ethanporcaro/eric-fulltext-meta huggingface dataset:
Late Immersion Foundation Document: Teachers and Administrators
Author: Alberta Education
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Immersion Programs,French,Second Language Instruction,Adolescents,Student Recruitment,Misconceptions,Second Language Learning,Teaching Methods,Sociolinguistics,Educational Research,Social Theories,Orientation,Learning Disabilities,Gifted,Foreign Countries

The aim of this document is to give teachers and administrators the contextual and pedagogical tools for the late immersion program. It acts as a guide for beginning and experienced teachers who need to update their knowledge regarding this program and its details. For many working in this area, it also confirms their daily practices as well as their successes. This document, prepared for teachers and administrators, answers most frequently asked questions about late immersion. Among others, the following topics are addressed: historical background, rationale and philosophy, promotion and recruitment, definition of the clientele, myths and realities of French immersion, research as well as the academic trends and methodologies that support today's second-language education. Teachers will also find a section on pedagogy in late immersion. Several suggestions for successfully teaching and learning French in late immersion are discussed. One section specifically deals with how to succeed during the first three months and how to manage the students' frustration. In this same section, other favourable conditions for success are presented. A roll-up chart also gives an overview of the objectives that students should have achieved by the end of the school year. Finally, a glossary is presented at the end of the document. Appended are: (1) Overview of approximate progress during the first year in late immersion; (2) Overview of students' approximate capabilities at different stages during the second year of late immersion; and (3) Teaching a strategy explicitly. A Bibliography is included. (Contains 2 footnotes.)
Cree Language and Culture. 12-Year Program Guide to Implementation: Grade 4 to Grade 6
Author: Laboucan, Billy Joe, Ed.
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Teaching Methods,Program Guides,Grade 6,Grade 4,Grade 5,Learning Strategies,Program Content,Classroom Environment,American Indian Languages,Curriculum Implementation,Teaching Guides,Instructional Materials,Class Activities,Vocabulary,Lesson Plans,Educational Strategies,Educational Assessment,Foreign Countries,American Indian Culture,Canada Natives,Second Language Instruction,Language Variation,World Views

This guide will provide the reader with the tools needed to plan a successful Cree language experience in the classroom. As a teacher, you will choose appropriate activities with your students from the Sample Teaching and Learning Activities. The activities and assessment strategies are samples you can add to and adapt to fit your classroom situation. Choose activities that students are most interested in and ones that will work with the resources available to you. The activities are divided into four sections: Applications, Language Competence, Community Membership and Strategies. Each section has its own emphasis. It is advisable to integrate activities from all four sections when preparing year, unit and lesson plans. There are more activities listed than you could use in a single lesson so it is important to plan ahead and use those that will work best. Various teaching and learning strategies are included in the sample activities and assessments and noted in the Strategies section. Detailed explanations of what they are and how to use them can be found in the Appendices at the end of this guide. Appended are: (1) Specific Outcomes Chart; (2) Vocabulary and Classroom Expressions; (3) Planning Tools; (4) Graphic Organizers; and (5) Assessment Blackline Masters.
Education Business Plan 2010-13. Budget 2010: Striking the Right Balance
Author: Alberta Education
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Foreign Countries,Accountability,Educational Policy,Government Role,Objectives,Strategic Planning,Canada Natives,Educational Quality,Educational Strategies,Budgeting,Budgets,Educational Planning,Measurement,Program Evaluation,Educational Principles,Expenditures,Outcomes of Education,Elementary Secondary Education

The ministry has identified one core business that is an ongoing key responsibility. It is called &quot;Core Business One: Lead and Support the Education System So That All Students Are Successful at Learning.&quot; The core business includes four goals with specific outcomes that describe the end results the ministry wants to achieve in fulfilling its mission. The ministry also has identified strategies for 2010-13 that support the ministry goals and the &quot;Government of Alberta Strategic Business Plan&quot;. The four goals are: (1) High-quality learning opportunities; (2) Excellence in student learning outcomes; (3) Success for First Nations, Metis and Inuit students; and (4) Highly responsive and responsible education system. Their strategies, outcomes, performance and accountability measures are presented in this report. Also presented are expense by core business, ministry statement of operations, and consolidated net operating result.
Complementary Social Sciences Courses in the Alberta High School Curriculum: A Conceptual Review
Author: Staszenski, Donna
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Social Sciences,Social Studies,Courses,Secondary School Curriculum,Anthropology,Religion Studies,Economics,Geography,History,Philosophy,Political Science,Psychology,Sociology,Learner Engagement,Technology Integration,Citizenship,Annotated Bibliographies,Educational History,Educational Change

