ethanporcaro/eric-fulltext-meta huggingface dataset:
Changes in Hispanic-Serving Institution (HSI) Lists: 2009-10 and 2010-11
Author: Santiago, D.
Date: 2012-09-00
Type: Reports - Research
Subjects: Identification,Federal Legislation,Hispanic American Students,Colleges,College Students,Higher Education,Enrollment,Enrollment Trends,Academic Degrees,Institutional Characteristics

As the Latino population continues to grow, so will the number of Latino college students, and the concentration of these students at Hispanic-Serving Institutions (HSIs). In federal legislation the definition of an HSI is predicated on enrollment, institution type and control, and degree-granting status. As any of these characteristics of an institution change, their identification as an HSI may also change; therefore, the number of institutions identified as HSIs can change from year to year. Comparing HSI lists from one year to the next can be helpful in understanding how such characteristics can affect an institution's identification as an HSI, as well as the overall number of HSIs. The number of institutions that met the HSI criteria from 2009-10 to 2010-11 increased. Comparing the 2009-10 and 2010-11 HSI lists side by side showed differences. Some institutions that were HSIs in 2009-10 were no longer HSIs in 2010-11. Other institutions became HSIs for the first time in 2010-11. This comparison showed there are four main reasons for this change. These include: (1) increased their Hispanic undergraduate full-time equivalent enrollment above 25 percent; (2) decreased their Hispanic undergraduate full-time equivalent enrollment below 25 percent; (3) changed their institutional status from a not-for-profit to a for-profit; and (4) had their highest course degree offerings fall below an associate's degree. A glossary of terms is appended. (Contains 1 figure, 2 tables, and 9 endnotes.)
Social Media Arrive in School; Principals Look at Impacts
Author: Armistead, Lew
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Principals,Educational Change,Integrated Curriculum,Legal Problems,Administrator Attitudes,Internet,Bullying,Computers,Social Networks,Educational Innovation

Social media have the potential to improve educational opportunities for high school students, but also present legal and policy challenges for public school principals. Those were among opinions expressed in the 2010 Principals' Partnership Poll. The most frequently-cited request by the 306 respondents was help in integrating social media into the curriculum. But principals also pointed out that as social media come into the schools, legal and policy implications arise. Professional development on social media for teachers and other adults was a frequently-cited necessity. School leaders recognize that many educators are not as familiar or comfortable with social media as students are. Thus, teachers require training to understand the most effective ways to bring social media into the curriculum. Principals also see that social media can be effective in communicating with families, community members and alumni. However, they believe they need help in developing the best ways to use this technology. While they see social media as a potential plus to instruction, principals are concerned with the impact unstable funding may have. With budget uncertainty districts may not be able to take advantage of social media and other technology in classrooms.
Sharing Leadership Responsibilities Results in Achievement Gains
Author: Armistead, Lew
Date: 2010-08-00
Type: Reports - Research
Subjects: Academic Achievement,Achievement Gains,Leadership Responsibility,Principals,Educational Change,Instructional Leadership,Leadership Effectiveness,Leadership Styles,Transformational Leadership,Participative Decision Making,Best Practices,Change Strategies,Partnerships in Education

Collective, not individual, leadership in schools has a greater impact on student achievement; when principals and teachers share leadership responsibilities, student achievement is higher; and schools having high student achievement also display a vision for student achievement and teacher growth. Those are just a few of the insights into school leadership presented in a new report, "Learning from Leadership: Investigating the Links to Improved Student Learning." Presented by the Wallace Foundation, the 338-page report attempted to connect leadership and learning. The study looked at "collective leadership" in schools which was defined as "the sum of influence exercised on school decisions by those educators, parents and students associated with the school." Positive effects were found comparing collective to individual leadership. Among them were: (1) Collective leadership has a stronger influence on student learning than any individual source of leadership; (2) Almost all people associated with high-performing schools have greater influence on school decisions than is the case with people in low performing schools; (3) Compared to all teacher respondents, teachers from high-performing schools attribute greater influence to teacher teams, parents, and students; (4) In all schools, principals and district leaders exercise the most influence on decisions; and (5) Teacher motivation had the strongest relationship with student achievement. When looking at parent involvement as part of collective leadership, the researchers found that greater district level support for greater parental involvement in schools led to more diversity of membership on site councils. However, district leadership did not impact how open principals were to community and parental involvement outside of site councils.
Strategies Leaders Can Use to Improve Rigor in Their Schools
Author: Williamson, Ronald
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Excellence in Education,Graduation Requirements,Educational Change,Course Content,Federal Legislation,Change Strategies,Educational Principles,Administrative Principles,Administrative Policy,Alignment (Education),Academic Support Services,Instructional Effectiveness,College Readiness,College Preparation,Educational Improvement

