ethanporcaro/eric-fulltext-meta huggingface dataset:
Notes on Teaching 9/11. Footnotes. Volume 16, Number 09
Author: Luxenberg, Alan
Date: 2011-09-00
Type: Collected Works - Serial
Subjects: High School Students,History Instruction,Terrorism,United States History,War,Social Studies,Teaching Methods

As today's high school students ranged in age from four to eight that fateful Tuesday morning, for many of them 9/11 is ancient history even though they live with the consequences of 9/11--namely, two wars (Afghanistan, Iraq), at least two low-level wars using special forces or drones (Yemen, Somalia), smaller-scale terrorist incidents (Fort Hood), thwarted or failed plots (the Times Square Bomber, the Underwear Bomber), and very intrusive procedures at the airport. So the first thing educators have to do is explain what exactly happened that day, then turn to why it happened, what their response was, and finally what are the consequences for today--for them. The author finds the best way to get started on this is to ask them what they already know; whether it is knowledge based on their own vague recollections or stories they've been told by families and friends, or something they've been taught in school. This paper offers some notes about "Teaching 9/11" based on the author's own presentations to high school students.
What Students Can Learn from Steve Jobs. Footnotes. Volume 16, Number 08
Author: Husick, Lawrence
Date: 2011-09-00
Type: Collected Works - Serial
Subjects: Creativity,Leadership,Reputation,Communication Skills,Recognition (Achievement),Goal Orientation,Design,Futures (of Society),Science and Society,Appropriate Technology,Quality of Life,Technological Advancement,Lifelong Learning

A few days ago, Steve Jobs, the rockstar founder and Chief Executive Officer of Apple, Inc. resigned from his job to become Chairman of the Board, instead. For more than ten years, Mr. Jobs has been paid one dollar a year to run what has become the most valuable company in the world. From his first partner, Steve Wozniak, to the small team of dedicated and talented engineers who built the Macintosh, to the thousands who work for today's Apple, he attracted skilled and creative people who wanted to change the world by making better tools. Along the way, he managed to make a lot of money, but it is clear to those who have met him that money was never the goal--it was just a byproduct of clear vision, mostly great execution, and a willingness to lead, to fail, and to try again. This paper discusses some lessons one can get from the experience of Steve Jobs.
Moving toward a Comprehensive Early Childhood System in Hawaii: An Analysis of the Fiscal Resources Supporting Young Children, Prenatal to Age Five and Their Families, in Fiscal 2011
Author: Connors-Tadros, Lori
Date: 2012-03-19
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,Health Services,Family Programs,Parent Education,Labor Force Development,Young Children,At Risk Persons,Financial Support,State Aid,Federal Aid,Private Financial Support,Fees,State Programs,Community Programs,Federal Programs

A strong early childhood system that is well funded, fully coordinated, and highly accountable is essential to a state's long-term economic health. Significant research during the past decade has identified short- and long-term benefits to children, families, and communities when young children arrive at school healthy and ready to learn. Therefore, Hawaii's Early Learning Council commissioned this study of current fiscal resources to provide a detailed account of federal and state expenditures on programs supporting children, prenatal to age five, and their families in the state. The report also highlights the key role private dollars and parent fees play in the funding mix for early childhood services and supports. It summarizes how funds align with Hawaii's framework for an early childhood system; which agencies control key funding sources; and to what extent funding comes from federal, state, or private sources. In addition, the report analyzes how funding sources and financing strategies are and can be used to support Hawaii's goals for young children. Appended are: (1) Publicly Funded Programs Supporting Children, Prenatal to Age Five, and Their Families in Hawaii, by State Agency; (2) Funding Landscape for Children, Prenatal to Age Five, and Their Families in Hawaii; (3) Public Funding for Key Services Provided to Children, Prenatal to Age Five, and Their Families in Hawaii; and (4) Summary of Parent Fee Methodology and Results. (Contains 8 figures, 9 tables, 8 footnotes and 70 notes.) [Funding for this paper was provided by the Omidyar Ohana Fund.]
TEDS-M 2008 User Guide for the International Database. Supplement 2: National Adaptations of the TEDS-M Questionnaires
Author: Brese, Falk, Ed.
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Preservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Elementary School Mathematics,Secondary School Mathematics,Teacher Educators,Teacher Education Programs,Databases,Questionnaires,Research Projects,Educational Research,Foreign Countries

