ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Self-Assessment in Higher Education: Alone or Plus?
Author: El-Koumy, Abdel Salam Abdel Khalek
Date: 2010-10-00
Type: Reports - Research
Subjects: Constructivism (Learning),Majors (Students),Higher Education,Self Evaluation (Individuals),Achievement Tests,Measures (Individuals),Scoring,Foreign Countries,College Students,Student Participation,English (Second Language),Evaluation Methods,Knowledge Level,Thinking Skills,Teacher Role,College Faculty,Second Language Instruction

Higher education in Egypt has recently shifted towards the constructivist theory that involves students in the learning process in all of its aspects. Therefore, the need for self-assessment has grown to engage learners in constructing their own knowledge and developing their thinking skills to succeed academically and in life. In response to this need, the researcher conducted two experimental studies with English majors at Suez Canal University. The first study took place during the 2000/2001 academic year and examined the effect of student self-assessment versus no assessment on English-major seniors' knowledge achievement and academic thinking. During the 2004/2005 academic year, he conducted the second study which examined the effect of self-plus-teacher assessment versus self-assessment on the same dependent variables that were investigated in the previous study with other English-major seniors at the same school. The results of the two studies provided evidence that statistically significant improvement in knowledge achievement and academic thinking can occur only when the teacher assesses students self-assessments. This paper is a report on these two studies. The researcher started the paper by defining student self-assessment and explaining the theory behind it. Then, he showed the advantages and shortcomings of this form of assessment. Next, he surveyed the research related to it. After that, he displayed the findings of the two studies and explained the reasons behind these findings. Finally, he drew conclusions and offered recommendations based on the results of the two studies. Two appendixes are included: (1) Knowledge achievement test and academic thinking skills test; and (2) Scale for scoring knowledge achievement and scale for scoring academic thinking skills.
The 21st Century Writing Program: Collaboration for the Common Good
Author: Moberg, Eric
Date: 2010-11-23
Type: Information Analyses
Subjects: Strategic Planning,Writing (Composition),Laboratories,Educational Technology,Computer Assisted Instruction,Internet,Cooperation,Staff Development,Literature Reviews,Best Practices,Models,College Instruction,Educational Trends,Futures (of Society),Educational Principles,Educational History,Guidelines,Educational Change,Educational Practices

The purpose of this report is to review the literature on theoretical frameworks, best practices, and conceptual models for the 21st century collegiate writing program. Methods include electronic database searches for recent and historical peer-reviewed scholarly literature on collegiate writing programs. The author analyzed over 65 sources from the century, mostly within the last three years. The results were clear and consistent.  The author recommends a collegial and comprehensive collegiate writing program that begins with entrance and placement assessments and continues through culminating papers, capstones, theses, dissertations, staff development, and even faculty mentoring.  Collaboration for the common good will be paramount. Implications for practice also include strategic planning, staff development, and release time. Whether writing centers stay within their bricks and mortar, move online, or blend their service delivery, the quality of their services will remain an essential part of the success of their host school's quest for the liberation of the mind and growth of the student, which is a good starting point for the mission statement of a 21st century writing program. (Contains 1 table and 1 figure.)
Policy Implications of Trends for Asian American Students. Student Achievement Policy Brief #2: Asian American Students
Author: Kober, Nancy
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Mathematics Tests,Asian American Students,Achievement Tests,Reading Tests,Test Results,Achievement Gains,Ethnic Groups,Enrollment Rate,State Surveys,Educational Assessment,Educational Indicators,Educational Policy,Educational Trends,Trend Analysis

Asian American students, who comprise almost 5% of public school students in the U.S., are a very diverse group. In the aggregate, Asian Americans often have the highest achievement on state tests among major racial/ethnic subgroups. But this overall high performance can sometimes lead educators and policymakers to overlook the needs of low-achieving Asian American students, many of whom are immigrants, refugees, or English language learners (ELLs). This brief looks at the performance of Asian American students on state reading and mathematics tests and considers the policy implications of these achievement trends. Part 1 summarizes key results for Asian Americans on the state tests used for accountability under the No Child Left Behind Act (NCLB). Included are trends since 2002 in the percentages of Asian American students reaching the proficient and advanced levels of achievement on state tests, as well as various analyses of 2008 state test data for Asian Americans and other racial/ethnic groups. The information in part 1 is drawn from an immense set of test data from all 50 states that was gathered by the Center on Education Policy (CEP) with technical support from the Human Resources Research Organization (HumRRO) and was verified by state officials. For the past three years, CEP has used these data to do an ongoing study of state test score trends. Part 2 of this brief considers the policy implications of Asian American achievement trends. The authors arrived at these implications after reviewing studies by other researchers about possible factors affecting the achievement of Asian American students. Tables showing the 2008 percentages proficient in reading and math at grades 4, 8, and high school for the major racial/ethnic subgroups in each of the 50 states are appended. (Contains 10 tables, 1 figure, and 3 footnotes.) [This policy brief was written with assistance from Victor Chudowsky, Naomi Chudowsky, and Shelby Dietz. For &quot;Student Achievement Policy Brief #1: African American Students,&quot; see ED513304.]
Improving Achievement for the Growing Latino Population Is Critical to the Nation's Future. Student Achievement Policy Brief #3: Latino Students
Author: Kober, Nancy
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Test Results,Federal Legislation,Academic Achievement,Mathematics Tests,Scores,Grade 4,Asian American Students,Hispanic American Students,College Preparation,Job Skills,Citizenship Education,State Standards,Standardized Tests,Reading Tests,Reading Achievement,Mathematics Achievement,Educational Policy,Educational Legislation,Accountability,Trend Analysis,White Students,Achievement Gap,Racial Differences,African American Students,American Indians

