ethanporcaro/eric-fulltext-meta huggingface dataset:
Guidelines for Audiovisual and Multimedia Materials in Libraries and Other Institutions. Audiovisual and Multimedia Section
Author: International Federation of Library Associations and Institutions
Date: 2004-03-00
Type: Guides - Non-Classroom
Subjects: Nonprint Media,Multimedia Materials,Library Materials,Guidelines,Library Services,Library Administration,Copyrights,Cataloging,Preservation,Storage,Internet,Institutional Cooperation,Libraries

This set of guidelines, for audiovisual and multimedia materials in libraries of all kinds and other appropriate institutions, is the product of many years of consultation and collaborative effort. As early as 1972, The UNESCO (United Nations Educational, Scientific and Cultural Organization) Public Library Manifesto had stressed the need for audiovisual media in public libraries, both in adult and in children's services. The following year, a Round Table on Audiovisual Material was created within IFLA (International Federation of Library Associations and Institutions) to cover all "non-book materials", or--according to another definition--all documents requiring equipment for their consultation. In 1982, this Round Table was asked to consider standards for the provision of audiovisual materials and equipment in public libraries, and the first edition of the IFLA Guidelines was born. A second, revised, edition was planned for 1987, but this was never published. In this paper the term audiovisual and multimedia will be used for contents of the collections of all types of library and information services regarding sound, images and multimedia. (Microforms are not included in these guidelines.) All issues relating to sound, still and moving images, and multimedia documents and services (such as children's libraries and language centers), collection development, cataloguing, conservation, and access including Internet will be treated. (Contains 6 footnotes.)
The Health Literacy of U.S. Adults across GED Credential Recipients, High School Graduates, and Non-High School Graduates. GED Testing Service[TM] Research Studies, 2008-1
Author: Hsu, Yung-chen
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: High School Equivalency Programs,Dropouts,Literacy Education,Health Education,Educational Attainment,High School Graduates,Knowledge Level,Adults,Adult Learning,Adult Literacy,Physical Health,Mental Health,Comparative Analysis,Gender Differences,Age Differences,Racial Differences,Immigrants,Language Usage,English (Second Language),Employment Level,Poverty,African Americans,Whites,Hispanic Americans

Health literacy is important for all adults. Because lower health literacy is associated with lower educational attainment, many adult basic and literacy education programs increasingly provide health education to low-literate adults to improve their health literacy. Using data from the 2003 National Assessment of Adult Literacy (NAAL), this study examined the health literacy of adults across GED [General Educational Development] credential recipients, high school graduates, and non-high school graduates by various demographic and socioeconomic characteristics. Specific populations with lower health literacy levels were identified so that adult education entities and policy makers can target these groups with more support, funding, and better programs to improve their health literacy skills. (Contains 10 figures and 1 table.)
International Civic and Citizenship Education Study: Assessment Framework
Author: Schulz, Wolfram
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Test Items,Citizenship,Citizenship Education,School Administration,Program Effectiveness,Foreign Countries,Educational Testing,Student Characteristics,Citizen Participation,Politics of Education,Educational Policy,Civics,Learner Engagement,Teaching Methods,Educational Practices,Predictor Variables,Student Surveys,Grade 8,Grade 9,Scaling,Educational Assessment,Evaluation Methods,International Education,Comparative Education,Secondary School Students,Student Attitudes,Achievement Tests,Classroom Techniques,Questionnaires,Teacher Surveys,School Surveys,National Surveys,Educational Environment,Regional Characteristics,Geographic Regions

This document outlines the framework and assessment design for the International Civic and Citizenship Education Study (ICCS) sponsored by the International Association for the Evaluation of Educational Achievement (IEA). Over the past 50 years, IEA has conducted comparative research studies focusing on educational policies, practices, and outcomes in more than 80 countries around the world. The purpose of ICCS is to investigate the ways in which young people in lower secondary schools are prepared to undertake their roles as citizens in a range of countries. The study will report on student achievement on a test of conceptual understandings and competencies in civic and citizenship education and also   will collect and analyze data about student dispositions and attitudes relating to civic and citizenship education. Teacher and school questionnaires will gather information about teaching and class-management practices, school governance and climate, and other matters. A national context survey will collect information about civic and citizenship education and its contexts (aspects related to political, cultural, and educational contexts) in each participating country. The study framework also offers &quot;regional modules&quot; that will allow groups of participating countries from the same region to address region-specific issues in civic and citizenship education. The three regional modules established for ICCS   relate to Europe, Latin America, and Asia. Appendices include: (1) Institutions and Staff; and (2) Sample Test Items. (Contains 8 footnotes, 3 figures, and 5 tables.) [In co-operation with the IEA Secretariat, the IEA DPC (data processing and research center), and the NRCs (national research coordinators) the following three organizations are responsible for the study's organization: Australian Council for Educational Research (ACER), as lead  institution; the National Foundation for Educational Research (NFER) in the United Kingdom; and Laboratorio di Pedagogia sperimentale (LPS) at the Roma Tre University in Italy.]
Examinee and High School Senior Performance on the GED[R] Tests. GED Testing Service Research Studies, 2007-1
Author: George-Ezzelle, Carol E.
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Credentials,High School Seniors,Comparative Testing,Standardized Tests,Norm Referenced Tests,Cohort Analysis,Academic Achievement,Academic Standards,Educational Assessment,Educational Indicators,Test Results,High School Equivalency Programs

