ethanporcaro/eric-fulltext-meta huggingface dataset:
Situated Responses and Professional Development for Changing Student Demographics in the New Latino South
Author: Matthews, Paul H.
Date: 2010-05-02
Type: Reports - Research
Subjects: Rural Schools,Elementary Secondary Education,Measures (Individuals),Professional Development,Hispanic American Students,Educational Improvement,English (Second Language),Second Language Learning,School Districts,Inservice Teacher Education,State Action,Questionnaires,Peer Relationship,Teacher Effectiveness,College School Cooperation

This paper describes the outcomes and key elements of collaborative professional development on K-12 educators working to improve education of Latino and English learning students in a state with rapidly changing demographics. Across four years (2003-04 through 2006-07), 37 teams from 16 urban, suburban, and rural school districts in the state of Georgia took part in university-sponsored, year-long professional development resulting in creation and implementation of localized &quot;action plans&quot; in their school settings. Action plans were coded thematically to find common focal areas for implementation, and corresponding evaluation data (self-assessment of the professional development's impact, n=174; 4 items exemplifying implementation themes from a pre- and post-participation questionnaire, n=109) were investigated for impact. Open-ended responses on year-end questionnaires identified aspects of the professional development which participants found especially beneficial. Common areas selected across teams for action plan implementation were (1) reducing language barriers; (2) improving family and parent engagement; (3) piloting instructional modifications; and (4) providing additional professional development. Paired samples t-tests for related pre- to post-questionnaire items demonstrated significant (p less than 0.001) improvement in participants' assessment of these areas for themselves/their schools. 59.8% of respondents likewise indicated a &quot;large impact&quot; of the professional development on their work, attitude, or preparedness. Participants identified key characteristics of the professional development's success: the value of access to expert presenters; the value of interaction with peer groups during the professional development; and the value of participating in a formalized university-sponsored program. These participant-identified factors, in addition to those suggested by review of past research, may be helpful in planning successful future university-sponsored professional development with K-12 educators. (Contains 6 tables.)
Practicing Critical Media Literacy Education: Developing a Community of Inquiry among Teachers Using Popular Culture
Author: Flores-Koulish, Stephanie
Date: 2010-05-01
Type: Reports - Descriptive
Subjects: Graduate Students,Literacy Education,Popular Culture,Media Literacy,Critical Thinking,Inquiry,Teaching Methods,Masters Programs,Mass Media Effects,Attitude Change,Consciousness Raising,Social Attitudes,Social Bias

Media literacy compels us to look anew at the most mundane, that which surrounds us: the media and our popular culture. From there media literacy compels us to accept that the media are constructed and to seek various ways to analyze them, while considering our own beliefs to evaluate for ourselves an ultimate interpretation. This process has the potential to begin to strip away layers of accumulated media influence. In this paper, I demonstrate how graduate students, exposed to critical media literacy in their coursework, express how transformative it can become.
Overstated Optimism: Arizona's Structured English Immersion Program under &quot;Horne v. Flores&quot;
Author: Mora, Jill Kerper
Date: 2010-05-02
Type: Reports - Evaluative
Subjects: Immersion Programs,English (Second Language),Court Litigation,Federal Courts,Equal Education,Federal Legislation,Educational Legislation,State Legislation,Program Effectiveness,Bilingual Education,Multicultural Education,Civil Rights,Effective Schools Research

