ethanporcaro/eric-fulltext-meta huggingface dataset:
State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Idaho
Author: Center on Education Policy
Date: 2011-08-09
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Academic Achievement,Achievement Gap,Achievement Rating,Disadvantaged Schools,Educational Trends,Educational Legislation,Elementary School Students,Educationally Disadvantaged,Educational Improvement,Educational Indicators,Federal Legislation,Grade 4,Grade 8,Grouping (Instructional Purposes),High School Students,High Schools,Mathematics Tests,Mathematics Achievement,Minority Group Children,Reading Achievement,Reading Tests,Scores,Secondary School Students,State Government,Statistical Data,Test Results,Time Perspective,Trend Analysis

This paper profiles Idaho's test score trends through 2008-09. In 2007, the mean scale score on the state 4th grade reading test was 209 for non-Title I students and 205 for Title I students. In 2007, the mean scale score in 4th grade reading was 211 for non-Title I students and 208 for Title I students. Between 2007 and 2009, the mean scale score improved at an average yearly rate of 1.0 points for non-Title I students and improved at an average yearly rate of 1.5 points for Title I students, indicating a narrowing of the achievement gap for Title I students at grade 4. In 2007, 85% of non-Title I 4th graders and 71% of Title I 4th graders scored at the proficient level on the state reading test. In 2009, 90% of non-Title I 4th graders and 81% of Title I 4th graders scored at the proficient level in reading. Between 2007 and 2009, the percentage proficient improved at an average rate of 2.5 percentage points per year for non-Title I students and 5.0 percentage points per year for Title I students, indicating a narrowing of the achievement gap for Title I students at grade 4. [For the main report, &quot;State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students?,&quot; see ED522866.]
State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Arizona
Author: Center on Education Policy
Date: 2011-08-09
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Academic Achievement,Achievement Gap,Achievement Rating,Disadvantaged Schools,Educational Trends,Educational Legislation,Elementary School Students,Educationally Disadvantaged,Educational Improvement,Educational Indicators,Federal Legislation,Grade 4,Grade 8,Grouping (Instructional Purposes),High School Students,High Schools,Mathematics Tests,Mathematics Achievement,Minority Group Children,Reading Achievement,Reading Tests,Scores,Secondary School Students,State Government,Statistical Data,Test Results,Time Perspective,Trend Analysis

This paper profiles Arizona's test score trends through 2008-09. In 2005, the mean scale score on the state 4th grade reading test was 478 for non-Title I students and 445 for Title I students. In 2008, the mean scale score in 4th grade reading was 477 for non-title I students and 450 for title I students. Between 2005 and 2008, the mean scale score declined at an average yearly rate of 0.3 points for non-Title I students and improved at an average yearly rate of 1.7 points for Title I students, indicating a narrowing of the achievement gap for Title I students at grade 4. In 2005, 72% of non-title I 4th graders and 45% of title I 4th graders scored at the proficient level on the state reading test. In 2008, 74% of non-Title I 4th graders and 55% of Title I 4th graders scored at the proficient level in reading. Between 2005 and 2008, the percentage proficient improved at an average rate of 0.7 percentage points per year for non-Title I students and 3.3 percentage points per year for Title I students, indicating a narrowing of the achievement gap for Title I students at grade 4. [For the main report, &quot;State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students?,&quot; see ED522866.]
Internationalizing Higher Education in South Africa and the United States: Policy and Practice in Global, National, and Local Perspective
Author: Dolby, Nadine
Date: 2011-08-23
Type: Reports - Evaluative
Subjects: Higher Education,International Education,Research Universities,Foreign Countries,Study Abroad,Educational Practices,Foreign Students

This article comparatively examines the micro-dynamics of the internationalization of higher education at two major research universities: one in South Africa and one in the United States. It is specifically concerned with understanding the multidimensional flows: global, national, and local (gloconal)--within which international education practices are created. Focusing on study abroad and international students, the research examines the convergences and divergences in these practices, analyzing how local, national, and global contexts both enable and constrain the possibilities for internationalization. In conclusion, the research discussed here suggests the need for new research focused on understanding the consequences of the &quot;encounters&quot; produced by the internationalization of higher education. (Contains 65 notes.)
E Lauhoe Mai Na Wa'a: Toward a Hawaiian Indigenous Education Teaching Framework
Author: Kana'iaupuni, Shawn Malia
Date: 2008-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Educational Strategies,Learner Engagement,Outcomes of Education,Indigenous Knowledge,Teaching Methods,Grade 7,Grade 8,Grade 9,Grade 10,Curriculum Development,Teamwork,Figurative Language