The purpose of the analyses reported in this paper was to compare performance on the GED (General Educational Development) Tests, U.S. edition, across three groups of examinees: (a) graduating high school seniors in the GED Tests U.S. 2001 norm group, (b) GED Tests candidates who took one or more tests in the U.S. in 2002-2004, and (c) GED Tests candidates who passed the tests in the U.S. in 2002-2004. By comparing graduating high school seniors and GED Tests examinees, this report provides evidence of the academic value of the GED Tests credential. This report also identifies several academic content and cognitive levels in which GED Tests examinees are likely to have difficulties. Performance of the three groups was compared through comparison of standard scores, percentile rank distributions, and item difficulty statistics for the tests and each of the content and cognitive levels measured by the GED Tests. The results should be useful primarily to employers and admissions officers evaluating applicants who have a credential based on passing the GED Tests. Additionally, adult education administrators and teachers should find this information useful when planning and developing instructional programs for GED Tests candidates. A glossary is appended. (Contains 10 tables, 2 figures, and 2 footnotes.) [For the executive summary, see ED510055.]
Differences between Students Who Were and Were Not Retained in Grade: A Comparison of Academic Achievement, Reasons for Dropping Out, and Reasons for Pursuing a GED[R] Credential. GED Testing Service Research Studies, 2007-3
Author: George-Ezzelle, Carol E.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Credentials,Grade Repetition,High School Equivalency Programs,Tests,Comparative Analysis,Data Analysis,Evaluation Methods,Student Attitudes,High School Students,Academic Achievement

This study examines the demographic, academic, social, and behavioral differences between GED (General Educational Development) candidates who were and were not retained in grade. Differences between candidates who were and were not retained in grade are examined with regard to factors such as demographics, delinquent behaviors, reasons for dropping out of high school, and reasons for seeking a GED credential. Additional analyses explore the effect of grade retention on performance on each of the GED Tests as well as on passing the entire GED Tests battery. Data used in this study are taken from the population of GED Tests candidates in 2003 and 2004 in the United States who immediately pursued their GED credential after dropping out of high school. (Contains 16 tables.)
Dropouts Immediately Pursuing a GED[R] Credential: Their Institutions' Characteristics, Self-Reported Reasons for Dropping out, and Presence of High-Stakes Exit Exams. GED Testing Service Research Studies, 2006-1
Author: George-Ezzelle, Carol E.
Date: 2006-00-00
Type: Reports - Research
Subjects: High School Students,Dropouts,At Risk Students,Exit Examinations,High School Equivalency Programs,Dropout Characteristics,Institutional Characteristics,Correlation,High Stakes Tests,State Standards,Intervention,Geographic Location,School Size,Teacher Student Ratio,Low Income Groups,Age Differences,Gender Differences,Racial Differences,Educational Attainment,Attendance Patterns,Student Attitudes,Student Motivation,Study Habits,Social Life,Grades (Scholastic),Interpersonal Relationship,Delinquency,Social Influences

The research topics addressed in this study include the following: (1) reasons dropouts who immediately pursued a General Educational Development (GED) did not complete high school; (2) characteristics of the schools those GED examinees last attended; (3) differences in the reasons for not completing school by school characteristics; and (4) relationship between states with and without high-stakes exit exams (HSEEs) and reasons for dropping out. By identifying variability in reasons for dropping out across institutional and state characteristics, this study serves to introduce new information that may contribute to shaping educational interventions for at-risk students by providing information useful in identifying and serving at-risk communities and thereby encouraging students to complete high school. (Contains 10 tables.)
The Literacy of U.S. Adults with Disabilities across GED Credential Recipients, High School Graduates, and Non-High School Graduates. GED Testing Service[TM] Research Studies, 2008-3
Author: Hsu, Yung-chen
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Credentials,Testing Accommodations,Disabilities,High School Graduates,Program Effectiveness,Federal Government,Adult Literacy,Adults,Dropouts,High School Equivalency Programs,Adult Education,Special Needs Students,Visual Impairments,Hearing Impairments,Comparative Analysis,Racial Differences,Age Differences,Gender Differences,Employment Level,Whites,African Americans,Hispanic Americans

