ethanporcaro/eric-fulltext-meta huggingface dataset:
The Prominence of Colleges and Universities in the Boston Metropolitan Area. Regional Report. Summary 09-01
Author: McSweeney, Denis M.
Date: 2009-02-00
Type: Reports - Evaluative
Subjects: Private Colleges,Labor Market,Metropolitan Areas,Job Development,Labor Force,Salary Wage Differentials,Economic Impact,Economic Development,Employment Opportunities,Employment Patterns,Educational Development,Regional Characteristics,Data Analysis

The Boston metropolitan area is recognized by many for its concentration of prestigious private colleges and universities. The metropolitan area is home to over 80 private colleges and universities employing 68,600 people and attracting over 360,000 students from all over the world. This report uses employment and wage data from the Bureau of Labor Statistics' Quarterly Census of Employment and Wages (QCEW) program for the years 1990 and 2006 to analyze the labor market impact and contribution of these institutions of higher education to the Boston area economy. The analysis indicates a strong and steady growth in both wages and employment, with job creation in colleges and universities almost double the rate for total private employment. Wage gains also were higher for those working in colleges and universities than for those in overall private industry. The continuing growth of colleges and universities enhances the quality of the labor force and fuels knowledge-based industries, which are attracted by that quality. (Contains 1 table, 2 charts and 7 footnotes.)
Teacher Quality Partnership Novice Teacher Studies Technical Report NTS 10-01 Research Brief 2007-2009
Author: Kinnucan-Wesch, Kathryn
Date: 2010-09-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Beginning Teachers,Beginning Teacher Induction,Research Methodology,Research Reports,Context Effect,Academic Achievement,Observation,Teacher Education,Teacher Characteristics

The purpose of this technical report is to summarize the research methodology of the Novice Teacher Study (NTS) strand of the Teacher Quality Partnership (TQP) research. The Ohio TQP has embarked on a series of research studies to learn more about the characteristics of effective teachers and to identify the patterns of teacher performance in both novice and experienced teachers that commingle to enhance student achievement at different grade levels, in different subjects, and with different types of students. The report is divided into three sections: a brief description of TQP methodology and data sources; a detailed discussion of findings, and conclusions and directions for future research. In preparing this technical report, we drew from artifacts documenting the research processes; from regional and national presentations; and from materials distributed to external audiences. Preliminary planning for the NTS began in 2004. A first tech report (ERIC # ED507971) focuses on 2005-06 (pilot year) and 2006-08 (years 1 and 2). This second tech report focused on 2007-2009 (years 2 and 3). The following are appended: (1) Consent Form for LSS [Large Scale Study]; (2) Consent form for NTS; (3) Typology; (4) Math Content Test; (5) Post Observation Interview for Year 1 and Year 2; and (6) Post Observation Interview Form for Year 3. (Contains 1 footnote, 16 tables, and 2 figures.) [This report was prepared by the Teacher Quality Partnership. Research conducted by the Teacher Quality Partnership is supported in part by the Proctor &amp; Gamble Fund, Ohio Board of Regents, University of Dayton, University of Cincinnati, Mount Vernon Nazarene University, Bank One, and the Student Loan Fund.]
Stress and the Administrator of Rural Schools Being Rebuilt
Author: Wright, Robert J.
Date: 2010-00-00
Type: Reports - Research
Subjects: Urban Schools,Rural Schools,School Construction,Educational Environment,Educational Facilities Improvement,Stress Variables,Administrator Attitudes,Work Environment,Principals,Morale,Coping,Suburban Schools,Discipline,Academic Achievement

School construction or renovation projects can have a profound affect on students, faculty and administration. The negative impact on the ongoing educational programs is a stressor for many administrators. The possibility that rural school administrators would experience more stress producing problems than would suburban and urban school leaders was studied. Using a sample of 190 school administrators, this hypothesis was supported for a number of dimensions of school climate. Possible causes for this differential effect are proposed. (Contains 3 tables and 1 note.)
The Voiceless Majority: A Pair of Docs on Paradox and Changing Demographics in the American Professorate Related to Shared Governance
Author: Krupar, Karen
Date: 2010-06-10
Type: Reports - Research
Subjects: Higher Education,College Faculty,Demography,Educational Change,Older Workers,Teacher Retirement,Faculty Mobility,Tenure,Teaching Conditions,Faculty College Relationship,College Environment,Teacher Administrator Relationship,Governance,Power Structure,Individual Power,Age Differences

