ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaged-Learning: Community Engagement Classifications at U.S. Land-Grant Institutions
Author: Scott, Leodis
Date: 2012-05-16
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Land Grant Universities,Learner Engagement,School Community Relationship,Raw Scores,Semantic Differential,Prior Learning,Educational Assessment,Service Learning,Adult Learning,Public Service,Scholarship,Classification,Institutional Mission

Engagement has evolved from concerns of "access," "diversity," and "public service" between the academy and communities. Land-grant institutions (LGI), considered the "public's universities," have represented a unique population in American higher education with their historic 150-year tradition of teaching, research, and service. Carnegie Community-Engagement Classification (CCE) has started recognizing institutions for community engagement, yet only a limited number of LGI have received such recognition. This study conducted a descriptive-exploratory census of 110 LGI (1862, 1890, and 1994) and their association to community engagement using chi-square test of association, modified semantic differential, document analysis, and "An Engaged-Learning Map (ELM) for Education, Learning, and Engagement." 50 LGI (45% census rate) were represented. Findings suggest "an engaged-association" mostly on "programs" in likely areas of community-based research (CBR), service learning, or engaged scholarship. Some recommendations propose LGI focus also on "policies" and "incentives"; adult learning and prior learning assessment (PLA); and applying for CCE in 2015.The following are appended: (1) U.S. Land-Grant Institutions-Geographic Map and Listing; (2) 2010 Campus Data for Institutions Selected for the Carnegie Community-Engagement Classification; (3) Census Survey Invitation and Announcements; (4) 2011 Land-Grant Institutions' Census Survey on Community Engagement; (5) Checklist for Content/Document Analysis for Land-Grant Institutions' Community Engagement; (6) An Engaged-Learning Map for Education, Learning, and Engagement; (7) Tabulated Results of 2011 Land-Grant Institutions' Census Survey; (8) Raw Scores for Modified Semantic Differential; (9) Carnegie Community-Engagement Documentation Reporting Form; and (10) Timeline for 2015 Carnegie Community-Engagement Classification. (Contains 8 tables and 10 figures.)
Teacher Read-Alouds with and without Student Companion Texts: Quantitative and Qualitative Findings
Author: Tracey, Diane H.
Date: 2011-12-02
Type: Reports - Research
Subjects: Qualitative Research,Student Attitudes,Low Income,Statistical Analysis,Comparative Analysis,Hispanic American Students,Intervention,Reading Instruction,Observation,Interviews,Instructional Effectiveness,Reading Achievement,Oral Reading,Elementary School Students,Novels,Immigrants,Pretests Posttests

The goal of this research was to investigate the effects of teacher read-alouds when students use, versus do not use, student companion texts during the read-alouds. Both quantitative and qualitative research data were collected based on an experimental design which randomly assigned 168 low SES, primarily Hispanic, students to either listen-only or companion text conditions during a 4-month intervention. The study was framed from a Connectionist theoretical perspective. Quantitative results indicated that no significant differences on two measures of reading growth were found. Qualitative data based on classroom observations, student interviews, and teacher interviews revealed higher attention, enjoyment, and comprehension for students that used the companion texts during the teacher read-alouds. Thus, the qualitative results of this study supported the research hypothesis although the quantitative results did not.
Movement for Canadian Literacy: Statistics Show Millions Struggle with Literacy
Author: Movement for Canadian Literacy
Date: 2005-11-09
Type: Reports - Evaluative
Subjects: Adults,Foreign Countries,Adult Literacy,Immigrants,Reading Skills,Reading Difficulties,Surveys,Basic Skills,Job Skills

The International Adult Literacy and Skills Survey (IALSS), released on November 9, takes a closer look at Canadians' ability to deal with everyday literacy demands. In today's information-based society and economy, literacy is more important than ever. IALSS defines literacy as one's capacity to &quot;use printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential&quot;. Among the major findings from IALSS are the following: (1) Millions of Canadians struggle with serious literacy challenges. Four in ten working age adults, about 9 million people, scored below the literacy level experts say is necessary to cope with increasing demands in today's society; (2) Low literacy is a serious challenge in every jurisdiction across Canada. Even in the highest performing provinces or territories, 3 out of 10 Canadians (16 yrs and over) struggle with very serious literacy challenges. They have difficulty with even the most basic written materials; (3) The percentage of working-age Canadians who struggle with literacy has not decreased in a significant way since a similar study was conducted 10 years ago; and (4) IALSS confirms that aboriginal populations, linguistic minorities, and immigrants are target populations that face very serious literacy challenges. IALSS is another serious wake-up call for Canadian decision-makers. Literacy barriers are sidelining too many Canadians and this inequality and loss of potential has serious consequences for them, their families and for communities in every province and territory. (Contains 3 footnotes.)
Standing up for Literacy. Submission to the House of Commons Standing Committee on Finance. Pre-Budget Consultations
Author: Movement for Canadian Literacy
Date: 2006-04-19
Type: Reports - Evaluative
Subjects: Foreign Countries,Adult Literacy,Economic Factors,Economics,Poverty,Canada Natives,Health Services,Crime Prevention,Immigrants,Citizen Participation,Public Policy

