ethanporcaro/eric-fulltext-meta huggingface dataset:
The College Completion Agenda: State Policy Guide. Latino Edition
Author: College Board Advocacy & Policy Center
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Educational Attainment,Public Policy,State Surveys,Educational Assessment,Educational Change,Educational Improvement,Educational Indicators,Student Financial Aid,Admissions Counseling,Alignment (Education),Career Counseling,Access to Education,Academic Persistence,Adult Education,Performance Factors,School Holding Power,Graduation Rate,Teacher Persistence,Dropout Rate,Dropouts,Dropout Prevention,Enrollment Rate,Educational Policy,Outreach Programs,Partnerships in Education,School Counseling,Paying for College,Hispanic American Students,Academic Achievement,College Preparation,Academic Standards,Teacher Effectiveness,College Admission

State public policy has been an important tool for improving the educational preparation and opportunity for many communities. However, without concerted statewide efforts it will continue to be difficult to substantially expand opportunities to accelerate higher education attainment and workforce preparation. Over the next 15 years, the states will experience a profound demographic shift as the baby boomer generation retires. In many states, this process has already begun. Following in their footsteps in the workplace will be today's young people, an increasing number of whom are Hispanic. To ensure the high caliber of tomorrow's workforce and civic leadership, all states must act today to address the educational achievement of the fastest growing community in the United States--Latinos. The College Board, the National Council of La Raza (NCLR) and Excelencia in Education have come together to create &quot;The College Completion Agenda State Policy Guide: Latino Edition.&quot; The guide is framed by the 10 recommendations made by the Commission on Access, Admissions and Success in Higher Education convened by the College Board and is intended to help policymakers generate solutions to the challenges facing Latino youth and their families so that they can prepare, access and complete college in greater numbers. The guide provides background, research and issues for legislators to be aware of, and promising state policy efforts to increase the number of Latinos in the U.S. who earn a postsecondary degree. Individual section contain notes and references. [For related report, &quot;The College Completion Agenda: 2011 Progress Report. Latino Edition,&quot; see ED524574.]
"Over the Hill" Is Not so Far Away: Crossing Teaching Contexts to Create Benefits for All through Rural Teaching Experiences
Author: Hudson, Suzanne
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Preservice Teachers,Schools of Education,Teaching Experience,Rural Education,Teacher Effectiveness,Practicums,Foreign Countries,Student Attitudes,Rural Areas,Observation,Teaching Methods,Reflection,Questionnaires,Program Descriptions,Educational Benefits,College Faculty,Program Effectiveness

Attracting and retaining quality teachers to rural and remote areas has been a challenge over the last decade. Many preservice teachers are reluctant to experience a rural and remote practicum and may not consider applying to teach in such areas when they graduate. Education departments and universities need to explore innovative ways that will encourage graduates to consider undertaking a teaching position in the bush. As a way forward, preservice teachers from a regional campus of a Queensland University were invited to participate in a six-day rural experience entitled "Over the Hill" that included being billeted with local families, participating in community activities and observing and teaching in classrooms. Fifteen preservice teachers were accompanied by two university academics who returned to work in a classroom as teacher for their own rural and remote professional experience. The aim of this qualitative study was to explore and describe the perceptions of a rural and remote teaching experience from the perspectives of the preservice teachers, the accompanying academics and the school staff hosting the program. Data were collected from the preservice teachers and accompanying academics in the form of written reflections while fourteen school staff completed a related questionnaire. The results indicated that a six-day rural and remote teaching program can provide professional benefits for all involved, preservice teachers, accompanying academics and the school staff hosting the program. Indeed, this study indicates that short experiences such as "Over the Hill" not only assist preservice teachers to make informed decisions about teaching in rural and remote areas but can provide professional benefits for accompanying academics and the schools. (Contains 1 table.)
Challenges Facing Chinese PE Curriculum Reform--Teachers' Talk
Author: Jin, Aijing
Date: 2009-07-00
Type: Reports - Research
Subjects: National Curriculum,Curriculum Development,Physical Education,Social Change,Educational Change,Foreign Countries,Physical Education Teachers,Barriers,Change Strategies,National Standards,Program Implementation,Teacher Attitudes,Interviews,Performance Factors,Educational Development,Educational Policy