The purpose of this study was to examine the changing demographics among higher education faculty across the country and the impact of these changing demographics on faculty perceptions of assimilation, engagement, and participation in shared governance. Coupled for a review of the secondary survey and demographic data online, the researchers distributed an online 10-question survey to 281 faculty after posting a call for subjects through an academic listserv associated with a national professional organization for communication scholars. The respondents came from public institutions (59.6%), representing two primary regions of the country--SE Atlantic (34.4%) and Midwestern (29%). The professional focus of the respondents' schools was evenly split between teaching and research (43.8% vs. 42.3%). Over 35% reported having spent more than 10 years at their present institution. Dominant age groups mirrored the ACE data--suggesting a graying of the professorate (31% over 50 years of age). Ranked perceptions of assimiliation and engagement for the sampling indicate high levels of individual commitment across all age groups, but low levels of involvement in institutional decision-making. The lowest levels of individual power and belongingness were reported by the youngest age group (under 30 years of age). The number of years at an institution impacted the ranked perceptions of assimilation and engagement more than age, however. Conclusions from this study focused on the paradoxes of group life related to structure, adaptation, power, belongingness and self-esteem. These paradoxes indicate changes for higher education as well as the world within which higher education resides. More questions than recommendations emerged from this study suggesting the ambiguous world of higher education and a need for further investigations as this century unfolds. (Contains 2 tables.)
Future Workforce Strategy
Date: 2007-11-00
Type: Reports - Descriptive
Subjects: National Security,Energy Management,Needs Assessment,Skilled Workers,Human Capital,Labor Force Development,Scientists,Teaching (Occupation),Strategic Planning,Public Policy,Systems Approach,Laboratories,Global Approach

The Department of Energy's (DOE) Office of Science is among the world's premier supporters of basic research. The Office of Science enables the U.S. to maintain its competitive edge by funding science that can transform its energy future, supports its national security and seeks to understand the fundamentals of matter and energy itself. To do this the Department of Energy, and the Nation as a whole, need extraordinary scientific and technical talent on a scale to match the competitor countries. However, the Nation's ability to create sufficient talent has eroded. The National Academy of Sciences' &quot;Rising Above the Gathering Storm&quot; report confirms the vital role that a highly skilled technical workforce plays in an innovation economy such as the United States', but warns that the U.S. has not done enough to prepare the next generation of technical workers for careers in the new global economy. The Office of Science is prepared to help address this challenge. Each year, hundreds of thousands of students of all ages--from kindergarten to mid-career scientists--have participated in the educational and workforce development programs sponsored at laboratories. These students could become the core of the Nation's future technical workforce. However, a coherent, overarching strategy is necessary to maximize the efficiency and impact of programs. The strategic plan presented in this document provides this overarching strategy. Four primary strategic areas have emerged from the planning process. Each area focuses on a different part of workforce development: educators, students, workers, and the building of program capacity. Individual sections contain footnotes. [This paper was created by the DOE's Office of Science.]
Reference Guide. Indoor Air Quality Tools for Schools
Author: US Environmental Protection Agency
Date: 2009-01-00
Type: Guides - Non-Classroom
Subjects: Educational Environment,Pollution,Context Effect,Health Conditions,Climate Control,Cost Effectiveness,Educational Facilities Improvement,Smoking,Diseases,Motor Vehicles,Sanitation,Environmental Influences,Measurement Equipment,Program Effectiveness

Understanding the importance of good indoor air quality (IAQ) in schools is the backbone of developing an effective Indoor Air Quality (IAQ) program. Poor IAQ can lead to a large variety of health problems and potentially affect comfort, concentration, and staff/student performance. In recognition of tight school budgets, this guidance is designed to present practical and often low-cost actions schools can take to identify and address existing or potential air quality problems. Schools can accomplish this using current school staff to perform a limited and well-defined set of basic operations and maintenance activities. However, some actions may require specialized expertise. Sections 1 and 2 of this Guide help schools understand how IAQ problems develop, the importance of good IAQ, and its impact on students, staff, and building occupants. Communicating this important information with students, staff, parents, and the community is the next step, which is outlined in Section 3. Schools dealing with an IAQ crisis will find the section on communication particularly helpful. Sections 4 to 6 contain valuable information for schools that need assistance diagnosing and responding to IAQ problems with inexpensive, practical solutions. Schools can refer to the appendices of this Guide for detailed information on IAQ-related topics including mold, radon, secondhand smoke, asthma, and portable classrooms. Schools may find the explanations of integrated pest management programs, typical indoor air pollutants, and pollutants from motor vehicles and equipment helpful while developing school policies or pinpointing sources of poor IAQ. In addition, schools investigating or resolving IAQ problems may want to refer to appendices on basic measurement equipment, hiring professional assistance, and codes and regulations. There are numerous resources available to schools through EPA and other organizations, many of which are listed in Appendix L. They can use the information in this Guide to create the best possible learning environment for students and maintain a comfortable, healthy building for school occupants. Appendices include: (1) Hiring Professional Assistance; (2) Basic Measurement Equipment; (3) Codes and Regulations; (4) Asthma; (5) Typical Indoor Air Pollutants; (6) Secondhand Smoke; (7) Radon; (8) Mold and Moisture; (9) Emissions from Motor Vehicles and Equipment; (10) Portable Classrooms; (11) Integrated Pest Management; (12) Resources; and (13) Glossary and Acronyms. An index, and list of resources are included.
Parent Training Programs: Insight for Practitioners
Author: Rossi, Carol, Neal
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Parent Education,Parenting Skills,Program Effectiveness,Program Evaluation,Meta Analysis,Evidence,Decision Making,Young Children

