ethanporcaro/eric-fulltext-meta huggingface dataset:
State Teacher Policy Yearbook, 2009. Arkansas
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Arkansas edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Arkansas has an overall &quot;Yearbook&quot; grade of C- for 2009. Arkansas' major policy strengths include: (1) Places no restrictions on alternate route usage or providers; (2) Ensures streamlined and relevant preparation by alternate route programs; (3) Requires induction for all new teachers; and (4) Supports differential and performance pay initiatives. Arkansas' major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Does not ensure that middle school teachers are appropriately prepared to teach grade-level content; and (4) Lacks an efficient termination process for ineffective teachers. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [Additional funding for this report was provided by the Fisher Family Foundation and the Gleason Family Foundation. For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Alabama
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Teacher Supply and Demand,Teacher Recruitment,Teacher Effectiveness,Labor Turnover,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Beginning Teacher Induction,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction,Salary Wage Differentials,Elementary School Teachers,Middle School Teachers,Higher Education,Retirement Benefits,Best Practices,Teacher Competencies

This Alabama edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Alabama has an overall &quot;Yearbook&quot; grade of C- for 2009. Alabama's major policy strengths include: (1) Offers licensure reciprocity to out-of-state teachers, earning the state a &quot;best practice&quot; designation; (2) Maintains full authority to approve teacher preparation programs; and (3) Requires induction for all new teachers. Alabama's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Does not ensure that elementary teachers are well prepared to teach mathematics; and (4) Lacks an efficient termination process for ineffective teachers. Detailed rationale for each area and corresponding goal is appended. (Contains 124 figures.) [Additional funding for this report was provided by the Fisher Family Foundation and the Gleason Family Foundation. For the national summary, see ED511872.]
Contrasting Technology Integration and Traditional Methodology in Adult ESL Instruction
Author: Kinser, Jeong-Lan
Date: 2006-06-05
Type: Reports - Research
Subjects: Technology Integration,Educational Technology,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Qualitative Research,Administrator Role,Teacher Attitudes,Time,Educational Finance,Professional Development,Adult Education,Ethics

The usage of technology in adult ESL classrooms needs to be examined as it is creating new opportunities and added challenges. The purpose of the study was to explore how technology was being used in such environment and what factors contributed as supports or hindrances to technology use. Interviews, questionnaires, and observations were used to collect data in two schools. Participant groups included administers, teachers, and students. Results of the qualitative analysis indicated that most respondents were universally familiar with using technology, but professional development seemed to be needed for teachers to feel comfortable applying their interests and knowledge about using technology into the curriculum. Administrators' support was identified as an important factor in teacher and student use of technology in their schools; their role in terms of funding and training was instrumental. Time appeared as an issue in technology integration; all participants wanted more. Teachers' attitudes and teaching approaches affected their integration of technology into the curriculum.
Presenting a Theoretical Model of Four Conceptions of Civic Education
Author: Cohen, Aviv
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Citizenship Education,Civics,Epistemology,Liberal Arts,Cultural Pluralism,Critical Thinking,Political Issues,Social Sciences,Thinking Skills,Nationalism,Citizenship Responsibility,Democratic Values,Models

This conceptual study will question the ways different epistemological conceptions of citizenship and education influence the characteristics of civic education. While offering a new theoretical framework, the different undercurrent conceptions that lay at the base of the civic education process shall be brought forth. With the use of the method of ideal types, four Utopian conceptions of civic education will be presented: "Liberal Civic Education"; "Diversity Civic Education"; "Critical Civic Education" and "Republican Civic Education." After describing these conceptions and the theoretical field on which they stand, the potential applications of these conceptions in the classrooms and in research will be discussed. "Conceptions of Civic Education--A Comparison" is appended. (Contains 2 figures and 1 footnote.)
Innovative Public Engagement Practices and Partnerships: Lifting Stakeholder Voices in Education Accountability Policy
Author: Wills, Monica
Date: 2010-09-00
Type: Reports - Research
Subjects: Community Leaders,Focus Groups,School Community Relationship,Computer Science,Accountability,Instructional Leadership,Sociology,Educational Assessment,Stakeholders,Partnerships in Education,Attitudes,Negative Attitudes,Parent Role,Teacher Role,Business,School Business Relationship,Parent School Relationship,Qualitative Research,Statistical Analysis,Surveys,Interviews,Educational Legislation,Federal Legislation,State Legislation,Citizen Participation,Interdisciplinary Approach

