ethanporcaro/eric-fulltext-meta huggingface dataset:
Socrates Lives: Dialogue as a Means of Teaching and Learning
Author: Moberg, Eric M.
Date: 2008-05-29
Type: Information Analyses
Subjects: Student Research,Foreign Countries,Teaching Methods,Distance Education,Literary Devices,Mathematics Instruction,English (Second Language),Teacher Education,Business,Public Schools,Elementary Secondary Education,Undergraduate Students,Questioning Techniques,School Law

The purpose of this paper is to argue for the ongoing use of dialogue as a modern pedagogical and andragogical method. The author reviewed 18 scholarly sources from three education databases in this literature review. The use of dialogue as mode of instruction dates from the Socratic Method of 399 B.C.E. to present uses. The literature reveals current studies of successful use in math, ESL, business, law, and teacher preparation instruction.  Also, the dialogue as avenue into reflective self-learning appears prominently in modern practice.  Multimedia, computer, and online dialogue methods also show good results in several well designed models. The author concludes that dialogue in different forms remains an effective method of instruction in wide applications. The research revealed several improvements and new applications for dialogue as method of education from Socrates in ancient Greece to public elementary, secondary, and post-secondary institutions in 2009.
Intelligence Is Dynamic and Can Be Taught
Author: Moberg, Eric
Date: 2009-08-09
Type: Information Analyses
Subjects: Intelligence,Literature Reviews,Theories,Heredity,Outcomes of Education,Cognitive Ability,Gifted,Creativity,Independent Study,Multiple Intelligences,Lifelong Learning

The purpose of this paper is to present evidence that intelligence is dynamic and can be taught. The author reviews empirical studies, theoretical frameworks, qualitative research, and conceptual frameworks. Author employed several databases in a wide review of academic literature. There are many competing and complementary theories of intelligence.  Some reviewed below are unitary, and some are multiple. Some older models argue that intelligence is strictly inherited, and there exist no means of increasing intelligence. While none of the modern theories of intelligence reviewed here explicitly argue that intelligence is strictly inherited, the author explicitly argues here that intelligence is dynamic, and can improve through education. The author cites 21 sources as evidence. The implications for educators are that we can teach not only ideas, concepts, subjects, and even fields, but also the ability to learn.
The Self-Education of Malcolm X
Author: Moberg, Eric
Date: 2006-01-01
Type: Reports - Evaluative
Subjects: Lifelong Learning,Adult Learning,Autobiographies,Teaching Methods,Profiles,Activism,African Americans,Experiential Learning,Transformative Learning,Cognitive Development,Self Actualization,Institutionalized Persons,Correctional Institutions,Islam

In Alex Haley's "Autobiography of Malcolm X" (1965), Haley recounts the life of an historical personage of enduring controversy. Whether one reveres or reviles Malcolm, "X", Little, his is a fascinating story of lifelong learning. Rather than conforming to one theory, Malcolm's learning is well explained by certain theorists at certain times in Malcolm's life, but better explained by other theorists at other times in his life. Like most Americans, Malcolm Little's learning developed over his life. His early education as a child was based largely on teaching methods and learning styles that differed as he aged and became an adult. Knowles' (1999) theory of andragogy generally explains Malcolm's adult learning as being different from his learning as a child. Malcolm X, therefore, informed and educated Malcolm Knowles later theoretical framework for adult learning known as "andragogy."
Charting a Necessary Path: The Baseline Report of Public Higher Education Systems in the Access to Success Initiative.
Author: Engle, Jennifer
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,Minority Groups,Low Income,Disproportionate Representation,Access to Education,Enrollment Rate,Graduation Rate,Youth Opportunities,Educational Indicators,Research Reports,Public Education

In 2007, the presidents and chancellors of nearly two dozen public postsecondary systems created the Access to Success Initiative to pursue two goals: (1) increase the number of college-educated adults in their respective states; and (2) ensure that their institutions' graduates included more young people from low-income and minority families by 2015. They did so because they recognized that a college education--now more than ever--is the surest route to a decent job and contributes to the health of their democracy. The United States continues to lose ground to other countries in educational levels of its young people. President Obama has set a goal of returning the United States to its number one position by 2020, which will mean increasing both college-going and college-completion rates. It is essential however to understand something very important: The changing demography of the country demands especially large increases in college access and success among young people who traditionally have been under-represented on their campuses and even more so at their commencement exercises--low-income students, African-American students, Latino students, and American-Indian students. Unless colleges and universities seriously address these longstanding gaps, Americans can expect the nation's educational attainment level to decline over the coming decade. This baseline report of the Access to Success Initiative shows that low-income and minority students enroll in and graduate from four-year programs at disproportionately lower rates than do other high school graduates in their respective states. Access to Success Data Metrics Technical Appendix is provided. (Contains 7 figures and 20 endnotes.)
Fighting for Quality and Equality, Too: How State Policymakers Can Ensure the Drive to Improve Teacher Quality Doesn't Just Trickle down to Poor and Minority Children. K-12 Policy
Author: Jerald, Craig D.
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Elementary Secondary Education,Minority Group Children,Educational Quality,Equal Education,Economically Disadvantaged,Change Strategies,Educational Improvement,Access to Education,Instructional Improvement,African American Education,Government Role,State Action