This article is an analysis of the educational implications of the Supreme Court (USSC) decision in &quot;Horne v. Flores&quot; (2009). The USSC remanded the Arizona case to the lower court, requiring a rehearing of petitioners' request for relief from the court's oversight of AZ's &quot;structured English immersion&quot; (SEI) program mandated under HB2064. The article discusses flaws in the SEI program's theoretical and research base. The author refutes claims that SEI will be effective in teaching English language or in supporting ELLs' academic achievement to reach &quot;parity of participation&quot; with grade-level English proficient peers as required under federal court precedents. The article argues that ballot initiative P-203, which established the one-year SEI program model, is a violation of the Equal Educational Opportunities Act. Findings of the Commission on Civil Rights (1975) supported the effectiveness of bilingual bicultural education and cautioned against ESL pullout programs such as Arizona's SEI program.
The Teacher Attitudes Toward Inclusion Scale (TATIS) Technical Report
Author: Cullen, Joseph P.
Date: 2010-02-11
Type: Reports - Evaluative
Subjects: Inclusive Schools,Reliability,Disabilities,Measures (Individuals),Factor Analysis,Teacher Attitudes,Educational Policy,Teaching Methods,Attitudes toward Disabilities,Teacher Responsibility,Teacher Role,Preservice Teachers,Teaching (Occupation),Faculty Development,Mainstreaming,Student Needs

Teacher attitudes toward the inclusion of children with disabilities into general education classrooms have been found to be strong predictors of the success of efforts to create inclusive learning communities. Specifically, research has shown that when teachers have positive mindsets toward inclusion, they more readily adapt their teaching methods to meet a variety of student learning needs. This conclusion suggests that the inclusion movement would benefit from research that identifies effective ways to assist teachers in the formation of positive attitudes and beliefs toward inclusion. Inquiries of this kind require instrumentation. To address this need, the authors have developed the Teacher Attitudes Toward Inclusion Scale (TATIS), an instrument that is built around three well-researched components of teacher attitudes toward inclusive teaching: (a) Attitudes toward students with disabilities in inclusive settings, (b) Beliefs about professional roles and responsibilities, and (c) Beliefs about the efficacy of inclusion. Unlike other instruments of its kind, the TATIS was developed: (a) on both in-service and pre-service teachers to assure maximum utility in all phases of professional development, (b) in this country since attitudes on any subject tend to vary significantly by culture, and (c) in the last 8 years to reflect the significant shifts in educational policy that have occurred during this time frame. This publication provides a detailed discussion of the development of the TATIS including its validation through Principal Components Analysis and confirmation of internal consistency reliability through Chronbach's Alpha procedure. In addition, it includes a norm table developed on the standardization sample of 252 in-service and pre-service educators that provides respondents with a comparison standard for their responses. Appended are: (1) Teacher Attitudes Toward Inclusion Scale (TATIS); and Scoring Sheet for the TATIS. (Contains 35 references and 8 tables.)
Attitudes Towards Individuals with Spinal Cord Injuries
Author: Conway, Cassandra Sligh D.
Date: 2010-00-00
Type: Information Analyses
Subjects: Injuries,Quality of Life,Life Satisfaction,Neurological Impairments,Attitudes toward Disabilities,Social Attitudes,Equal Opportunities (Jobs),Social Bias,Barriers,Unemployment,Employment Level,Incidence,Vocational Rehabilitation,Racial Differences,Ethnicity,Severity (of Disability),Minority Groups,Hispanic Americans,African Americans,Whites,Advocacy,Vocational Interests

This paper will shed light on the lives of persons with spinal cord injuries by revealing the literature on spinal cord injuries that focuses on research that can shed light on attitudes towards persons with spinal cord injuries. The background literature related to incidences, the definition of spinal cord injury, and vocational opportunities are valuable areas to review as obtaining a better quality of life can allow the individual with spinal cord injuries to be a part of the workforce. This, in essence, will allow others to view the quality of life and the importance of positive attitudes in working with this population.
How Well Are We Serving Our Adult Learners? Investigating the Impact of Institutions on Success & Retention
Author: Flint, Thomas A.
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Literacy Education,Adult Learning,Adult Students,Adult Literacy,Higher Education,Evaluation,Enrollment,Academic Achievement,School Holding Power,Best Practices,Adults