Concern about rigor is not new. Since the release of &quot;A Nation At Risk&quot; (National Commission on Excellence in Education, 1983) the debate about the quality of America's schools has grown exponentially. This debate calls for dramatically different schools, schools that are much more responsive to student need, and provide a rigorous curriculum that prepares students for success in higher education and the workplace. Adoption of No Child Left Behind in 2001 raised the debate to a new level. For the first time, schools would be held accountable for the achievement of every student, not just the most capable. Throughout the nation the 3 R's--Rigor, Relevance and Relationships--are now accepted as necessary characteristics of schools. Many states have adopted the 3 R's model as a requirement for school improvement efforts. The High School Alliance, a partnership of 50 organizations committed to high academic achievement, released a pair of reports examining rigor in American high schools (2006a; 2006b). They identified four core principles of a school with a rigorous program: (1) Minimum graduation requirements that prepare students for college; (2) High level content and instruction; (3) Wide range of supports for students to help them succeed; and (4) Alignment of requirements with post-secondary education and work. Most importantly, the Alliance said that having a rigorous course title was not sufficient. &quot;Efforts to increase rigor also require careful examination of course content to ensure it is at an appropriately high level, and teaches students higher order thinking skills&quot; (High School Alliance, 2006b, p. 3). Other efforts recommended by the Alliance include improved guidance and counseling, individualization and personalization; academic supports for struggling students and substantial investment in professional development and other teacher supports. Several ways that principals could work collaboratively with teachers and community to improve their schools are presented.
It's the Principal of the Thing!
Author: Johnston, Howard
Date: 2001-11-00
Type: Reports - Descriptive
Subjects: Leadership Effectiveness,Instructional Leadership,School Effectiveness,Administrator Role,Principals,Leadership Responsibility,Educational History,Teacher Persistence,Work Environment,Leadership Styles

One of the fundamental truths of education is that effective schools are created and sustained largely through effective leadership. While it is possible for strong leaders to help a school overcome problems and weaknesses, rarely is it possible for a school to rise above its leadership in order to achieve success. Both education lore and research on leadership agree on one point: when it comes to creating effective schools, it's the principal of the thing that matters most. Beginning in the late 1970's, Ron Edmonds and Wilbur Brookover argued that strong leadership from the principal is the most important factor in schools that work--schools in which students learn and achieve. In the past twenty-five years, the definition of "strong leadership" has evolved from a traditional, take-charge style of influence to a more facilitative model. Despite this evolution, however, there are certain constants in the literature that define the effective principal. While these statements seem simple enough, each one is the tip of an iceberg of organizational, political, technical and educational complexity. Each of them interacts with all of the others in a web of tangled relationships that make the seemingly simple tasks of school leadership unimaginably complicated. Being a principal is not only the most important job in the school, it is also the most difficult...and often the loneliest. And it doesn't take a lot of research to come to those conclusions, either. All it takes is an hour in the principal's office.
Infrastructure Survey 2011
Author: Group of Eight (Australia)
Date: 2012-09-00
Type: Reports - Research
Subjects: Academic Achievement,School Surveys,Educational Facilities,Educational Facilities Planning,Facility Guidelines,Facility Inventory,School Buildings,School Space,Space Utilization,Transportation,Scheduling,Facilities Management,School Maintenance,Benchmarking,Definitions