The desire to improve educational delivery and outcomes has prompted significant advancements in culture-based education as a foundation for community-driven, place-based, relevant educational approaches that more effectively engage children and their families in lifelong learning and leadership. This article shares the early process and tools of a large-scale, community-participatory project developed to understand the use of culture-based teaching strategies in Hawai'i and associated outcomes for students (7th-10th grade). Specifically, this work documents the initial planning and theoretical development that resulted in a Hawaiian Indigenous Education Rubric (HIER) from a teaching perspective. The HIER tool provides a building block in our efforts to understand what indigenous education looks like in the teaching environment and is shared here to encourage further research and development. Future publications will document the results of the broader project based on teacher and student data. (Contains 2 tables, 2 figures, and 4 notes.)
Pu'a i ka 'Olelo, Ola ka 'Ohana: Three Generations of Hawaiian Language Revitalization
Author: Kawai'ae'a, Keiki K. C.
Date: 2007-00-00
Type: Journal Articles
Subjects: Language Maintenance,Public Sector,Malayo Polynesian Languages,Native Speakers,Case Studies,Diachronic Linguistics,Family Environment,Language Usage,Language of Instruction

In the early 1980s, the Hawaiian language had reached its low point with fewer than 50 native speakers of Hawaiian under the age of 18. Outside of the Ni'ihau community, a small group of families in Honolulu and Hilo were raising their children through Hawaiian. This article shares the perspectives of three pioneering families of the Hawaiian language revitalization movement over one generation of growth, change, and transformation. Our living case study stands as a testament for other Hawaiian language families who have endured the challenges of revitalizing the Hawaiian language as the living language of the home, school, and community. The article also celebrates the legacy of the Hawaiian language movement upon the 20th-year anniversary of Hawaiian-medium education within the public sector. Appended to this document is &quot;Hawaiian Language over 166 Years.&quot; (Contains a bibliography, a list of resources, and 3 notes.) [This article includes commentary by Kini Ka'awa, Kananinohea Kawai'ae'a Maka'imoku, and Kau'iwehelaniikapomahinala'ila'i Kaina Lauano.]
Australian Vocational Education and Training Statistics: Apprentices and Trainees. March Quarter, 2011
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Trainees,Vocational Education,Apprenticeships,Tables (Data),Statistical Data,Graduation Rate,Trend Analysis,Educational Trends,Dropout Rate

This publication presents estimates of apprentice and trainee activity in Australia for the March quarter 2011. The figures in this publication are derived from the National Apprentice and Trainee Collection no. 68 (June 2011 estimates). The most recent figures in this publication are estimated (those for training activity from the September quarter 2009 to the March quarter 2011). Overall trends show: (1) The number of apprentices and trainees in-training as of March 31, 2011 was 458,900--an increase of 5.3% from one year earlier; (2)  The number of commencements in the 12 months ending March 31, 2011 was 315,500--an increase of 11.5% from one year earlier; (3) The number of cancellations and withdrawals in the 12 months ending March 31, 2011 was 134,400--an increase of 8.7% from one year earlier; (4) The number of apprentices and trainees in-training has increased in every quarter since June 2009. Between 31 December 2010 and 31 March 2011, the number in-training increased by 0.5%; (5) The number of trades commencements has decreased by 3.4% between the December quarter 2010 and the March quarter 2011; (6) The number of non-trades commencements has increased in every quarter since March 2009 and December 2010, stabilising in the March quarter 2011; (7) The number of completions has increased in each quarter between March 2006 and December 2010, stabilising in the March quarter 2011; and (8) The number of cancellations and withdrawals has increased in every quarter since September 2009. Between the December quarter 2010 and the March quarter 2011, cancellations and withdrawals increased by 0.9%. (Contains 19 tables, 3 figures and 5 notes.)
Inclusion: Something More Than Sitting Together
Author: Bulbul, Mustafa Sahin
Date: 2011-07-00
Type: Reports - Research
Subjects: Blindness,Physics,Inclusion,Mainstreaming,Classroom Environment,Teacher Attitudes,Science Teachers,Foreign Countries,Teacher Competencies,Science Instruction,Student Attitudes,Interviews,Cooperation

Awareness about students with learning difficulty brought us to inclusive learning environments. The acceptance was to build collaborative atmospheres in the class. Unfortunately, when teachers are not enthusiastic and adequate to develop the interaction, the inclusive learning environment never occurs. This conclusion bases on this studies analysis taken from interviews with two physics teachers and three blind students who had taken physics course. Assessment process, lecturing methods and used materials which the teachers explained are not appropriate for blind students, so they cannot obtain a chance to participate the physics course. On the other hand, the blind students also not sinless; according to the interview records form a formally inclusive assigned school in Ankara, the blind students feel not ready to include the class. Additionally they confess that inclusive learning environment seems more difficult; they prefer basic designed exams and just sitting in the class to participate a real inclusive environment. (Contains 1 table, 1 footnote, and 1 figure.)
An Overview of Selected Theories about Student Learning
Author: Goel, Sanjay
Date: 2011-02-00
Type: Information Analyses
Subjects: Learning Theories,Learning Processes,Adult Development,Curriculum Design,Educational Psychology,Engineering Education,Instructional Design,Educational Theories,College Instruction,Educational History,Theory Practice Relationship