The Council for Advancement of Adult Literacy (CAEL) designed the Adult Learning Focused Institution (ALFI) Assessment Toolkit specifically for colleges and universities that want to retain undergraduate adult learners by providing programs that meet and exceed their expectations. The ALFI Assessment Tools are a pair of survey instruments that are based on CAEL's Principles of Effectiveness for Serving Adult Learners. The Tools work together to help uncover what is important to adult learners as well as pinpoint an institution's strengths and areas for improvement. This paper presents the outcomes of a study conducted to determine if institutions with strong scores from the ALFI Assessment Tools retained adult students. (Contains 2 tables.)
Helping Adults Learners Succeed: Tools for Two-Year Colleges
Author: Frey, Ruth
Date: 2007-09-00
Type: Reports - Evaluative
Subjects: Community Colleges,Adult Learning,Adult Students,Two Year Colleges,Higher Education,Postsecondary Education,College Students,Academic Achievement,Focus Groups,Lifelong Learning

Adults looking to gain a foothold in the changing economy are seeking a college degree in greater numbers. Yet, their "non-traditional" characteristics--part-time enrollment, full-time employment, financial independence, and/or parental responsibilities--create needs and priorities that differ from those of traditional students and make it difficult for adults to enter into and succeed in the traditional postsecondary environment. Research on the topic identifies four major barriers to education for working adults: Lack of time, family responsibilities, scheduling and location of courses, and the cost of education. Community colleges often provide the access, affordability and convenience adults require and serve as the point of entry to a college degree or certification. As a result, more than half of community college students are older than the traditional-aged student. Yet even these institutions sometimes lack the total learning environment that facilitates and enhances adult learners' chances for success. Supporting and guiding this population of students can be challenging. But more colleges are now offering flexible delivery formats, specialized advising, and expanded services to help adult learners reach their goals. This paper explores how a carefully designed survey instrument can provide valuable information to institutional leaders, program directors, faculty, and staff concerning adult learners, their perceptions of the institution they attend and the directions in which institutions might move to improve services to adult learners. (Contains 7 footnotes.)
12 Characteristics of an Effective Teacher
Author: Walker, Robert J.
Date: 2010-05-24
Type: Reports - Research
Subjects: Preservice Teachers,Teaching (Occupation),Student Attitudes,Teacher Attitudes,Personality Traits,Teacher Effectiveness,College Faculty,Teacher Researchers,Teacher Student Relationship,Writing Assignments,Longitudinal Studies,Teacher Characteristics,Classroom Environment

Have you ever wondered what character traits you need in order to be an effective teacher? This article discusses the findings from a 15-year research study of what in-service and preservice teachers have determined are the 12 characteristics of an effective teacher. Over his collegiate teaching career, the researcher has engaged college students in discussions and writing assignments pertaining to the outstanding characteristics of their most effective teacher. Effective was defined as that teacher who made the most significant impact on their lives. Students identified similar qualities among highly effective teachers. Based on those recurring themes, the researcher has concluded that there are at least 12 clear characteristics of being an effective teacher. These 12 characteristics consistently affect students in positive ways.
Connecting Research about English Language Learners to Practice: An Introductory Guide for Educators
Author: Garcia, Peggie
Date: 2009-08-00
Type: Guides - Non-Classroom
Subjects: Federal Legislation,Language of Instruction,Second Language Learning,Achievement Tests,English (Second Language),Educational Legislation,Educational Policy,Language Research,Resources,Limited English Speaking,Theory Practice Relationship,Academic Discourse,School Districts

