ethanporcaro/eric-fulltext-meta huggingface dataset:
Postsecondary Awards in Science, Technology, Engineering, and Mathematics, by State: 2001 and 2009. Web Tables. NCES 2011-226
Author: Ginder, Scott
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,STEM Education,Academic Degrees,Tables (Data),Awards

These tables provide state-level information on the conferring of Science, Technology, Engineering, and Mathematics (STEM) awards (degrees and certificates) from academic years 2000-01 and 2008-09, both overall and by field. Specifically, the tables provide information on: (1) the number of awards conferred in STEM fields, overall (table 1) and by STEM fields (the table 2 series); (2) changes in the number of STEM degrees, by degree level (table 3) and STEM certificates, by certificate level (table 4); (3) the number of awards conferred in STEM fields to women, overall (table 5), by STEM field (the table 6 series), by level of degree (table 7 and the table 9 series through the table 12 series), and by level of certificate (table 8); and (4) the number of awards conferred in STEM fields by race/ethnicity, overall (the table 13 series), by STEM field (the table 14 series through the table 21 series), by level of degree (the table 22 series), and by level of certificate (the table 23 series). A glossary is included. (Contains 90 tables and 1 endnote.)
Honors Course Implementation Guide. Division of Secondary Education
Author: North Carolina State Board of Education, Department of Public Instruction
Date: 2005-07-00
Type: Guides - Classroom - Teacher
Subjects: Expertise,Honors Curriculum,Articulation (Education),State Standards,Curriculum Development,Educational Policy,Program Implementation,Teaching Methods,Student Evaluation,College Curriculum,Secondary School Curriculum

At its November 2004 meeting, the North Carolina State Board of Education approved standards for developing and implementing honors courses in that state. These standards  in curriculum, instruction, and assessment are designed to provide a consistent framework to guide teachers and principals as they develop and evaluate local courses that are aligned to the state-adopted standards. The materials in this document should be used by teacher/course developers as a foundation to customize honors courses incorporating the unique needs and interests of their students. These teacher/course developers will also embed in their locally-developed honors courses a variety of background preparations and expertise from their personal experiences, as well as the resources available in their districts to support their honors courses. The material included in each content area's section should be used as a starting point or springboard for individual teacher or district level honors course development and implementation. The state-adopted standards provide the framework and allow for local development within this framework. Appended are: (1) Memorandum of Understanding on Community College Honors Courses; (2) Comprehensive Articulation Agreement; and (3) Frequently Asked Questions. (Individual sections and appendixes have references.)
Bullying in the K-8 School
Author: Therrien, Lindsay
Date: 2011-04-22
Type: Reports - Research
Subjects: Student Attitudes,Bullying,Questionnaires,Peer Relationship,Parent Attitudes,Teacher Attitudes,Observation,Educational Environment,Victims of Crime,Age Differences

Through my own experiences as a child and now as a teacher, I strongly believe in helping children of any age build positive relationships. In my childhood experiences, I did not witness the extent of bullying behavior that is going on today. I believe that bullying is getting worse and worse. My research explored the frequency of bullying in a kindergarten through eighth grade school in Central New York. It also explored how staff, students, and their parents felt about bullying and offers suggestions and strategies to help decrease the level of bullying that occurs. A sample of 27 staff members, 133 students, and 133 parents were included in this study and data collection consisted of quantitative and qualitative information through the use of questionnaires and observations. It is clear that there is a high level of bullying that occurs throughout the school day and this research supports the concern people have for the welfare of school children. Eight appendixes include: (1) Consent Form for Administrator Permission; (2) Consent Form for Staff Participation; (3) Consent Form for Parent Participation; (4) Parent Consent Form for Student Participation; (5) Middle School Student Consent Form; (6) Staff Questionnaire for Full and Part Time Teachers/Staff; (7) Parent Questionnaire; and (8) Student Questionnaire for Grades K-8.
An Assessment of an Interactive Online Training Course at a Placement and Business Service
Author: Wynter-Wellington, Shelley
Date: 2010-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Job Applicants,Online Courses,Training,Instructional Effectiveness,Employment Interviews,Job Application,Employment Services,Temporary Employment,Adult Education,Job Placement,Foreign Countries

