ethanporcaro/eric-fulltext-meta huggingface dataset:
Why Socrates Should Be in the Boardroom in Research Universities. Research &amp; Occasional Paper Series: CSHE.3.10
Author: Goodall, Amanda H.
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,College Presidents,Researchers,Role,Reputation,Scholarship,Research Universities,Productivity,Writing for Publication,Longitudinal Studies

There is an extensive literature on the productivity of universities. Little is known, however, about how different types of leaders affect a university's performance. To address this question, this paper blends quantitative and qualitative evidence. First, I establish that the best universities in the world are led by respected scholars. Next, by constructing a new longitudinal dataset, I show that the research quality of a university improves some years after it appoints a president (or vice chancellor) who is an accomplished researcher. To try to explain why scholar-leaders might improve the research performance of their institutions, I draw from interview data with twenty-six university heads in the United States and United Kingdom. These findings have policy implications for governments, universities, and a range of research and knowledge-intensive organizations. (Contains 7 figures and 27 footnotes.)
Do I Belong Here? Exploring Immigrant College Student Responses on the SERU Survey Sense of Belonging/Satisfaction Factor. SERU Consortium Research Paper. Research & Occasional Paper Series: CSHE.13.10
Author: Stebleton, Michael J.
Date: 2010-09-00
Type: Reports - Research
Subjects: Undergraduate Students,Research Universities,Student Attitudes,Student Experience,Immigrants,Satisfaction,Student Surveys,Self Concept,Age Differences,Comparative Analysis,Student Personnel Services,School Policy,Student School Relationship

The immigrant college student population will likely continue to increase. This exploratory study addresses the questions: To what extent does sense of belonging/satisfaction of recent immigrant college students differ from non-immigrant college students? Do perceived self-ratings of belonging vary by immigrant generations? This research draws on a new extensive data source, the Student Experience in the Research University (SERU) survey. Survey data from the 2009 SERU is based on the responses from 55,433 undergraduate students from six-large research institutions from across the United States. Findings suggest that immigrant students' perception of their sense of belonging and satisfaction is significantly lower than their non-immigrant peers' perceptions. Immigrant college students--whether they were a recent immigrant that arrived in the country as a child, or arrived later as a teenager or young adult, or are the children of parents born outside the U.S. (2nd generation)--consistently reported lower levels of belonging/satisfaction as compared to their 3rd or 4th generation (i.e., non-immigrant) peers. Responses within the immigrant generation groups were similar. The following implications were highlighted: effective practice and application strategies for student affairs practitioners and faculty members who work directly with immigrant college students; policy development suggestions for both academic and student affairs administrators; future research inquiries for scholars who are interested in this fast growing population of college students. (Contains 3 tables and 1 figure.)
The Multidisciplinary Imperative in Higher Education. Research &amp; Occasional Paper Series. CSHE.11.10
Author: King, C. Judson
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Undergraduate Study,Vocabulary,Natural Sciences,Engineering,Department Heads,College Graduates,College Students,Intellectual Disciplines,Interdisciplinary Approach,Higher Education,Universities,Departments,College Administration,Budgets,Instructional Leadership,Competition,Cooperation,General Education,Graduate Study,Educational Change,Colleges

Disciplines codify related knowledge and have developed powerful approaches that enable both solutions to a wide variety of problems and efficient further extension of knowledge. Individual disciplines have translated into individual departments within universities. Academic departments tend to turn inward, deepening the knowledge within the discipline. Because of this inwardness, the differing methodological approaches among disciplines, and the reward systems within disciplines and universities, it is difficult for faculty to reach outside their disciplines and departments, so as to share knowledge and/or mine knowledge at the intersections of disciplines. However, world needs and opportunities are increasingly complex and require integrated, in-depth contributions from multiple disciplines for progress. Means for universities to encourage and facilitate multidisciplinary activities include organizational structure, incentive budgeting, and leadership and resources that enable directors of multidisciplinary units to negotiate effectively with academic department chairs. Major competitive initiatives involving large resources have proven particularly effective. New universities have opportunities for multidisciplinary research and teaching that would be much more difficult within existing universities. Today's university graduates must be able to work effectively with persons from other disciplines and understand enough of the basic vocabulary and methodologies of other disciplines to enable that collaboration. A liberal undergraduate education addresses those needs, where the definition of &quot;liberal&quot; encompasses courses reflecting many different disciplines, including the natural sciences and even some engineering. Professions are properly placed at the graduate level, built upon a foundational liberal education. Engineering should join the other professions by changing to that structure. (Contains 23 endnotes.)
Make Time to Talk: Language Building Tips for Center-Based Child Care Providers
Author: National Institute for Literacy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Child Caregivers,Thinking Skills,Child Care,Language Skills,Language Usage,Vocabulary Development,Oral Language,Young Children