More than one-fifth of the nation's public school students are Latino. By 2025, the share of Latino children is projected to increase to nearly 3 in 10 school-age children (Fry &amp; Passel, 2009). The fast-growing Latino student population will shape the nation's future, so it is critical that these students are well-prepared for college, careers, and civic participation. This brief looks at the performance of Latino students on state reading and mathematics tests and considers the policy implications of achievement trends for this group. Part 1 summarizes key results for Latino students on the state tests used for accountability under the No Child Left Behind Act (NCLB). Included in the review are trends since 2002 in the percentages of Latino students reaching various achievement levels on state tests and in the Latino-white achievement gap; and various analyses of 2008 state test results for Latino students and other racial/ethnic groups. The information in part 1 is drawn from an immense set of test data from all 50 states that was gathered by the Center on Education Policy (CEP) with technical support from the Human Resources Research Organization (HumRRO) and was verified by state officials. For the past three years, CEP has used these data to do an on going study of state test score trends. Part 2 of this brief considers policies that could be undertaken at the local, state, and federal level to improve achievement for Latino students. The authors arrived at these findings after reviewing studies by other researchers about possible factors underlying the Latino-white achievement gap and possible strategies to address this gap. Tables showing the 2008 percentages proficient in reading and math at grades 4, 8, and high school for the major racial/ethnic subgroups in each of the 50 states are appended. (Contains 6 tables and 4 footnotes.) [This policy brief was written with assistance from Victor Chudowsky, Naomi Chudowsky, and Shelby Dietz. For &quot;Policy Brief #2: Asian American Students,&quot; see ED513298.]
How State and Federal Accountability Policies Have Influenced Curriculum and Instruction in Three States: Common Findings from Rhode Island, Illinois, and Washington
Author: Srikantaiah, Deepa
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Federal Legislation,State Standards,Accountability,Educational Practices,Political Influences,Educational Policy,Policy Analysis,Case Studies,Interviews,Classroom Observation Techniques,Change Strategies,Educational Change,Program Attitudes,Educational Indicators

This report takes an in-depth look at how classroom practices in Rhode Island, Illinois, and Washington State have been influenced by state accountability policies and the No Child Left Behind Act (NCLB). It examines how teachers and administrators have responded to increased accountability and pressure to meet state standards. Drawing from case studies of 18 schools in the three states, Center on Education Policy highlights the national implications for how accountability is impacting curriculum and instruction and provides recommendations to help mitigate some of the harmful effects of standards-based accountability systems. (Contains 2 footnotes.)
How Many Schools Have Not Made Adequate Yearly Progress under the No Child Left Behind Act? August 2010 Update
Author: Dietz, Shelby
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Public Schools,Federal Legislation,Educational Improvement,Federal Programs,Educational Indicators,Educational Assessment,Achievement Gains,Data Analysis,School Statistics,Educational Research,State Surveys,Audits (Verification)

Drawing on data from state departments of education and other public sources, this report estimates the number and percentage of public schools that did not make adequate yearly progress. The report finds that approximately one-third of the nation's public schools did not make AYP in school year 2008-09, although the number varied greatly by state. A table outlining the percentage of schools not making AYP by state is also included. (Contains 1 table and 3 footnotes.) [This report was updated by Malini Roy. For the March 2010 version, see ED508803.]
A Call to Action to Raise Achievement for African American Students. Student Achievement Policy Brief #1: African American Students
Author: Kober, Nancy
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: African American Students,Mathematics Tests,Scores,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Well Being,Federal Legislation,Accountability,State Standards,Trend Analysis,Racial Differences,White Students,Achievement Gap,Asian American Students,American Indians,Hispanic American Students,Grade 4,Grade 8,High Schools,Educational Policy

