ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaming and Achievement. Research Brief
Author: Muir, Mike
Date: 2003-11-24
Type: Reports - Descriptive
Subjects: Academic Achievement,At Risk Students,Evidence,Teaching Methods,Team Teaching,Teamwork,Educational Resources,Performance Factors,Teacher Collaboration

Teaming is certainly being pointed to as a strategy to improve learning for at risk students. Whether teaming is actually effective at improving student achievement seems to have mixed findings. Some studies find no significant differences for reading, math, science, and social studies achievement, where others state "evidence abounds suggesting that teaming results in higher achievement in math, reading and language arts skills." There is hard research on teaming, however, but most of it comes from the middle school level. The key factor for positively increasing student achievement through teaming seems to be the extent to which the team uses the team structure to focus on learning activities. The general consensus from the research on teaming is that it is beneficial on several levels. Outcomes include improvements to work climate, parental contact, job satisfaction, and higher student achievement. Critical issues for schools to consider on the path to teaming include: (1) The first is that after teams have been formed, teachers must focus on learning to work together as well as what types of activities they will undertake as a group; (2) Second is that common planning time is a critical component of a team's success; (3) Third, teams with fewer students engage more frequently in team activities and have more positive interactions among team members; and (4) And finally, teams that have been working together for a longer period of time have benefited from the longevity of their team relationship as evidenced by more coordination activities as well as greater feelings of success in their work. (Contains 5 online resources.)
Improving Test Scores. Research Brief
Author: Walker, Karen
Date: 2003-00-00
Type: Reports - Evaluative
Subjects: Testing,Standardized Tests,Test Preparation,Educational Improvement,Scores,Change Strategies,Educational Strategies,Educational Resources,Achievement Need,Educational Change

What strategies can improve test scores? According to research done by Amrein and Berliner, who studied 18 states with high stakes testing, their conclusion was that students did not necessarily score higher and often remained at the same level prior to the introduction of the high stakes testing. In other research done by Carnoy and Loeb, their findings indicated that students did better on national tests when there was a high level of accountability from the districts to the adults who were working with the students. Based on the results from states that have had high stakes testing, there are some issues and items of concern that will most likely arise when they are initiated. These include: (1) Scores will most likely rise the first 3-4 years because of the added attention on spending a great deal of time on test preparation; (2) Where bonuses to teachers have been offered, that has not proven to be successful due to issues such as varying groups of students each year and high student mobility rates; and (3) For those schools that had been identified as being low performing, how successful have the sanctions been in terms of higher student achievement? One recommendation made was that instead of schools being compared year-to-year, that students be compared to themselves to assess individual growth. (Contains 11 online resources.)
Teacher Intimidation by Students. Research Brief
Author: Muir, Mike
Date: 1998-00-00
Type: Reports - Descriptive
Subjects: Bullying,Discipline,Student Behavior,Boards of Education,Lawyers,Students,Teachers,Violence,Intervention

What is the best course of action when students engage in non-aggressive  intimidation of teachers? Fortunately, only about 34% of teachers in Wyoming report ever being harassed, threatened or intimidated by students at anytime during their career. As such, Wyoming Schools are considered some of the safest working environments for teachers in the United States. Because Wyoming teachers are so seldom harassed or intimidated by students there are very few (if any) specific laws, rules or regulations regarding such behavior. Student behavior that intimidates teachers may be dealt with using a statute that permits suspension or even expulsion in cases where a student's behavior is, in the judgment of the local board of trustees, clearly detrimental to the education, welfare, safety or morals of other pupils, including the use of foul, profane or abusive language or habitually disruptive behavior. &quot;However, because the behavior of the students is not overtly aggressive, a conference with your school board attorney is a good first step before disciplinary action is taken in this situation.&quot; While there may be grounds for disciplinary intervention under this statute, it may be more useful to explore current research pertaining to bullying in schools as the students' behavior clearly falls within the definitions of school bullies. A solution would seem to have two parts; first, quickly and firmly intervening with the offending students, and working with faculty and staff to develop a comprehensive anti-bullying program for the school. (Contains 5 online resources.)
Hungry for Success--Further Food for Thought. A Report on the Implementation of &quot;Hungry for Success: A Whole School Approach to School Meals in Scotland&quot;
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Secondary Schools,Foreign Countries,Child Health,Obesity,Elementary Schools,Nutrition,Eating Habits,Educational Improvement,Food,Health Promotion,Program Implementation,Program Effectiveness,School Districts