Everyone knows that it's important to talk every day with each child, using the kind of talk that builds language and thinking skills. The phrase MAKE TIME TO TALK is to help child care providers remember things they can do when talking to children to help them learn new vocabulary and how to use language to express their ideas and needs, and that helps them have fun with language. These tips are offered to center-based child care providers and home-based child care providers. [Make Time to Talk is based on the National Institute for Literacy publication Learning to Talk and Listen (2009), and the National Early Literacy Panel Report (2009). This publication was produced for the RMC Research Corporation.]
Learning to Talk and Listen: An Oral Language Resource for Early Childhood Caregivers
Author: Goodson, Barbara
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Preschool Children,Interpersonal Communication,Oral Language,Language Skills,Emergent Literacy,Listening Comprehension,Sentence Structure,Language Research,Language Acquisition,Basic Skills,Reading Achievement,Caregivers

This paper is intended for early childhood caregivers--teachers in centers and those caring for children in homes. It is intended to help caregivers learn more about how children develop the ability to "use words" to communicate their thoughts and needs and ask questions, and to "understand language they hear" in conversations and in books. Why is this important? Because preschool children's understanding of the meaning of words and concepts and of other aspects of language such as sentence structure and listening comprehension, which they learn through their language interactions, are key foundational skills for later reading achievement. This booklet starts by summarizing the research on children's language development. It then presents themes about how to help children build their oral language skills during the preschool years. Teachers can use this resource to: (1) learn about the development of oral language skills in the preschool years; (2) understand the important role that oral language skills play in children's later reading and thinking skills, and (3) find out how to create an environment that helps children build strong oral language skills. A Quick Reference Guide to literacy terms is provided at the end of this booklet. [This report was written with Peggy Simon and Chris Dwyer. This report was based on the research findings from "Developing Early Literacy: Report of the National Early Literacy Panel" (2009) (ED504224).]
Emerging Technologies in Adult Literacy and Language Education
Author: Warschauer, Mark
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Technological Advancement,Information Technology,Technology Uses in Education,Adult Literacy,Adult Basic Education,Video Technology,Telecommunications,Web Sites,Electronic Publishing,Games,Handheld Devices,Computer Software,Collaborative Writing,Audiovisual Aids,Indexes,Writing Evaluation,Automation,Computer Networks,Social Networks,Computer Simulation,Laptop Computers,Professional Development

Although information and communication technologies have become an integral part of life in the United States, they have not yet been adequately integrated into adult language and literacy programs. This raises concerns because of the potential value of technology for enhancing learning and because of the vital role of technological proficiency as a gatekeeper for occupational success and full civic participation. Research findings on the impact of technology in education are mixed, but a few studies among adult learners suggest benefits worth exploring. This paper describes the potential contribution of emerging technologies to adult literacy and language education and the opportunities and challenges involved in incorporating these technologies into adult education programs. Various emerging technologies (those arising or undergoing fundamental transformation in the last decade) are described, ranging from audio and video production to games, wikis and blogs, to mobile devices, cell phones and open-source software. Relevant research is reviewed, and the costs, difficulties and advantages of deploying various technological approaches in adult education are discussed. Although current research is insufficient to urge wholesale adoption of the technologies described, many--especially low-cost mobile devices--warrant further investigation as potentially valuable tools for adult educators and learners.
National Institute for Literacy. Literacy Information and Communication System ("LINCS")
Author: National Institute for Literacy
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Numeracy,Job Skills,Literacy,Postsecondary Education,Training,Reading Achievement,Mathematics Achievement,Writing Achievement,Family Literacy,Adult Literacy,Adult Basic Education,Reading Comprehension,Discussion Groups,Vocabulary,Semantics,Basic Skills,Word Study Skills

Students need a strong foundation in reading, writing, math, and numeracy to be successful in GED preparation, in work readiness programs, and in post-secondary education and training. The resources in the Basic Skills Collection that will assist in providing this foundation include research articles, materials and curriculum based on research, and discussion lists that can be used to ask questions and share ideas. This paper features the Basic Skills Collection, which covers the topics of reading, writing, math, and numeracy.
National Institute for Literacy. Literacy Information and Communication System ("LINCS")
Author: National Institute for Literacy
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Program Improvement,Learning Disabilities,Family Literacy,Adult Literacy,Basic Skills,Evaluation,Adult Education,Faculty Development,Discussion Groups,Social Networks,Postsecondary Education,Labor Force

