ethanporcaro/eric-fulltext-meta huggingface dataset:
Guide to Accreditation, 2011-2012
Author: Teacher Education Accreditation Council
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Distance Education,Accreditation (Institutions),Glossaries,Federal Regulation,Reports,Program Proposals,Professional Associations,Schools of Education,Teacher Education Programs,Educational Administration,Standards,Educational Policy,Educational Principles,Educational Objectives,Educational Philosophy,Program Descriptions,College Programs,Program Evaluation,Evaluation Criteria,Audits (Verification),Guides,Guidelines,Inquiry,Evidence,Quality Control,Worksheets,Specialists,Check Lists

The Teacher Education Accreditation Council (TEAC) "Guide to Accreditation" includes a full description of TEAC's principles and standards, the accreditation process and audit, and detailed instruction on writing the "Brief." This revision includes expanded information on (1) preparing an "Inquiry Brief Proposal" and the audit of the "Inquiry Brief Proposal"; (2) Annual Report expectations (including information on responding to stipulations); (3) responsibilities of the program, TEAC, and the auditors in preparation for and during the audit; and (4) updates regarding new USDE (United States Department of Education) regulations (for programs offered through distance education and for submitting annual headcount data). Appended are: (1) List of Tables, Figures, and Formats; and (2) TEAC Glossary. An index and TEAC's accreditation framework are also included.
Teacher Education Accreditation Council Brochure
Author: Teacher Education Accreditation Council
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Professional Associations,Schools of Education,Teacher Education Programs,Educational Administration,Standards,Educational Principles,Program Descriptions,Program Evaluation,Eligibility

The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree programs for professional educators--those who teach and lead in schools, pre-K through grade 12. TEAC accredits undergraduate and graduate programs, including alternate route programs, based on (1) the evidence they have that they prepare competent, caring, and qualified professional educators and (2) their capacity to monitor and improve the program's quality. TEAC believes that this is the soundest way to assure the public about the quality of college and university programs. This brochure summarizes TEAC's goal and principles and the TEAC Accreditation Framework.
Operations Policy Manual, 2010
Author: Teacher Education Accreditation Council
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Accreditation (Institutions),Professional Associations,Schools of Education,Teacher Education Programs,Educational Administration,Program Descriptions,Program Evaluation,Laws,Administrative Organization,Administrative Policy,Administrative Principles

The Teacher Education Accreditation Council (TEAC) "Operations Policy Manual" outlines all of TEAC's current policies and procedures related to TEAC members, TEAC administration, and the public, and includes the Bylaws of the Teacher Education Accreditation Council, Inc. An index is also included.
Supporting Education... Building Canada: Child Poverty and Schools. Background Material for Parliamentarians and Staff. CTF Hill Day 2009
Author: Canadian Teachers' Federation
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Poverty,Children,Schools,Federal Government,Responsibility,Poverty Programs

The Canadian Teachers' Federation (CTF) is an active member of various coalitions and networks working to enhance the well-being of Canadian children and youth, including the National Alliance for Children and Youth and Campaign 2000. Among CTF's priorities is to support teachers and teachers' organizations as strong advocates for social justice, with a particular focus on issues related to child poverty. Child poverty is a tragic and shameful fact of life in a nation as wealthy as Canada. The child poverty rate remains at 1989 levels, the year of the all-party House of Commons resolution to end child poverty in Canada by the year 2000. According to Campaign 2000's 2008 report card on child and family poverty, &quot;Canada has enjoyed more than a decade of strong economic growth yet child poverty is essentially the same, based on the latest data available, as it was in 1989... As Canada heads into a period of economic uncertainty, the most strategic decision the federal government could make would be to lower the poverty rate.&quot; The Canadian Teachers' Federation joins the call for political commitment to a national poverty reduction strategy for Canada. Parents should be able to provide an adequate living standard for their children--working together, governments can ensure that is possible. Strategies and policy recommendations that could have a positive impact on inequitable educational opportunities linked to family socio-economic status include: (1) political commitment to a national poverty reduction strategy for Canada; (2) an increased minimum wage; (3) an expansion of eligibility for Employment Insurance; (4) a major investment in social housing; (5) improved accessibility and affordability of post-secondary education and training; (6) the inclusion of child and youth services as part of federal/provincial/territorial agreements concerning immigrants and refugees; and (7) adequate funding for First Nation's child welfare agencies to deliver in-home support and prevention services to First Nation's children and their families. Specific strategies for ensuring all children are better provided for include: (1) a universal child care system providing dedicated funding for high quality care and early intervention and school-readiness initiatives for all children; (2) restrictions on the growth of for-profit corporate child care; and (3) support for school boards and relevant community agencies in their attempts to coordinate health, recreation, and social services at school sites. A list of sources and further reading is included.
Supporting Education... Building Canada: Child Poverty and Schools. Federal Budget 2009. Summary/Implications for Teachers and Education
Author: Canadian Teachers' Federation
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Budgets,Federal Aid,Poverty,Children,Schools,Taxes,Housing,Insurance,Health Services,Canada Natives,Water,Educational Finance,Postsecondary Education,Preschool Education

