ethanporcaro/eric-fulltext-meta huggingface dataset:
2007 Guide to National Board Certification
Author: National Board for Professional Teaching Standards
Date: 2007-00-00
Type: Guides - Classroom - Teacher
Subjects: Teacher Certification,Guides,National Standards,Teacher Effectiveness,Eligibility,Pedagogical Content Knowledge,Scoring,School Counselors,Portfolios (Background Materials),Academic Achievement,Interprofessional Relationship,Knowledge Base for Teaching,Elementary School Teachers,Secondary School Teachers,Scholarships,Student Evaluation,Educational Attitudes

The "Guide to National Board Certification" introduces teachers to the assessment process and provides them with useful information as they apply for National Board Certification. By participating in the National Board Certification process, teachers are joining tens of thousands of educators in an unprecedented effort to reshape the public's perception of educators, to create more professional and educationally rewarding relationships among educators, to advance the knowledge base of educators, and ultimately, to improve student learning. This paper presents the 2007 version of the Guide to National Board Certification. NBPTS Online Candidate Application Screen Shots is appended. (Contains 4 tables.)
A Research Guide on National Board Certification[R] of Teachers
Author: National Board for Professional Teaching Standards
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Curriculum Development,National Standards,Academic Achievement,Program Effectiveness,Educational Change,Alternative Teacher Certification,Leadership,Faculty Development,Teacher Morale,Teacher Attitudes,Teacher Competencies,Educational Improvement,Achievement Gains,Instructional Leadership,Mentors,Teacher Collaboration,Teacher Influence,Teacher Persistence,Minority Groups

The National Board for Professional Teaching Standards[R] (NBPTS) has always welcomed scrutiny of the National Board Certification[R] process and the impact that National Board Certified Teachers[R] (NBCTs) have on teaching and learning. As a result, in the 20 years since NBPTS was founded, National Board Certification has become one of the most heavily researched areas in the teaching field. Scores of studies, research projects, and other reports have reviewed and evaluated various aspects of National Board Certification. These efforts have covered such areas as the impact of National Board Certification on student performance, the influence of the process on teacher retention, and the quality of assignments planned by National Board Certified Teachers. This report provides summaries of dozens of these studies. Overall, the studies show promising, but in some cases mixed, results regarding the impact of National Board Certification on student achievement as measured by standardized tests. The research is consistently positive about the influence of National Board Certification on teacher practice and morale, professional development, and areas of school improvement--such as leadership development, teacher mentoring, monitoring student performance, team-building, and curriculum development--that are critical to raising student achievement. A bibliography is included.
Education Strategic Plan 2009-2029: Focusing on Science, Service &amp; Stewardship
Author: National Oceanic and Atmospheric Administration (DOC)
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Careers,Strategic Planning,Weather,Environmental Education,Educational Quality,Climate,Federal Legislation,Science Education,Competition,Educational Planning,Mathematics Achievement,Science Achievement,Readiness,Oceanography,Marine Education,Sustainability,Environment

Global climate change, rising sea levels, changing weather patterns, collapsing fisheries, and habitat losses are real threats to the American economy and way of life. At the same time, America's youth continue to fall further behind their global peers in science and math, resulting in the threat of a future where fewer Americans are prepared for careers that will address these challenges. Congress recognized this perilous track and passed the America COMPETES (Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science) Act of 2007, which gives NOAA (National Oceanic and Atmospheric Administration) a broad mandate to educate the public about ocean, coastal, Great Lakes, and atmospheric science and stewardship. As a world leader in understanding these realms and how they impact the public's health, the economy, and the future, NOAA embraces this opportunity to expand everyone's understanding and stewardship of the Earth's natural systems. Built on its long-standing history of educational excellence, this Education Strategic Plan outlines NOAA's approach and continued commitment to educate the American public and increase environmental literacy. The Plan represents an agency-wide collaborative effort of NOAA educators, administration, and staff, and includes significant input from the external community. It presents strategies to motivate this nation's citizens, and to provide opportunities and incentives for them to pursue careers related to NOAA's mission. A glossary is included.
Data Stewardship: Managing Personally Identifiable Information in Electronic Student Education Records. SLDS Technical Brief 2. NCES 2011-602
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Student Records,Confidentiality,Federal Legislation,Administrators,Evaluation,Academic Achievement,Governance,Statistics