This supplement contains all adaptations made by countries to the international version of the TEDS-M questionnaires under careful supervision of and approval by the TEDS-M International Study Center at Michigan State University. This information provides users of the TEDS-M International Database with a guide to evaluate the availability of internationally comparable data for use in secondary analyses. The adaptations to questionnaires are presented in four sections: Section 1: Institutional Program Questionnaire; Section 2: Educator Questionnaire; Section 3: Future Teacher Questionnaire (Parts A, B, and D); and Section 4: Adaptations to questions about education levels (ISCED classification). Each section contains adaptations specific to individual education systems followed by general or common cultural adaptations and variables. The listed adaptations include questions that countries were required to adapt, questions that were not administered, and questions that countries modified to suit their national context. [For the main report, &quot;TEDS-M 2008 User Guide for the International Database,&quot; see ED542383. For related reports, see &quot;TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires&quot; (ED542382), &quot;TEDS-M 2008 User Guide for the International Database. Supplement 3: Variables Derived from the Educator and Future Teacher Data&quot; (ED542385), and &quot;TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items&quot; (ED542384).] [This paper was edited with Maria Teresa Tatto.]
TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires
Author: Brese, Falk, Ed.
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Preservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Elementary School Mathematics,Secondary School Mathematics,Teacher Educators,Teacher Education Programs,Databases,Questionnaires,Research Projects,Educational Research

The Teacher Education Study in Mathematics (TEDS-M) International Database includes data for all questionnaires administered as part of the TEDS-M study. These consisted of questionnaires administered to future teachers, educators, and institutions with teacher preparation programs. This supplement contains the international version of the TEDS-M questionnaires in the following three sections: Section 1: Institutional Program Questionnaire; Section 2: Educator Questionnaire; and Section 3: Future Teacher Questionnaire (Parts A, B, and D). Each section contains the international version of the questionnaire with variable names labeled next to the corresponding question. The TEDS-M questionnaires were designed so that individual countries could make modifications to some questions or response options. This allowed countries to include appropriate wording or options most consistent with their own national systems, languages, and cultures. In the international version of the questionnaires, questions that needed such an adaptation contain instructions to the National Research Coordinators (NRC) to substitute the appropriate wording for their country or to modify or delete any inappropriate questions or options. Questionnaire items were received from several sources, including study investigators, national research coordinators, and mathematics consultants. Several items were also provided by other studies. The instruments and assessments developed by TEDS-M were the result of the collaborative efforts of the international centers at Michigan State University and the Australian Council for Educational Research. (Contains 1 footnote.) [For the main report, "TEDS-M 2008 User Guide for the International Database," see ED542383. For related reports, see "TEDS-M 2008 User Guide for the International Database. Supplement 2: National Adaptations of the TEDS-M Questionnaires" (ED542381), "TEDS-M 2008 User Guide for the International Database. Supplement 3: Variables Derived from the Educator and Future Teacher Data" (ED542385), and "TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items" (ED542384).] [This paper was edited with Maria Teresa Tatto.]
TEDS-M 2008 User Guide for the International Database
Author: Brese, Falk, Ed.
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Preservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Elementary School Mathematics,Secondary School Mathematics,Teacher Educators,Teacher Education Programs,Educational Policy,Educational Opportunities,Pedagogical Content Knowledge,Databases,Sampling,Computation,Data Analysis,Research Projects,Educational Research,Foreign Countries

The Teacher Education Study in Mathematics or TEDS-M is a study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA). The lead research center for the study is the International Study Center at Michigan State University (ISC/MSU). The ISC/MSU worked from 2006 to 2011 with the International Study Center at the Australian Council for Educational Research (ACER) and the National Research Coordinators (NRCs) in 17 countries to produce this study. TEDS-M received funding from IEA, the United States of America National Science Foundation, and the collaborating countries. TEDS-M focused on how teachers are prepared to teach mathematics in primary and lower-secondary school, and studied the variation in the nature and impact of teacher education programs within and across countries. TEDS-M is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers have acquired in their mathematics teacher education. The key research questions for the study focused on the relationships between teacher education policies, institutional practices, and future teacher mathematics and pedagogy knowledge. Individual chapters contain figure, tables, footnotes and references. [For related reports, see &quot;TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires&quot; (ED542382), &quot;TEDS-M 2008 User Guide for the International Database. Supplement 2: National Adaptations of the TEDS-M Questionnaires&quot; (ED542381), &quot;TEDS-M 2008 User Guide for the International Database. Supplement 3: Variables Derived from the Educator and Future Teacher Data&quot; (ED542385), and &quot;TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items&quot; (ED542384).] [This paper was edited with Maria Teresa Tatto. Contributors include Alena Becker, Ralph Carstens, Jean Dumais, Sabine Meinck, Plamen Mirazchiyski.]
TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items
Author: Brese, Falk, Ed.
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Preservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Elementary School Mathematics,Secondary School Mathematics,Pedagogical Content Knowledge,Tests,Test Items,Algebra,Geometry,Numbers,Data,Test Format,Databases,Research Projects,Educational Research