In 2008, due to increasing stakeholder dissatisfaction with assessment results and school report cards, South Carolina revised its 1998 Educational Accountability Act and required public engagement with stakeholders including parents/guardians, educators, business and community leaders, and taxpayers. The legislation created partnerships between SC Education Oversight Committee (EOC) and Clemson University. The project also brought together within the university the fields of Applied Sociology, Computer Science, and Educational Leadership. The project involved mixed methods using phone/web surveys with focus groups eliciting perceptions from key stakeholders and under-represented voices in the surveys. (Contains 1 endnote and 3 figures.) [This project was supported with a contract from the Education Oversight Committee of the South Carolina General Assembly.]
Adding Soft-Skills to the Hard Target of Adequacy: The Case for Rearticulation Based on a Multifocal Analysis
Author: Knoeppel, Robert C.
Date: 2009-00-00
Type: Information Analyses
Subjects: Productivity,Academic Standards,Educational Change,Educational Policy,School Effectiveness,Measurement,Role of Education,Concept Formation,Definitions,Skills,Politics of Education,Economic Factors,Educational Finance,Policy Analysis,School Segregation,Educational Environment,Laws,Equal Education,Access to Education,Cultural Pluralism,Global Approach,Intercultural Communication,Court Litigation,Educational History,Evaluation Criteria,Educational Assessment

The purpose of this study is to expand the definition of adequacy by adding soft skills as a measure of school productivity. The singular focus on academic standards inherent in education policy has prevented scholars from seeing the concept of adequacy through myriad perspectives and has contributed to a resegregation of schools. Education policy includes legal, historical, and political perspectives; research inquiries must accommodate these multiple foci. This study made use of multifocal analysis to investigate the development of the concept of adequacy in South Carolina. Conclusions suggest an expanded definition of adequacy has potential for addressing school financing policy, but also for making historical, political and legal contributions to educational and economic policies aimed at repurposing schools.
The Relationship between Cross-Culture Communication Activities and Student Motivation in Studying Second Language
Author: Youssef, Hussein Zanaty Mohammed
Date: 2009-08-15
Type: Reports - Research
Subjects: Siblings,Second Languages,Cultural Awareness,Learning Motivation,Program Effectiveness,Grade 6,Grade 5,Student Attitudes,Second Language Learning,Student Motivation,Consciousness Raising,Elementary School Students,Foreign Countries,Self Evaluation (Individuals),Questionnaires,Interviews,English (Second Language)

The purpose of this study was to examine the positive impact of second language learners' cross-cultural awareness in the target language. More specifically, the pedagogical desired outcomes include: (1) exploring how students can increase their motivation in learning a foreign language by engaging in the cross-cultural activity &quot;Sister School Project&quot;, (2) enhancing their learning motivation through a better understanding of the world in which students live and the opportunity to see that they can be a positive influence in it. The study involved 31 fifth grade Japanese elementary students. In addition to the fifth grade students who evaluated their experience both before and after the program, another 10 randomly selected sixth grade Japanese elementary students at the same school evaluated their experience with the program, which they had completed a year before. The study took place at an integrated classroom at an Elementary School. Forty-eight lessons were planned, with the help of the Japanese Homeroom Teacher (JHT) and the author of this study, over a four-month period, according to the school curriculum. Japanese students participated in a sister school project with Egyptian students of the same grade level. Data were collected through a close-end before and after questionnaire and an interview that quantified learners' level of interest and motivation in participating in this learning program. Results indicate the first outcome about increasing students' motivation in learning a foreign language, the students' use of different strategies appeared to assist them in creating a good learning environment and improving their interest in studying that language. The students' use of self-evaluation and their positive attitude in learning appeared to assist them in understanding the global situation in a positive way. Results show that the students were better able to participate and express their ability and knowledge in the target language and had improved motivation. Educators need to increase their knowledge of the cognitive and effective impact of cross-cultural activity on students' ability to use a second language. Additional data includes 2 figures, 4 tables, 4 questionnaires and copy of original Sister School Contract.
Ethnographic Knowledge for Early Childhood
Author: Adair, Jennifer Keys
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Educational Research,Early Childhood Education,Cultural Awareness,Childhood Interests,Ethnography,Young Children,Cooperation,Educational Researchers,Educational Policy,Context Effect,Resources,Program Effectiveness,Caregiver Attitudes,Parent Attitudes,Teacher Attitudes,Parent School Relationship,Student School Relationship,Childhood Attitudes

The policy brief &quot;Ethnographic Knowledge for Early Childhood&quot; details the contributions of current ethnographic research in the area of early childhood education. The brief's main purpose is to demonstrate how ethnography (as a methodology) helps us better understand the context of early childhood programs, the types of settings and resources those programs and the families have, and the meanings, goals and intentions of teachers, parents, children and other stakeholders. To create this policy brief, ethnographic research on early learning was solicited from anthropologists and educational researchers and then used to generate a synopsis of current ethnographic work that has specific policy implications for early childhood education. Core findings from early childhood ethnographic work show that 1) Children's identities, relationships and understandings of schools and the world around them vary dramatically across contexts; 2) Parents, teachers and caretakers often feel disconnected from the policies that guide early childhood programs. And instead of collaboration and communication, parents and teachers struggle to work together even when they come from the same communities; 3) Early learning is most successful when programs and teachers build on children's cultural understanding of teaching and learning; 4) The same early childhood program or policy can have different outcomes depending on where it is located and who is participating; and 5) Global, comparative perspectives can contribute new understandings and possibilities for U.S. early childhood policies. Collectively these studies and findings are meant to demonstrate how ethnographic studies can be utilized effectively to make early childhood programs more successful for children, parents and teachers. This policy brief was sponsored by the Council on Anthropology and Education in collaboration with the Anthropology of Children and Childhood Interest Group, both part of the American Anthropological Association. In addition, researchers conducting ethnographies were included from Critical Perspectives on Early Childhood Education, a special interest group within the American Educational Research Association. [This brief was prepared for the U.S. Department of Education's Office of Early Learning and was sponsored by the Council of Anthropology and Education in collaboration with the Anthropology of Children and Childhood Interest Group of the American Anthropology Association.]
WWC Quick Review of the Report &quot;Student Characteristics and Achievement in 22 KIPP Middle Schools&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Program Effectiveness,Charter Schools,Reading Achievement,Mathematics Achievement,Middle School Students,Public Schools,Comparative Analysis,Scores,Longitudinal Studies