To serve adults with disabilities without a high school diploma, the federal government and states have funded adult education and literacy programs that provide services to accommodate the needs of those adults. In addition, the Tests of General Educational Development (GED Tests) provide adults with disabilities with testing accommodations to minimize the impact of examinee characteristics on the assessment of academic knowledge and skills. Using data from the 2003 National Assessment of Adult Literacy (NAAL), this study examined the literacy level across GED credential recipients, high school graduates, and non-high school graduates. The study also provided evidence of the validity of the GED credential as an indication that adults with disabilities with a GED credential have achieved the literacy skills and knowledge equivalent to those skills and knowledge demonstrated by adults with disabilities with a high school diploma. (Contains 8 figures and 5 tables.)
The Status of School Finance Equity in Texas: A 2009 Update
Author: Cortez, Albert
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Educational Equity (Finance),Educational Finance,Public Schools,School District Wealth,Finance Reform,Court Litigation,Minority Groups,Equal Education

In Texas, all students are equal, but once again some are more equal than others. This policy update provides a description of the key elements of the existing Texas school funding system, identifies features that contribute to equity and those that maintain and expand inequity, and includes recommended reforms that would reinstate critical funding equity. A glossary is included. (Contains 22 resources.)
The Neuroscience of Callous-Unemotional Subtype of Conduct Problems: Implications for Intervention and Education
Author: Jones, Alice P.
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Behavior Problems,Intervention,Behavior Disorders,Emotional Disturbances,Behavior Modification,Prosocial Behavior,Antisocial Behavior,Social Development,Severe Disabilities,Mainstreaming,Brain,Neurological Organization,Psychological Patterns,At Risk Students,Psychiatry,Feedback (Response)

This paper presents a novel school-based intervention programme for children with chronic and severe emotional and behavioural difficulties. The main aim of the programme is to reduce conduct problems and to increase prosocial behaviours. The ultimate aim of such a programme is to help pupils with severe and chronic conduct problems back on track to mainstream education. The programme was developed based on basic science findings, including recent neuroscience work on children with elevated levels of callous-unemotional (CU) traits. This programme also aims to feedback into the research base by examining how CU contributes toward conduct problems in the classroom and how far it is possible to reduce CU traits as well as conduct problems.
Accommodating EBD: Do Assessment Accommodations Reflect Low Expectations for Students With EBD
Author: Davis, Hartwell T. Paul
Date: 2010-01-26
Type: Reports - Evaluative
Subjects: Behavior Disorders,Educational Opportunities,Federal Legislation,Access to Education,Academic Accommodations (Disabilities),Barriers,Academic Achievement,Teacher Expectations of Students,Emotional Disturbances,Special Needs Students,Intelligence Quotient,Individualized Education Programs,Academic Failure,Dropout Rate

Some accommodations that are offered to students with emotional behavior disorders (EBD) do little to remediate a diagnosed disability, resulting instead in enabling the continuance of the condition. IDEA specifies that access to educational opportunities include accommodations both in &quot;instruction and assessment&quot; (Byrnes, 2008, p. 307). While such accommodations as the use of calculators, extra test time, differences in test, or even exclusion from test may lower barriers in assessment, there is a question as to whether these same accommodations serve to remediate the long term effects of EBD regarding future academic achievement. Instead assessment accommodation may hinder the ongoing process of instruction and do more harm than good by reinforcing lower expectations that effect a student's achievement.
Low-Income and Minority Serving Institutions: Sustained Attention Needed to Improve Education's Oversight of Grant Programs. Testimony before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, House of Representatives. GAO-10-659T
Author: Scott, George A.
Date: 2010-05-27
Type: Reports - Evaluative
Subjects: Higher Education,Access to Education,Disadvantaged,Low Income,College Students,Minority Groups,Grants,Federal Aid,Program Development,Risk Management,Audits (Verification),Technical Assistance,Information Dissemination,Barriers,Program Implementation,Feedback (Response),Educational Needs,Government School Relationship