China has attracted a huge amount of interest from around the world over the last two decades because of its rapid and vigorous development. Rapid economic growth has brought with it significant structural reforms in all trades and professions across China. Within this context of rapid social change, the Chinese basic education system has been subject to considerable reforms. Foremost has been the introduction of a new National Curriculum Standard comprising 18 learning areas in which Physical Education and Health was included in order to better accommodate the contemporary needs of (post)modern China. This study focuses upon the ways physical education teachers interpret and engage with the curriculum reforms advanced in the new National Physical Education and Health Curriculum. Through interviews with 18 practicing physical education teachers, the paper seeks to address some challenge issues facing Chinese physical education reform, especially the factors resisting implementation of the new curriculum. Among the core themes to be discussed in this paper will be the personal, structural and cultural factors that work against teachers taking up the change opportunities. (Contains 1 footnote.)
Work to School: Teachers from Industry
Author: Green, Annette
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Industry,Vocational Education,Case Studies,Job Training,Job Skills,High School Students,Foreign Countries,Teacher Qualifications,Teacher Competencies,Longitudinal Studies,Coping,Rural Schools,Teaching Styles,Interviews,Teacher Attitudes,Principals,Administrator Attitudes,Alternative Teacher Certification

Vocational Education and Training (VET) in Schools teachers are required to deliver current and relevant industry and workplace knowledge to senior students in secondary schools. One of the ways in which VET in Schools teachers can be well prepared to teach VET Industry Curriculum Framework courses is to take teachers from an industry background and return them to schools after an accelerated teacher training program. These teachers also need sufficient knowledge of the technologies required for the broad and varied subjects offered in Technology and Applied Studies in NSW schools. This paper examines some of the findings of a longitudinal study which took a case study approach to try and find out how some of these teachers have coped with the demands of pedagogy and practice in rural and regional NSW schools. While acknowledging all teachers are individuals, the researcher was interested in finding out whether this pathway produced a new &quot;type&quot; of teacher. The study used interviews, site visits, emails and conversations with the twelve participants, to try and understand the reality of the new professional lives of these teachers. Interviews were also conducted with other staff in each school. Where possible, the Principal of the school was interviewed. As well as looking at each participant as a case study, cross case analysis was also undertaken to ascertain any patterns or similarities emerging from the data. This paper is based on that cross case analysis. The findings demonstrate that these new teachers have a valuable and quite different contribution to make to technology pedagogy and practice in the NSW secondary system as well as offering workplace knowledge and experience in pathways from school to further vocational education and training. These findings are bound to the specific teachers and context of the study so the intention is to understand the ways in which these teachers create authentic learning spaces using their experiences from industry.
The College Completion Agenda: 2011 Progress Report. Latino Edition
Author: Lee, John Michael, Jr.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Credentials,Academic Persistence,Young Adults,Associate Degrees,Minority Groups,Graduation Rate,School Holding Power,College Students,High School Students,Bachelors Degrees,Doctoral Degrees,Masters Degrees,Educational Improvement,Educational Assessment,Higher Education,Educational Attainment,Surveys,Educational Indicators,Student Financial Aid,Alignment (Education),Access to Education,Adult Education,Performance Factors,Dropout Rate,Dropouts,Dropout Prevention,Enrollment Rate,Outreach Programs,School Counseling,Paying for College,Hispanic American Students,Academic Achievement,College Preparation,Academic Standards,State Standards,Teacher Effectiveness,College Admission,Preschool Education,Low Income Groups

When the Commission on Access, Admissions and Success in Higher Education (subsequently referred to as the commission) convened in fall 2008, the educational landscape was facing a number of issues that the commission's members recognized as formidable challenges to those students who aspire to enroll and succeed in college. Summarizing the commission's 2008 report, &quot;Coming to Our Senses: Education and the American Future,&quot; college and high school completion rates had dropped dramatically; the number of adults with postsecondary credentials was not keeping pace with other industrialized nations; and significant disparities existed for low-income and minority students. As such, the commission was faced with two key questions: What must be done to improve the nation's educational system, and how will individuals know if the changes that are made are successful? Echoing the findings of other key educational policymakers, the commission declared that it is critical--and thus should be a primary goal--that 55 percent of the nation's young adults attain an associate degree or higher. The commission further offered a 10-part action plan in the form of 10 recommendations. The commission noted that these recommendations are so important they must be measured on a regular basis to help individuals understand the state of the educational landscape in the nation and how it changes over time. The commission also noted the importance of erasing disparities to reaching the nation's college completion goal. Latinos are now the largest minority group in the United States and the fastest growing population in the country. However, only 19.2 percent of Latinos ages 25 to 34 years old have obtained an associate degree or higher. The nation cannot reach its college completion goal without increasing college completion for this important group. This report is designed to illustrate the degree to which Latinos are moving toward--or away from--taking the necessary steps for ensuring an educated Latino community. Data Book is appended. (Contains 101 figures and 127 footnotes.) [For related report, &quot;The College Completion Agenda: State Policy Guide. Latino Edition,&quot; see ED524570.]
Screening for Mathematics Difficulties in K-3 Students. Second Edition
Author: Gersten, Russell
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Mathematics Skills,Learning Problems,Screening Tests,Kindergarten,Grade 1,Grade 2,Grade 3,Elementary School Students,Disability Identification,Test Construction,Numeracy,Mathematics Instruction,Evaluation Methods,Arithmetic,At Risk Students

