ethanporcaro/eric-fulltext-meta huggingface dataset:
On the November Ballot--Proposition 4: Creating More Tier-One Universities in Texas. Policy Page. No. 09-415
Author: Center for Public Policy Priorities (CPPP)
Date: 2009-08-19
Type: Reports - Descriptive
Subjects: Taxes,State Universities,Research Universities,Research and Development,Recognition (Achievement),Educational Development,Educational Improvement,Improvement Programs,Change Strategies,Educational Change,State Policy,State Action,Investment,Achievement Rating,State Legislation

The most important natural resource Texas has is Texans. Unfortunately, the state suffers from a &quot;brain drain&quot; as many of the best and brightest students leave to further their education. A contributing cause is a lack of &quot;tier one&quot; universities in Texas. Proposition 4 (a constitutional amendment to create a National Research University Fund to help fund certain state universities to become nationally recognized research institutions) would provide funding to Texas universities seeking to attain tier-one status. With more university research, the state hopes for new jobs, increased wages, and more state and local tax revenue. This Policy Page describes criteria commonly used to determine tier-one status, the benefits of having more tier-one universities in Texas, progress of selected Texas schools toward tier-one status, and the specifics of Proposition 4.
Schools Funding in Georgia: Changes, Problems and Analysis
Author: Maglakelidze, Shorena
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: General Education,Educational Finance,Public Schools,Funding Formulas,Change Strategies,Educational Change,Educational Policy,Policy Analysis,Educational Resources,Resource Allocation,Organizational Change,Finance Reform,Program Implementation,Expenditures,Educational Indicators,Educational Assessment,Expenditure per Student,Statistical Distributions,Performance Factors,Barriers,Foreign Countries

There is no fixed rule about how financial resources must be directed to the education sector. It is quite clear that the size of investment in the sector well defines the quality of education students are offered. It is highly important to define the amount of money, which is needed for effective functioning of schools and it is also important to define the system of actions, which will support the functional use of those financial resources. In relation to the above-mentioned, the aim of our study is to analyse general education funding during the post-reform period and based on it to show those problems, which, in spite of the significant rise in funding, arouse as a result of implementing a new system and its further change.  Data sets for the research project were taken from the Ministry of Education and Science of Georgia, National Statistics Department of Georgia and directly from public schools. The object of study is all public schools in Georgia, and the period of data gathering is from 2005 till 2011. The rational for conducting the study is due to the necessity: the new funding system for the general education schools drastically changed general education finance model. Although, a number of schools fallen under so called deficit school category in the first year of implementation of the new funding system. Period more than 1300 public schools (out of 2180) had shortages in the budget. In 2011 a new, mixed type of funding model was introduced, schools with up to 160 students were funded using so-called need based approach. Under the new funding model schools with student population from 161 to 599 receive base funds. Even though this approach has worked well in terms of eradicating deficits, a number of essential problems were originated. In the paper, the authors present some conclusions and recommendations on how to solve the existing problems and how to improve the financing model in the future; one of the most important conclusions is that voucher funding scheme couldn't manage to accomplish general education funding goals relating fairness, adequacy and effectiveness. This will only be possible (a recommendation), if expenditure on education as a share of GDP increases by at least 4.5-5% (it was 2.3 in 2011). Shifting to the formula funding is among the recommendations; it will guarantee: balance between the regions, stability, comparability, forecast and it will raise the quality of transparency. (Contains 14 tables and 4 figures.)
Focus on For-Profits in K-12 Education Misses the Real Divide. Special Report 7
Author: Hernandez, Alex
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Higher Education,Charter Schools,Cost Effectiveness,Nontraditional Students,Educational Change,Elementary Secondary Education,Federal Government,Proprietary Schools,Public Policy,Educational Innovation,Resistance to Change,State Legislation,Educational Legislation,Educational Finance,Financial Support,Educational Quality,Educational Technology

For decades, for-profit educational provision has been merely tolerated, often grudgingly. In the world of charter schooling, for-profit providers are lambasted and sometimes prohibited. In higher education, for-profit institutions have grown rapidly, enrolling millions of nontraditional students and earning enmity, suspicion, and now investigative and regulatory actions from the federal government. When it comes to student lending, teacher quality, and school turnarounds, there is a profound preference for nonprofit or public alternatives. All of this is so familiar as to be unremarkable. The problem is that K-12 and higher education are desperately in need of the innovative thinking and nimble adaptation that for-profits can provide in a landscape characterized by healthy markets and well-designed incentives. American Enterprise Institute's (AEI's) Private Enterprise in American Education series is designed to pivot away from the tendency to reflexively demonize or celebrate for-profits and instead understand what it takes for for-profits to promote quality and cost effectiveness at scale. In this seventh installment of the series, Alex Hernandez of the Charter School Growth Fund urges parents, educators, and policymakers to listen critically when arguments are levied against education companies merely on the basis of tax status. Hernandez instead reframes the debate as one between incumbent organizations such as teachers unions and school districts, and new entrants with the potential to disrupt the traditional structure of the American education system. (Contains 37 notes.)
Emotional Intelligence and Medical Professionalism
Author: Zayapragassarazan, Z.
Date: 2011-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Medical Education,Interpersonal Competence,Medical Students,Professional Education,Professional Identity,Social Cognition,Educational Needs