Higher education has become more accessible than ever before, although students from some demographic groups still face challenges in attending college. To help improve access to higher education for minority and low-income students, Titles III and V of the Higher Education Act, as amended, provide grants to strengthen and support institutions that enroll large proportions of these students. The Government Accountability Office (GAO) was asked to testify on the Department of Education's (Education) oversight of institutions receiving Title III or V grants and progress Education has made in monitoring the financial and programmatic performance of Title III and V grantees. GAO's testimony is based primarily on its recent report, &quot;Low-Income and Minority Serving Institutions: Management Attention to Long-standing Concerns Needed to Improve Education's Oversight of Grant Programs&quot; (GAO-09-309, August 2009) and updated information provided by Education. In that report, GAO recommended that Education, among other things, (1) develop a comprehensive, risk-based approach to target monitoring and technical assistance; (2) ensure staff training needs are fully met; (3) disseminate information about implementation challenges and successful projects; and (4) develop appropriate feedback mechanisms. No new recommendations are being made in this testimony. (Contains 4 tables and 7 footnotes.)
GED Testing Fact Sheet
Author: American Council on Education, GED Testing Service
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Credentials,Testing Programs,High School Equivalency Programs,Student Evaluation,Racial Differences,Foreign Countries,Geographic Location,Nontraditional Students,French,Spanish,Educational History

This GED Testing fact sheet provides information on: (1) GED[R] Tests; (2) Versions and Editions of the GED Tests; (3) Earning a Credential; (4) GED Testing Service[R]; (5) History of the GED Tests; (6) Who Accepts the GED Credential; (7) Public/Private Partnership of GEDTS; (8) Renowned GED Credential Recipients; (9) GED Testing Numbers for 2008; and (10) Where to Find More Information.
GED[R] Candidate Computer Familiarity Survey. GED Testing Service Research Studies, 2006-2
Author: George-Ezzelle, Carol E.
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Familiarity,Computer Assisted Testing,High School Equivalency Programs,Computer Literacy,Interest Inventories,Use Studies,Computer Uses in Education,Access to Computers,Test Format,Computer Attitudes,Mail Surveys,Feasibility Studies

As GED (General Educational Development) Testing Service considers the feasibility of a computer administration of the GED Tests, one issue being considered is the difference in costs of supplying only a computer-based format vs. offering both computer-based and paper formats of the GED Tests. A significant concern then arises as to whether offering only a computer-based format of the GED Tests will reduce the number of candidates taking the GED Tests because of possible variation in the candidate population's level of familiarity with computers. In an effort to determine the level of the GED candidate population's familiarity with computers, this study involved surveying a representative sample of recently tested GED candidates about their current computer comfort, use, and access. Furthermore, the survey examined whether, based on their level of computer familiarity, access, or their use, GED candidates would have preferred to test on a computer if this format had been available or if they would have opted not to test at all if the GED Tests had been offered only in a computer-based format. Two appendices are included: (1) GED[R] Candidate Computer Familiarity Survey; and (2) Tabulated survey question responses for all respondents and by state. (Contains 20 tables.)
Guidelines for Libraries of Government Departments. IFLA Professional Reports, No. 106
Author: Bolt, Nancy, Ed.
Date: 2008-00-00
Type: Collected Works - General
Subjects: Government Libraries,Guidelines,Library Administration,User Needs (Information),Library Services,Politics,Work Environment,Preservation,Library Personnel,Advocacy,Library Role,Institutional Cooperation,Marketing,Public Relations,Privacy,Money Management

Libraries of government departments provide information to policymakers, to government staff and employees, and, sometimes, to the general public. It is essential that libraries of government departments are organised and managed so as to collect and provide the information most needed by government decision makers, government workers, and the public at large. These guidelines are designed to help government officials recognise the importance of the libraries of government departments and to propose means to make them even more effective to meet the needs of elected officials, staff, the general public and any other users. The guidelines also provide assistance and advice to librarians as they seek to improve the collection and the services that they offer. Following a foreword by Jerry W. Mansfield, contents include: (1) Introduction (Nancy Bolt); (2) Types of government libraries (Sanjay K. Bihani); (3) General management (Moira Fraser); (4) Identifying and meeting needs of users (Nancy Bolt); (5) Challenges and opportunities working in a political environment (Sue Westcott); (6) Collection development (Sanjay K. Bihani); (7) Organisation and access management for physical and electronic collections (Hannah Fischer and Linda Sjogren); (8) Preservation of physical and electronic collections (Hannah Fischer); (9) Staffing and personnel (Suzanne Burge and Moira Fraser); (10) Managing finances and resources (Moira Fraser); (11) Advocacy for the role of government libraries (Nancy Bolt and Jane Wu); (12) Cooperation among government and other libraries (Maria Goeckeritz); (13) Marketing and public relations (Maria Goeckeritz); (14) Obligation to protect the privacy of users (Nancy Bolt); (15) Trends in government libraries (Jane Wu); (16) Conclusion (Nancy Bolt); and (17) List of Contributors. (Contains 7 footnotes.)