The problem was that the general educational level in relation to the job interview process of first-time prospective job applicants who were clients of the staffing agency had been progressively declining over the years. The issue was having an adverse affect on the placement service, as fewer clients were being offered jobs. The purpose of this applied dissertation study was to evaluate the effectiveness of an interactive online training course for a placement and business service. The extent to which the course assisted client-applicants with the overall understanding of the job application and interview process was examined. Four research questions were addressed. The questions related to online training courses and the improvement of the existing online training course. The review of related literature revealed that there may be a need for improvement of the interviewing process. Two questionnaires were created and administered to all first-time interviewees to determine if the online course was deemed to be successful. Formative and summative committees were used as part of the validation process. Findings indicated that the majority of the job applicants agreed that the online training course was excellent or very good and was in line with their expectations of preparation for a successful job interview. There were various meetings with the management of the placement agency on the results, and it was recommended to the director that all eligible first-time job applicants receive the online training course before the interviewing session as a preparation tool. Eight appendixes present: (1) Formative and Summative Committees; (2) Formative Committee Online Questionnaire; (3) Summative Committee Online Questionnaire and Results; (4) Online Training Questionnaire and Results; (5) Job Interview Questionnaire; (6) Credentials of Experts Taking the Test-Retest Reliability; (7) Results of the Test-Retest Reliability; and (8) Results for Job Interview Questionnaire.
Contagious Tolerance: Creating Safe Schools for Our Students
Author: Jones, Joseph R.
Date: 2011-03-31
Type: Opinion Papers
Subjects: Campuses,College Administration,Homosexuality,School Safety,Secondary School Teachers,Social Attitudes,Social Bias,Sexual Identity,Educational Environment,College Students,Secondary School Students,Consciousness Raising,Cultural Pluralism

This presentation is premised on a research study that was conducted with a group of secondary teachers. The study examined how teachers grappled with issues surrounding homophobia and heterosexism in their schools. For the purpose of this presentation, some of the findings from this study have been applied to the college campus. Specifically, the author argues that creating safe and tolerant college campuses involve: dismantling contextual oppositions, engaging in reflective practices and partnering with college administration.
Benefits and Challenges Facing Students Working in a Group for a Freshman-Level Course
Author: Jones, Gwendolyn
Date: 2011-04-22
Type: Reports - Research
Subjects: Student Attitudes,Academic Persistence,School Holding Power,Student Surveys,College Freshmen,Undergraduate Study,Student Improvement,Attendance,Interpersonal Relationship,Cooperative Learning

The purpose of this paper was to examine students' attitudes and perceptions of their experience of working in a group. This paper will strive to describe some of the results. The descriptive data obtained extends over three academic periods: fall 2007, fall 2008, and spring 2009, and includes a total of six different sections for one course. This freshman-level course has average enrollment of 35 students for each session. Some students did not participate as they either stopped attending or withdrew from the class. Students were given a survey on the benefits and problem/challenges of working in student groups. The survey was distributed at the end of the semester. No demographic data were collected from the students. The top three most cited commonalities for benefits and problem/challenges are reported. The three most reported benefits were: 1) improvement on grade, 2) multiple points of views, and 3) getting to know students. The three most cited challenges/problems were: 1) Disagreements, 2) Attendance, and 3) Unprepared students. Based on the information provided by students, group work activities helped them learn course material and can be considered with other retention strategies.
Improving Teacher Effectiveness: An Examination of a Pay for Performance Plan for Boosting Student Academic Achievement in Charlotte-Mecklenburg Schools
Author: Ngoma, Sylvester
Date: 2011-04-15
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Academic Achievement,Merit Pay,Teacher Salaries,Public Schools,School Districts,Teacher Attitudes,Student Attitudes,Strategic Planning

Throughout the United States, educational organizations are striving to find more effective ways to improve teacher performance and student learning. The increased pressure to improve teacher effectiveness in the classroom has led many public school districts to adopt a pay for performance system as a strategic compensation option for enhancing teacher performance, and thereby, improving student academic achievement. However, few studies have empirically substantiated the interdependence between performance pay, teacher performance and student achievement. Yet, the Charlotte-Mecklenburg School district is in the process of implementing a new Pay for Performance plan before the plan has been thoroughly evaluated, properly tested, and completely developed. Given the multitude of factors that contribute to student learning, this paper concludes that a heavy reliance on a performance-based plan to motivate teachers may have negative effects on teacher effectiveness and student learning outcomes, if the plan is not well designed and/or if it is hastily implemented. Furthermore, it points out the problematic of operationalizing teacher performance and the intricacies of linking pay to performance as major hurdles to such a plan. Charlotte-Mecklenberg school salary schedules for teachers are appended. (Contains 8 figures and 8 tables.)
Review of "Going Exponential: Growing the Charter School Sector's Best"
Author: Garcia, David
Date: 2011-04-21
Type: Reports - Evaluative
Subjects: Evidence,Charter Schools,Models,Educational Policy,Educational Research,Research Methodology,Validity,Research Utilization