The Centers for Disease Control and Prevention (CDC) is currently conducting research and analyses to guide practitioners in making evidence-based program decisions. A meta-analysis of the current research literature on training programs for parents with children ages 0 to 7 years old was recently conducted by CDC behavioral scientists. This document presents a summary of their findings. (Contains 2 tables and 1 resource.)
Media-Smart Youth: Eat, Think, and Be Active! A Workshop Curriculum for Youth Ages 11 to 13. Guide for Training Program Facilitators
Author: Shriver, Eunice Kennedy
Date: 2008-02-00
Type: Guides - Classroom - Teacher
Subjects: Early Adolescents,Media Literacy,Influences,Attitudes,Food,Workshops,After School Programs,Nutrition,Physical Activities,Health Promotion,Decision Making

The Media-Smart Youth: Eat, Think, and Be Active! program is an engaging curriculum that helps young people understand the complex media world around them so they can make thoughtful decisions about issues important to their health, specifically nutrition and physical activity. This training guide was developed in response to the requests of Media-Smart Youth pilot sites and first-wave users for a resource to help teach others in their communities how to implement the program. This training is ideal for after-school program providers and organizations that wish to emphasize the importance of the effects that media have on the health of young people in terms of nutrition and physical activity. Program coordinators who wish to distribute the program to the providers/leaders with direct contact to the youth in their programs can also benefit from this training.
What Works Clearinghouse Evidence Standards for Reviewing Studies, Version 1.0. Revised
Author: What Works Clearinghouse (ED)
Date: 2008-05-00
Type: Reports - Descriptive
Subjects: Educational Research,Middle Schools,Mathematics Instruction,Beginning Reading,Values Education,Program Evaluation,Intervention,Evidence,Standards,Classification,Program Effectiveness,Rating Scales,Effect Size

The Institute of Education Sciences (IES) and the What Works Clearinghouse (WWC) have identified topic areas that present a wide range of this nation's most pressing issues in education (e.g., middle school math, beginning reading, and character education). Within each selected topic area, the WWC collects studies of interventions (i.e., programs, products, practices, and policies) that are potentially relevant to the topic area through comprehensive and systematic literature searches. The studies collected are then subjected to a three-stage review process. This paper presents the revised WWC evidence standards for reviewing studies. This publication contains the following sections: (1) What Works Clearinghouse Study Design Classification; (2) What Works Clearinghouse Extent of Evidence Categorization; (3) What Works Clearinghouse Improvement Index; (4) What Works Clearinghouse Intervention Rating Scheme; (5) Technical Details of WWC-Conducted Computations; (6) What Works Clearinghouse Tutorial on Mismatch between Unit of Assignment and Unit of Analysis; and (7) Teacher-Intervention Confound. Individual sections contain footnotes, references, tables, bibliographies, and appendices.
Renovate Right: Important Lead Hazard Information for Families, Child Care Providers and Schools
Author: US Environmental Protection Agency
Date: 2008-03-00
Type: Guides - Non-Classroom
Subjects: Hazardous Materials,Public Agencies,Children,Child Health,Child Development,Environmental Standards,Disabilities,Child Safety,Safety Education,School Safety,School Construction,Buildings,Construction Materials,Family Environment,Child Care Centers,Federal Legislation,Poisoning,Public Health,Guidelines,Facility Improvement

Lead can affect children's brains and developing nervous systems, causing reduced IQ, learning disabilities, and behavioral problems. Lead is also harmful to adults. Lead in dust is the most common way people are exposed to lead. People can also get lead in their bodies from lead in soil or paint chips. Lead dust is often invisible. Lead-based paint was used in more than 38 million homes until it was banned for residential use in 1978. Projects that disturb lead-based paint can create dust and endanger a family. This pamphlet provides basic facts about lead and information about lead safety when work is being done in one's home, building or the childcare facility or school his or her children attend.
Body Mass Index Measurement in Schools. Executive Summary
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Health Promotion,Prevention,Obesity,Body Composition,Guidance,Child Health,Body Weight,Measurement Techniques,Screening Tests,School Health Services

