ethanporcaro/eric-fulltext-meta huggingface dataset:
Children with Learning Disabilities. Facts for Families. Number 16
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Learning Problems,Learning Disabilities,Children,Academic Failure,Student Needs,Symptoms (Individual Disorders),Parents,Parent Role

Parents are often worried when their child has learning problems in school. There are many reasons for school failure, but a common one is a specific learning disability. Children with learning disabilities can have intelligence in the normal range but the specific learning disability may make teachers and parents concerned about their general intelligence. Often, these children may try very hard to follow instructions, concentrate, and "be good" at home and in school. Yet, despite this effort, he or she is not mastering school tasks and falls behind. Learning disabilities affect at least 1 in 10 schoolchildren. This paper presents frequent signals of learning disabilities that parents should watch for in their child.
Oppositional Defiant Disorder: A Guide for Families
Author: American Academy of Child & Adolescent Psychiatry (AACAP)
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Behavior Disorders,Therapy,Mental Disorders,Children,Adolescents,Symptoms (Individual Disorders),Prevention,Outcomes of Treatment,Behavior Change,Futures (of Society)

Oppositional defiant disorder (ODD) is one of a group of behavioral disorders called disruptive behavior disorders (DBD). These disorders are called this because children who have these disorders tend to disrupt those around them. ODD is one of the more common mental health disorders found in children and adolescents. This paper discusses the following topics on ODD: (1) What Is Oppositional Defiant Disorder (ODD)?; (2) How Common Is ODD?; (3) What Causes ODD?; (4) What Are the Symptoms of ODD?; (5) How Is ODD Diagnosed?; (6) Can ODD Occur with Other Conditions?; (7) Can ODD Be Prevented?; (8) How Is ODD Treated?; (9) How Long Does Treatment Typically Last?; (10) Does ODD Improve over Time?; (11) Which Therapies Have Been Shown Not to Work?; and (12) What Does the Future Hold?
Global Trends in Workplace Learning
Author: Lee, Lung-Sheng
Date: 2012-07-00
Type: Information Analyses
Subjects: Foreign Countries,Workplace Learning,Learning Motivation,Education Work Relationship,Human Resources,Teaching Methods,Global Approach,Educational Trends,Synthesis,Literature Reviews,Trend Analysis,Educational Environment,Program Descriptions,International Education,Electronic Learning,Distance Education,Educational Change

The paradigm of human resource development has shifted to workplace learning and performance. Workplace can be an organization, an office, a kitchen, a shop, a farm, a website, even a home. Workplace learning is a dynamic process to solve workplace problems through learning. An identification of global trends of workplace learning can help us to better connect with workplace learning stakeholders. Using a comprehensive search of 43 contemporary journal, magazine and newspaper articles, this paper reviews and synthesizes global trends in workplace learning in terms of the following five aspects: people/who, approach/how, time/when, place/where and thing/what. Consequently, five main trends are identified as follows: (1) Types of participants and facilitators are diversifying; (2) Emerging approach focus is practice-based systemic learning; (3) The flexibility of learning time has been increasing; (4) Learning by working and learning through systematic instruction at the workplace have been highly appraised; and (5) Workplace learning culture as well as practitioner's active engagement and motivation to learn have become key elements.
Information Literacy Skills: Comparing and Evaluating Databases
Author: Grismore, Brian A.
Date: 2012-07-01
Type: Reports - Evaluative
Subjects: Research Tools,Computer Assisted Instruction,Information Literacy,Information Skills,Comparative Analysis,Internet,Access to Information,Program Evaluation,Evaluation Criteria,Bibliographic Databases,Web 2.0 Technologies,Online Searching,Search Engines,High School Students

The purpose of this database comparison is to express the importance of teaching information literacy skills and to apply those skills to commonly used Internet-based research tools. This paper includes a comparison and evaluation of three databases (ProQuest, ERIC, and Google Scholar). It includes strengths and weaknesses of each database based on the quality, relevance, and accessibility of information. The quantitative and qualitative results of two academically relevant queries are also compared and evaluated in reference to validity, quality, currency, and utility of the search. The first table of results is for educational topic "technology professional development" and the second table of results is for a person who is a leader in this area "Lynne Schrum." Each database produced different results and various tools to evaluate the results. A researcher, or student, must successfully employ their information literacy skills in deciding which database will fit their needs. Educators must systematically provide students with experience in developing their information literacy skills so that they may be successful in a technology-driven 21st century work environment. A bibliography is included.
Personality Traits as Predictors of the Social English Language Learning Strategies
Author: Fazeli, Seyed Hossein
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Personality Traits,Learning Strategies,Predictor Variables,Second Language Learning,Questionnaires,Females,College Students,Correlation,Personality Measures,Social Cognition