One out of every six public school students in the U.S. is African American. The achievement of African American students as a group will have a significant impact on the nation's economic strength and social well-being. This brief looks at the performance of African American students on state reading and mathematics tests and considers the policy implications of these achievement trends. Part 1 of this brief summarizes key results for African Americans on the state tests used for accountability under the No Child Left Behind Act (NCLB). Included in the review are trends since 2002 in the percentages of African American students reaching various achievement levels on state tests; trends since 2002 in the black-white achievement gap; and 2008 state test results for African American students and other racial/ethnic groups. The information in part 1 is drawn from an immense set of test data from all 50 states that was gathered by the Center on Education Policy (CEP) with technical support from the Human Resources Research Organization (HumRRO) and was verified by state officials. For the past three years, CEP has used these data to do an ongoing study of state test score trends. Part 2 of this brief considers policies that could be undertaken at the local, state, and federal level to raise achievement for African American students. The authors arrived at these policy implications after reviewing studies by other researchers about possible factors underlying the black-white achievement gap and possible strategies to address this gap. Tables showing the 2008 percentages proficient in reading and math at grades 4, 8, and high school for the major racial/ethnic subgroups in each of the 50 states are appended. (Contains 7 tables and 6 footnotes.) [This policy brief was written with assistance from Victor Chudowsky, Naomi Chudowsky, and Shelby Dietz.]
State High School Exit Exams: Trends in Test Programs, Alternate Pathways, and Pass Rates
Author: Zhang, Ying
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: High Schools,Exit Examinations,Testing Programs,Nontraditional Education,State Standards,Educational Trends,Trend Analysis,Educational Policy,Academic Achievement,Achievement Gains,Achievement Gap,Achievement Rating,Achievement Tests,Educational Change,Racial Differences,Comparative Analysis

The report draws from Center on Education Policy's eight-year study of high school exit exams to identify long-term trends in state policies and student performance. It highlights a growing trend among states to establish alternate pathways to graduation for students who are struggling to pass exit exams. The report also analyzes exit exam pass rates and finds that 11 of the 16 states showed an average annual growth in the proportion of students passing the test in reading and 13 states showed average annual growth in mathematics. Although many states narrowed the gaps in initial pass rates between the various student subgroups over the years, the gaps remain large in both subjects. Appended are: (1) Studies of High School Exit Exams in 2009; (2) Methods of Study; and (3) Interview Protocols. (Contains 2 figures, 8 tables and 34 footnotes.) [The recommendations in this report were co-authored by Jack Jennings.]
Access to and Exclusion from Primary Education in Slums of Dhaka, Bangladesh. CREATE Pathways to Access. Research Monograph No. 45
Author: Cameron, Stuart
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Slums,Foreign Countries,Urban Population,Access to Education,Disadvantaged,Equal Education,Social Justice,Dropout Rate,Enrollment Rate,Educational Assessment,Institutional Characteristics,Educational Opportunities,Educational Research,Politics of Education,Political Attitudes

Bangladesh's urban population is rising fast. In the capital, Dhaka, some 4 million people live in slums. They are lacking in wealth, power and social connections; probably under-counted in national surveys; and under-served by both government and non-government organisations, many of whom still see poverty as a rural issue or see the urban poor as less deserving of help. Drawing on CREATE research from 2008, this paper highlights the extent of educational exclusion in Dhaka's slums. The results suggest that the number of children not enrolled and drop-out rates are as bad in slums as in some of the poorest rural areas of Bangladesh. Neither government nor NGOs are addressing the needs of the urban poor as fully as they should. Logistic regression estimations are appended. (Contains 8 footnotes, 10 tables, and 7 figures.)
Seeds of Their Struggle: The Features of Under- and Overage Enrolment among Grade 4 Learners in South Africa. CREATE Pathways to Access. Research Monograph No. 47
Author: Taylor, Nick
Date: 2010-10-00
Type: Reports - Research
Subjects: Dropouts,Economically Disadvantaged,Academic Achievement,School Effectiveness,Foreign Countries,Grade 4,Grade 12,Age Differences,Graduation Rate,Student Participation,Enrollment Trends,Comparative Analysis,Achievement Gains,Low Achievement,Poverty,Socioeconomic Influences,Gender Differences,Outcomes of Education,Dropout Rate,Reading Achievement,Mathematics Achievement

Using data drawn from the National School Effectiveness Study, this paper reveals that by Grade 4 35% of South African learners are overage. The study confirms what every other testing programme tells us about the poor state of learning which characterizes the system: the seeds of low pass rates at Grade 12 level, and of low participation and throughput rates in further and higher education, are sown in the first three years of schooling. What the present study adds to this picture is that overage children perform less well than their appropriately aged peers, gain less learning from one year to the next, generally come from poorer homes than their appropriately aged peers, and are predominantly male. This is a major problem in the system, and giving explicit attention to it must constitute a significant component of any strategy to address the very poor learning outcomes of the school system, the slow progress of learners through the grades, and the high rate of dropouts in the last three years of the secondary school. (Contains 7 tables, 9 footnotes, and 6 figures.)
Girls' Access to Education in China: Actors, Cultures and the Windmill of Development Management. CREATE Pathways to Access. Research Monograph No. 39
Author: Wang, Xiaojun Grace
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Females,Figurative Language,Cultural Awareness,Interaction,Foreign Countries,Sex Fairness,Access to Education,Developmental Programs,Equal Education,Womens Education,Gender Bias,Human Capital,Cultural Capital,Program Development,Program Evaluation,Program Implementation,Cultural Influences,Single Sex Classes,Skill Development,Self Esteem,Rural Areas