The Movement for Canadian Literacy (MCL) is a national non-profit charitable organization representing literacy coalitions, organizations and individuals from every province and territory. Since 1978 MCL has worked with partners to increase access to quality literacy education for Canadians who need it. This is MCL's submission to the federal Pre-Budget Consultations of April 2006. (Contains 21 footnotes.)
Student Voices on the Higher Education Pathway: Preliminary Insights & Stakeholders Engagement Considerations
Author: Public Agenda
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Focus Groups,Educational Change,Student Experience,Two Year College Students,Academic Achievement,Service Learning,Student Personnel Services,Student Empowerment,College Faculty,Transfer Policy,College Programs,Goal Orientation,Student Educational Objectives,Student Attitudes,Stakeholders,Higher Education,Decision Making,Developmental Studies Programs

Efforts to improve student learning and success at community colleges are in the national policy spotlight. Colleges around the country are reviewing their institutional practices and gathering groups of education stakeholders to design and then implement changes in advising, developmental education, programs of study and curricula, student service delivery, transfer and articulation, and more. One of the central tenets of current efforts is to keep changes and improvements "student-centered"--that is, to keep the ultimate goal of improving the student experience in sight throughout the process of change. To this end, keeping students' voices and experiences at the center of reform plans can enhance the legitimacy of proposed reforms, their effectiveness, and their sustainability. The purpose of the research presented here is to support and reinforce student-centered reforms by providing another vehicle for student voices. To support community college leaders' ongoing deliberations about how to integrate a student perspective into the reform process, Public Agenda and WestEd conducted focus groups in March 2012, during which they asked current and former students about the relationship between their goals for, and experiences in, college. Special attention was paid to examining what students think could have helped them be more successful. For example, the researchers asked students how important they believed it was to have a concrete end goal in mind early in their college careers. They also asked at what point during their college experience did they feel they should be encouraged to narrow their focus toward a specific goal, whether academic or professional? What would they describe as the most promising changes that colleges could make to help them complete their degree or transfer to a four-year institution? In general, the themes that emerged from the focus group discussions reflected attitudes shared by both current and former students, across institutions located in four states. The last section of the report offers a set of questions developed to encourage dialogue and collaborative problem solving among college stakeholders, including faculty, staff, students, and administrators. (Contains 1 footnote.)
Literacy in Canada: It's Time for Action. Recommendations for the House of Commons Standing Committee on Finance
Author: Movement for Canadian Literacy
Date: 2004-11-00
Type: Reports - Evaluative
Subjects: Labor Market,Foreign Countries,Federal Government,Adult Literacy,Knowledge Economy,Government Role,Economics,Canada Natives,Poverty,Crime Prevention,Immigrants,Public Policy

According to Statistics Canada, as many as 8 million Canadians do not have the literacy skills necessary to prosper in a knowledge-based society and economy. For most of these Canadians, the challenge is not simply in &quot;decoding&quot; text, but in &quot;understanding and working with&quot; it. The demands of the knowledge-based society are escalating faster than ever before, and the definition of the minimum literacy skills required to meet the challenges of modern life is evolving to match. In recent years, leaders from government, business, labour, and the NGO community have publicly acknowledged the extent and impact of Canada's literacy challenge and the need for action. The provincial and territorial Premiers (Council of the Federation), Ministers of Education and Labour Market Ministers have also identified this as a priority area for action. The strong and widespread support for action on literacy makes it clear that literacy is an issue not only for those who are marginalized, but for all Canadians, and that the time is right for federal government leadership. In this brief, the Movement for Canadian Literacy (MCL) outlines the necessity for action, addresses challenges, and provides the Finance Committee with concrete recommendations. It's goal, and it hopes the Committee's goal as well, is to ensure that Canada and all Canadians are equipped to face the challenges of a complex world. To help reach that goal, governments must make literacy a policy and funding priority. Canada cannot truly move forward as a nation if it leaves almost half of the Canadian population behind. (Contains 18 footnotes.)
Literacy Is for Life: Strengthening Adult Literacy Is Key to Canada's Economic and Social Prosperity. Submission to the House of Commons Standing Committee on Finance. Pre-Budget Consultations
Author: Movement for Canadian Literacy
Date: 2001-11-01
Type: Reports - Evaluative
Subjects: Literacy Education,Adult Students,Foreign Countries,Federal Government,Adult Literacy,Economic Development,Consciousness Raising,Agency Cooperation,Access to Education,Educational Quality,Barriers,Poverty,Social Influences,Crime Prevention,Democracy,Budgets