In November The Canadian Teachers' Federation (CTF), as part of the pre-budget consultation process, made a submission to the House of Commons Standing Committee on Finance. Entitled &quot;Supporting Education... Building Canada: Child Poverty and Schools&quot; the brief outlined why teachers saw child poverty as such an important issue to be addressed, and made recommendations on how to meet the challenge. The CTF members know as educators the impact that poverty has on their communities, their children, and their classrooms. When times were good they implored governments to take advantage of the good times, to address the needs they saw. What challenges will they face now? This paper presents an analysis of the parts of the budget that have the most likely impact on classrooms, teachers and their students.
Issue Brief on Teacher Assistants
Author: Canadian Teachers' Federation
Date: 2009-03-17
Type: Reports - Descriptive
Subjects: Public Schools,Class Size,Student Diversity,Special Needs Students,Paraprofessional School Personnel,Teacher Aides,Foreign Countries,Faculty Workload,Educational Finance,Financial Support,Disabilities,Inclusion,Mainstreaming,Role,Teacher Attitudes,Teacher Associations

Generally speaking, teacher assistants provide needed support to teachers by carrying out a range of non-professional tasks in classrooms and schools. The growing use of teacher assistants in Canadian public schools is an issue that is embedded in a complex mix of related issues, policies and trends--class size in conjunction with class composition (the increasing degree of student diversity), increasing teacher workload, education funding, the rise of disability rates among Canadian children, and the need to provide adequate support for teachers in making schools more inclusive for students with special needs. Drawing on teacher organization policies and collective agreement provisions (where they exist), this document provides an overview of the roles and responsibilities of teacher assistants in Canadian public schools with respect to the classroom teacher, highlighting issues and concerns. Appendices include: (1) What is a Teacher Assistant?; and (2) How are Teacher Assistants Used? (Lists 16 sources.)
A Study of Aboriginal Teachers' Professional Knowledge and Experience in Canadian Schools
Author: St. Denis, Verna
Date: 2010-03-10
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Public Schools,Indigenous Populations,Stereotypes,Foreign Countries,Canada Natives,Knowledge Base for Teaching,Pedagogical Content Knowledge,Teaching Experience,Interviews,Teacher Attitudes,Educational Philosophy,Motivation,Beliefs,Teacher Persistence,Integrated Curriculum,Barriers,Performance Factors,Change Strategies,Educational Change,Individual Characteristics,Institutional Characteristics,Organizational Climate,Organizational Culture,Partnerships in Education,Indigenous Knowledge,Cultural Education

This qualitative study, initiated by the Canadian Teachers' Federation and its Advisory Committee on Aboriginal Education, explored the professional knowledge and experiences of Aboriginal (First Nations, Mets and Inuit) teachers. The rationale for the study was to address the urgent need to improve and promote Aboriginal education in public schools. This study asks the question: what can be learned from the professional knowledge and experiences of Aboriginal teachers who teach in public schools about how to better promote and support the success of Aboriginal education in public schools? The continuing goal of this study is to promote on-going dialogue and learning about Aboriginal education within teacher organizations and the broader educational community. Employing a focused and critical ethnographic methodology, the study interviewed 59 Aboriginal teachers (49 female and 10 male) teaching in public schools across Canada. In this study, the ethical and moral dimensions of teaching motivated Aboriginal teachers to become teachers and to remain in the teaching profession. The Aboriginal teachers in this study remained in the profession because they valued the opportunity to teach Aboriginal culture and history, to foster responsible citizens, to challenge negative stereotypes of Aboriginal people, to serve as role models, and because they believed they could have a positive impact on children. The participants in the study identified ways to support the integration of Aboriginal curriculum: meet the on-going need for schools to acquire Aboriginal curriculum and materials; adequately support Aboriginal teachers and non-Aboriginal teachers to teach Aboriginal content and perspectives; find supportive and understanding administrators and develop policies that come from the top down; accept Aboriginal teachers as fellow professionals; and hire more Aboriginal teachers and professionals. Appendices include: (1) Participating Teachers' Organizations; (2) Opening/Introduction Questions; and (3) A Selected Sample of the Procedures for Coding of Data. (Contains 6 footnotes.)
Federal Budget 2010 Summary/Implications
Author: Canadian Teachers' Federation
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Budgets,Retrenchment,Federal Aid,Poverty,Wages,Family Income,Housing,Educational Opportunities,Insurance,Access to Education,Postsecondary Education,Child Welfare,Child Care,Immigrants,Refugees,Canada Natives

