ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeking Better Lives by Becoming Teachers in Rural South Georgia: Case Study
Author: Moffett, David W.
Date: 2011-10-21
Type: Reports - Research
Subjects: Higher Education,Teacher Education Programs,Poverty,Educational Opportunities,Rural Areas,Case Studies,Unemployment,Access to Education,Economic Factors,Educational Experience

For four years the Investigator studied students in South Georgia attempting to become teachers. Three themes emerged impacting study subjects most. They are location, teacher education program, and the economy. South Georgia is one of the poorest rural regions in the United States. People are often place-bound and they endure chronic underemployment and inter-generational poverty. Higher education is a way up and out of poverty but difficult to access.  A college opened satellite campuses to provide higher education opportunities for students who would otherwise not have access to a teacher education degree. The study focuses on challenges students experienced in the degree programs and issues with those programs and the college. Larger economic issues in the United States from 2007-2011 and their impact on the students, program, college, and region are also discussed. (Contains 1 figure.)
The Interface of Adventure Education and Religious Education: A Study of Curriculum Interrelations
Author: Shackles, Tom A.
Date: 1991-00-00
Type: Reports - Research
Subjects: Adventure Education,Figurative Language,Religious Education,Philosophy,Ethics,Individual Development,Curriculum

This study looks at two curriculum areas; adventure education and religious education. Each is examined separately to establish common ground for the interface. This interface is then explored in some depth. This study seeks to show the contribution that religious education can make in developing and executing a response to issues that will arise within adventure education programs that are religious in nature, i.e., questions of personal meaning and purpose. The focus of philosophical research in religious education is often on issues related to its ethical appropriateness in an institutional setting. Little has been done to explore the ways in which personal experience can be used as metaphor for issues in the religious quest. This study argues that adventure education can make a significant contribution at this point, to religious education. These findings arise from a conceptual analysis of adventure education and religious education viewed as jointly concerned with human development. Within this analysis, special attention is given to religious education as a cyclic process. Key components of the more amorphous adventure education are identified, and it is deduced that curriculum enhancement flows both ways as a result. In short, the study concludes that adventure education and religious education interface through human development, that both religious education and adventure education can contribute to the other and that adventure education is in fact deficient without this contribution. (Contains a bibliography.)
Check &amp; Connect. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Evidence,Intervention,Emotional Disturbances,At Risk Students,Program Effectiveness,Standards,Learner Engagement,Program Evaluation