This Progressive Policy Institute report argues that charter schools should be expanded rapidly and exponentially. Citing exponential growth organizations, such as Starbucks and Apple, as well as the rapid growth of molds, viruses and cancers, the report advocates for similar growth models for charter schools. However, there is no explanation of how the dramatic growth observed by these "exponential growers" is applicable or desirable for charter schools. The report's critical shortcoming is the almost complete lack of acceptable scientific evidence or original research supporting the policy suggestions. The report presents nine "lessons" or suggestions that are essentially common and abstract aphorisms from the business world. Unfortunately, the report fails to make the case that the suggestions or references are relevant to school improvement. The research section of the report includes, in fact, only three references--all from the business literature. Such fundamental shortcomings greatly undermine the report's suggestions. Therefore, charter school leaders and policy makers should regard the nine suggestions as speculation rather than well-grounded policy alternatives. (Contains 5 notes.)
Review of &quot;Spend Smart: Fix Our Broken School Funding System&quot;
Author: Baker, Bruce
Date: 2011-04-14
Type: Reports - Evaluative
Subjects: Charter Schools,Income,Educational Finance,Second Language Learning,English (Second Language),Limited English Speaking,State Legislation,Educational Equity (Finance),Educational Policy,State Aid,Research Methodology,Validity,Evidence,Research Utilization

ConnCAN's Spend Smart: &quot;Fix Our Broken School Funding System&quot; was released concurrently with a bill introduced in the Connecticut legislature, based on the principles outlined in the report. However, the report is of negligible value to the policy debate over Connecticut school finance because it provides little or no support for any of the foundational claims that undergird its proffered solutions. Similarly, the report provides little or no validation that the recommended solutions would actually improve either the equity or adequacy of funding for Connecticut schools. In fact, unsubstantiated, and ultimately patently false claims in the report, if used to guide policy, would result in substantial funding disparities for needy students. Whether intended or not, the likely overall effect of these recommendations will be to remove some funding for schools serving English Learners and serving the state's lowest-income families and shift that funding to charter schools, which generally serve few such children in Connecticut. Supplemental Figures &amp; Analyses are appended. (Contains 1 table, 4 figures and 23 notes.)
Higher Education Counts: Achieving Results, 2011. Report
Author: Connecticut Department of Higher Education
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Economic Development,Higher Education,Elementary Secondary Education,Institutional Evaluation,Access to Education,Costs,Paying for College,Social Influences,Role of Education,Certification,Academic Degrees,Online Courses,Student Attitudes,Beginning Teachers,Teacher Shortage,Enrollment Trends,Cooperation,Remedial Programs,Developmental Programs,Minority Groups,Student Participation,Operating Expenses,State Aid,Educational Technology,Bachelors Degrees,Labor Force Development,High School Students,College Bound Students,Educational Attainment,Academic Persistence,Graduation Rate,College Transfer Students

This report, issued by the Connecticut Department of Higher Education, reports on trends in higher education for the year 2011. Six goals are presented, each with at least two indicators. Each indicator is broken down into the following subsections: About This Indicator; Highlights; and In the Future. Most indicators also include statistical tables and figures providing supplemental data. The six goals include: (1) Student Learning; (2) Learning in K-12; (3) Access and Affordability; (4) Economic Development; (5) Responsiveness to Societal Needs; and (6) Resource Efficiency. A section listing Connecticut peer institutions concludes the report.
Career Advancement and Work Support Services on the Job: Implementing the Fort Worth Work Advancement and Support Center Program
Author: Schultz, Caroline
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Demonstration Programs,Program Effectiveness,Low Income Groups,Employees,Employment,Training,Skill Development,Career Centers,Welfare Services,Career Guidance

