondary School Curriculum,Secondary School Teachers

The majority of public high school students in California are missing out on history. Many students may not see it that way, but that is because they have little understanding of what it means to appreciate history. The traditional high school history survey courses, US History and world history, provide an overview of &quot;everything that ever happened,&quot; while going into very little detail regarding the people, controversies and rationales behind the events that shaped our nation and the world. High school students do not realize that studying history is more than sweeping overviews and general knowledge. Providing students with an eclectic choice of in-depth history electives would alleviate this misconception. Elective courses on themes such as women's history, US immigration, and local history open the idea of specific areas of interest and expertise in social studies. Simply the availability of these classes, even for the students who choose not to take them, can show students they can study, learn and focus on a myriad of specific topics, opening up a world of interests that they may have never otherwise considered. Appended is: Elective History Courses.
Lessons in Learning: More Education, Less Employment--Immigrants and the Labour Market
Author: Canadian Council on Learning
Date: 2008-10-30
Type: Reports - Descriptive
Subjects: Economic Progress,Labor Market,Foreign Countries,Immigration,Immigrants,Economic Development,Equal Opportunities (Jobs),Barriers,Educational Attainment,Employment Level,Unemployment,Federal Government,Government Role,Second Language Learning,Credentials

Nearly one out of five Canadian residents was born outside of Canada and approximately two-thirds of Canada's population growth results from net international migration. Only Australia, where immigrants represent 24% of the population, has a greater percentage of immigrants than Canada (18%). Immigration is a major factor in Canada's economic growth, but successful transitions into the Canadian labour market remain elusive for many immigrants, whose skills, knowledge and experience are too frequently under-utilized. This paper presents several strategies for removing obstacles to the successful integration of immigrants into labour markets. (Contains 3 figures.)
Lessons in Learning: Understanding the Academic Trajectories of ESL Students
Author: Canadian Council on Learning
Date: 2008-10-02
Type: Reports - Descriptive
Subjects: Urban Schools,Language of Instruction,Foreign Countries,Boards of Education,Immigrants,English (Second Language),Second Language Learning,Educational Attainment,Student Needs,Graduation Rate,Ethnic Diversity,Academic Achievement,Socioeconomic Status,Grade 8,Family Income,Native Speakers,Cultural Pluralism

Canada depends on a steady flow of immigrants to maintain a viable workforce within an aging population. Without immigration, Canada's dependency ratio--the number of employed versus non-employed individuals--would grow dangerously unbalanced. In recent years, most immigrants have come from countries where the spoken language is not English or French and settled largely in Toronto, Montreal and Greater Vancouver. As a result, many urban schools are composed predominantly or significantly of students for whom the language of instruction is not one that they speak at home. Over 50% of the Toronto District School Board population has a mother tongue other than English; this figure is about 37% in Greater Vancouver districts; and about 34% in Montreal. Given the role of school as a major mediator of life opportunities and Canada's particular commitment to equality and multiculturalism, it is important to ensure that these English-as-a-second-language (ESL) students have the necessary support to succeed in Canadian schools. However, until recently, relatively little was known about the academic trajectories of these students. New research has revealed wide variations in outcomes among sub-groups of ESL students. Research recently undertaken in British Columbia has highlighted the need to look beneath labels like &quot;ESL&quot; and &quot;immigrant students&quot; to observe wide variation in the outcomes of students subsumed by these labels. Further studies underway in Vancouver, Toronto and Montreal appear to echo these findings. (Contains 6 figures.)
The State of E-Learning in Canada
Author: Canadian Council on Learning
Date: 2009-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Electronic Learning,Internet,Technology Integration,Research Needs,Educational Policy,Literature Reviews,Computer Uses in Education,Influence of Technology,Educational Trends,Labor Force Development,Training,Government Role,International Education,International Organizations,Program Descriptions,Program Effectiveness

The objective of this report is to improve Canadians' understanding of e-learning--particularly of the challenges, limitations and benefits--so that Canada may move forward in appropriate and relevant ways. Levels of adoption of e-learning have been significantly slower than predicted. This report also identifies areas related to e-learning where greater research is required to support effective decision-making, whether by policy-makers, educators or individual learners. It should be noted that this document does not aim to provide an exhaustive review or analysis of e-learning initiatives or policies, or to compare or rank the efforts of governments, institutions or organizations. This report builds on work undertaken by the Canadian Council on Learning (CCL) and other organizations over the last several years. Notably, studies sponsored by CCL were carried out by Rossiter Consulting (2006), Abrami et al. (2006), Fournier (2006) and Charpentier et al. (2006). These studies provide a rich picture of the scope and complexity of e-learning in Canada and the challenges that it faces. Fournier (2006), Abrami et al. (2006) and Charpentier et al. (2006) have provided a comprehensive review of the e-learning literature. Their reviews, particularly the one conducted by Abrami et al., provide the analytical underpinning for this report. Data and information for this report were also derived from a wide range of reliable sources. These include the OECD; Statistics Canada; Canadian federal and provincial government documents and websites; and academic and professional journals and articles. A bibliography is included. (Contains 3 figures, 10 tables and 416 endnotes.)