&quot;Check &amp; Connect&quot; is designed to promote students' engagement with school and learning. Students may be referred to the program if they exhibit academic, emotional, or behavioral warning signs. &quot;Check &amp; Connect&quot; is implemented by a monitor, who is a combination of a student mentor, an advocate, and a service coordinator. The monitor's primary goal is to keep education a salient issue for disengaged students and their teachers and family. Student levels of engagement (such as attendance, grades, and suspensions) are &quot;checked&quot; regularly and used to guide the monitors' efforts to increase and maintain the students' &quot;connection&quot; with school. The What Works Clearinghouse (WWC) identified 25 studies of &quot;Check &amp; Connect&quot; for children classified as having an emotional disturbance that were published or released between 1989 and 2011. No studies of &quot;Check &amp; Connect&quot; that fall within the scope of the Children Classified as Having an Emotional Disturbance review protocol meet WWC evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of &quot;Check &amp; Connect&quot; on children classified as having an emotional disturbance or students at risk for classification. Additional research is needed to determine the effectiveness or ineffectiveness of this intervention. A glossary of terms and criteria for study rating, effectiveness rating, and extent of evidence is included. (Contains 2 endnotes.)
The Nation's Report Card Reading 2009 State Snapshot Report. Mississippi. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Mississippi was 211. This was lower than the average score of 220 for public school students in the nation. The average score for students in Mississippi in 2009 (211) was not significantly different from their average score in 2007 (208) and was higher than their average score in 1992 (199). In 2009, the score gap between students in Mississippi at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (48 points). The percentage of students in Mississippi who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2009. This percentage was not significantly different from that in 2007 (19 percent) and was greater than that in 1992 (14 percent). The percentage of students in Mississippi who performed at or above the NAEP &quot;Basic&quot; level was 55 percent in 2009. This percentage was not significantly different from that in 2007 (51 percent) and was greater than that in 1992 (41 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Minnesota. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Minnesota was 223. This was higher than the average score of 220 for public school students in the nation. The average score for students in Minnesota in 2009 (223) was not significantly different from their average score in 2007 (225) and was not significantly different from their average score in 1992 (221). In 2009, the score gap between students in Minnesota at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Minnesota who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2009. This percentage was not significantly different from that in 2007 (37 percent) and was greater than that in 1992 (31 percent). The percentage of students in Minnesota who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2009. This percentage was not significantly different from that in 2007 (73 percent) and was not significantly different from that in 1992 (68 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Michigan. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Michigan was 218. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Michigan in 2009 (218) was not significantly different from their average score in 2007 (220) and was not significantly different from their average score in 1992 (216). In 2009, the score gap between students in Michigan at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Michigan who performed at or above the NAEP &quot;Proficient&quot; level was 30 percent in 2009. This percentage was not significantly different from that in 2007 (32 percent) and was not significantly different from that in 1992 (26 percent). The percentage of students in Michigan who performed at or above the NAEP &quot;Basic&quot; level was 64 percent in 2009. This percentage was not significantly different from that in 2007 (66 percent) and was not significantly different from that in 1992 (62 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Massachusetts. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Massachusetts was 234. This was higher than the average score of 220 for public school students in the nation. The average score for students in Massachusetts in 2009 (234) was not significantly different from their average score in 2007 (236) and was higher than their average score in 1992 (226). In 2009, the score gap between students in Massachusetts at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1992 (39 points). The percentage of students in Massachusetts who performed at or above the NAEP &quot;Proficient&quot; level was 47 percent in 2009. This percentage was not significantly different from that in 2007 (49 percent) and was greater than that in 1992 (36 percent). The percentage of students in Massachusetts who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2009. This percentage was not significantly different from that in 2007 (81 percent) and was greater than that in 1992 (74 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Maryland. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Maryland was 226. This was higher than the average score of 220 for public school students in the nation. The average score for students in Maryland in 2009 (226) was not significantly different from their average score in 2007 (225) and was higher than their average score in 1992 (211). In 2009, the score gap between students in Maryland at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (49 points). The percentage of students in Maryland who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was greater than that in 1992 (24 percent). The percentage of students in Maryland who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2009. This percentage was not significantly different from that in 2007 (69 percent) and was greater than that in 1992 (57 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Maine. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Maine was 224. This was higher than the average score of 220 for public school students in the nation. The average score for students in Maine in 2009 (224) was not significantly different from their average score in 2007 (226) and was lower than their average score in 1992 (227). In 2009, the score gap between students in Maine at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1992 (38 points). The percentage of students in Maine who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was not significantly different from that in 1992 (36 percent). The percentage of students in Maine who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2009. This percentage was not significantly different from that in 2007 (73 percent) and was smaller than that in 1992 (75 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Louisiana. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Louisiana was 207. This was lower than the average score of 220 for public school students in the nation. The average score for students in Louisiana in 2009 (207) was not significantly different from their average score in 2007 (207) and was higher than their average score in 1992 (204). In 2009, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1992 (45 points). The percentage of students in Louisiana who performed at or above the NAEP &quot;Proficient&quot; level was 18 percent in 2009. This percentage was not significantly different from that in 2007 (20 percent) and was not significantly different from that in 1992 (15 percent). The percentage of students in Louisiana who performed at or above the NAEP &quot;Basic&quot; level was 51 percent in 2009. This percentage was not significantly different from that in 2007 (52 percent) and was greater than that in 1992 (46 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Kentucky. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Kentucky was 226. This was higher than the average score of 220 for public school students in the nation. The average score for students in Kentucky in 2009 (226) was higher than their average score in 2007 (222) and was higher than their average score in 1992 (213). In 2009, the score gap between students in Kentucky at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Kentucky who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2009. This percentage was not significantly different from that in 2007 (33 percent) and was greater than that in 1992 (23 percent). The percentage of students in Kentucky who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2009. This percentage was not significantly different from that in 2007 (68 percent) and was greater than that in 1992 (58 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]