In keeping with Alberta Education's goals and responsibilities to develop and evaluate curriculum and to set standards and assess outcomes, the Ministry is reviewing the status and purpose of social sciences courses as part of the high school curriculum. The present social sciences curriculum was revised in 1985. As part of the social sciences review, a study was authorized to research and explore the current status of courses in Alberta and throughout Canada. This report is organized in five sections: (1) A historical review of the Social Sciences Program of Studies in Alberta illustrating, in part, a need for further assessment and potential fundamental revisions to these programs if retained; (2) An overview of existing high school social sciences programs in other provinces that provides a basis for comparison and supports some of the recommendations in this report; (3) A selective annotated bibliography focusing on research literature that provides support for thinking about issues such as student engagement, high school retention and the relationships with curricular experiences and pedagogic approaches offered by high schools; (4) A proposed re-conceptualization of the social sciences courses in relation to the new Alberta social studies program, contemporary views of learning and curriculum, and the aims and purposes of social sciences/humanities courses in the curriculum; and (5) An account of recommendations that may inform further research, deliberation and decision making. [This paper was prepared for Alberta Education, Curriculum Branch.]
Cree Language and Culture 12-Year Program Guide to Implementation: Kindergarten to Grade 3
Author: Laboucan, Billy Joe, Ed.
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Canada Natives,Values,Program Guides,Kindergarten,Elementary School Students,American Indian Languages,Teaching Methods,Learning Strategies,Program Content,Classroom Environment,Curriculum Implementation,Teaching Guides,Instructional Materials,Class Activities,Vocabulary,Lesson Plans,Educational Strategies,Educational Assessment,Foreign Countries,American Indian Culture,Second Language Instruction,Language Variation,World Views

The underlying foundations for all elements of this &quot;Cree Language and Culture 12-year Program Guide to Implementation (Kindergarten to Grade 3)&quot; are Cree values--those viewpoints and ways of being that characterize the Cree way of life. They are as important today in educating students in the Cree language and culture as they have ever been. The underlying Cree spiritual value in education is an issue to be dealt with by each education authority or jurisdiction of the community. These values mark the Cree worldview and concern for Mother Earth. They underpin the way the Cree expect people to act in the world. These values are fundamental to the way Cree parents, Elders and the Cree community intend their children to be brought up and educated. Contents of this guide include: (1) Introduction: (2) Teaching and Learning Cree Language and Culture; (3) Planning for Instruction; (4) Classroom Assessment and Evaluation; and (5) Grade Level Samples. Appended are: (1) Specific Outcomes Chart; (2) Vocabulary and Classroom Expressions; (3) Planning Tools; (4) Graphic Organizers; and (5) Assessment Blackline Masters. A Bibliography is included.
Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 1, January-February 2009
Author: Zamani, A. Rahman, Ed.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Child Care,Child Safety,Public Health,Young Children,Nursing,Developmental Delays,Depression (Psychology),Newsletters,Child Welfare,Nutrition,Emergency Programs,Pregnancy,Diabetes,Eating Habits,Dietetics,Child Development,Hazardous Materials,Natural Disasters,Planning,Mothers,At Risk Persons,Parents,Interpersonal Communication,Access to Information,Animals,Child Health,Health Promotion