The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the SELLSs. (Contains 7 tables.)
Growing Awareness, Growing Support: Teacher and Voter Understanding of the Common Core State Standards & Assessments
Author: Achieve, Inc.
Date: 2012-06-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Academic Standards,State Standards,Educational Assessment,Teacher Attitudes,Public Opinion,Knowledge Level

Since June 2010, 46 states and Washington DC have chosen to adopt the Common Core State Standards (CCSS)--K-12 standards in mathematics and English language arts/literacy developed through a multi-state initiative led by the National Governors Association and the Council of Chief State School Officers. As implementation of the standards is underway, new common assessments also are being developed that will align to the CCSS. Together these Common Core State Standards and assessments will provide an important foundation for transforming education and making college and career readiness a reality for all students. These new standards and assessments will directly impact over 42 million students in K-12 public schools and 2.7 million educators teaching in those schools across the country. Through nationally commissioned polling, Achieve has been monitoring voter and teacher awareness and support for the CCSS. The first national poll was conducted in August 20111 followed by a newly released poll, conducted in May 2012. Key findings include: (1) Voters and teachers strongly support common standards and assessments. Voter support remains strong regardless of age, education level, race, ethnicity, or party affiliation; (2) There has been a significant increase in awareness of the Common Core State Standards among teachers since August 2011, while awareness of the CCSS continues to be very low among voters; (3) The more teachers know about the CCSS, the more positive impression they have of the standards. Similarly, voters who are aware of the Common Core hold a net favorable view of the standards; (4) A majority of both voters and teachers support the CCSS assessments and support holds when more information on the assessments is provided; and (5) However, there are mixed reactions to some specific components of the new assessments, although voters and teachers are fairly consistent in their views on the highest and lowest rated assessment components. (Contains 2 footnotes.)
Is School Funding Fair? A National Report Card. Second Edition
Author: Baker, Bruce
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Educational Finance,Educational Equity (Finance),Public Education,Elementary Secondary Education,State Aid,Financial Support,Educational Improvement,Educational Quality,School Administration,Administrative Organization,Poverty,Academic Achievement,Teacher Effectiveness,Public Policy

Policymakers, elected officials, educators, parents and advocates are currently engaged in long-overdue dialogue about how to improve our nation's public schools. Unfortunately, when it comes to school funding, the conversation is framed by recurring, but outmoded, adages: "Does money matter?" or "Can we do more with less?" or "Our state already spends too much." The National Report Card seeks to inform and change the national dialogue about how our states finance public education. The data is presented so that stakeholders, politicians, taxpayers and concerned citizens can think more carefully about the role of school funding in achieving better education outcomes of the nation's children. The Report encourages readers to think not just about "how much" we spend on education, but whether schools have sufficient funding to deliver a high-quality education to all students. The Report also encourages readers to think more deeply about states' finance mechanisms and the decisions state legislators and governors make in constructing and funding these systems. Are these funding systems fair, do they target sufficient resources to those children who need them most, and are funds being leveraged to produce the most equitable and successful outcomes? The data in this report describe the status of state school finance systems at the outset of an economic recession. The Report Card depicts a nation where many states were already in need of significant reform in the way they fund their schools. Substantial cuts have followed, including systematically greater funding cuts in higher-poverty districts in many states. Many states already had a lot of work to do to ensure that their funding systems provide sufficient resources, equitably distributed, so that all students are capable of achieving at high standards. This report demonstrates the need to understand fair school funding as the essential precondition for the delivery of high-quality education. As the important discussions of how to improve our schools, stakeholders are encouraged to recognize that no reform can be successful unless built upon an equitable and fair funding system. As these important debates about educational improvement continue, it is hoped that the National Report Card will contribute valuable information that helps determine the direction of public education policy at the local, state and federal levels. National Child and Student Poverty Rates are appended. (Contains 7 tables, 15 figures and 21 footnotes.) [For the previous edition, "Is School Funding Fair? A National Report Card," see ED520522.]
Transition Planning
Author: Statfeld, Jenna L.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Individualized Education Programs,Individualized Transition Plans,Postsecondary Education,Vocational Rehabilitation,Employment,Special Education,School Districts,Government School Relationship,Student Rights