To help educators make informed decisions about English language learners (ELLs), this Connecting Research to Practice brief provides an overview of key research findings, highlights federal policies related to ELLs, outlines district-level and school-level action opportunities, and lists resources that offer more information. English language learners, as defined by the federal government in the No Child Left Behind (NCLB) Act of 2001, are students 3-21 years old who are enrolled in elementary or secondary school but who do not speak, read, write, or understand English well enough to either (1) reach a proficient level on state achievement tests; (2) be successful in a classroom in which English is the language of instruction, or (3) fully participate in society. Throughout the last decade, while the overall school population has grown by less than 3 percent, the number of ELLs has increased by more than 60 percent. Lists of related resources are included. (Contains 2 figures.)
The Condition of Education 2010. NCES 2010-028
Author: Aud, Susan
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Postsecondary Education,School Statistics,Educational Indicators,Educational Trends,Academic Persistence,Participation,Enrollment,Outcomes of Education,Academic Achievement,Educational Environment,Disadvantaged Schools,Poverty,Educational Attainment,Public Schools,Private Schools,Race,Ethnicity,Student Characteristics,Language Minorities,Disabilities,Reading Achievement,Mathematics Achievement,Achievement Gap,Fine Arts,Science Achievement,Foreign Countries,Income,Young Adults,Dropout Rate,Graduation Rate,Academic Degrees,Institutional Characteristics,School Safety,Crime,Teacher Characteristics,Principals,Administrator Characteristics,School Personnel,Teacher Student Ratio,Charter Schools,Educational Finance,Expenditures,Incentives,Study Abroad,Undergraduate Study,Graduate Study,Professional Education,College Faculty,Teacher Salaries,Teacher Employment Benefits,Student Financial Aid,Student Employment,Student Costs,Racial Distribution,College Students,National Competency Tests

To ensure reliable, accurate, and timely data, which are necessary to monitor the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, &quot;The Condition of Education&quot;. This year's report presents 49 indicators of important developments and trends in U.S. education. These indicators focus on participation and persistence in education, student performance and other measures of achievement, the environment for learning, and resources for education. This statement summarizes the main findings of the indicators, which are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. Appendices include: (1) Supplemental Tables; (2) Supplemental Notes; (3) Glossary; (4) Bibliography; and (5) Index. (Contains 110 tables and 105 figures.) [For &quot;The Condition of Education, 2009&quot;, see ED505415.]
Connecting Research about Access to Higher Education to Practice. An Introductory Guide for Educators
Author: Rodriguez, Sheila
Date: 2010-03-00
Type: Guides - Non-Classroom
Subjects: Higher Education,College Attendance,Young Adults,Minority Groups,Access to Education,Enrollment Rate,Enrollment Trends,Economically Disadvantaged,Low Income Groups,Barriers,Public Officials,Best Practices,Educational Research,Theory Practice Relationship,Resources,Educational Policy

The trends are clear--a high school education is no longer adequate to prepare young people for the rapidly changing information economy of the 21st century. According to the U.S. Department of Labor (2009), approximately 65 percent of the fastest growing jobs today require at least some form of postsecondary education. If the United States is to remain economically competitive, more students must complete a postsecondary degree. Currently, however, the United States has a smaller percentage of young adults who enter college and graduate with a postsecondary degree than many other developed nations. Although college attendance rates have increased slightly, significant gaps in enrollment between low-income and minority students and their more affluent, white peers persist. This Connecting Research to Practice Policy Brief outlines the barriers to higher education for students and then provides policymakers and practitioners with research-based policy options, examples of best practice, and resources that can help all students increase their access to higher education. (Contains 1 table and 1 figure.)
Emerging Trends Reflected in the State Phase 1: Race to the Top Applications. Evaluating Teacher Effectiveness. An Emerging Trends Report from Learning Point Associates
Author: Learning Point Associates
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Educational Change,Grants,Teacher Evaluation,Federal Legislation,Federal Aid,Financial Support,Federal Programs,State Standards,Measures (Individuals),Educational Trends,Academic Achievement,Competition