The growth of electronic student data in America's education system has focused attention on the ways these data are collected, processed, stored, and used. The use of records in Statewide Longitudinal Data Systems to follow the progress of individual students over time requires maintaining student education records that include information that identifies individual students. The sensitivity of some of the personally identifiable information in student records increases the level of concern over these data. Administrators and data managers can help ensure the protection of personally identifiable information in the student records they maintain by developing and implementing a privacy and data protection program. The principles embodied in the Fair Information Practices adopted in the United States by the Federal Chief Information Officers Council and the Department of Homeland Security, coupled with the Family Educational Rights and Privacy Act (FERPA) and related regulations, provide a foundation for such a program. This paper discusses the processes involved in managing a sound privacy and data protection program for student education records. (Contains 19 footnotes.) [For Technical Brief 1, &quot;Basic Concepts and Definitions for Privacy and Confidentiality in Student Education Records&quot;, see ED513101.]
Basic Concepts and Definitions for Privacy and Confidentiality in Student Education Records. SLDS Technical Brief 1. NCES 2011-601
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Student Records,Definitions,Confidentiality,Recordkeeping,Federal Legislation,Federal Aid,Money Management,Economic Opportunities,Workshops,Statistics,Statistical Analysis

The National Center for Education Statistics (NCES) is launching a new series of Technical Briefs on various aspects of the protection of personally identifiable information in students' education records. While driven by recent events, the principles and practices that are outlined in this series can be applied more generally to personally identifiable information about students. This series of Technical Briefs is intended to be useful for anyone responsible for the development, maintenance, protection, or use of student record data. This first brief discusses basic concepts and definitions that establish a common set of terms related to the protection of personally identifiable information, especially in education records.
A Sharper Focus on Technical Workers: How to Educate and Train for the Global Economy
Author: Lamos, Erin
Date: 2010-06-00
Type: Guides - Non-Classroom
Subjects: Employer Attitudes,Global Approach,Technical Education,Labor Force Development,Manufacturing Industry,Models,Job Training,Skilled Workers,Job Skills,Partnerships in Education,Occupational Surveys,Agency Cooperation,Curriculum Development,Curriculum Implementation,Labor Needs,Emerging Occupations,Organizational Change,Change Strategies,Trade and Industrial Education,Training Methods,Auto Mechanics

This report presents a case study of the Automotive Manufacturing Technical Education Collaborative (AMTEC), which brings together auto manufacturers and community colleges across 12 states to identify and implement wide-ranging improvements in technical education for automotive manufacturing workers. A &quot;Big Collaboration&quot;--AMTEC involves 30 community colleges and 34 auto-related plants in 12 states--could be what America needs now to train and retrain workers for jobs in new and fast-growing industries, including positions in the health care and green energy sectors, among others. Creating one or 10 innovative training programs at a time will not provide the capacity to make a difference on a national scale. To start to build effective worker training programs--in clean energy, for instance--governors can use this auto manufacturing case study, build on it, and deploy transformative collaboration to prepare individuals for these important and growing industries. In addition to getting ideas for a very different kind of partnership, governors can find in the AMTEC case study the following important lessons about the future of technical workers and their education: (1) The United States must value and invest in technical education in manufacturing and other sectors, as other nations do; (2) Technical education must reflect the requirements of the knowledge economy--skills such as critical thinking and problem solving--because these attributes are important in today's manufacturing and other technical work settings; (3) Real-world curricula must be developed collaboratively with the relevant industries so that the skills being taught are precisely those that the industry needs; and (4) Technical education must be rigorous and continuously improved so that students are able to step into technical jobs and translate their learning to the workplace easily and quickly. This study offers governors guidance on how to approach technical education and use it as a basis for workforce development from the perspective of employers and workers, thereby ensuring prosperity. (Contains 19 endnotes.)
The Impact of The Stock Market Game on Financial Literacy and Mathematics Achievement: Results from a National Randomized Controlled Trial
Author: Hinojosa, Trisha
Date: 2010-00-00
Type: Reports - Research
Subjects: Mathematics Achievement,Academic Achievement,Program Effectiveness,Program Content,Mathematics Skills,Literacy,Elementary Secondary Education,Educational Games,Money Management,Knowledge Level,Consumer Education

The Stock Market Game[TM] is an educational program supported by the Securities Industry and Financial Markets Association (SIFMA) Foundation for Investor Education. The program is designed to teach students the importance of saving and investing by building their financial literacy skills. The primary focus of the study was to measure the impact of playing the Stock Market Game on student achievement in investor knowledge and mathematics. Since it is expected that a supplemental education program will improve students' understanding of program-related content, they expected that students who played The Stock Market Game would improve their knowledge of topics related to savings and investing. A review of program content, however, revealed the mathematical nature of The Stock Market Game, suggesting another possible expectation related to student performance. Namely, is the mathematical component of the program material strong enough to affect students' mathematics skills? The authors designed the study in order to answer two research questions about impact: (1) What is the impact of The Stock Market Game on student academic achievement in mathematics for students in Grades 4-10?; and (2) What is the impact of The Stock Market Game on student investor knowledge for students in Grades 4-10? The findings suggest that this supplemental program designed to teach students about an important topic, one that many states are beginning to consider a requirement--saving and investing, can help students to learn, not only about topics within financial literacy, but also core aspects of mathematics. (Contains 4 tables.)
The Moment of Learning: Quantitative Analysis of Exemplar Gameplay Supports CyGaMEs Approach to Embedded Assessment
Author: Reese, Debbie Denise
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Statistical Analysis,Theory Practice Relationship,Educational Games,Instructional Design,Visual Aids,Documentation,Educational Improvement,Resource Units,Figurative Language,Evaluation Methods,Technology Uses in Education