In 2011, the Group of Eight (Go8) conducted a survey on the state of its buildings and infrastructure. The survey is the third Go8 Infrastructure survey, with previous surveys being conducted in 2007 and 2009. The current survey updated some of the information collected in the previous surveys. It also collated data related to aspects of the estate not previously explored, including leasing arrangements, space utilisation, parking and transportation modes. In addition to using Tertiary Education Facilities Management Association (TEFMA) definitions and methodology where appropriate, the survey has used Go8-specific definitions that were developed after the previous survey, to enhance the TEFMA definitions to classify space types and enable relevant benchmarking. The report and survey data show aspects of Go8 university facilities which need improvement. Much of the infrastructure is in excellent or good condition, but a proportion is rated as barely adequate or poor. With a continuing high proportion of the infrastructure and building works budget being allocated to new work, the commitment for renewal work on both building and nonbuilding infrastructure is important. The estimated backlog maintenance has been reduced since the earlier surveys, but remains substantial, in a very tight financial environment for Go8 universities. Appended are: (1) Glossary of Terminology and Definitions; (2) Survey Definitions; and (3) Go8 Survey Form 2011. (Contains 3 figures, 3 tables, and 2 footnotes.)
Preventing Violence and Promoting Safety in Higher Education Settings: Overview of a Comprehensive Approach
Author: Langford, Linda
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Violence,Prevention,Safety,Rape,Hazing,Crime,Social Bias,Influences,Higher Education,College Administration,Intervention,Program Development

Institutions of higher education (IHEs) are often regarded as sanctuaries, protected environments where young people explore great ideas in a collegial atmosphere and make lifelong friendships. Consequently, incidents of violence on campus are particularly shocking for the extended campus community, evoking questions about whether there is any safe haven. An abundance of evidence indicates that in fact campuses are not immune from such incidents. There are many types of campus violence--including rape, assault, fighting, hazing, dating violence, sexual harassment, hate and bias-related violence, stalking, rioting, disorderly conduct, property crime, and even self-harm and suicide. While grappling with these complex problems is challenging, lessons learned from community-based prevention research point to a set of best practices to guide the development, implementation, and evaluation of interventions to improve campus health and safety. This publication was developed to help campuses prevent violence and promote safety. It reviews the scope of campus violence problems, describes the wide array of factors that cause and contribute to violence, outlines a comprehensive approach to reducing violence and promoting safety on campus, and lists specific recommendations that administrators, students, faculty, staff, and community members can follow to review and improve their policies and strengthen their programs and services. (Contains 9 resources and 7 online resources.)
Raising the Bar, Building Capacity: Driving Improvement in California's Continuation High Schools. Executive Summary
Author: de Velasco, Jorge Ruiz
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Continuation Students,High Schools,Public Schools,Educational Improvement,Accountability,Nontraditional Education,State Boards of Education,School Districts,School Administration

California's approximately 500 continuation high schools are estimated to serve more than 115,000 California high school students each year--a number that approaches almost 10 percent of all high school students and as many as one of every seven high school seniors. Continuation schools are, however, more racially and ethnically concentrated than the state's traditional comprehensive high schools. Hispanic students comprise 55 percent of all students in continuation schools, and although African American enrollments in continuation schools approximate those of comprehensive schools statewide, they tend  to be overrepresented in many districts. California law contemplates more intensive services and accelerated credit accrual strategies so that students who are vulnerable to dropping out of school might have a renewed opportunity to graduate from high school with a regular diploma. Based on a statewide study of these schools, however, the authors conclude that, as a whole, they are failing to provide the academic and critical support services that students need to succeed. This report draws on the authors' two-phase study of continuation high schools in California. In Phase I, during the winter and spring of 2007, the authors' research team visited 26 school districts and 40 schools in nine southern, central and northern California counties. These schools differed in focus, student outcomes, size, and metropolitan status. In Phase II, researchers returned to three of the original nine counties (Santa Clara, Fresno, and San Diego) and visited 23 continuation high schools to explore more deeply the emerging &quot;better practices&quot; that characterize more successful continuation high schools. This report offers a bleak prologue of what the vast majority of the state's continuation high schools will offer those youth who find themselves falling behind but struggling to stay engaged in pursuit of a high school diploma. The authors offer several recommendations, drawn from the experience of the &quot;beating the odds&quot; schools they visited. (Contains 3 footnotes.) [For the full report, &quot;Raising the Bar, Building Capacity: Driving Improvement in California's Continuation High Schools,&quot; see ED537702.]
Rationale for Activity Based Alternatives in Lieu of Lectures. Research Brief
Author: Walker, Karen
Date: 2005-01-31
Type: Reports - Descriptive
Subjects: Long Term Memory,Lecture Method,Memory,Instruction,Brain,Cognitive Style,Retention (Psychology)