Since 2007, when this technical report was originally issued, the assessment field has made considerable progress in developing valid and reliable screening measures for early mathematics difficulties. This update includes new research published since 2007. It focuses on valid and reliable screening measures for students in kindergarten and first grade. However, the authors also examined data on screening tests for second and third grades because the goal of screening is to identify students who might struggle to learn mathematics during their initial school years. Appended are: (1) Summary of the Evidence Base on Early Screening Measures as of December 2010; and (2) Procedure for Reviewing the Literature on Early Screening in Mathematics. (Contains 5 tables, 1 figure and 5 footnotes.) [For the first edition, "Screening for Mathematics Difficulties in K-3 Students," see ED521575.]
Underserved Students Who Earn Credit through Prior Learning Assessment (PLA) Have Higher Degree Completion Rates and Shorter Time-to-Degree. Research Brief
Author: Klein-Collins, Rebecca
Date: 2011-04-00
Type: Reports - Research
Subjects: Low Income Groups,Graduation Rate,Academic Achievement,Prior Learning,Experiential Learning,College Credits,Adult Students,Program Effectiveness,Time to Degree,Student Evaluation,Higher Education,Outcomes of Education,Colleges,Longitudinal Studies,Academic Persistence,School Holding Power,Racial Differences,Ethnicity,African American Students,Hispanic American Students,Disproportionate Representation

In 2010, the Council for Adult and Experiential Learning (CAEL) released a report on a multi-institutional study on prior learning assessment (PLA) and adult student outcomes. The study examined data from 62,475 adult students at 48 colleges and universities, following the students' academic progress over the course of seven years. The data from the 48 postsecondary institutions in this study show that students with PLA credit had better academic outcomes, particularly in terms of graduation rates and persistence, than other adult students. Many PLA students also shortened the time required to earn a degree, depending on the number of PLA credits earned. This research brief showcases the findings by race/ethnicity and income--two demographic categories often used to define underserved student groups. The data show that black non-Hispanic, Hispanic, and low-income students with PLA credits have better academic outcomes than similar students without PLA credits. The positive findings for low-income, black non-Hispanic and Hispanic students suggest that awarding college credit for significant life learning could be an effective way to accelerate degree completion, while lowering the cost, for underserved student populations. (Contains 4 figures and 1 footnote.)
Outlook. Number 368
Author: Council for American Private Education
Date: 2011-10-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,Educational Facilities Improvement,Consortia,Achievement Gap,Grade 9,Financial Support,Educational Legislation,Benchmarking,Achievement Gains,Scores,Awards,Recognition (Achievement),Newsletters

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. "Outlook" is published monthly by CAPE. This issue contains the following items: (1) Study Finds Significant Differences in Ninth-Grade Achievement; (2) Jobs Bill Includes Private School Renovation Funds; (3) Private School Scores Exceed SAT Benchmark; and (4) CAPE Notes.
A Tale of Two Adult Learners: From Adult Basic Education to Degree Completion
Author: Johnson, C.
Date: 2010-00-00
Type: Reports - Research
Subjects: Foreign Countries,Action Research,Adult Basic Education,Self Concept,Adult Learning,Adult Students,Academic Achievement,Academic Persistence,Participatory Research,Student Motivation,High School Equivalency Programs,Mentors,Teacher Student Relationship,Teacher Expectations of Students,Educational Experience,Anxiety

This action research study sought to understand what contributed to the success of two adult learners who had previously been left behind by the educational system. The findings revealed the importance of supportive educators, as well as a personal support system. In addition, their participation in this study was an empowering experience for the students. [This paper was published in &quot;NADE Digest,&quot; v5 n1 2010.]
The New Rules of PR and Marketing: A Teaching Unit for College Public Relations Programs
Author: Mauldin, Candice
Date: 2011-10-04
Type: Guides - Classroom - Teacher
Subjects: Social Networks,Internet,Public Relations,Marketing,Context Effect,Time Perspective,Lesson Plans,Higher Education

The purpose of this lesson plan is to introduce the importance of social media and the Internet on public relations and marketing. The lesson describes the new rules for public relations versus the old rules. It is a more in depth look at how, and why, to use blogging, social media, and the Internet for promoting a company and appealing to buyers. The lesson also contains a section on news releases and the continued importance of them, and the new way to use them. Lesson includes an icebreaker activity, a pretest for measuring knowledge, a needs analysis, PowerPoint presentation slides, and assignment examples for applying knowledge. Lesson plan is adaptable to each class.
Identity Formation--Influences that Shape Beginning Teachers' Professional Identity--Crossing the Border from Pre-Service to In-Service Teacher
Author: MacGregor, Denise
Date: 2009-07-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Inservice Teacher Education,Student Attitudes,Beginning Teachers,Teacher Education Programs,Focus Groups,Instructional Leadership,Technology Education,Self Concept,Doctoral Programs,Teacher Role,Design,Prediction,Foreign Countries