Post-school transition is the movement of a child with disabilities from school to activities that occur after the completion of school. This paper provides information about: (1) post-school transition; (2) transition plan; (3) transition services; (4) transition planning; (5) vocational rehabilitation services; (6) services that are available for post-school transition in addition to vocational rehabilitation services; (7) what parents can do if they are not satisfied with the services and support provided by DVRS (Division of Vocational Rehabilitation Services), DDD (Division of Vocational Rehabilitation Services) and/or CBVI (Commission for the Blind and Visually Impaired); (8) what parents can do to help their child prepare for transition; (9) how parents can make sure that a transition plan is included in their child's IEP (Individualized Education Program); (10) frequency of transition plan update; (11) what parents can do if they are not satisfied with the school district's provision of transition planning and services; and (12) additional resources for transition planning. [This paper was written with assistance from Elizabeth Athos, Ruth Deale Lowenkron, Sarah Logan and Joanne Winters. Funding for this paper was provided by Skadden Arps.]
What Are the Returns on Higher Education for Individuals and Countries? Education Indicators in Focus. No. 6
Author: Organisation for Economic Cooperation and Development
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Outcomes of Education,Educational Indicators,College Outcomes Assessment,Community Benefits,Educational Benefits,Economic Impact,Education Work Relationship,Salary Wage Differentials,Educational Attainment,Gender Differences,Expenditure per Student,Cost Effectiveness,Input Output Analysis,Human Capital,Investment,Student Costs

Investing in higher (tertiary) education is one of the more significant decisions a person can make. In some countries, such as Australia, Canada, Japan, Korea, and the United States, the direct costs of higher education can be large, often requiring a significant investment of an individual's personal funds, either in up-front payments or loan repayments later on. Even in countries where the direct costs of higher education to an individual are much lower, such as Finland, Norway, and Turkey, the time invested in pursuing a degree--and the opportunity cost of foregone earnings while an individual is in school--can be a major factor. In light of the personal costs associated with pursuing a tertiary degree, how do the benefits compare? OECD (Organisation for Economic Cooperation and Development) analyses based on the most recent year of available data (2007 for most countries), suggest that as far as the long-term economic benefits of higher education are concerned, the return on investment is very good. This paper reports that: (1) On average across 25 OECD countries, the long-term economic advantage to an individual of having a tertiary degree instead of an upper secondary degree is over USD 175 000 for a man and USD 110 000 for a woman; (2) The long-term economic advantage to individuals with a tertiary education is about twice as large as the advantage for people with an upper secondary education as their highest educational level, on average across OECD countries; and (3) The net return to taxpayers on the public costs of supporting a man in higher education is over USD 91 000, and the return for supporting a woman in higher education is over USD 55 000, on average across OECD countries.
Montana K-12 &amp; School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 10
Author: DiPerna, Paul
Date: 2012-06-19
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Opinions,School Choice,Familiarity,Sampling,Public Opinion,Change Strategies,Educational Change,School Restructuring,Educational Policy,Educational Attitudes,Community Attitudes,Demography,Interviews,Telephone Surveys,State Surveys,Questioning Techniques,Achievement Rating,Expenditure per Student,Public Education,Politics of Education,Educational Assessment,Educational Indicators