As the United States continues to search for answers to the growing problem of obesity among children and adolescents, much attention has focused on body mass index (BMI) measurement programs in schools. The BMI is the ratio of weight to height squared. It is often used to assess weight status because it is relatively easy to measure and it correlates with body fat. In 2005, the Institute of Medicine called on the federal government to develop guidance for BMI measurement programs in schools. With guidance from an expert panel, the Centers for Disease Control and Prevention (CDC) developed a report to help inform decision-making on school-based BMI measurement programs. This Executive Summary presents an overview of the report, which was published in the December 2007 issue of the Journal of School Health. The report describes the purposes of BMI measurement programs, examines current practices, reviews existing research, summarizes the recommendations of experts, identifies concerns about school-based programs, and provides guidance on BMI measurement programs, including a list of safeguards and ideas for future research.
Federal Highway Administration University Course on Bicycle and Pedestrian Transportation. TechBrief. Publication No. FHWA-HRT-06-065
Author: Federal Highway Administration (DOT), Washington, DC.
Date: 2006-02-00
Type: Reports - Descriptive
Subjects: Transportation,Course Content,Pedestrian Traffic,Educational Resources,Instructional Materials,Traffic Safety,Higher Education,Facility Guidelines

The second edition of the "Federal Highway Administration (FHWA) University Course on Bicycle and Pedestrian Transportation", a set of resources designed to provide background materials for an undergraduate or graduate university course on bicycling and walking, is now available from the FHWA. The FHWA distributes this teaching resource to stimulate the development of nationwide university courses on bicycle and pedestrian transportation. This article describes the course content and a list of answers to frequently asked questions about the course material.
Education from a Gender Equality Perspective
Author: United States Agency for International Development
Date: 2008-05-00
Type: Reports - Descriptive
Subjects: Educational Needs,Management Systems,Females,Educational Objectives,Educational Benefits,Academic Achievement,Sex Fairness,Access to Education,Gender Differences,Educational Quality,Guidelines,Learning Processes,Educational Strategies,Intervention,Civil Rights

Education is universally acknowledged to benefit individuals and promote national development. Educating females and males produces similar increases in their subsequent earnings and expands future opportunities and choices for both boys and girls. However, educating girls produces many additional socio-economic gains that benefit entire societies. These benefits include increased economic productivity, higher family incomes, delayed marriages, reduced fertility rates, and improved health and survival rates for infants and children. Over the years, education has focused on access and parity--that is, closing the enrollment gap between girls and boys--while insufficient attention has been paid to retention and achievement or the quality and relevance of education. Providing a quality, relevant education leads to improved enrollment and retention, but also helps to ensure that boys and girls are able to fully realize the benefits of education. The primary focus on girls' access to education may overlook boys' educational needs. This approach also fails to confront the norms and behaviors that perpetuate inequality. This paper presents a framework that has been designed to address the inequality described above. A tool for education programmers, the framework helps ensure that education projects meet the needs of all learners. Using an approach that takes into account the relations and interaction between males and females (also known as gender dynamics), the Gender Equality Framework addresses four dimensions of equality in education. These are: equality of access, equality in the learning process, equality of educational outcomes, and equality of external results. Sections on each of the four dimensions include concrete activities that can be implemented as part of an overall strategy to achieve gender equality in education. Additional examples are provided through the use of text boxes, which highlight successful USAID education interventions. In addition to presenting the framework, this report also explores topics such as the relationship between education quality and gender equality and the distinction between parity and equity. Achieving gender equality in education means that boys and girls will have equal opportunities to realize their full human rights and contribute to and benefit from economic, social, cultural, and political development. (Contains 1 footnote.) [This report was developed for USAID's Office of Women in Development by the EQUATE Project, Management Systems International (Prime Contractor).]
Apprentices and Trainees: March Quarter, 2010
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Trainees,Vocational Education,Apprenticeships,Graduation Rate,Withdrawal (Education),Statistical Data,Occupational Clusters,Comparative Analysis

This publication presents estimates of apprentice and trainee activity in Australia for the March quarter 2010. The figures in this publication are derived from the National Apprentice and Trainee Collection no.64 (June 2010 estimates). The most recent figures in this publication are estimated (those for training activity from the September quarter 2008 to the March quarter 2010). There were 437 000 apprentices and trainees in-training as at 31 March 2010, an increase of 1.8% from the previous year. In the 12 months to 31 March 2010, compared with the previous year: (1) commencements increased by 1.5%, to 284 000; (2) completions increased by 4.0%, to 162 100; and (3) cancellations and withdrawals decreased by 6.5%, to 123 200. For seasonally adjusted data, comparing the March quarter 2010 with the December quarter 2009: (1) commencements in trades occupations increased by 2.9%; (2) commencements in non-trades occupations increased by 1.7%; (3) completions increased by 0.3%; (4) cancellations and withdrawals increased by 1.1%; and (5) in-training numbers increased by 0.5%. (Contains 3 figures, 19 tables, and 5 notes.) [For the supporting document, &quot;Apprentices and Trainees: March Quarter 2010. Terms and Definitions. Support Document,&quot; see ED511676.]