In this paper, the authors summarize a quantitative analysis demonstrating that the CyGaMEs toolset for embedded assessment of learning within instructional games measures growth in conceptual knowledge by quantifying player behavior. CyGaMEs stands for Cyberlearning through GaME-based, Metaphor Enhanced Learning Objects. Some scientists of learning claim that all cognition is situated, and the only way to effectively study cognition is within authentic contexts (e.g., Brown, Collins, & Duguid, 1989; Greeno, 1997). CyGaMEs assessment does not violate those assumptions. CyGaMEs assessment is authentic because it is embedded in gameplay. The CyGaMEs assessment toolset keeps track of each player's procedural gameplay activity. That is, CyGaMEs measures learning by tracking player behavior. For the player of a CyGaMEs instructional game, progress toward the procedural game goal requires concurrent discovery and application of the targeted concepts. Thus, the game requires the player to use procedural gameplay to build conceptual knowledge. CyGaMEs assessments are algorithms that quantify player gameplay activity and progress toward the game goal as measures of learning. Within this paper the authors statistically demonstrate the accuracy and sensitivity of the CyGaMEs assessments. They introduce a moment of learning method, a quantitative methodology conceived by the first author in collaboration with CyGaMEs partner Larry Hedges to quantify the degree to which CyGaMEs tools assess learning. Their findings should help assuage critics who might question the authors' aim that CyGaMEs assessment measures learning. A vision of equity and achievement in 21st century education has motivated federal agencies, national organizations, and private foundations to  launch initiatives studying how cyberlearning technologies can enhance learner-centered education through game-based instructional environments and embedded assessments (e.g., Borgman et al., 2008; Laughlin, Roper, & Howell, 2006; The Learning Federation Project, 2003; http://digitallearning.macfound.org/). Those agencies and organizations call for the development of assessment toolsets that can be shared by researchers, developers, and learning environments. This CyGaMEs work supports the development of accurate and authentic instructional game assessment toolsets. Such assessments are essential if education is to enhance its responsiveness to the needs and strengths of each individual learner. (Contains 3 figures and 2 tables.)
Parent Involvement and Child Development: First-Year Results from a School-Randomized Trial in Latino Communities
Author: Gamoran, Adam
Date: 2010-00-00
Type: Reports - Research
Subjects: Intervention,Prevention,Parent Participation,Academic Achievement,Parent School Relationship,Child Development,Program Effectiveness,Program Evaluation,Cohort Analysis,Outreach Programs,Outcomes of Education,Outcomes of Treatment,Meetings,Child Behavior,Student Behavior,Aggression,Comparative Analysis,Hispanic Americans,School Districts,Grade 1

The purpose of this study is to test the effects on children's social, behavioral, and academic outcomes of an intervention, Families and Schools Together (FAST), when implemented in two novel ways: (a) in schools with predominantly Latino children and (b) on an entire grade-level cohort instead of with individual families targeted for the intervention. The FAST program is a multi-family group prevention program that is implemented in three stages: (a) active outreach to engage parents; (b) an 8-week program of weekly multi-family group meetings; and (c) 2 years of follow-up monthly parent-led meetings. Previous randomized controlled trials have demonstrated positive effects of FAST on reducing child aggression and improving teacher-reported academic outcomes (Abt Associates, 2001; Kratochwill et al., 2004; McDonald et al., 2006). In these studies, children (or, in one case, classrooms) were targeted for the intervention and then matched pairs were randomly assigned to treatment or control. In this study, by contrast, schools were designated by participating school districts in San Antonio, Texas, and Phoenix, Arizona, and then schools were randomly assigned within district to treatment or control, enabling the authors to recruit the entire first-grade cohort of treatment schools for participation in FAST. At this point, results are available only for the first 8 schools (fall administration of Year 1). Consequently, only suggestive findings can be reported, and the authors confine themselves to simple descriptions of treatment-control comparisons rather than the full multilevel models. Full results for the 24 Year-1 schools will be reported in the complete paper. (Contains 2 tables and 1 figure.)
Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding
Author: Aronhime, Raquel
Date: 2010-00-00
Type: Books
Subjects: Cultural Awareness,Guides,Teaching Methods,Lesson Plans,Volunteers,Service Learning,Cultural Differences,Cultural Context,Conflict Resolution,Worksheets