If state leaders invest resources and energy wisely, they don't have to choose between excellence and equity. They can improve overall teacher quality and remedy the shameful  inequities in access to the single most valuable resource in education--effective teachers. This paper outlines ten steps state policymakers and school district leaders can take now that hold the promise to make a difference in teacher quality and equitable access to the best teachers for low-income students and students of color. They include: (1) Producing better information on teacher effectiveness; (2) requiring clear public reports on teacher quality and equity; (3) placing information on teacher effectiveness in the hands of those who need it; (4) requiring teacher evaluations to focus on effectiveness; (5) writing explicit policies that expect equitable access to effective teachers; (6) eliminating state policies that sustain the status quo in local districts; (7) Providing incentives for effective teachers to work in high-need schools; (8) making certain that high poverty districts and schools have what they need to attract and retain effective teachers; (9) Pumping up the supply of talented teachers; and (10) Requiring districts to fix counterproductive hiring and placement practices. (Contains 17 notes.)
A Stronger Nation through Higher Education: How and Why Americans Must Meet a "Big Goal" for College Attainment. A Special Report from Lumina Foundation for Education
Author: Matthews, Dewayne
Date: 2009-02-00
Type: Numerical/Quantitative Data
Subjects: Labor Force Development,Higher Education,Educational Attainment,College Preparation,Education Work Relationship,Counties,Achievement Gap,Community Colleges,Low Income Groups,First Generation College Students,College Graduates,Educational Opportunities,Access to Information,Information Systems,Educational Quality,Productivity,Access to Education,Adults,Young Adults

College attainment is increasingly important to the U.S. economy as the workforce demands education and training that properly prepare citizens for success in the global, knowledge economy. Lumina Foundation for Education has embraced a single, specific goal that will help address the economic and social trends that cloud this nation's future. Its "big goal" is  this: to increase the percentage of Americans with high-quality degrees and credentials from 39 percent to 60 percent by the year 2025. How does a nation achieve this goal? One way is to bolster its community colleges as it seeks to improve student success rates and align its programs to workforce needs. As the number of dislocated workers rises, programs to support retraining and skill development (both basic and advanced) are increasingly vital. In addition to retooling adults in the workforce with new skills and knowledge, much more can and should be done to increase educational opportunities for returning veterans and recent immigrants, among other high-priority populations. Huge numbers of these students will gravitate first to the nation's community colleges, joining millions of other students already being served at these two-year institutions. This report offers individual arrays of college data for each state, including county-by-county listings of degree-attainment rates. By looking at the geographic distribution of college graduates within states, policymakers and other stakeholders can begin to work strategically and systematically to close achievement gaps. They can target the counties and regions that show the greatest need and then provide support in those specific areas.
Calculating Cost-Return for Investments in Student Success
Author: Lumina Foundation for Education
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: First Generation College Students,Community Colleges,Pilot Projects,Outcomes of Education,Program Costs,School Holding Power,Administrators,Academic Achievement,Evaluation,Higher Education,College Freshmen,Two Year Colleges,Colleges,Universities,Accountability,Cost Effectiveness