Since the 1990s was declared to be the decade of the brain, technology has advanced enough through MRIs, CAT Scans and PET Scans, that live brains have been able to be studied. Although this is still a relatively new field of study, what has been discovered thus far, has wide reaching implications for educators in the area of pedagogy and how to best meet the needs of every student. According to Sandra Rief, students preserve: (1) 10% of what they read; (2) 20% of what they hear; (3) 30% of what they see; (4) 50% of what they see and hear; (5) 70% of what they say; and (6) 90% of what they say and do" (Learning Styles). One of the primary goals of education is for students to retain and be able to retrieve information from their long term memories. In order to do this, it is important to teach information in ways where it will go into several different memory banks and the student will easily be able to recover it. This paper provides the rationale for activity based pedagogy. A list of suggested activities for enhancing different memories is included. (Contains 16 resources.)
Property Value and Achievement. Research Brief
Author: Muir, Mike
Date: 2003-11-10
Type: Reports - Evaluative
Subjects: Academic Achievement,Aptitude Tests,Academic Aptitude,Achievement Tests,Taxes,Teaching Experience,Standardized Tests,School Districts,Strategic Planning,Educational Quality,Educational Improvement

Is there a relationship between the dollar value of property behind each student in a school district and student achievement on standardized tests (or achievement in general)? This paper explains that probably due to the relationship between property taxes and school funding, there is a strong link between property value and student achievement. One study, for example, examined relationships among strategic planning in school districts; school district achievement in reading, language arts, and mathematics; and school district financial and demographic factors. The most striking finding to emerge was the moderately strong relationship between school district performance on standardized achievement tests and most of the demographic and financial factors. Another study found that for each additional $100 spent on classroom instruction, students gained as much as 18 points on the combined scores for the mathematics and verbal sections of the Scholastic Aptitude Tests after adjustments were made for student socioeconomic status and teaching experience of school staff. (Contains 2 online resources.)
National Assessments. Research Brief
Author: Education Partnerships, Inc. (EPI)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Placement,Student Placement,Aptitude Tests,Achievement Tests,Tests

This paper answers a question about national diagnostic and placement tests that measure students' strengths and weaknesses so that they can recognize their strengths and improve their weaknesses. Some schools and districts described using placement tests, however, for the most part, the names of the specific tests were not given. In states such as California and Florida, the tests that are used have been designed specifically to meet the given state's standards. There are numerous tests that are available for purchase. The school and/or district should determine what specific information they want and need from a test or tests, then investigate potential ones through the test publishers (Rudner, L. M., 1993). (Contains 16 online resources.)
Teachers' Beliefs on Foreign Language Teaching Practices in Early Phases of Primary Education: A Case Study
Author: Caner, Mustafa
Date: 2010-07-00
Type: Journal Articles
Subjects: Teaching Methods,Questionnaires,Second Language Instruction,Video Technology,Play,Singing,Teacher Attitudes,Early Childhood Education,Semi Structured Interviews,Elementary School Students,Elementary School Teachers,Public Schools,Measures (Individuals),Rating Scales,Case Studies,Observation,Mixed Methods Research,Credibility,Age Differences,Student Interests,Learning Activities,Instructional Materials,Role Playing,Childrens Art

The purpose of the study was to examine whether teacher beliefs would play a role in their actual practices while teaching target language in early phases of primary education, principally, in kindergarten and first grades in a state school. As it is a very broad research area, the researchers exclusively analyzed teaching practices and teaching activities of two teachers and their beliefs about teaching English to young children within the frame of early childhood education principles. One of the data gathering instruments in this case study was a questionnaire that inquires the participants beliefs related to the classroom practices and how these beliefs influence their classroom practices in early childhood education. In addition to the questionnaire, semi structured interviews with participants were held to examine their beliefs in detail. Finally, in order to see whether participants' beliefs matched with their actual practices in their classrooms or not, the sample courses of the participants were observed and video-recorded for triangulation for the data. The classroom observations of the courses as well as video recordings of those courses were also examined by the researchers, and the findings were verified by another co-rater in order to increase the trustworthiness of the data. The analysis of responses of participants to the questionnaire, video-recorded classroom observations and interviews were presented qualitatively in the findings section. The results showed that both of the teachers took into account how their students could learn best with regards to their age, level and interest through using different activities and materials suitable for teaching English to young learners. It was also observed that teachers placed room for repetition, role-play, singing songs, picture drawings and coloring in their classes with young learners. Two appendixes present: (1) The Teacher Beliefs Scale (TBS); and (2) The Instructional Activities Scale (IAS).