&quot;Child Care Health Connections&quot; is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and &quot;Ask the Nurse,&quot; a Question-Answer column. Lead article of this issue is &quot;Preparing Young Children for Disasters.&quot; Other topics include: Emergency Preparedness Plan; Postpartum Depression; Diabetes; Dietary Fat and Healthy Choices; Communication with Parents about Their Child's Developmental Delays; Integrated Pest Management of Rodents in ECE settings; and Health and Safety Resources. [Additional support for this issue was provided by the California Department of Pesticide Regulation.]
Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 23, Number 1, January-February 2010
Author: Zamani, A. Rahman, Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Child Safety,Public Health,Young Children,Nursing,Newsletters,Child Care,Child Health,Child Welfare,Consultants,Early Childhood Education,Immunization Programs,Health Promotion,Diseases,Physical Activity Level,Transportation,Entomology,Child Behavior,Symptoms (Individual Disorders)

&quot;Child Care Health Connections&quot; is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and &quot;Ask the Nurse,&quot; a Question-Answer column. Lead article of this issue is &quot;What is a Child Care Health Consultant and Why are They Important in ECE Settings?.&quot; Other topics include: How to Speak to Vaccine Fears; Take a Child's Temperature; Active Commuting and Your Health; Spider Bites; Children with Hemophilia in Child Care Settings; 20 Healthy New Year's Resolutions for Children; and Health and Safety Resources. (Individual articles contain references.)
Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 22, Number 4, July-August 2009
Author: Zamani, A. Rahman, Ed.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Child Safety,Health Programs,Public Health,Food Standards,Child Health,Infants,Nursing,Newsletters,Child Care,Communicable Diseases,Psychomotor Skills,Injuries,Accident Prevention,Eating Habits,Child Development,Dietetics,Symptoms (Individual Disorders)

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "Novel Influenza A (H1N1) or Swine Flu." Other topics include: Food Safety Facts; Safe Handling and Preparation of Infant Formula; Picky Eaters; Failure to Thrive; Toe-walking in Children; Preventing Injuries in Child Care Settings; and Health and Safety Resources. (Individual articles contain references.) [Funding for the articles on safe pest management was provided by the California Department of Pesticide Regulation (DPR).]
Bricklayer: Apprenticeship Course Outline. Apprenticeship and Industry Training. 0110
Author: Alberta Advanced Education and Technology
Date: 2010-00-00
Type: Guides - Classroom - Learner
Subjects: Construction Industry,Masonry,Apprenticeships,Course Descriptions,Trade and Industrial Education,Postsecondary Education,Technical Institutes,Building Trades,Competency Based Education,Construction Materials,Construction (Process),Equipment Utilization,Foreign Countries,Job Skills,Occupational Safety and Health,Skilled Occupations,Vocational Education,Certification,Supervision

The graduate of the Bricklayer apprenticeship training is a journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) produce a better quality product than the minimum acceptable by industry standard; (4) use and maintain tools and equipment to the standards of competency and safety required in the trade; (5) understand and apply the principles of sound and safe construction; (6) know the characteristics and proper use of masonry materials; (7) interpret plans and specifications, do layout work and calculate material quantities; (8) lay, install and repair masonry units of all materials including all types of stone; (9) relate to the work of other tradesperson in the construction industry; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Bricklayer   Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
2007 GED Testing Program Statistical Report
Author: American Council on Education, GED Testing Service
Date: 2008-07-00
Type: Numerical/Quantitative Data
Subjects: Credentials,High Schools,Testing Programs,Testing,High School Equivalency Programs,Scores,Academic Achievement,Test Results,Adults,High School Seniors,Tables (Data),Educational Opportunities,Employment Opportunities,Educational Trends