The lessons presented in this book will: (1) Help students better understand their own culture and how it has shaped them; (2) Help students begin to understand the perspectives of other cultures, leading to increased respect for those who are different from them--in the classroom and worldwide; and (3) Provide an increased awareness of the value and practicality of social service within and beyond the bounds of schools. This book is designed for easy adaptation by teachers in grades 6 through 12. The lessons are adapted from the Peace Corps' cross-cultural training workbook "Culture Matters", designed for Peace Corps Volunteers; and from "Insights from the Field, Looking at Ourselves and Others", and "Voices from the Field", all of which are Coverdell World Wise Schools curriculum resources designed for classroom use. Taking Action--Additional Ways to Become Involved is appended.
Report on On-Line Trial Test for Fourth-Grade Students -- May 2009
Author: Verbic, Srdjan
Date: 2010-11-22
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Item Response Theory,High School Students,Computer Assisted Testing,Elementary School Students,Grade 4,Test Format,Multiple Choice Tests,Testing

On-line trial testing for fourth-grade students was an exploratory study realized as a part of the project &quot;Developing annual test of students' achievement in Nature &amp; Society&quot; realized by Institute for Education Quality and Evaluation. Main ideas of the study were to explore possibilities for on-line testing at national level in Serbia, and to explore the trial test characteristics on a convenience sample in partially controlled testing conditions. This report presents evidences concerning possibilities for on-line testing as well as detailed analysis and comparison of results obtained from the annual and the trial test. In total, 926 students from 50 elementary schools participated in the trial test. Results of the trial and the annual tests were analyzed using Classical Test Theory and Item Response Theory. We have separately analyzed all alternatives and options in multiple choice and multiple response questions (including non-answers). We have also analyzed differential item functioning and item response time in order to collect additional information about questions and the test as a whole. Appended are: (1) Metric Characteristics of Items; (2) List of Elementary Schools that Participated in Online Testing; (3) Trial Test Sample Characteristics; and (4) Questionnaire for Students. (Contains 40 figures and 72 tables.)[This report is a translated and adapted version of the original report in Serbian available at http://ceo.edu.rs. It contains 40 figures, 72 tables, and 9 references.]
Developing Interactional Competence by Using TV Series in "English as an Additional Language" Classrooms
Author: Sert, Olcay
Date: 2009-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Television,Computational Linguistics,Interaction,Communicative Competence (Languages),Audiovisual Aids,Figurative Language,Interpersonal Communication

This paper uses a combined methodology to analyse the conversations in supplementary  audio-visual materials to be implemented in language teaching classrooms in order to  enhance the Interactional Competence (IC) of the learners. Based on a corpus of 90.000  words (Coupling Corpus), the author tries to reveal the potentials of using TV series in  "English as an Additional Language" (EAL) Classrooms by employing the methods of  Conversation Analysis (CA) and Corpus Linguistics (CL). The paper specifically focuses on  hyperbole in interaction through uncovering conversational sequences and embodied actions.  The findings clearly show that the use of TV series can be an invaluable resource for  language teachers by exposing learners to multi-model texts that contextualise the materials  used through various interactional and semiotic, as well as linguistic, resources. (Contains 8 figures, 3 tables, and 8 screenshots.)
Fraternity as &quot;Enabling Environment:&quot; Does Membership Lead to Gambling Problems?
Author: Biddix, J. Patrick
Date: 2008-08-00
Type: Journal Articles
Subjects: Fraternities,Games,Probability,Debt (Financial),Organizations (Groups),Student Organizations,Group Membership,Researchers,Drinking,College Students,Higher Education,Sample Size,Intervention,Campuses,Student Surveys

Researchers have suggested that fraternity membership is the most reliable predictor of gambling and gambling problems on campus. The purpose of this study was to determine if problematic gambling could be linked to specific aspects of fraternity membership. Though the null hypothesis (no enabling environment) failed to be rejected, descriptive analysis confirms that moderate rates of problem gambling are exhibited by subsets of fraternity members (officers, younger members, those who live with other members). Further, predictive analysis revealed that gambling online and betting on skill games, such as golf or pool, increased the likelihood of problem gambling among fraternity members. Recommendations included a discussion of initiatives at another campus, as well as action steps for developing education and awareness programs. (Contains 3 tables.)