The Work Advancement and Support Center (WASC) program in Fort Worth was part of a demonstration that is testing innovative strategies to help increase the income of low-wage workers, who make up a large segment of the U.S. workforce. The program offered services to help workers stabilize their employment, improve their skills, and increase their earnings; it also helped them apply for a range of financial work supports for which they might be eligible, such as child care subsidies, food stamps, and the Earned Income Tax Credit. WASC's designers intended that work supports would increase workers' income in the short term and that labor market advancement would increase their earnings over time. WASC targeted a group--employed, low-wage workers--that had not typically been served by the federal workforce development system. Fort Worth WASC services were delivered within employers' workplaces, rather than in a public agency setting as in the other WASC sites (Bridgeport, Connecticut; Dayton, Ohio; and San Diego, California). MDRC developed the WASC demonstration and is responsible for its evaluation. Other sites are providing experimental evidence on whether WASC affects workers' employment and incomes. A similar analysis will not be conducted for Fort Worth, however, because the program was not able to recruit enough participants within the time frame needed by the demonstration. Key findings include: Fort Worth was able to deliver WASC services in a workplace setting. Program staff became familiar with each employer's policies and advancement paths, and they incorporated this information into individual job coaching sessions with employees. The number of advancement opportunities available within a company were usually far fewer than the number of employees seeking to move up. The scope of the WASC training was limited, and employers had concerns about their ability to promote trainees or the possibility that trainees might seek better-paying jobs elsewhere. Fort Worth's program provides valuable insights into the unique challenges of operating income support and career advancement programs in small employer settings. Strategies that address these challenges, together with rigorous investigation of the effects of similar employer-based services and their associated costs, would clarify whether the components of the Fort Worth WASC program warrant large-scale adoption. Characteristics of the Research Sample are appended. (Contains 3 tables and 48 footnotes.) [For &quot;Career Advancement and Work Support Services on the Job: Implementing the Fort Worth Work Advancement and Support Center Program. Executive Summary,&quot; see ED518822.]
Career Advancement and Work Support Services on the Job: Implementing the Fort Worth Work Advancement and Support Center Program. Executive Summary
Author: Schultz, Caroline
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Demonstration Programs,Program Effectiveness,Low Income Groups,Employees,Employment,Training,Skill Development,Career Centers,Welfare Services,Career Guidance

The Work Advancement and Support Center (WASC) program in Fort Worth was part of a demonstration that is testing innovative strategies to help increase the income of low-wage workers, who make up a large segment of the U.S. workforce. The program offered services to help workers stabilize their employment, improve their skills, and increase their earnings; it also helped them apply for a range of financial work supports for which they might be eligible, such as child care subsidies, food stamps, and the Earned Income Tax Credit. WASC's designers intended that work supports would increase workers' income in the short term and that labor market advancement would increase their earnings over time. WASC targeted a group--employed, low-wage workers--that had not typically been served by the federal workforce development system. Fort Worth WASC services were delivered within employers' workplaces, rather than in a public agency setting as in the other WASC sites (Bridgeport, Connecticut; Dayton, Ohio; and San Diego, California). MDRC developed the WASC demonstration and is responsible for its evaluation. Other sites are providing experimental evidence on whether WASC affects workers' employment and incomes. A similar analysis will not be conducted for Fort Worth, however, because the program was not able to recruit enough participants within the time frame needed by the demonstration. Key findings include: Fort Worth was able to deliver WASC services in a workplace setting. Program staff became familiar with each employer's policies and advancement paths, and they incorporated this information into individual job coaching sessions with employees. The number of advancement opportunities available within a company were usually far fewer than the number of employees seeking to move up. The scope of the WASC training was limited, and employers had concerns about their ability to promote trainees or the possibility that trainees might seek better-paying jobs elsewhere. Fort Worth's program provides valuable insights into the unique challenges of operating income support and career advancement programs in small employer settings. Strategies that address these challenges, together with rigorous investigation of the effects of similar employer-based services and their associated costs, would clarify whether the components of the Fort Worth WASC program warrant large-scale adoption. (Contains 5 footnotes.) [For the full report, &quot;Career Advancement and Work Support Services on the Job: Implementing the Fort Worth Work Advancement and Support Center Program,&quot; see ED518821.]
Constructing Counterfactuals in a Multisite Observational Study Using Propensity Score Matching and Multilevel Modeling: An Empirical Example Looking at the Effect of 8th Grade Algebra across Students and Schools
Author: Rickles, Jordan H.
Date: 2011-00-00
Type: Reports - Research
Subjects: Computation,Probability,Mathematics Achievement,Grade 9,Grade 8,Grade 7,Algebra,Secondary School Mathematics,Middle School Students,Outcomes of Education

This study seeks to demonstrate a method for treatment effect estimation in a multisite observational study where the treatment is highly selective and the assignment mechanism varies across sites. The method is demonstrated by addressing three primary research questions about the effect of 8th grade algebra: (1) For students who take algebra in 8th grade, what is the average effect of taking algebra in 8th grade on algebra achievement by the end of 9th grade?; (2) Does the average effect vary across students with different levels of demonstrated 7th grade mathematics achievement and propensity for taking 8th grade algebra?; and (3) Does the average effect vary across classrooms and schools? Through these three research questions, the author focuses on preprocessing the data with propensity score matching and imputation of the counterfactual, and on the exploration of treatment effect heterogeneity with multilevel modeling. This paper recognizes, but does not directly address, the importance of sensitivity analysis. (Contains 3 tables and 2 figures.)