Through the American Recovery and Reinvestment Act (ARRA) of 2009, a significant amount of funding has been targeted to improve state and local education systems. The Race to the Top Fund in particular is providing $4.35 billion in competitive grants for states. The U.S. Department of Education designated two phases for the Race to the Top grant competition. For Phase 1, the Education Department received a total of 41 applications--from 40 states and the District of Columbia. The Council of Chief State School Officers (CCSSO) and Learning Point Associates conducted a preliminary review of the 41 Phase 1 Race to the Top applications and identified key questions related to CCSSO's strategic initiatives. These questions, focusing on several themes across the applications that provide useful information to states and districts considering systemic education reform, were used as a framework for data collection. The preliminary review of the 41 applications resulted in some interesting findings about state methods of teacher evaluation. These findings are discussed in this brief. Two appendices are included: (1) Resources for Evaluating Teacher Effectiveness; and (2) Selection Criteria in the Race to the Top Application. (Contains 3 figures.)
Connecting Formative Assessment Research to Practice: An Introductory Guide for Educators
Author: Pinchok, Nick
Date: 2009-12-00
Type: Guides - Non-Classroom
Subjects: Formative Evaluation,School Personnel,Educational Research,Theory Practice Relationship,Student Role,Teacher Role,School Districts,Educational Assessment,State Government,State Officials

For several years, there have been varying and often conflicting viewpoints and definitions of what formative assessment is--is it a product, is it a process, is it something that can be bought? One source of confusion about this issue has come from products and services sold by curriculum and assessment vendors, touted as "formative assessment." The need to be clear about what formative assessment is has never been more magnified. This Connecting Research to Practice brief is intended to enhance the knowledge and build the capacity of state, district, and school personnel to implement effective formative assessment practice. To accomplish this goal, the brief defines formative assessment, examines the research, and outlines the components needed to develop a high-quality, research-based formative assessment plan in a state, district, or school. (Contains 2 figures and 6 online resources.)
Worker Generated Issues, Critical Dialogue, and Praxis: A Freirean Approach to Developing Social Change Projects
Author: O'Brien, Tim
Date: 2009-11-08
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Critical Theory,Social Change,World Views,Middle Class,Working Class,Advocacy,Popular Education,Global Approach,Child Rearing,Socioeconomic Status,Political Attitudes,Research Methodology,Motor Vehicles,Manufacturing,Work Environment,Social Action,Activism,Group Activities,Reflection

The escalating crisis in capitalist relations around the world demands a variety of responses that unmask the confusing structures that perpetuate asymmetrical power relations, while reframing what is truly in the interests of the majority of people. Industrial unions in the U.S. have at times aspired to such an advocacy role, but currently offer little resistance to the loss of living wage jobs. At the grass roots level, there have been promising projects of resistance to globalization growing out of the fields of Popular Education, Participant Research and Critical Pedagogy. Taking a community centered approach these projects attempt to amplify the voices of those most affected by the failing economy, by implementing strategies based on egalitarian and democratic principles stimulating an organically developed critical theory. This dissertation study is an exploration into developing social change projects based on the work of Paulo Freire and informed by other voices within the field of Critical Pedagogy and related traditions. Working with 16 volunteer autoworkers from an assembly plant located in the Midwest of the U.S., this research examines their issues, themes and group process leading to visions of small scale social change. Two themes, &quot;The loss of the middle class&quot;, and 'Raising Children: from a community perspective&quot;, emerged from one-on-one interviews, and became the generative beginnings for the group work. The group production was considered a success by the participants, developed out of consensus and culminating in envisioned projects potent with possibility for actual implementation. However, analysis of the process and content of the group work revealed several important weaknesses with the way in which the group work was facilitated, particularly in the lack of well developed dialectic reasoning and problem posing in dialogue. The results suggest a lack of politicization engendering a weak form of praxis, allowing the participants to move from their own concrete realities to an abstract position of helping &quot;Others&quot;. Several ideas for inserting political elements are suggested in the conclusion of this dissertation. Three appendixes are included: (1) Materials Contained in the Recruitment Packet; (2) Pre-interview Questionnaire; and (3) Interpretive Description of Group Work. (Contains 7 tables and 13 figures.)