Engineering educators are often not familiar with the theories and research findings of  educational psychology, adult development, curriculum design, and instruction design. Even the published research in engineering/computing education does not sufficiently leverage this body of knowledge. Often in the educational reports and recommendations by professional agencies like ACM and IEEE, there is no or insufficient reference to educational models or theories. Rich corpus of classical as well as contemporary theories of learning can be leveraged to review and transform the educational processes for all groups of learners. The engineering educators can innovatively adapt many of these theories to redesign pedagogic engagements for their students in their courses. (Contains 2 tables.)
Efficiency and Effectiveness of Drama Techniques in the English Classroom
Author: Lizasoain, Andrea
Date: 2009-05-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Diagnostic Tests,Grade 8,Grade 12,Rural Areas,First Generation College Students,Instructional Effectiveness,Program Effectiveness,Drama,Teaching Methods,Experimental Groups,Role Playing,Interviews,Control Groups,Textbooks,Lecture Method,Pretests Posttests

According to the national results of the English diagnostic test (2004) applied to Chilean 8th and 12th graders, the current English teaching methodology used in this country is not efficient nor effective. Consequently, a different methodology is urgently needed, particularly in a context where students primarily come from rural areas and will be the first generation in their families to attend university. The present pilot study was an attempt to find a way to systematize and analyze data coming from a larger project through the measurement of the efficiency and effectiveness of drama techniques in the teaching of English as a Foreign Language (EFL). It was partially based on a study by Kunihira and Asher (1965) in which the effectiveness of TPR in the teaching of a foreign language (FL) is demonstrated. An experimental group (n = 19) of Spanish-speaking learners of English performed an interview and a role play activity to learn a given grammar structure (present continuous in its affirmative, negative and question forms), while a control group (n = 17) was taught the same structure through the traditional formal teaching method in Chile, primarily based on textbooks and the chalk and talk method. The procedure took two 45-minute sessions: one for a pre-test and another one for the treatment and post-test. A pre-test was administered to both groups in order to check their previous knowledge of the present continuous--paying attention not to spoil the students' naivety--and to then compare the results with those of a post-test. The experimental group was expected to acquire the given structure more efficiently, which was quantified in terms of accuracy by means of a written test, based on the percentages of correct answers. A t-test was applied to compare the means and check their significance. [This study was subsidized by the Universidad Austral de Chile Research &amp; Development Department.] (Contains 4 tables and 3 footnotes.)
An In-Depth Review of the Current Practica, Associated with Early Childhood through Twelfth Grade Special Education Programs, for the Benefit of Higher Education Programs, with an Emphasis in Obtaining a M.Ed. in Special Education
Author: Cady, Jennifer
Date: 2010-09-00
Type: Reports - Research
Subjects: Disabilities,Special Education,Masters Degrees,Questionnaires,Curriculum,Elementary Secondary Education,Observation,Interviews,Teacher Competencies,Student Needs,Classification,Teaching Styles,Cooperative Learning,Individualized Education Programs,Multiple Intelligences,Parent Participation,Classroom Techniques,Self Esteem,Inclusion,Teacher Education Programs

In order to guide organizational growth in the Master's in Education with an emphasis in Special Education program, offered at Southwestern College, an in-depth qualitative study was conducted with participants from three specific realms located in the state of Kansas. Participants from the Kansas State Department of Education, Southwestern College, and the Wichita, KS area were interviewed and provided with questionnaires on the topic of special education. In addition, the current curriculum offered at Southwestern College was superficially compared to the curriculum offered at three other specific colleges in the state of Kansas. The data was then analyzed for possible gaps in the current M.Ed. in Special Education program offered at Southwestern College and used to guide feedback to the Director of Education, with regards to the current program curriculum compared to the current needs in the field of special education.
Private School Chains in Chile: Do Better Schools Scale Up? Policy Analysis. No. 682
Author: Elacqua, Gregory
Date: 2011-08-16
Type: Reports - Evaluative
Subjects: Private Schools,School Effectiveness,Educational Quality,Foreign Countries,Policy Analysis,Educational Policy,Educational Vouchers,Grade 4,Academic Achievement,Public Schools,Comparative Analysis,Business,Educational History,Elementary Schools,Catholic Schools,Protestants,Standardized Tests,Socioeconomic Status