In late 2007, Jobs for the Future (JFF), working with the Delta Project on Postsecondary Costs, Productivity and Accountability, launched "Investing in Student Success", a one-year pilot program. The pilot, conceived of as part of the "Making Opportunity Affordable" initiative and funded by Walmart Foundation and Lumina Foundation for Education, focused on exploring whether first-year programs designed to retain students are a cost-effective investment for colleges and universities. JFF and the Delta Project recruited 13 colleges and universities to participate in Investing in Student Success. Each institution had student success programs considered effective at serving freshman students, especially low-income, first-generation, at-risk college students. The pilot colleges include public and private institutions with two- and four-year campuses, and the sample was geographically balanced. This pilot project tied program-level cost data to student outcomes and explored the extent to which the additional revenue that colleges and universities generate by increasing student retention offsets the additional cost of first-year programs. The project's goal was to develop, test, and standardize tools that document the relationship between program costs and student results. Armed with this information, institutions will be better able to make informed, data-driven decisions about how to invest limited dollars in ways that help students succeed. Colleges and universities will be able to calculate revenues associated with retaining students and, potentially, measure costs associated with students dropping out. The feature product of the pilot is the ISS Cost-Return Calculator, a tool that can help campus and program administrators compare the costs of student success programs to the programs' impact on student retention. Because student success programs cross traditional organizational lines between instruction, student services, and academic support, many institutions lack a good way to analyze their cost structures. One of the main goals of calculating cost-return on investment was to better organize data by the basic cost elements of student success programs to make this information useful. (Contains 5 endnotes.) [Funding for this report was provided by Walmart Foundation.]
Community College Access and Affordability for Occupational and Nontraditional Students
Author: Castellano, Marisa
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Access to Education,Paying for College,Cost Effectiveness,Community Colleges,Commuting Students,Postsecondary Education,Role of Education,Educational Attainment,Education Work Relationship,Nontraditional Students,College Programs,Evening Programs,Weekend Programs,Distance Education,Student Financial Aid,Surveys,Web Sites

The purpose of this study was to examine what types of initiatives exist to increase access to and affordability of postsecondary education, especially in community college programs that lead to occupational advancement. We reviewed community college agency and state legislative Web sites to discover what initiatives or policies are currently being implemented or considered in the 50 states. We found few state-level initiatives designed specifically for occupational students, so we broadened our target population to include nontraditional students, whom we defined as financially independent working adults (over 25) who commute to a community college part time. We found that common ways of attempting to increase access for nontraditional students were (1) evening and weekend course schedules, (2) distance learning, and (3) awareness campaigns about college and the availability of financial aid. In terms of affordability, we found that states were expanding existing financial aid programs as well as creating new ones that target nontraditional students. States were also targeting specific occupational fields for aid in order to develop the workforce needed in that state. Future research in this area should study the effectiveness of these initiatives and policies in order to determine which initiatives have had the greatest impact on increasing access to and affordability of community colleges for occupational and nontraditional students. Methodological Appendix is appended. (Contains 10 tables and 13 footnotes.)
Textbooks and Learning Materials Program: Zambia. Final Report
Author: United States Agency for International Development
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Numeracy,Learning Modules,Grade 4,Grade 5,Multimedia Materials,Visual Aids,Textbooks,Intervention,Alignment (Education),Government School Relationship,Daily Living Skills,Gender Issues,Acquired Immunodeficiency Syndrome (AIDS),Integrated Curriculum,Evaluation,Quality Control,Program Effectiveness

The Mississippi Consortium for International Development's (MCID's) intervention involved the development, publication and distribution of an Integrated Foundations of Learning Kit, focused on numeracy. This intervention was aligned with Zambia's priorities and strategies and matched the requirements of the Textbooks and Learning Materials Program (TLMP) grant. Materials in the Kit built upon and enhanced existing materials and added new, complementary materials aligned to the new syllabus. The implementation strategy for the intervention reflected an integrated approach to teaching and learning with emphasis on Zambia-based content. While focusing on mathematics and numeracy, the intervention also was designed to enhance the Zambian Ministry of Education's (MoE's) efforts to integrate cross-cutting life skills materials--HIV/AIDS and Gender--into the curriculum. The strategy incorporated quality control measures and a capacity-building approach to program development, including the involvement of indigenous writers/authors, illustrators and publishers in all phases of implementation as well as teacher training. The materials developed included: (1) For Fourth Grade: Learners' Books; Teachers' Books for fourth grade textbook; electronic version of books on CD; and instructional posters; and (2) For Fifth Grade: Learners' Books; Teachers' Books for fifth grade textbook; electronic version of books on CD; and instructional posters. Attachments include: (1) Chart of TLMs [textbooks and learning materials]; (2) Teacher Training Summary Chart; (3) Copy Right Information; (4) Inventory Report and Request for Disposal; (5) Cost share Report; (6) Distribution Information; (7) Report Submission Dates; (8) Other Matters; and (9) Final Evaluation Report. (Contains 4 tables and 4 figures.) [This report was submitted to the United States Agency for International Development by the Mississippi Consortium for International Development for the period October 1, 2005 - August 31, 2009.]
Building Alliances Series: Education
Author: Brady, Cecilia
Date: 2009-02-00
Type: Guides - Non-Classroom
Subjects: Partnerships in Education,Models,Best Practices,Organizational Objectives,Performance Factors,Case Studies,Corporate Support,Guides,Group Dynamics,Federal Programs,Guidance Programs,Social Capital