Each month, the Literacy Information and Communication System ("LINCS") will feature one of the three LINCS Resource Collections--Basic Skills, Program Management, and Workforce Competitiveness--and introduce research-based resources that practitioners can use in their adult and family literacy programs and classrooms. This edition features the Program Management Collection, which covers the topics of Assessment, Learning Disabilities, and Program Improvement.
Afterschool: Providing Multiple Benefits to Middle School Students. MetLife Foundation Afterschool Alert. Issue Brief No. 42
Author: Afterschool Alliance
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Middle School Students,Middle Schools,After School Programs,Youth Programs,Early Adolescents,Barriers,Student Participation,Student Needs,Adolescent Development,Student Attitudes,At Risk Students,Disadvantaged Youth,Urban Areas

Afterschool programs across the country provide critically needed services to the nation's children and families; however, many afterschool providers find it difficult to serve youth once they enter middle school. Middle school youth have a unique set of social, emotional and academic needs, and afterschool successfully weaves these together, using enriching and engaging activities to support the whole child. Afterschool offers multiple benefits to these young adolescents, but only if the barriers to participation are removed, and youth are given the opportunity to meaningfully participate. (Contains 11 endnotes.)
Afterschool: A Place for Older Youth to Mentor and Be Mentored. Afterschool Alert. Issue Brief No. 40
Author: Afterschool Alliance
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Mentors,Youth,After School Programs,Youth Programs,Child Development,Self Esteem,Interpersonal Competence,Barriers,Transitional Programs,Leadership Training

All young people have the potential to succeed in life and contribute to society; however, not all youth get the support they need to thrive. Mentoring programs help give youth the confidence, resources and skills they need to reach their potential. Afterschool programs offer an ideal platform in which to implement the necessary components of a successful mentoring program, ensuring positive outcomes for all participants. (Contains 16 endnotes.)
Afterschool and Global Competence: Expanding and Enhancing Learning Opportunities. Afterschool Alert. Issue Brief No. 41
Author: Afterschool Alliance
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Global Education,Educational Opportunities,After School Programs,Equal Education,Global Approach,Competition,Computer Literacy,Cultural Pluralism,Consciousness Raising,Skill Development

The 21st century is a global one, and the U.S. must prepare the next generation to be knowledgeable about world regions and global issues and to communicate across cultures and languages. In order to become successful in a global age, all students from all backgrounds will need an array of educational opportunities--both during the school day and beyond--to become globally literate. This issue brief discusses the importance of global competence and describes some of the ways afterschool programs successfully facilitate global learning. (Contains 11 endnotes.)
The S.T.A.R. System
Author: Showah, Anthony James
Date: 2010-08-01
Type: Opinion Papers
Subjects: Creativity,Inclusive Schools,Academic Achievement,Cooperation,Educational Environment,Disabilities,Special Education,Special Needs Students,Educational Practices,Educational Improvement,School Effectiveness,Program Descriptions,Individualized Education Programs,Student Projects,School Activities,Urban Schools,Poverty,Family School Relationship,School Community Relationship

This system aims to improve the communication, collaboration, critical thinking, and creativity in schools that serve students with disabilities, especially those in urban and/or high-poverty settings. The STAR system outlines five practices that build a more adaptive and inclusive education environment while utilizing modes of communication and collaboration amongst school staff and students' families to benefit each student's ability to be an active and integral part of their own community. The STAR system utilizes four major components of a child's educational environment, the students themselves, teachers, administrators, and relatives (that being family or guardians). In the STAR system, these components work collaboratively to support and reinforce each student's academic and social progress and achievement. Each of the five practices in the STAR system encourages collaborative work, community interactions, and positive socialization to improve every student's motivation and investment in education. With the STAR system, schools may begin to close the achievement gap by creating a positive culture that flows reciprocally from the school into the community.
Generative Adolescent Mathematical Learners: The Fabrication of Knowledge
Author: Lawler, Brian R.
Date: 2008-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Constructivism (Learning),Mathematics Education,Student Behavior,Peer Relationship,Student Surveys,Questionnaires,Video Technology,Teacher Attitudes,Learning Processes,Equal Education,Social Justice,Learning Theories,Postmodernism,Critical Theory,Epistemology,Mathematics Instruction,Student Characteristics,Student Attitudes,Teacher Student Relationship,Self Efficacy,Antisocial Behavior,High School Students,Case Studies,Interviews,Observation,Classroom Research,Urban Schools,Mathematics Teachers