Given the prevalence of child poverty in Canada, its effects inevitably get played out in schools and classrooms. Poverty negatively shapes learning opportunities for students. The Canadian Teachers' Federation's (CTF's) research has found that many low-income children experience reduced motivation to learn, delayed cognitive development, lower achievement, less participation in extracurricular activities, lower career aspirations, interrupted school attendance, lower university attendance, an increased risk of illiteracy, and higher drop-out rates. In concert with these observations the CTF made a series of recommendations on how these challenges can be addressed. These recommendations are presented in this paper.
Addressing Cyberconduct: A Brief to the Department of Justice Canada
Author: Canadian Teachers' Federation
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Antisocial Behavior,Internet,Bullying,Crime,Federal Legislation,Criminal Law,Libel and Slander,Propaganda,Elementary Secondary Education

This paper focuses on issues related to the misuse and abuse of the technologies, or &quot;cybermisconduct&quot; directed toward students and teachers such as online harassment, cyberbullying and internet defamation. Since some forms of cyberbullying may be criminal acts under the Criminal Code, Canadian courts are voicing serious concerns about the implications of bullying and intimidation in schools. Under Canadian law, it is a crime to communicate repeatedly with someone if one's communication causes him or her to fear for their safety or the safety of others. In 2007, the Ontario government introduced changes to the provisions of its Education Act applicable to suspension, expulsion and discipline. The changes became effective February, 2008. For the first time, bullying was listed as a specific infraction that could lead to suspension or expulsion. The legislation also broadens the scope of action beyond the school to include out of school activities. Amendments to existing legislation may also be necessary to address the ability to block or remove illegal content on the Internet. The Canadian Teachers' Federation has consulted its Member organizations on these issues and many, in turn, have consulted legal counsel. A summary of their comments is presented.
How Long Does It Take to Learn a Second Language?: Applying the "10,000-Hour Rule" as a Model for Fluency
Author: Eaton, Sarah Elaine
Date: 2011-02-24
Type: Reports - Evaluative
Subjects: Second Language Learning,Time on Task,Language Fluency,Models,Expertise,Immersion Programs,Age Differences

This study applies the model of expertise developed by Ericsson et al (2007) to second and foreign language learning. Ericsson et al posits that in order to achieve expertise (as they define it) requires 10,000 or longer of "intense training". Applying this model to language learning, equating an expert level of competence with fluency, various scenarios are explored. (Contains 2 tables.)
Applying a Proposal Guideline in Mentoring English Major Undergraduate Researchers in Taiwan
Author: Kuo, Ya-Hui
Date: 2011-02-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Research Proposals,Proposal Writing,English,Majors (Students),College Faculty,Editing,English (Second Language),English for Academic Purposes,Curriculum Development,Guidelines,Mentors,Researchers

Many colleges and universities in Taiwan have implemented research courses into the school curriculum in an effort to meet the demands of higher education and requirements of graduation. However, not many researchers have proposed a guideline in mentoring English major undergraduates in their research proposal writing in Taiwan. Furthermore, to date few publications exist that could guide mentors on how to mentor undergraduates during the research writing proposal process. The purpose of this study is to share a proposal mentoring guideline that was used for mentoring undergraduate researchers.
Accelerating the Academic Achievement of Students Referred to Developmental Education. CCRC Working Paper No. 30
Author: Edgecombe, Nikki
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Community Colleges,Teaching Methods,Acceleration (Education),Academic Achievement,Referral,Developmental Studies Programs,Outcomes of Education,Instructional Effectiveness,Models,Educational Strategies,Educational Change

Acceleration, which involves the reorganization of instruction and curricula in ways that facilitate the completion of academic requirements in an expedited manner, is an increasingly popular strategy at community colleges for improving the outcomes of developmental education students. This paper reviews the literature on acceleration and considers the quality of evidence available on the effects of acceleration on student outcomes. After examining various definitions of acceleration to better understand what it is and how it works, the paper describes and categorizes the different acceleration models in use. Then, the recent empirical literature on acceleration is reviewed to assess the effectiveness of these approaches. While the empirical basis for acceleration is not as strong as is desirable, existing evidence suggests that there are a variety of models of course redesign and mainstreaming that community colleges can employ to enhance student outcomes. The paper closes with a discussion of the challenges involved in implementing acceleration strategies and recommendations for policy, practice, and research. (Contains 1 figure and 3 footnotes.)
Facilitating Student Learning through Contextualization. CCRC Working Paper No. 29
Author: Perin, Dolores
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: College Students,Community Colleges,Basic Skills,Instructional Effectiveness,Mathematics Instruction,Reading Instruction,Integrated Curriculum,College Instruction,Content Area Reading,Content Area Writing,Remedial Instruction,Vocational Education,Elementary Secondary Education,Adult Basic Education,Educational Research