The Movement for Canadian Literacy (MCL) is a national non-profit organization representing literacy coalitions, organizations and individuals from every province and territory. Since 1978 MCL has worked to: (1) inform the federal government and the general public about issues related to adult literacy in Canada; (2) provide a national forum for provincial and territorial literacy organizations to work together to ensure that every Canadian has access to quality literacy education; (3) strengthen the adult student/learner voice in Canada; and (4) support the development of a strong movement of people and organizations involved with adult literacy education. This document is a summary of MCL's input for the Pre-Budget Consultations leading up to the 2002 budget period. (Contains 16 footnotes.)
The Arc's Justice Advocacy Guide: An Advocate's Guide on Assisting Victims and  Suspects with Intellectual Disabilities
Author: Arc of the United States
Date: 2006-10-00
Type: Guides - Non-Classroom
Subjects: Advocacy,Justice,Mental Retardation,Victims of Crime,Criminals,Crime,Crime Prevention,Therapy,Federal Legislation,Investigations,Law Enforcement,Lawyers,Safety,Court Litigation,Accessibility (for Disabled),Correctional Institutions

Injustice affects us all, whether we are directly or indirectly touched by it. For example, if a rapist is never convicted of his crime because the victim has a disability and is not considered a credible witness in court, he will not be prosecuted and will go on raping without fear of the consequences... and the next victim could be your child, your spouse, your neighbor... or the next victim could be you. People with intellectual disabilities often obtain little or no advocacy once they become a victim or suspect of crime, perhaps due to the small amount of training and education that people in the intellectual disabilities field have regarding criminal justice issues and the small amount of training many professionals in the police and legal professions have about people with disabilities. Chapters of The Arc play a key role in helping victims and suspects get one step closer in obtaining justice. The goal of this Guide is to provide chapters with ideas on what can be done when involvement with the criminal justice system occurs. While there are a number of publications chapters can look to when attempting to advocate for someone with intellectual disabilities inside the criminal justice system, most focus either on offender/suspect issues or victim issues, but rarely both. By bringing these issues together in one Guide, advocates can refer to one resource for information as a beginning point in assisting victims and suspects. The five topics addressed include: (1) Responding to Victimization; (2) Responding to Arrest; (3) Answers to Commonly Asked Questions; (4) Justice Advocacy Programs within The Arc; and (5) Other Resources for Victims &amp; Suspects. This booklet provides an overview of the criminal justice system (from the perspective of both a victim and a suspect) that will equip advocates with the knowledge and understanding needed to help people with disabilities and their families know what to do once they are in the justice system. Since the Guide is a web-based document, it will be updated periodically so that resources mentioned throughout the document remain current. A list of resources is included. (Contains 4 footnotes.) [Funding for this paper was provided by the Office for Victims of Crime (OVC). This paper was written in partnership with The National Organization for Victim Assistance (NOVA). The foreword was written by Robert Perske. ]
The Secondary School English Language Reading Curriculum: A Teacher's Perceptions
Author: Abdullah, Hazlina
Date: 2012-06-00
Type: Reports - Research
Subjects: Foreign Countries,Developing Nations,English (Second Language),Language Proficiency,Second Language Learning,Second Language Instruction,Secondary School Curriculum,Language Teachers,Secondary School Teachers,Teacher Attitudes,Curriculum Evaluation,Instructional Effectiveness,Semi Structured Interviews,Master Teachers,Experienced Teachers,Language of Instruction,Educational Policy,College Preparation

In Malaysia, the issue of weak and non-proficient graduates is a pressing matter. This implies that they are not well-equipped to cope with academic literacy, which is closely related to their language proficiency, as the main medium of instruction at most higher institutions is the English language. At this level, reading is the essence of academic achievement where they are required to read, explain and critically assess lengthy, often complicated academic texts, and process the obtained information either in written or spoken forms (Nambiar, 2007; Levine, Ferenz and Reves, 2000).  The problem of reading that arises may be tracked down to the secondary school level, which may due to the inconsistencies and misalignment between the approaches and design with the implementation stage in the classroom. Thus, this study seeks to explore the perceptions of an English Language teacher with regard to the English Language Reading Curriculum in improving students' comprehension ability. Findings will serve as an efficient and operational guide to designing reading curriculum and instruction, as well as a tool that can be used to evaluate a set of curriculum and instruction, specifically in second language teaching and learning, and across subjects in general. It can also be utilised for reviewing or counter-checking of curriculum documents after a certain period of time. (Contains 2 figures.)
Teaching Android Application Development in a Collaborative Online Environment
Author: Duggan, Louise
Date: 2012-07-10
Type: Reports - Descriptive
Subjects: Foreign Countries,Online Courses,Distance Education,Computer Software,Programming,Handheld Devices,Web Based Instruction,Instructional Design,Course Evaluation,College Instruction,Learner Engagement,Student Evaluation,Class Activities,Assignments,Cooperative Learning,Integrated Learning Systems,Engineering Education,Student Motivation,Course Descriptions