The &quot;Montana K-12 &amp; School Choice Survey&quot; project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Montana registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences (often using the modifying term &quot;net&quot;) of voter opinion, and the intensity of responses. Where do Montanans stand on important issues and policy proposals in K-12 education? They try to provide some observations and insights in this paper. A randomly selected and statistically representative sample of Montana voters recently responded to 19 substantive questions and 11 demographic questions. A total of 604 telephone interviews were conducted in English from April 12 to 19, 2012, by means of both landline and cell phone. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues included four split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. For this survey, they were particularly interested in how wording can affect responses to questions on education spending, taxes, and digital learning--all salient issues in Montana state politics and policy discussions. Key findings include: (1) More than three of four registered voters in Montana (77%) are paying attention to issues in K-12 education. Nearly one of four voters (23%) say they pay &quot;very little&quot; or no attention; (2) Montanans are more likely to think that K-12 education is heading in the &quot;right direction&quot; (49%) compared to being on the &quot;wrong track&quot; (38%); (3) Montana voters give high marks to the state's public school system (60% say &quot;good&quot; or &quot;excellent&quot;; 38% say &quot;fair&quot; or &quot;poor&quot;); and (4) Based on survey responses, Montana voters do not know how much is spent per student in public schools. There is an awareness gap. (Contains 1 footnote and 8 notes.)
The Consequences of Violence Exposure upon African American College Students
Author: Kelly, Diana F.
Date: 2012-07-05
Type: Reports - Research
Subjects: African American Students,Locus of Control,College Students,Black Colleges,Academic Achievement,Violence,Environmental Influences,Institutional Characteristics,Whites,Correlation,Learning Theories,Posttraumatic Stress Disorder,Racial Relations,Social Support Groups,School Safety,Expectation,Grade Point Average,High Schools,Gender Differences

(Purpose) The purpose of this study was to examine the consequences of violence exposure (personal and community) on African American students at historically black colleges and universities (HBCUs) as well as those attending predominantly white institutions (PWIs).  Further, this study sought to determine if violence exposure makes a difference in academic achievement above and beyond traditional variables that have been studied in the past.  (Methodology) Two groups of African American college students were studied to address the question of whether there is a difference between the deleterious effects of violence on African American students attending HBCUs and those attending PWIs.  Four theories were hypothesized; the theories alluded to a statistically significant relationship between early exposure to violence and the later academic achievement of African American students at HBCUs and the PWIs.  The study also sought to determine if the two groups of students were impacted differently.  (Results) Data indicate very strong/strong correlations between and among numerous variables.  (Conclusions)  Statistical analyses indicate that early exposure to violence, especially personal violence, plays a role in determining the student's locus of control. The student's locus of control then determines the fervor with which the student will engage in academic pursuits.  (Recommendations)  Professional development incorporating research based techniques that requires participants to think in innovative and creative ways is essential for administrators, faculty, and staff; effective strategies are included.  (Additional Data) Contains six (6) tables. A bibliography is included.
The Professional Pipeline for Educational Leadership. A White Paper Developed to Inform the Work of the National Policy Board for Educational Administration
Author: Hitt, Dallas Hambrick
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Administration,Instructional Leadership,Administrator Education,Leadership Training,Student Recruitment,College Admission,Admission Criteria,Program Design,Administrators,Leaders,Recruitment,Personnel Selection,Staff Orientation,Professional Development

The professional pipeline represents a developmental perspective for fostering leadership capacity in schools and districts, from identification of potential talent during the recruitment phase to ensuring career-long learning through professional development. An intentional and mindful approach to supporting the development of educational leaders throughout their professional careers is critical to those who aspire to educational leadership and those who comprise the ranks of current administrative positions. How the profession enacts phases of the pipeline and the quality of these experiences serve as a message to candidates and practitioners alike. How we recruit, prepare, induct, and develop educational leaders may influence the expectations of and commitment levels to the profession of both candidates and practitioners, and ultimately may affect our ability to recruit and retain the most capable. Given the sweeping influences of effective educational leadership, our schools, teachers, children and communities deserve highly qualified, rigorously prepared leaders. This white paper seeks to outline the distinct phases of building the professional pipeline, share research concerning effective practices for each, and draw attention to the inter-related nature of the phases. For example, preparation programs maximize their effectiveness when districts and universities work together to recruit the right people into leadership roles. The preparation of educational leaders requires the strategic and intentional coordination of efforts by multiple stakeholders in leadership preparation and practice: professional organizations, state departments of education, higher education, and school districts. Each entity possesses a stake in highly qualified educational leaders and can make an important contribution to ensuring the caliber of educators who lead our schools and school districts. (Contains 1 figure, 1 table and 57 endnotes.)