This is the second progress report on &quot;Hungry for Success.&quot; It includes evidence from primary, special and secondary schools. The report finds that &quot;Hungry for Success&quot; has been successful in meeting many of its aims. There have been notable improvements in the quality of school meals in Scotland. Improvements in the nutritional quality of meals have been accompanied by greater encouragement and opportunity to eat healthily. In particular, primary schools have continued to make good progress in achieving improvements and establishing healthy eating firmly within the context of heath promotion. Progress in secondary schools has been slower. In part this relates to a lack of priority and urgency in implementing &quot;Hungry for Success&quot; in secondary schools. In part it relates to the influence of adolescent culture with its increased peer, societal and commercial pressures and greater freedom to go beyond school grounds at lunchtimes. The period of successful implementation of &quot;Hungry for Success&quot; has unfortunately been paralleled by increasing levels of childhood obesity and inactivity and a greater awareness of the impact of these on the lives of children and young people in Scotland. This report therefore makes proposals on two fronts. Firstly, it makes recommendations to achieve the effective implementation of &quot;Hungry for Success&quot; across all schools and identifies a range of good practice, which will support local authorities and schools in securing continuous improvement. Secondly, the concluding section raises the question of whether &quot;Hungry for Success,&quot; even if implemented well across all schools, will, on its own, be sufficient to address current problems. It calls for the further development of the policy framework for health and nutrition, including possible limitations on choice and an increased focus on the responsibilities of a wide range of contributors. (Contains 8 footnotes.)
Frequently Asked Questions Concerning Future Enrollment Growth at California's Public Universities: Information from the California Postsecondary Education Commission
Author: California Postsecondary Education Commission
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Eligibility,Universities,Master Plans,State Legislation,State Colleges,Educational Planning,Student Characteristics,Financial Support,College Students,Educational Finance,Enrollment

This document presents questions and answers to some frequently asked questions concerning enrollment growth funding limitations and its implications at California's public universities. These questions include: (1) What is &quot;enrollment growth funding&quot; and what actions has the Legislature taken that would impact the funding of future enrollment growth at the State's public universities?; (2) How many additional students had been expected to enroll in the State's public universities in 2004-05 relative to the current year?; (3) What are the characteristics of these 19,000 additional students who were projected to enroll in the State's public university systems in 2004-05?; (4) How much additional State funding would typically be required in order to educate these 19,000 additional students at California's public universities next year?; (5) If the State fails to provide the estimated $140 million in enrollment growth funding needed to support the projected 19,000 additional students does this mean that these students will not be able to enroll in the University of California and the California State University?; and (6) Doesn't California's Master Plan for Higher Education require the University of California and the California State University to admit and enroll all eligible students? Won't the university systems be violating State law if they place limitations on student enrollments?
Parts Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 2708.1
Author: Alberta Advanced Education and Technology
Date: 2008-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Human Relations,Auto Mechanics,Motor Vehicles,Clerical Workers,Electronic Equipment,Equipment Maintenance,Mechanics (Process),Apprenticeships,Course Descriptions,Program Descriptions,Training,Paraprofessional Personnel,Industry,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Parts Technician Apprenticeship Program is a certified journeyperson who will be able: (1) have a comprehensive knowledge and understanding of the printed catalogue as well as the electronic systems and methods used in the identification, location, and supplying of parts and assemblies to repair shops and individuals; (2) know the characteristics and understand the actions and interactions of those skills and knowledge required to co-ordinate and determine the most favourable behaviour of parts and material inventories maintained by dealers, jobbers and other types of outlets; (3) relate to the work of other trades associated with the Parts Technician industry; (4) be knowledgeable in all aspects of the proper procedural methods for the safe handling and warehousing of all classes of parts and materials; (5) demonstrate the accurate, prompt identification and application of parts and assemblies required to maintain the serviceable condition of pleasure, commercial, industrial and agricultural vehicles and machines; (6) demonstrate the productive application of skills and knowledge necessary to initiate and develop effective communication with the intelligent use of the telephone, facsimile, memos and have an adequate understanding of electronic and computerized equipment in the present day parts business; (7) demonstrate the ability to recognize and develop situations which are particularly relevant to customer satisfaction, human relations and product promotion; (8) cultivate an attitude or work ethic which will encourage the practice of good interpersonal skills and honesty; (9) maintain a standard of professionalism suitable to the position of responsibility held by the Parts Technician; (10) adapt and develop ability to move with confidence between sectors of the trade; (11) possess the ability to assess problems and provide corrective measure as they occur; and (12) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Parts Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training Parts Technician Branch; (3) Second Period Technical Training Materials Technician Branch; and (4) Third Period Technical Training.
Recreation Vehicle Service Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 4507.1
Author: Alberta Advanced Education and Technology
Date: 2007-00-00
Type: Guides - Classroom - Learner
Subjects: Paraprofessional Personnel,Maintenance,Apprenticeships,Foreign Countries,Industry,Recreation,Course Descriptions,Occupational Safety and Health,Job Skills,Certification,Technical Education