This paper is a literature review that explores the nature and effectiveness of contextualization as a way to improve outcomes for academically underprepared college students. Two forms of contextualization have been studied: "contextualized" and "integrated" instruction. There is more descriptive work on the contextualization of basic skills than studies with student outcome data. In addition, many studies with quantitative evidence on the effectiveness of contextualization have methodological flaws that limit conclusions. Further, only a small number of studies are with college students. However, despite these problems, contextualization seems to be a promising direction for accelerating the progress of academically underprepared college students. The method of contextualization is grounded in a conceptual framework relating to the transfer of skill and student motivation; practitioners who use it observe positive results, and the available quantitative evidence indicates that it has the potential to increase achievement. Evidence for Contextualization is appended. (Contains 1 table and 18 footnotes.)
Student-Led Conferences: Students Taking Responsibility
Author: Nauss, Sherri A.
Date: 2010-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Ownership,Academic Achievement,Work Ethic,Student Responsibility,Conferences (Gatherings),Student Leadership,Educational Strategies,Parent Teacher Conferences,Student Surveys,Pretests Posttests,Achievement Gains,Middle School Students

One of the many challenges that face middle grade students, parents, and teachers is the student's lack of ownership of their academic achievements. Student-led conferences are a unique way to engage the student and the parent in the academic progress. Parents and teachers discuss the student's attitude toward the work, the student's work ethic in the classroom, the student's ability to perform on assessments, formal and informal, and the student's ability to manage their responsibilities. How can the teachers and parents turn ownership back over to the student? One answer is to allow the student to run the conference. If we direct the responsibility of explaining the work and work ethic, through formal and informal assessments, we place the responsibility of those achievements and failures on the person who ultimately has the ability to change the outcome, the student. This study indicates that students can accept and reach the goals and high expectations of academic achievement when given the opportunity to own their work and success. Two appendixes present: (1) Student Led Conference Survey for Parents; and (2) Student Led Conference Survey for Students. (Contains 2 figures.)
Defining Credentials for the Public Workforce System. ACT Policy Brief
Author: ACT, Inc.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Credentials,Education Work Relationship,Educational Policy,Definitions,Minimum Competency Testing,Labor Force Development,Industrial Training,Institutions,Institutes (Training Programs),Academic Standards

This paper outlines how the National Career Readiness Certificate (NCRC) meets the definition of &quot;credential&quot; as defined by the US Department of Labor Employment (US DOL) and Training Administration's Training and Employment Guidance Letter (TEGL) 15-10. The NCRC fits the US DOL definition of a credential both (a) in the context of workforce development in general and (b) according to the specific definition outlined in the US DOL TEGL 15-10. The NCRC is an industry-recognized, stackable, and portable credential that certifies the foundational competencies essential for career readiness and those necessary for advancement in career pathways. The NCRC certifies measurable occupational skills necessary to obtain employment, perform a job successfully, and advance within an occupation. States may use Workforce Investment Act (WIA) Title I and other programs such as Wagner-Peyser, WIA 15% Governor's Discretionary, Trade Adjustment Assistance, and WIA Title II funding to implement the NCRC as part of a system of stackable credentials for any career path within an overall competency model. The National Association of Manufacturers (NAM), the National Center for Construction Education and Research (NCCER), and the Center for Energy Workforce Development (CEWD) formally endorse the NCRC and include it in their systems of stackable industry credentials. The NCRC is a portable credential, in that it is accepted and recognized in many geographic areas (42 states have a statewide or regional program under way) and industries (NAM, NCCER, and CEWD). (Contains 35 notes.)
Preparation Matters
Author: Dougherty, Chrys
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: College Preparation,Course Selection (Students),Course Content,Advanced Courses,Difficulty Level,Educational Strategies,Elementary School Students,Middle School Students,Academic Standards,Alignment (Education)

In &quot;Orange Juice or Orange Drink?,&quot; the authors provided evidence that many students are receiving credit for courses with little indication that they have learned the content implied by the course titles (Dougherty, Mellor, &amp; Jian, 2006). Yet in pursuit of the goal of preparing all students for college and careers, many policymakers have focused on the very strategy that the &quot;Orange Juice&quot; paper implied may not work: simply putting students into courses with the right titles. This paper discusses the inadequacy of strategies based on student course-taking unless policymakers also pay sufficient attention to course &quot;rigor&quot; and to students' academic &quot;preparation&quot; in elementary and middle school that makes them ready to benefit from rigorous courses in high school. A bibliography is included. (Contains 4 footnotes.)