The &quot;2007 GED[R] Testing Program Statistical Report&quot; is the 50th annual report in the program's 66-year history of providing a second opportunity for adults without a high school diploma to earn their jurisdiction's GED credential, and, as a result, advance their educational, personal, and professional aspirations. Section I, &quot;Who Lacks a High School Diploma and Who Took the GED Tests?,&quot; describes the potential need for high school equivalency credentials among adults and a description of the population of adults without a high school diploma who took the GED Tests in the report year. Section II, &quot;Who Passed the GED Tests?&quot;, provides demographic and test score summaries for adults who passed the GED Tests in the report year. Section III, &quot;Trends in the GED Testing Program,&quot; presents trend information about the GED testing program, such as statistics on the use of foreign-language versions and special editions of the GED Tests, and trend information by test series and by jurisdiction since 1943. Section IV, &quot;About the GED Testing Program,&quot; includes information about the GED testing program, including the jurisdictional policies for issuing high school equivalency credentials, diplomas, or certificates; GED Testing Service (GEDTS) staff members; GED Administrators and their contact information; and American Council on Education (ACE) and GEDTS board and committee members. Twenty seven appendices are included. (Contains 12 figures, 2 tables, and 5 footnotes.) [Carol Ezzelle, Anne Guison-Dowdy, and Wei Song contributed to data analyses, authorship, and production of this report. For the &quot;2006 GED Testing Program Statistical Report,&quot; see ED499615.]
Hairstylist: Apprenticeship Course Outline. Apprenticeship and Industry Training. 42-1-10.1
Author: Alberta Advanced Education and Technology
Date: 2010-06-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Apprenticeships,Course Descriptions,Vocational Education,Postsecondary Education,Program Descriptions,Cosmetology,Course Content,Training Methods

The graduate of the Hairstylist apprenticeship program is a certified journeyperson who will be able to perform the following tasks: (1) haircutting; (2) chemical texturing, chemical relaxing; (3) hair colouring; (4) eyebrow and eyelash treatment; (5) facial services for hairstyling purposes (moustaches and beards); (6) wigs and hair additions; (7) hair and scalp shampooing, treatments and massage; (8) wet to dry styling; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Hairstylist Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; and (2) Second Period Technical Training.
Teacher Merit Pay: What Do We Know? The Progress of Education Reform. Volume 11, Number 3
Author: Education Commission of the States
Date: 2010-06-00
Type: Information Analyses
Subjects: Merit Pay,Teacher Motivation,Program Effectiveness,Educational Change,Federal Programs,Program Implementation,Federal Aid,Educational Policy,Incentives,Personnel Policy,Teacher Salaries,Policy Analysis,Salary Wage Differentials,Educational Improvement,Correlation

Merit pay programs for educators--sometimes referred to a &quot;pay for performance&quot;--attempt to tie a teacher's compensation to his/her performance in the classroom. While the idea of merit pay for classroom teachers has been around for several decades, only now is it starting to be implemented in a growing number of districts around the country. One example of the increased interest for merit pay systems can be seen in the the recent increased funding level for the federal Teacher Incentive Fund (TIF). The TIF program, which is run through the United States Department of Education (USDOE), provides funding to school districts to help them implement merit pay systems. The USDOE has increased funding for the TIF program this year by more than four-fold--from $97.3 million to $437 million. This issue reviews what individuals know, and don't know, about teacher merit pay systems. A list of ECS resources is included. (Contains 7 endnotes.)
Outlook. Number 356
Author: Council for American Private Education
Date: 2010-06-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,Educational Policy,Conferences (Gatherings),School Choice,Politics of Education,Court Litigation,Tax Credits,Teachers,Enrollment,State Legislation

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Luminaries Energize Attendees at School Choice Policy Summit; (2) High Court to Hear Arizona School Choice Case; (3) A Favorite Teacher; and (4) CAPE Notes.
LegiQuest
Author: Buck Institute for Education
Date: 2004-00-00
Type: Guides - Classroom - Teacher
Subjects: Legislation,Lobbying,Legislators,Politics,Reputation,Democracy,Courts,United States History,Civics,Social Influences,Secondary Education

This unit is designed to teach students about how a bill becomes law and how interest groups participate in and impact this process. LegiQuest teaches students about the roles of Congress, the President, and the courts in the legislative process. It can be used at the beginning of the course to introduce the functions and branches of government. It is helpful to begin the unit with a basic review of the three branches of government and the function of each branch. It is also possible to use this unit after an introductory unit on the fundamental principles of democracy, including such essential democratic documents as the Constitution and its amendments. Appendices include: (1) Students Handouts; (2) Lesson Materials; (3) Teacher Keys; and (4) CSA Board Questions.