The influences that shape beginning teachers' professional identity have been described as part of a changing landscape (Connelly and Clandinin, 1999). When pre-service teachers transition into the role of beginning in-service teachers the landscape changes dramatically. Aspects or features of the landscape that were once familiar may be confirmed or challenged. As beginning teachers navigate the changing landscape, &quot;they cross spatial (physical experiences) and temporal (of the mind/conceptual) borders&quot; (Connelly and Clandinin, 1999: 112) and in doing so shape their professional identity. This paper reports on the findings of the initial stage of a doctoral study that examined the influences that final year pre-service teachers believed would shape their professional identity once they crossed the border and commenced their role as in-service teachers. The first stage of the study involved twenty final year Design and Technology pre-service teachers in focus group discussions to investigate personal perceptions of professional identity; to identify factors that had shaped this perception to date; and to predict future influences. The findings demonstrated that while final year pre-service teachers were prepared to approach their in-service role with a high level of enthusiasm and confidence in their subject knowledge, they feared perceived challenges such as a lack of mentoring support from teaching colleagues, the perceptions of students, and under valuing the place of Design and Technology Education in the curriculum (including food and textile technology) by school leadership could have a negative impact on shaping their professional identity. These challenges became the spatial and temporal borders that pre-service teachers believed they would need to navigate. Such findings suggest that pre-service teachers are well aware that aspects of the professional landscape will be challenging. The implication for teacher education programs is to provide pre-service teachers with strategies to cross the borders successfully.
Is the School Fence the Biggest Border for Educators to Cross?
Author: Lewis, Felicity-ann
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Focus Groups,Partnerships in Education,Program Effectiveness,Student Participation,Photography,Elementary School Students,Student Attitudes,Pictorial Stimuli,Educational Environment,Child Safety,School Culture,School Community Relationship,Community Programs,Foreign Countries

This article is derived from a larger study of the Family Learning Network (FLN) which evaluated the effectiveness of school and community agency partnerships in enhancing student engagement. In particular it describes how photo elicitation methodology was used with 8 year old primary school children in three schools to discuss their views of the schooling experience. Focus groups of students were asked to respond to photographs of their schools and the local community, and discuss what these represented with respect to the learning environment and connections with school. The importance of feeling safe and the need to have safe physical spaces both at school and in the local community emerged as a central theme articulated by the students. Developing safe and supportive school communities which support student learning remains a challenge in complex school sites but one that is highly valued by students. After listening to students, the need for more community service partnerships which deliver programs in schools that address the needs identified by them and their families while preserving their safety is recommended.
Cyberbullying Knows No Borders
Author: Miller, Jerold D.
Date: 2009-07-00
Type: Reports - Research
Subjects: Web Sites,Electronic Publishing,Action Research,Suicide,Adolescents,Secondary School Students,Depression (Psychology),Bullying,Computer Mediated Communication,Social Networks,Electronic Mail,Surveys,Student Attitudes,Parents,Teachers,Administrators,Student Behavior

Cyberbullying is a global problem with a wide range of incidents reported in many countries. This form of bullying may be defined as harassment using technology such as social websites (MySpace/Facebook), email, chat rooms, mobile phone texting and cameras, picture messages (including sexting), IM (instant messages), or blogs. Cyberbullying involves repeated harm willfully inflicted on another person through technology and can include teasing, name calling, hurtful stories, embarrassing pictures, lies, false rumors, mean or threatening notes, threats of violence or death, and other hurtful actions. This study was a Quasi-experimental form of Action Research exploring the Cyberbullying phenomenon. The ongoing project is an examination of the nature, extent, and affects of adolescents' Cyberbullying experiences. An anonymous survey of students in grades 6-12 was distributed by teachers and teacher candidates to their classes in San Diego County, California, USA. This personal distribution method resulted in 511 student participants from a pool of 528; a return rate of nearly 97%. The survey results were tabulated and descriptively analyzed to answer the research questions. Most adults do not understand the nature or extent of teen interaction and socialization online and they do not acknowledge the serious and sometimes frightening consequences of Cyberbullying. At home, parents may not realize the full extent of their children's despair. At school, teachers and administrators may be aware of changes in a student's behavior but may not recognize the level of harassment or have an appropriate plan of action to stop it. The consequences of Cyberbullying range from benign distress to the tragedy of adolescent suicide. This study not only highlights the nature, extent, and affects of adolescents' Cyberbullying experiences, but also points the way to concrete suggestions for teachers, administrators, and parents to address this international epidemic.