Studies have shown that IQ alone does not contribute to the professional success of medical professionals. Professionals who are trained to be clinically competent, but have inadequate social skills for practice have proved to be less successful in their profession. Emotional intelligence (EI), which has already proved to be a key attribute for success in the corporate sectors, has now gained momentum in the field of education in general and medical education in particular. This article discusses the importance of emotional intelligence as part of medical training because by developing the emotional intelligence, medical students and professionals can become more productive and successful in what they do, and help others to become more productive and successful too.
Non-Native Language as the Unmarked Code in Bilingual Utterances of Libyan Children in USA
Author: Abugharsa, Azza
Date: 2013-00-00
Type: Reports - Research
Subjects: English (Second Language),Bilingualism,Language Dominance,Second Language Learning,Models,Cultural Pluralism,Native Language,Interviews,Children,Code Switching (Language),Semitic Languages,Immigrants

This paper investigates the effect of multiple cultures and languages on the bilingual utterances of Libyan children who live in the United States and who have acquired English after they arrived there at ages from 3 to 5. Data analysis is based on the Markedness Model (Myers-Scotton, 1993) in order to determine which language is the unmarked code and which language is the marked one. According to Myers-Scotton, the unmarked code is mostly the native language, which is also supposed to be the dominant language. The bilingual utterances in this study are analyzed in terms of subjects' responses to the interviewer and the culture-specific topic under discussion; some of the responses are made in a code different from the one in which the question was asked; others are culture-related. The results show that it is the dominant language (not necessarily the native language) that is most likely the unmarked code, and the less dominant language is the marked code which is chosen more consciously. (Contains 5 tables and 2 figures.)
ICT Integration in Teacher Education--A Study of University of Education, Winneba
Author: Wilson, Kofi Bentum
Date: 2011-00-00
Type: Reports - Research
Subjects: Information Technology,Intervention,Statistical Analysis,Foreign Countries,Technology Integration,College Students,Statistical Significance,Preservice Teachers,Teacher Education

This paper generally sought to investigate the integration level of ICT in the training of teacher trainees at University of Education, Winneba. All level 100 students were purposive targeted in particular since they were registered to take the ICT course. One hundred of the Level 100 students were randomly selected in class to perform tasks in ICT. As part of information gathering for this research work, set tasks were prepared for the students to perform and an observation checklist was used to collect data. All these activities were done both before the intervention and after the intervention. In order to determine if the observed differences in performance of activities were statistically significant, the chi square test of independence was used. There were statistically significant relationship between the success of the tasks before or after the intervention was made. It was established that the interventions had resulted in the improvement of the ability of the respondents to undertake various ICT tasks. It is therefore recommended that the university should continue with the integration of ICT in the programmes offered in the university. (Contains 8 tables.) [This paper was also published in the &quot;Ghana Journal of Science and Mathematics Education,&quot; v15 n1 (2011).]
High School Curriculum. Research Brief
Author: Muir, Mike
Date: 2003-08-31
Type: Reports - Research
Subjects: National Standards,Standardized Tests,Educational Change,High Schools,Program Evaluation,Experimental Schools,Educational Researchers,Secondary School Curriculum,Educational Improvement,Experiments,State Standards,Scores

There is a fair amount of research on individual curricular experiments in specific high school courses, but general research on high school curriculum and what the curriculum should be is hard to find and is far out weighed by theory and policy. Most of the theory and policy literature are dominated by discussions of state and national standards. There is little debate about the quality or appropriateness of those national content standards and the need for academic rigor. Discussion is over how the standards should be implemented. Maine's Promising Futures report is held up as a national standard for high school curricular reform. Ted Sizer's Coalition of Essential Schools is also pointed to for its exemplary work with high school curriculum. The one major research study on high school curriculum is the Eight Year Study. Considered by many educational researchers to be one of the best program evaluation studies ever conducted, it followed the students from 30 experimental high schools during the 1930's. Although the students from the experimental schools only did as well or slightly better on standardized test scores than students from their traditional counterparts, the students from the experimental schools showed many improvements in other areas. Despite how long ago this study was conducted, it is considered to be highly applicable to today's school improvement efforts. (Contains 12 online resources.)
Curriculum Mapping. Research Brief
Author: Walker, Karen
Date: 2006-06-05
Type: Reports - Descriptive
Subjects: Educational Indicators,Stakeholders,Federal Programs,Curriculum Development,Educational Improvement,Educational Change,Research and Development,Evaluation