The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to take a stratified random sample of the items, stratifying on both proportion correct and knowledge dimensions of MCK and MPCK. The next step was to consider if the selected items were part of item sets. If they were, an attempt was made to use the full set so that the full context of the items would be made public. Representation of the anchor points was another important consideration as was balance of item formats. The test items were then reviewed to determine if they efficiently and accurately represented the full item set. A reduced set of items was kept to make possible a link between TEDS-M and a future follow-up study. The set of primary released items consists of: (1) 24 MCK items; and (2) 10 MPCK. The set of secondary released items consists of: (1) 23 MCK items; and (2) 9 MPCK items. (Contains 3 footnotes.) [For the main report, "TEDS-M 2008 User Guide for the International Database," see ED542383. For related reports, see "TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires" (ED542382), "TEDS-M 2008 User Guide for the International Database. Supplement 2: National Adaptations of the TEDS-M Questionnaires" (ED542381), and "TEDS-M 2008 User Guide for the International Database. Supplement 3: Variables Derived from the Educator and Future Teacher Data" (ED542385).]  [This paper was edited with Maria Teresa Tatto.]
TEDS-M 2008 User Guide for the International Database. Supplement 3: Variables Derived from the Educator and Future Teacher Data
Author: Brese, Falk, Ed.
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Preservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Elementary School Mathematics,Secondary School Mathematics,Teacher Educators,Databases,Research Projects,Educational Research,Questionnaires,Pedagogical Content Knowledge,Tests

This supplement contains documentation on all the derived variables contained in the TEDS-M educator and future teacher data files. These derived variables were used to report data in the TEDS-M international reports. The variables that constitute the scales and indices are made available as part of the TEDS-M International Database to be used in secondary analyses. This supplement has three sections: Section 1: Educator Questionnaire; Section 2: Future Teacher Questionnaire (Parts B and D); and Section 3: Future Teacher Knowledge Assessments (Part C). In each section the variable name given to the derived variable is provided first, followed by the variable names of the variables used to construct the derived variable. The variables that were used to derive the indices and scales are presented in the order they appear in the instruments. The following information is provided for each derived variable: (1) Variable Name: The name of the derived variable; (2) Description: A description of the variable content or domain; (3) Procedure: A procedural description of how the derived variable was computed; and (4) Source: The source variables used to derive the scale or index. (Contains 3 footnotes.) [For the main report, "TEDS-M 2008 User Guide for the International Database," see ED542383. For related reports, see "TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires" (ED542382), "TEDS-M 2008 User Guide for the International Database. Supplement 2: National Adaptations of the TEDS-M Questionnaires" (ED542381), and "TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items" (ED542384).]  [This paper was edited with Maria Teresa Tatto.]
Learning Difficulties and Ethnicity: Updating a Framework for Action
Author: Poxton, Richard
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Learning Problems,Rural Areas,Foreign Countries,Urban Areas,Expertise,Learning Disabilities,Ethnicity,Access to Education,Access to Health Care,Minority Groups,Blacks,Federal Legislation,Health Services,Empowerment,Employment,Housing,Citizen Participation,Advocacy,Caregivers,Check Lists