There is a persistent debate over the role of scale of operations in education. Some argue that school franchises offer educational services more effectively than do small independent schools. Skeptics counter that large, centralized operations create hard-to-manage bureaucracies and foster diseconomies of scale and that small schools are more effective at promoting higher-quality education. The answer to this question has profound implications for U.S. education policy, because reliably scaling up the best schools has proven to be a particularly difficult problem. If there are policies that would make it easier to replicate the most effective schools, systemwide educational quality could be improved substantially. We can gain insight into this debate by examining Chile's national voucher program. This paper uses fourth-grade data to compare achievement in private franchise, private independent, and public schools in Chile. Our findings suggest that franchises have a large advantage over independent schools once student and peer attributes and selectivity are controlled for. We also find that further disaggregating school franchise widens the larger franchise advantage. We conclude that policies oriented toward creating incentives for private school owners to join or start up a franchise may have the potential for improving educational outcomes. (Contains 12 figures and 39 notes.) [This policy analysis is based on the results of the paper &quot;The Effectiveness of Private School Franchises in Chile's National Voucher Program,&quot; School Effectiveness and School Improvement, 2011 (EJ934035).]
School Choice in America 2011: Educational Opportunity Reaches New Heights. Backgrounder. No. 2597
Author: Burke, Lindsey M.
Date: 2011-08-17
Type: Reports - Evaluative
Subjects: School Choice,Educational Opportunities,Scholarships,Public Education,Parent Attitudes,Educational Policy,State Legislation,Private Schools,Program Descriptions

2011 has been a milestone year for school choice, setting the bar high for state legislatures across the country to increase families' educational options. What began with a crucial re-authorization of the D.C. Opportunity Scholarship Program continued with 12 states creating or expanding school choice options. The movement toward educational freedom in 2011 was unprecedented; state after state moved away from the government's public education monopoly and toward policies that put power in the hands of parents, and educational opportunity in the grasp of children. (143 footnotes.)
Digital and Media Literacy: A Plan of Action. A White Paper on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy
Author: Hobbs, Renee
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Information Needs,Literacy Education,Democracy,Community Education,Community Action,Media Literacy,Information Technology,Computer Literacy,Teacher Education,Research,Outreach Programs,Parent Education,Stakeholders,Participation,Partnerships in Education

This report proposes a detailed plan that positions digital and media literacy as an essential life skill and outlines steps that policymakers, educators, and community advocates can take to help Americans thrive in the digital age. It offers a plan of action for how to bring digital and media literacy education into formal and informal settings through a community education movement. The plan of action includes 10 recommendations for local, regional, state and national initiatives aligned with the themes of community action, teacher education, research and assessment, parent outreach, national visibility and stakeholder engagement. These action steps do more than bring digital and media literacy into the public eye. Each step provides specific concrete programs and services to meet the diverse needs of our nation's citizens, young and old, and build the capacity for digital and media literacy to thrive as a community education movement. Appended are: (1) Portraits of Success; (2) About the Author; and (3) About the Communications and Society Program. (Contains 4 figures, references and a bibliography.)
AED and Education in Contexts of Fragility: Providing Support to Education over the Long Haul
Author: Alvarado, Felix
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Educational Change,Foreign Countries,Donors,Low Income,Interviews,Education,Academic Achievement,Resilience (Psychology),Partnerships in Education,Constructivism (Learning),Democracy,Natural Disasters,War,Enrollment

The purpose of this document is to describe AED's extensive experience in six countries that have undergone periods of violent conflict or natural disaster followed by extended and complex periods of increasing resilience, and if possible extract lessons learned from it. The focus is on what we have learned about effectively and sustainably restoring education in a context of development. This paper is timely for two reasons. First, the number of low-income countries experiencing crises, especially war, continues to escalate (Collier 2009). Second, there is a growing consensus among countries and donors that restoring education systems should begin as soon as the security of teachers and students can be assured and not wait until the termination of relief efforts. Education should be part of the solution from the beginning of the rebuilding  process. It is hoped that this paper will facilitate that work in the future. This paper begins by reviewing AED's work over the last two decades in six countries on two continents (El Salvador,Guatemala, Honduras, and Nicaragua in Latin America, and Ethiopia and Namibia in sub-Saharan Africa), considering their history and education sector as they move from fragility and attempt to consolidate education reform. This section seeks to extract lessons concerning the actual relationship between the education sector and fragility or resilience and what this has meant for AED's role promoting change in the education sector through its interactions with governments and donors. A second section takes the findings and underlines the interaction between donor, recipient, and implementer. A final section suggests paths for conceptual and operational development to better integrate assistance in crises with assistance for development in the education sector, and considers how this may be related to the degree of fragility or resilience, and how this may be further examined. (Contains 9 tables, 7 figures, 43 footnotes, and 25 additional resources. An annex presents trends in education, assistance and investment in six countries.)