This dissertation is embedded in a deconstruction of the field of Mathematics Education in order to reconstitute the mathematics student as a generative mathematical learner. The purpose of the dissertation is to understand how generative adolescent mathematical learners (GAMLs) maneuver through their mathematics courses while maintaining such a disposition. As a result, an initial model of constitutive characteristics of the GAML emerged. A generative disposition is meant to characterize the learner as someone who operates mathematically in ways that reflect an internal sense of authority for knowing and a constructive orientation to the knowledge they come to know. Drawing upon the radical constructivist teaching experiment methodology, I conducted a poststructural qualitative inquiry of students' experiences that may have informed a generative disposition, their orientation toward mathematical knowledge, and the role of schooling in the interactions of these students. I co-taught the mathematics classes of the studies' three students during April 2005 and interacted with the students as both teacher and classroom researcher. Field notes served as a primary data source, with some classroom episodes and student interviews videotaped in order to aid in the retrospective analysis that followed. Case studies were first developed, and then used to enrich an initial definition of the GAML. The GAMLs of this study relied on their own thinking to come to know. Confirmation of their teachers' judgments that they were competent thinkers was strongly evident. The three GAMLs demonstrated confidence in what they knew and in their potential to come to know. They considered that mathematics is a human activity and were mathematically interactive among their classroom peers. Further, they enjoyed a high social and academic status among their classroom peers. A disconnection was observed in the three GAMLs between observed classroom behavior and their observed generativity. In particular, they rejected schooling in various ways and engaged in deviant classroom behavior. Appendixes include: (1) Student Identification Request; (2) Subject Survey; (3) Subject Mathography; (4) Subject Interview 1 Protocol; (5) Subject Interview 2 Protocol; (6) Subject Video Mathography; (7) Subject Interview 3 Protocol; and (8) Former Teacher Interview Protocol. (Contains 101 footnotes, 5 tables, and 7 figures.)
Language Issues in Teaching and Learning of Mathematics
Author: Nath, Baiju. K.
Date: 2009-00-00
Type: Information Analyses
Subjects: Mathematics Education,Literature Reviews,Educational Research,Mathematics Instruction,Language Processing,Language Research,Learning Processes,Language Usage,Classroom Techniques,Teaching Methods,Classroom Communication,Classroom Environment,Student Attitudes,Negative Attitudes

Today as in the past, many students struggle with mathematics and become affected as they continually encounter obstacles to engagement. Mathematics is generally seen as a difficult subject and how this subject is communicated to pupils will influence how pupils learn the subject. Classroom routines play an important role in developing students' mathematical thinking and reasoning. Language makes it possible for the child to objectify and conceptualize his world and himself and to share the responsibility for his destiny. Language is a prime vehicle of expression and exchange of thought in the classroom. Studies over a period 1956-2007 addressed language issues in mathematics learning were reviewed. The studies reviewed stress the necessity of adequate language input in teaching of mathematics.
Title III Accountability: Behind the Numbers. ESEA Evaluation Brief: The English Language Acquisition, Language Enhancement, and Academic Achievement Act
Author: Boyle, Andrea
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Politics of Education,Accountability,Language Proficiency,Limited English Speaking,Second Language Learning,Technical Assistance,Program Effectiveness,Grants,English (Second Language),Federal Legislation,Standards,Educational Legislation,Data Collection,Educational Improvement,Educational Objectives,Student Evaluation,Measures (Individuals),Educational Indicators,Federal Programs,Tables (Data)

&quot;Title III Accountability: Behind the Numbers&quot; (2010) summarizes data reported by states in their Consolidated State Performance Reports (CSPRs) for 2004-05 through 2007-08. The CSPRs are annual reports required under the Elementary and Secondary  Education Act (ESEA) that states use to submit information to the U.S. Department of Education about their activities and outcomes related to specific ESEA programs. The CSPR data reflect states' direct reports as of March 2009 and have not been validated by the U.S. Department of Education or other external parties. Key findings from the brief are as follows: (1) Because states have used a wide variety of definitions and other features to set their Annual Measurable Achievement Objectives (AMAO) targets, it is very difficult to compare districts across states. Additionally, these definitional variations, along with differences in the English Learning Proficiency (ELP) assessments themselves, make the targets easier to reach in some states than in others; (2) AMAO 2: States also use a variety of approaches in determining whether ELs are &quot;attaining English language proficiency.&quot; For example, some states include all EL students in applying their AMAO 2 target. Others include only the subset of English Learner (EL) students who were identified as likely to achieve proficiency within the reporting period, an approach ED now prohibits beginning with the 2009-10 reporting year. Additionally, even states using the same ELP assessment establish different cut scores for determining proficiency; and (3) Analysis of districts in three states selected for this brief indicates that half the districts that were designated for Title III improvement in 2007-08 also were designated for improvement under Title I in that year. However, this analysis also indicates that many districts that missed their AMAOs under Title III were still able to make their Title I Adequate Yearly Progress (AYP) targets. These districts tended to be disproportionately small and rural. (Contains 9 exhibits and 32 notes.) [This paper was written with the assistance of Judith Wilde. For the companion reports, see &quot;Title III Accountability and District Improvement Efforts: A Closer Look&quot; (ED511983) and &quot;Title III Policy: State of the States&quot; (ED511984).]