Getting through the choppy seas of curriculum reform and high stakes testing, as well as meeting predetermined standards and adequate yearly progress, is often difficult for a teacher, let alone a school or district, to ascertain what specific content should be taught and what is actually being taught. Teachers often do not know what has been taught in previous courses and have little opportunity to share that information with each other. In the 1970s and 1980s Dr. Fenwick English introduced curriculum mapping, where maps were designed by a third party. In the mid-1990s, Dr. Heidi Hayes Jacobs introduced methodology to help teachers directly navigate those murky waters of the process of curriculum mapping. At the heart of curriculum mapping is doing what is in the best interests of the students so that they are provided opportunities to meet the challenges of the world in which they will be living and working. It also allows for a changing curriculum, provides an overview of the curriculum for all stakeholders and encourages regular reflection on what is to be taught and what was taught. There are three key questions that educators should take into consideration when determining what curriculum should be taught and what is actually being taught. (1) "Who is doing what?; (2) How does our work align with our goals?; and (3) Are we operating efficiently and effectively?" Components of a successful curriculum mapping are included in this paper. (Contains 24 online resources.)
High School Education in Correctional Facilities. Research Brief
Author: Walker, Karen
Date: 2006-08-14
Type: Reports - Descriptive
Subjects: Correctional Education,Literacy,Recidivism,Community Colleges,Grants,Correctional Institutions,Federal Government,High Schools,Institutionalized Persons,Higher Education,Two Year Colleges

With the advent of &quot;Get tough on crime&quot; and &quot;Three strikes&quot; in the 1980s and 1990s, correctional facilities have become overloaded with prisoners who are often repeat offenders. 51% of those imprisoned have a GED or high school diploma. Out of the remaining 49%, 36% of inmates had not completed the ninth grade and approximately a quarter of them read at or below the fourth grade level. Prior to 1998, the federal government required that states spend no less than 10% of their Adult Education budgets in correctional institutions. As a backlash to the perception that jail had become too much like a recreational facility, the law was changed so that states could not spend more than 10% in this area. To continue this trend, access to Pell Grants that had been available to prisoners, are now denied to anyone who is incarcerated. However, each state determines if a general education program in their prisons will be mandatory and how much funding will be allotted to the educational programs. The research has continuously found that the more education an inmate has, the lower the recidivism rate. With all of the cuts in the prison educational programs, the most common ones tend to be for inmates to: (1) earn a GED, where they must read at least at the eighth grade level in order to pass; (2) earn an AA, through a community college program; and (3) develop basic literacy skills. High schools and community colleges often work with representatives from correctional facilities to help provide suitable programs. (Contains 19 online resources.)
Cyberbullying. Research into Practice
Author: Williamson, Ronald
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Aggression,Bullying,Internet,Web Sites,Electronic Publishing,School Counselors,Crime Prevention,School Psychologists,Computer Mediated Communication,Computers,Social Networks,Handheld Devices,Parent Responsibility,Student Responsibility,Court Litigation,Principals,School Policy

Cyberbullying has emerged as one of the fastest growing issues faced by school leaders. It involves the use of technology to bully another person and can occur through the use of e-mail, instant messaging or texting, blogs, postings on websites, or through social media. The most common definition of cyberbullying is that it includes repeated, unwanted aggressive behavior over a period of time. The National Crime Prevention Council defines cyber-bullying as when &quot;the Internet, cell phones or other devices are used to send or post text or images intended to hurt or embarrass another person.&quot; Every set of recommendations for dealing with cyberbullying suggests a clear policy about what constitutes bullying and how school staff will respond. They also encourage schools to focus on educating students and their families about responsible use of the Internet and other digital media and to adopt practices to that focus on stopping the harassment. Several steps for dealing with the use of social media, used to cyberbully, have been identified. First, develop a clear policy with a focus on educationally valuable use of the Internet. Effective policies are supported by curriculum and professional development. Teachers should be expected to have students use the Internet only for high quality, well-planned instructional activities. Second, implement a comprehensive program to educate students and their families about online safety and responsible use. Third, develop a plan to monitor Internet use at school. Fourth, have appropriate consequences for inappropriate use of the Internet or social networking sites. Include administrators, school counselors, school psychologists, and school resource officers in developing an monitoring the plan. Fifth, engage families in monitoring Internet use. Since most use occurs outside of school hours it is critical that parents understand the importance of monitoring their children's online activities and how they should respond when inappropriate use takes place. (Contains 6 online resources.)
Digital Textbooks. Research Brief
Author: Johnston, Howard
Date: 2011-05-27
Type: Reports - Evaluative
Subjects: Educational Technology,Evidence,Open Source Technology,Textbooks,Electronic Publishing,Costs,Access to Computers,Disadvantaged,Alignment (Education),Individualized Instruction