This study examined the effect of the Knowledge is Power Program (KIPP) on reading and mathematics achievement in 5th- through 8th-grade students. The study analyzed scores on state assessments for more than 5,600 students who attended 22 KIPP middle schools in nine states and Washington, DC, in the 2000s. Students were followed for one to four years depending on data availability, and the study standardized all test scores so they could be compared across states. KIPP middle school students were matched to students who had attended their same public elementary schools but subsequently attended non-KIPP middle schools. The effectiveness of each school was assessed by comparing the average achievement of KIPP middle school students with that of their matches in the public schools. Students in the 22 KIPP middle schools studied had higher reading and math test scores, on average, than similar students in public middle schools. The What Works Clearinghouse (WWC) has reservations about these results because KIPP students may have differed from comparison students in ways not controlled for in the analysis. [The following study is the focus of this &quot;Quick Review&quot;: Tuttle, C. C., Teh, B., Nichols-Barrer, I., Gill, B. P., &amp; Gleason, P. (June 2010). &quot;Student characteristics and achievement in 22 KIPP middle schools.&quot; Washington, DC: Mathematica Policy Research, and Tuttle, C. C., Teh, B., Nichols-Barrer, I., Gill, B. P., &amp; Gleason, P. (July 2010) (ED511107).]
Against the Odds: Influences on the Post-School Success of &quot;Low Performers&quot;
Author: Thomson, Sue
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Life Satisfaction,Academic Achievement,Labor Market,Low Achievement,Influences,Education Work Relationship,Success,Educational Attainment,Employment Level,Mathematics Skills,Foreign Countries,Student Motivation,Disadvantaged Youth,Career Development,Secondary School Students,Postsecondary Education,Outcomes of Education,Graduation,Gender Differences,Racial Differences,Indigenous Populations

The link between academic achievement and labour market outcomes is well established. But how well does a student's achievement in a test predict their later success in life? This study examines this question, with &quot;success&quot; considered to encompass satisfaction with life together with the extent to which young people are fully occupied with education, employment or a combination of these. Low performers in mathematics in the 2003 Programme for International Student Assessment were the focus. The study found that &quot;low performing&quot; status has little impact on future success. Further, students who saw the value of mathematics for their future success were more likely to achieve this success. (Contains 9 tables, 5 figures and 13 footnotes.)
Dustman, Milliner and Watchcase Maker: Skilling Australia. Conference Paper
Author: Beddie, Francesca
Date: 2010-00-00
Type: Opinion Papers
Subjects: Labor Needs,Foreign Countries,Job Training,Job Skills,History,Vocational Education,Governance,Industry,Immigration,Immigrants,Criminals,Gender Issues

This paper was presented at the Professional Historians Association (NSW) Islands of History conference held on Norfolk Island in July 2010. It argues that the reliance on overseas workers to address skills shortages has been present ever since the first white settlement of Australia, which has, in turn, shaped attitudes to the governance of vocational education, in particular the notion of an industry-led system. The paper then suggests some areas for primary historical research. (Contains 4 footnotes.)
Longitudinal Surveys of Australian Youth (LSAY): 2006 Cohort Wave 4 (2009)--Questionnaire. Technical Report 56A
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Tests/Questionnaires
Subjects: Foreign Countries,Questionnaires,Interviews,Telephone Surveys,Cohort Analysis,High School Graduates,Followup Studies,Employment,Postsecondary Education,Enrollment,Vocational Education,Educational Background,Student Characteristics,Educational Indicators

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the questionnaire for the LSAY 2006 cohort Wave 4 (2009) data set. [For the &quot;Longitudinal Surveys of Australian Youth (LSAY): 2006 Cohort Wave 4 (2009)--Frequency Tables. Technical Report 56B&quot;, see ED511905.]
Longitudinal Surveys of Australian Youth (LSAY): 2006 Cohort Wave 4 (2009)--Frequency Tables. Technical Report 56B
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Cohort Analysis,High School Graduates,Followup Studies,Employment Patterns,Postsecondary Education,Enrollment,Vocational Education,Educational Background,Student Characteristics,Statistical Distributions,Educational Indicators

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the frequency tables for the LSAY 2006 cohort Wave 4 (2009) data set. [For the &quot;Longitudinal Surveys of Australian Youth (LSAY): 2006 Cohort Wave 4 (2009)--Questionnaire. Technical Report 56A&quot;, see ED511904.]