The graduate of the Recreational Vehicle Service Technician apprenticeship program is a certified journeyperson who will be able to: (1) know the standards and regulations that relate to recreation vehicles; (2) install, repair and maintain LP gas distribution systems and appliances; (3) install, repair and maintain plumbing and electrical systems; (4) be proficient in the use and maintenance of shop tools, instruments and equipment; (5) install, repair &amp; maintain exterior structural components, coverings and fixtures; (6) install, repair &amp; maintain interior components and fixtures; (7) install, repair &amp; maintain interior and exterior accessories; (8) understand workplace etiquette and productivity objectives; (9) know the Occupational Health and Safety (OH&amp;S) and dangerous goods regulations as they relate to the RV Industry; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of the Recreational Vehicle Service Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Outdoor Power Equipment Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 5111.1
Author: Alberta Advanced Education and Technology
Date: 2011-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Engines,Power Technology,Mechanics (Process),Equipment Maintenance,Apprenticeships,Course Descriptions,Program Descriptions,Training,Paraprofessional Personnel,Industry,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Outdoor Power Equipment Technician apprenticeship program is a certified journeyperson who will be able to: (1) supervise, train and coach apprentices; (2) service, maintain, repair and rebuild outdoor power equipment and outdoor power equipment accessories; (3) communicate clearly with customers, staff, suppliers, as required; (4) work in accordance with the laws and regulations governing the industry; (5) work safely, and ensuring the safety of other workers and the general public; and (6) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Outdoor Power Equipment Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Common Technical Training; (2) Second Period Common Technical Training; (3) Final Period Power Branch Technical Training; and (4) Final Period Recreational Branch Technical Training.
Fees at California's Public Colleges and Universities. Report 09-04
Author: Fuller, Ryan
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: Governing Boards,Community Colleges,Undergraduate Students,Fees,Graduate Students,State Colleges,Educational Finance,Comparative Analysis,Professional Education,In State Students