Online education has gained significant popularity in recent years, and this trend is set to continue. One of the reasons for the explosion of online education is the fact that Colleges and Universities need to seek out new delivery methods and to reach out to people who cannot attend College or University. Funding and diversity of courses is also another reason for the increasing popularity of online education. Learning in an online environment should be considered as the process whereby participants have to discuss, reflect, collect and analyze information and be active participants in the learning community. This paper details the design, implementation and evaluation of an Android Application Development online course, an e-tivity. This paper also highlights the issues which are of major concern in the design of an online programming course, and in particular the issue of engaging the target audience and assessment issues.  A comprehensive evaluation is also provided which will be used to determine the future direction of this online course. (Contains 3 figures.)
Considering the Audience: Air Force Recruiting Presentations
Author: Malone, Darek L.
Date: 2012-07-14
Type: Reports - Descriptive
Subjects: Armed Forces,Recruitment,Public Speaking,Salesmanship,Persuasive Discourse,Audience Awareness,Adult Education,Military Personnel

Each Air Force recruiter is formally trained in public speaking and the art of salesmanship or persuasion.  These recruiters communicate to thousands of high school students each year through presentations in classrooms, auditoriums and other venues as part of their assigned duties. Persuasive presentations are public speaking events specifically designed to generate new prospects and obtain interviewing appointments with qualified applicants.  This training program is designed to enhance these recruiters' current public speaking skills by focusing on the first step of presentation research: Consider the Audience.
Overcoming State and Local Obstacles to Collecting Quality Perkins Data: Recommendations from Secondary and Postsecondary Administrators Attending the Perkins Accountability Technical Assistance Workshop, April 5, 2005
Author: Klein, Steven
Date: 2005-07-13
Type: Reports - Evaluative
Subjects: Data Collection,Accountability,Vocational Education,Secondary Education,Postsecondary Education,Tech Prep,Technical Assistance,Barriers,Measurement,Academic Achievement,Graduation,Job Skills,Outcomes of Education,Nontraditional Occupations,Federal Legislation,Educational Legislation,Administrators

To support states in improving the quality of their Perkins accountability data, the Office of Vocational and Adult Education (OVAE), US Department of Education, invited State Directors of Career-Technical Education to submit requests for individualized technical assistance. In response to a request by the New Mexico Public Education Department (NMPED) in association with the New Mexico Association for Community Colleges, MPR Associates, Inc. researchers provided targeted technical assistance to support the state in communicating federal and state accountability requirements to secondary and postsecondary Perkins sub-recipients, in reviewing its current state data collection systems and local performance data, and in establishing a plan of action for improving data quality and use. This report summarizes facilitators' meeting notes and offers recommendations to support the NMPED in structuring technical assistance outreach to secondary and postsecondary career technical education providers. Appended are: (1) meeting agenda and a copy of session handouts; (2) copy of the OVAE measurement guidebook; (3) Quick Reference Guide; (4) an example of a student survey used by Lewis and Clark Community College in Illinois; (5) an example of a data sharing agreement between the Illinois State Board of Education and the U.S. Office of Personnel Management; (6) memo on the legality of transferring student identifiers from the Illinois Board of Education; and (7) California's State Plan for Vocational and Technical Education.
&quot;Why Don't They Come?&quot; Professional Education on Working with the Latino Community
Author: Garcia-Pabon, Jose L.
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Extension Education,Cultural Pluralism,Competence,Professional Education,Intercultural Programs,Interpersonal Competence,Multicultural Education,Educational Needs,State Surveys,Hispanic Americans,Ethnic Diversity,Training Methods,Training Objectives,Extension Agents,Teacher Attitudes,Outreach Programs,Community Education,Caseworker Approach

This article discusses eight in-depth institutes on Latino cultural competency conducted in Washington State responding to an Extension educator's survey.  It also addresses implications for Cooperative Extension, since Extension educators and other service providers need to work with ever diverse audiences.  Cultural competency training has increasingly received attention by Extension and many disciplines and efforts exist to help professionals effectively serve Latino/diverse audiences.  The survey shows the need of training in Washington, the trainings show the participant's change of knowledge and plans, and the conclusions address the need to evaluate the impact on the audiences served, conduct institutional self-assessment, and support and require diversity training. (Contains 2 tables.)