This update of the Framework for Action highlights the continuing relevance of its message as well as those raised by Valuing People Now. People with learning difficulties and their families from Black and minority ethnic (BME) communities have been highlighted as a priority group by Valuing People since 2001 and remain a priority for better access to health and social care support. Although health and social care organisations have a statutory duty to ensure that there is equality of access and the uptake of services, sadly research suggests that very few successfully promote diversity. In order to improve the access and inclusion of minority and seldom heard communities, these organizations need to know the local population and the best ways of engaging and supporting all communities. They also need to understand the needs and anxieties of people from BME communities as well as the gaps in current service provision. The hope is that this updated &quot;Framework for Action&quot; will provide some important ideas as to how this can be improved across both rural areas, (where there is still a need to identify the needs of newly arrived) and largely unknown communities and inner city areas where there may be higher concentrations of diverse communities and therefore some local expertise. Appended are: (1) Useful references and websites; (2) Giving us a Voice project; and (3) See &quot;Local Checklist For Action.&quot; A glossary and a list of references and websites are included. (Contains 3 footnotes.) [The Foundation for People with Learning Disabilities was commissioned by the Department of Health and the Office of the National Learning Disability Director, Anne Williams and Scott Watkins (co-Directors until 31st March 2011) to update the Framework for Action which was first published in 2004.]
Thinking Ahead: Improving Support for People with Learning Disabilities and Their Families to Plan for the Future
Author: Towers, Christine
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Learning Disabilities,Expectation,Demography,Time,Aging (Individuals),Parents,Siblings,Workshops,National Surveys,Caregivers,Foreign Countries,Consciousness Raising,Adults

The increasing life expectancy of people with learning disabilities makes it imperative that families plan for the future. The number of people with learning disabilities over the age of 65 is predicted to double over the next two decades. The greatest increase in life expectancy will be amongst people with mild learning disabilities who will have a comparable life expectancy with people in the general population of a similar socio-economic group. There is a significant gap in both policy and practice regarding responsibilities and guidance for supporting families to plan for the future. Although substantial resources have been allocated to developing policy and support at the time of transition from children's to adult services, there is little provision for people with learning disabilities planning their future during their adult lives, such as when they move away from the family home. The recommendations from Thinking Ahead aim to address the gaps in policy and practice thereby improving the support available to people with learning disabilities and their families to plan for the future. The aims for the Thinking Ahead project have been to: (1) raise awareness of this issue amongst policy-makers, local authority managers in social care and housing, carers' organisations and more widely in the community; (2) campaign for families to receive on-going and person-centred support to discuss and plan for the future; and (3) produce a practical guide that can be used by family carers, and those who support them, to make sustainable plans for the future. Demographic information about the parents who took part in the survey is presented. [Funding for this paper was also provided by Barchester Healthcare.]
In Business: Developing the Self Employment Option for People with Learning Disabilities. Programme Report
Author: Bates, Keith
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Learning Disabilities,Foreign Countries,Self Employment,Entrepreneurship,Business,Adults,Employment,Case Studies

People with learning disabilities have talents and skills, but rarely do they get the chance to start their own business. In Business was designed to challenge this and to make self employment a realistic option for some by setting out to support and capture the journey to business for people with a learning disability and those who support them. In Business had a particular focus on: (1) innovation and developing business opportunities; (2) enterprise development, planning, research and feasibility; and (3) service delivery change and developing support structures. Supporting realistic business and financial planning processes requires the introduction of market based approaches. Many people within support services are encouraged to produce things as part of their &quot;experience.&quot; Such products, however, are often based on the ability to produce and rarely are they developed with a market or customer orientated approach. In all respects, In Business sought to capture the journey, identify the barriers and produce appropriate and accessible guidance. In Business worked primarily in four pilot sites, chosen to enable the project to work in both rural and urban economies and with both statutory and voluntary organisations. Appended are: (1) In Business Participants; and (2) The RED Workshop Schedule. (Contains 6 footnotes.) [Funding for this paper was provided by UK Department of Health, Baily Thomas Charitable Fund and Cornwall County Council.]
Equalities Scoping Study
Author: Foundation for People with Learning Disabilities
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Learning Disabilities,Foreign Countries,Homosexuality,Adults,Health Promotion,Evidence,Sexual Orientation,Sexuality,Risk,Older Adults,Age Discrimination,Child Rearing,Gender Differences,Racial Factors,Race,Ethnicity,Minority Groups,Religion,Beliefs

&quot;Valuing People Now&quot; is for all adults with learning disabilities and their families. This means it should be fair for everyone: (1) young people and older people; (2) people of any race or culture; (3) people of any religion or belief; (4) gay, lesbian, straight, bisexual and transgender people; (5) men and women; (6) people with learning disabilities who have other disabilities or health problems. Alongside &quot;Valuing People Now&quot; was a report called an &quot;Equality Impact Assessment.&quot; This looked at the experiences of all the different groups in the list above. It said that things were still not fair for everyone. It said the actions in &quot;Valuing People Now&quot; should help to make things fairer. The Foundation was also asked to look at what was happening about helping people to develop friendships and relationships. The Foundation was asked to look at: (1) articles and reports; (2) websites; and (3) the Choice Forum, Hidden Loves Network and UK Health and Learning Disability Network.