The world has a mixed record towards achieving EFA [Education for All] and the MDGs [Millennium Development Goals] in relation to the targets on gender equity in basic education. For researchers and practitioners, this raises the question of which factors influence the processes leading to the improvement of access and quality of girls' education and how. This case study from China examines the human and cultural dimensions of project management in determining the planning, implementation and evaluation of interventions designed to improve gender equity. The monograph combines concepts from the actor-oriented approach of development studies, with theories of culture and development management. It generates an analytical framework composed of two super ordinate &quot;cultural landscapes&quot;. One is the &quot;relational&quot; landscape with its dimensions of power distance, masculinity-femininity, and collectivism-individualism. The other is the &quot;time-orientation&quot; landscape with its dimensions of uncertainty avoidance and universalism-particularism. The &quot;cultural landscapes&quot; and dimensions provide a powerful description of how the perceptions and strategies of interaction vary and change between and within individual actors. The monograph illustrates how managers act as innovators with varied perceptions and interaction strategies influenced by multiple levels of culture, social and political contexts. Using the metaphor of a windmill, the monograph suggests that project management moves beyond the linear cyclical logic presented in many of the planning texts and manuals of development agencies. The steps and stages of development management are the windmill's blades. The cultural interactions between actors form the wind that gives the blades energy and speed. The blades run both synchronically and sequentially depending on the wind strength. The monograph recommends that development managers should move beyond superficial concerns for outputs and products to a deeper concern for human and cultural processes that lead to results for achieving EFA and the MDGs. (Contains 3 footnotes, 1 figure, and 1 table.)
Exploring the Viability of School-Based Support for Vulnerable Children: A Case Study of Two Township Schools in Johannesburg. CREATE Pathways to Access. Research Monograph No. 46
Author: Williams, Samantha E.
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Educational Philosophy,Educational Change,Nongovernmental Organizations,Foreign Countries,Partnerships in Education,Educational Assessment,Educational Indicators,Caring,Integrated Services,Program Implementation,Barriers,Participant Observation,Interviews,Student Surveys,Administrator Attitudes,Teacher Attitudes,School Support,At Risk Students,Change Strategies,Case Studies

The South African Department of Education is working with multiple non-governmental organisations (NGOs) to transform schools into &quot;caring schools&quot; that emphasise: health promotion, safety, care for orphans and vulnerable children, quality education, community engagement and respect for rights and equality. Using a qualitative case study of a primary school and a secondary school in a Johannesburg township, as well as a review of caring school models currently operating in South Africa, this research explores the degree to which the caring school philosophy can be translated into practice. Findings suggest that educators accept the caring schools theory; however, most doubted that their schools could serve such a function at present. Educators named entrenched obstacles such as teacher burden, over-sized classes, inefficient governing bodies and support teams, and inadequate training and funding to deal with learners' psychosocial issues as the main shortcomings in their schools. This research illuminates the realities of transforming schools into sites for children's services, while contributing to the debate about the function of schools in social development programming. (Contains 1 figure and 6 footnotes.)
Teachers and Access to Schooling in Ghana. CREATE Pathways to Access. Research Monograph No. 43
Author: Alhassan, Seidu
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Teacher Attendance,Foreign Countries,Access to Education,Teacher Role,Teacher Attitudes,Attendance Patterns,Teacher Behavior,Teacher Responsibility,Teacher Influence,Dropouts,Student Behavior,Principals,Supervision,Administrator Role,Educational Research,Research Needs,Teacher Student Relationship,Dropout Rate,At Risk Students,Time Management,Student Needs,Rural Schools

This paper provides insights about the specific impact teachers' actions and attitudes can have on access to schooling. The paper reports how teachers' irregular attendance, lateness and absenteeism as well as misuse of instructional hours and indiscriminate use of corporal punishment contribute to pupils' irregular attendance and dropping out. It also reports how poor supervision by head teachers contribute to irregular teacher attendance, punctuality and absenteeism, and how these in turn impacted negatively on pupils' access to schooling. The study also identifies gaps in research around teacher contribution to children dropping out of school and suggests how further research could address some of these. (Contains 6 footnotes and 2 figures.) [University of Education, Winneba provided pre-financing for this project and for the additional support for the field work.]