Public-private partnerships done right are a powerful tool for development, providing enduring solutions to some of the greatest challenges. To help familiarize readers with the art of alliance building, the Global Development Alliance (GDA) office has created a series of practical guides that highlight proven practices in partnerships, demonstrate lessons learned, and provide insight on identifying and designing strategic partnerships that will meet their sector-focused development objectives. The purpose of this guide is to provide tips for building public-private partnerships in Basic or Higher Education. Whether an individual is new to alliances or a seasoned expert, in this document, he will find ideas, resources, and information that remove some of the mystery behind alliance building in this sector. Additionally, the author hopes this guide will inspire readers, with its brain-stimulating questions and partnership examples from around the world, to think creatively about designing alliances that will address key challenges wherever they are working. Sections include: Alliance models in education: What works?; Partnership models & agency objectives; What private sector industries are interested in education; Finding a good partner; What partners can offer; Issues to watch; Five ways to get started; Existing USAID mechanisms; Case Study: basic education; and Case Study: higher education. A section on additional ideas and resources conclude the guide. [This publication was prepared by DAI.]
Building Alliances Series: Workforce Development
Author: Brady, Cecilia
Date: 2009-06-00
Type: Guides - Non-Classroom
Subjects: Partnerships in Education,Labor Force Development,Guides,Best Practices,Models,Trend Analysis,Organizational Objectives,Corporate Support,Government Role,Performance Factors,Change Strategies,Strategic Planning,Case Studies,Federal Programs

Public-private partnerships done right are a powerful tool for development, providing enduring solutions to some of the greatest challenges. To help familiarize readers with the art of alliance building, the Global Development Alliance (GDA) office has created a series of practical guides that highlight proven practices in partnerships, demonstrate lessons learned, and provide insight on identifying and designing strategic partnerships that will meet sector-focused development objectives. The purpose of this guide is to show readers how to build public-private partnerships in Workforce Development. Sections include: Introduction; Alliance models in workforce development: what works?; Emerging trends in alliances; What private sector industries are interested in workforce development?; Finding good partners; What private sector partners can offer; What government & NGO partners can offer; Issues to watch/Lessons learned; Ten ways to get started; Existing USAID mechanisms; Additional ideas & resources; Case Study: Employment & Education Alliance; and Case Study: Ruwwad. [This publication was prepared by DAI.]
Research Overview: Implications for TAFE Managers. Higher education in TAFE. Monograph Series 01/2009
Author: Moodie, Gavin
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Adult Education,Associate Degrees,Vocational Education,Technical Education,Bachelors Degrees,Foreign Countries,Public Colleges,Program Development,Program Implementation,Transitional Programs,College Faculty,College Students,Teaching Conditions,Barriers,Social Influences

A project funded through the National Vocational Education and Training Research and Evaluation program investigated higher education programs--mostly bachelor's and associate degrees--offered by technical and further education (TAFE) institutes. This overview highlights the implications for TAFE management identified through this project. [This overview is based on the research report, &quot;Higher education in TAFE&quot; by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly.]
Research Overview: Implications for Public Policy. Higher Education in TAFE. Monograph Series 01/2009
Author: Moodie, Gavin
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Public Policy,Vocational Education,Technical Education,Educational Policy,Foreign Countries,Awards,Teaching Conditions,Adult Education,Public Colleges,Partnerships in Education,Financial Support

A project funded through the National Vocational Education and Training Research and Evaluation program investigated higher education programs--mostly bachelor's and associate degrees--offered by technical and further education (TAFE) institutes. This overview highlights some of the implications for public policy identified through this project. [This overview is based on the research report, &quot;Higher education in TAFE&quot; by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly.]
Research Overview: Implications for Staff Development. Higher Education in TAFE. Monograph Series 01/2009
Author: Moodie, Gavin
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Public Policy,Vocational Education,Technical Education,Educational Policy,Foreign Countries,Adult Education,Partnerships in Education,Faculty Development,Teacher Qualifications,Graduate Study,Teacher Collaboration,Institutional Cooperation,Scholarship

A project funded through the National Vocational Education and Training Research and Evaluation program investigated higher education programs--mostly bachelor's and associate degrees--offered by technical and further education (TAFE) institutes. This overview highlights some of the implications for staff development identified through this project. [This overview is based on the research report, &quot;Higher education in TAFE&quot; by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly.]