Despite their growing popularity, digital alternatives to conventional textbooks are stirring up controversy. With the introduction of tablet computers, and the growing trend toward "cloud computing" and "open source" software, the trend is accelerating because costs are coming down and free or inexpensive materials are becoming more available. Evidence is also starting to mount that this new technology can have a positive effect on student learning, although teachers will require training and professional development to integrate it effectively into their teaching. (Contains 18 online resources.)
Doing More with Less: Coping with Budget Cuts. Research Brief
Author: Johnston, Howard
Date: 2011-06-15
Type: Reports - Descriptive
Subjects: Educational Policy,Coping,Budgets,Budgeting,Retrenchment,School Districts,Class Size,Education

Budget cuts are common in education, but nothing like the scale that schools have seen in the last two years. Secretary of Education Arne Duncan calls the current situation "the New Normal," meaning that schools will see increasing demands for performance in a climate of declining resources. Most of the literature suggests that schools cannot simply cut their way out of this crisis--that a fundamental shift in the way education is delivered is needed to assure effective learning for America's students. Everything must be on the table--the way we use technology, time, space, instructional materials, and personnel. Protecting learning opportunities for children must be the highest priority, but teachers and administrators must attend to their own personal well-being while making these very difficult decisions as well. It is especially important that the voices of those children and families most in need be heard in all of the decision-making processes as well. (Contains 6 online resources.)
Cultural Proficiency. Research Brief
Author: Walker, Karen
Date: 2007-10-07
Type: Reports - Descriptive
Subjects: Teaching Methods,Cultural Differences,Urban Schools,Social Organizations,Children,Beliefs,Cultural Pluralism,Cultural Awareness

Cultural proficiency and diversity are often used interchangeably, yet there are some distinct differences between them. Cultural proficiency is the umbrella under which diversity falls. According to one source, "Cultural proficiency is a way of being that allows individuals and organizations to interact effectively with people who differ from them" ("Cultural Proficiency: What is it?"). Diversity includes: race, ethnicity, gender, sexual orientation, socio-economic status, social class, age, physical abilities, religious beliefs, language, friends, geography, political views, and social organizations ("Cultural proficiency: Definitions; How to teach students who don't look like you: Culturally relevant teaching"). Teacher turn over in urban schools is around 50%, higher than in low-poverty schools, and more than half transfer or leave the profession in five years ("Editor's review of See you when we get there: Teaching for change in urban schools by Gregory Michie"). Public schools have been viewed as the place where all students go to become Americanized. "Furthermore, far too often, the cultural differences of these children are equated with cultural inferiority and not surprisingly, children from these groups are more likely to do poorly in school, get into trouble, or drop out" (Confronting the challenge of diversity in education). (Contains 14 online resources.)
Constructivist Teaching and Learning. Research Brief
Author: Johnston, Howard
Date: 2005-11-20
Type: Reports - Descriptive
Subjects: Learner Engagement,Teaching Methods,Constructivism (Learning),Critical Thinking,Cooperation,Problem Solving,Learning Processes,Students

North Central Regional Educational Laboratory (NCREL) describes constructivism as an approach to teaching and learning based on the premise that cognition (learning) is the result of "mental construction." In other words, students learn by fitting new information together with what they already know. Constructivists believe that learning is affected by the context in which an idea is taught as well as by students' beliefs and attitudes. Although Constructivism is based on sound theory and research, the jury is still out on its overall effectiveness as a single instructional approach. While there is evidence that the use of constructivist approaches does promote critical thinking, collaborative learning, and increased student engagement, it is less clear if it results in improved test scores. Indeed, by rejecting test scores in favor or authentic assessments, critics say that constructivists have not accepted accountability for student learning in the contemporary environment. Others have charged that the approach works best with students from privileged backgrounds who already possess essential skills and school-oriented attitudes and behaviors. Still others say that the overuse of collaborative and constructivist strategies can lead to "group think" and discourage independent thinking and creative problem solving by highly talented individuals (Constructivism as a Paradigm for Teaching and Learning). Like most debates about instructional approaches, advocates and critics alike would probably agree that no single approach works for all students all the time. The key is to find the right mix of methods for the students being served and the content being taught. (Contains 10 online resources.)