Fees at California's public colleges and universities have increased in the past two decades, but are still lower than fees at comparable institutions in other states. Fees for full-time undergraduate students at the University of California (UC) were $8,027 in 2008-09 and fees at California State University (CSU) were $3,849. Fees are likely to rise for the 2009-10 school year. The Governor's budget proposes to raise fees at UC by 9.3% and at CSU by 10%. Fee increases would generate an additional $130 million in revenue at CSU and an additional $107 million at UC. The CSU Board of Trustees and the UC Board of Regents will hear fee increase proposals at their March or May 2009 meetings that will most likely match the Governor's proposal.
Locksmith: Apprenticeship Course Outline. Apprenticeship and Industry Training. 5008.1
Author: Alberta Advanced Education and Technology
Date: 2008-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Structural Elements (Construction),Building Trades,Apprenticeships,Course Descriptions,Program Descriptions,Training,Industry,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Locksmith apprenticeship program is a certified journeyperson who will be able to: (1) apply the principles of Locksmithing; (2) handle orders of locks, safes and allied equipment; (3) operate and service the tools and machinery as used in the Locksmith trade; (4) perform the installation of locks and allied equipment; (5) identify the operation of locks and safes; (6) identify and apply the principles of locking devices; (7) identify and apply the principles of safes and allied equipment; (8) identify municipal, provincial and federal statutes; (9) apply in depth knowledge of codes and specifications; (10) apply knowledge of master keying; (11) identify and apply life safety codes and regulations; (12) relate to other trades working in the same environment; and (13) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Locksmith Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
College-Going Rates of California Public High School Graduates: Statewide and Local Figures. Working Paper WP/06-03
Author: California Postsecondary Education Commission
Date: 2006-09-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,State Universities,Community Colleges,College Bound Students,College Attendance,Graduation Rate,Gender Differences,Ethnicity,Educational Trends,Trend Analysis

The percentage of public high school graduates entering the University of California (UC) and the California State University (CSU) has increased in the last two years, offsetting the downturn that occurred between 2001 and 2003. In 2005, 9.8% of California public high school graduates entered CSU and 6.4% entered UC. College-going rates for CSU are now well above the rates of the late 1990s. The recovery was weaker for UC, where college going rates now stand at about the same level as the late 1990s.
How Good Is Our School? The Journey to Excellence: Part 3
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-03-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Foreign Countries,Educational Quality,Educational Improvement,Educational Innovation,Change Strategies,Self Evaluation (Groups),Educational Indicators,Outcomes of Education,Educational Needs,Educational Policy,Educational Administration,Instructional Leadership,Educational Experience,Teacher Role,School Community Relationship,Teacher Competencies,Self Evaluation (Individuals)

This revised edition of &quot;How good is our school?&quot; replaces all previous versions. Along with a revised edition of &quot;Child at the Centre,&quot; this document forms the third part of &quot;How good is our school? The Journey to Excellence.&quot; The set of quality indicators continue to provide the core tool for self-evaluation for all schools, but they are now complemented by the very useful materials in other parts of &quot;The Journey to Excellence&quot; series. The indicators within &quot;How good is our school?&quot; reflect the developing context within which schools now operate. They focus specifically on the impact of schools in improving the educational experience and lives of Scottish pupils through learning and their successes and achievements, particularly the broad outcomes for learners within &quot;A Curriculum for Excellence&quot; and the vision statement for Scotland's children. This emphasis on impact and outcomes reinforces the principle that self-evaluation is not an end in itself. It is worthwhile only if it leads to improvements in the educational experiences and outcomes for children and young people, and to the maintenance of the highest standards where these already exist. &quot;How good is our school?&quot; is about achieving just that. It builds on good practice in schools and classrooms across Scotland and internationally, and is designed to help staff to evaluate their current performance and to identify priorities for action. Increasingly, schools are improving the quality of learning through actions which are imaginative and innovative. &quot;The Journey to Excellence&quot; provides sets of tools which can be used to bring about continuous improvement in learning. Creativity, problem solving, innovation and learning from others' experiences are features of such change. &quot;Journeys to Excellence,&quot; the digital resource which forms Part 5 of this series, will provide stories of those who have made significant progress in their own journeys towards excellence. Appended are: (1) The quality framework; (2) The six-point scale; (3) The relationship between the quality framework of indicators and the ten dimensions of excellence; (4) A common approach across all public services; (5) Evidence for self-evaluation; and (6) Calendar of activities. (Contains 22 footnotes.)