ethanporcaro/eric-fulltext-meta huggingface dataset:
Finding Queer Allies: The Impact of Ally Training and Safe Zone Stickers on Campus Climate
Author: Ballard, Stephanie L.
Date: 2008-00-00
Type: Reports - Research
Subjects: College Students,Homosexuality,College Environment,Campuses,Sexual Identity,Identification (Psychology),Advocacy,Prosocial Behavior,Safety,Visual Aids,Universities,Student Attitudes,Focus Groups,Program Effectiveness,Student Organizations

To counter heterosexism, homophobia, and gender binarism in higher education, &quot;safe zone&quot; or &quot;ally&quot; programs are efforts by American universities to create a welcoming environment for lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ) members of the campus community. This study describes perceptions of campus climate for LGBTQ students, faculty, and staff and examines the impact of ally training and safe zone stickers at a large, public university in California during the 5-year period of 2002-2007. It used a mixed-methods research design: a survey was collected from predominantly-Latino/a students through an LGBT student organization, another survey was collected from faculty and staff who participated in the training, and a focus group was conducted among a subset of training participants. Quantitative and qualitative data were analyzed to provide descriptive statistics and content themes. Findings show LGBT students perceive faculty and staff as accepting, especially those who have taken an ally training, but do not feel safer in the presence of safe zone stickers. Faculty and staff perceive campus climate as barely tolerant of LGBTQ persons. They did report affective and social benefits from both the ally training and safe zone stickers. The study shows that such programs can improve understanding of LGBTQ persons but cannot advance the campus climate beyond mere tolerance without administrative support and additional resources. It also confirms the importance of training before the issuance of stickers, primarily to eliminate those who cannot serve as effective allies due to prejudice. Six specific recommendations for improving the training and campus climate are identified. The Ally/Safe Zone sticker at California State University, Northridge is appended. (Contains 3 tables.)
Homeschooling in America a Viable Option
Author: Terry, Bobby K.
Date: 2011-03-01
Type: Reports - Evaluative
Subjects: Public Schools,Private Schools,Home Schooling,Peer Influence,Moral Values,Values Education,School Choice,Child Rearing,Christianity,Religion,Educational History,Federal Legislation,Legal Responsibility,Academic Freedom

Since prayer was banned from the public school systems in 1962 and all religious references have been censored, the American Public School System has become completely secular in nature. Children today face a great deal of peer pressure especially when bad behavior is constantly glamorized in both the media and the press. Because of the lack of quality academics and moral guidance many parents are seeking alternatives to the public school system. In light of the secular culture of public school and the high cost of private school, home schooling has become a logical viable option for many parents. Currently over 1.5 million families in America have chosen to homeschool their children. They have the ability to give individualized academic instruction and raise their children in a safe, traditional Christian environment. This research paper examines the theoretical framework, benefits, history, legal aspects, and faith based opportunities in homeschooling.
Understanding How Domestic Violence Affects Behavior in High School Students
Author: Frank, Malika
Date: 2011-03-11
Type: Reports - Descriptive
Subjects: High Schools,Family Violence,Well Being,High School Students,Student Behavior,Incidence,Family Environment,Family Influence,Mental Health,Fear,Child Development,Prevention,Conflict Resolution,Coping,Teacher Role

This paper will provide the reader with an understanding of how domestic violence affects the behavior of high school students. The presentation is designed to provide the reader with a working definition of domestic violence, the rate of occurrence and its effects on high school students. Additionally the paper will summarize the negative effects of being exposed to domestic violence and what can be done to increase the mental health and well being of the high school student. [PowerPoint presentation is not included with this document.]
Schooling and Achievement: A Discussion on African American Students from Low Socio-Economic Households and Their Over-Diagnoses of Learning Disabilities
Author: Hankerson, Pamela S.
Date: 2011-03-13
Type: Reports - Evaluative
Subjects: African American Students,Learning Disabilities,Educational Diagnosis,Socioeconomic Background,Disadvantaged,African American Achievement,African American Education,Performance Factors,Self Esteem,Disability Identification,Clinical Psychology,Error of Measurement,Statistical Bias

The following is a discussion on student level of academic achievement, specifically that of African American learners. The misdiagnosis of Black students having learning disabilities and other disabilities will be examined, and the factors as to why this misdiagnosis occurs so often. Research will be provided as evidence to support this claim, as well as alternate methods of assessing and assisting African American students, especially those who are from poverty-stricken families, as research shows they are most affected by the inaccuracies of the diagnosis of learning impairments.
Science in the Australian &quot;National Curriculum&quot;
Author: Palmer, W. P.
Date: 1993-12-04
Type: Reports - Evaluative
Subjects: National Curriculum,Foreign Countries,Science Teachers,Curriculum Development,Comparative Analysis,Science Curriculum

Australia has been trying hard to establish a National Curriculum over the last five years but up to now a final consensus has still not been reached. What issues and problems were encountered? Why are there such issues and problems? What measures have been taken to tackle these? What further developments are likely? In the seminar, I will address these questions making use of my experience as a science educator working in Australia and I will also make comparisons, where necessary, with the science curricula of other countries. The case of the United Kingdom is interesting as it was able to introduce a National Curriculum comparatively early, but it has proved to be contentious with frequent revisions. It may be of interest to add a postscript as of 2011, as the issue of a National Curriculum has been revisited with a greater degree of agreement than in the first attempt, but the introduction of a National Curriculum still has its detractors. [This article was published in: &quot;The Journal of the Science Teacher Association of the Northern Territory,&quot; Volume 14, pp.95-101, 1995.]
Education/Higher Education as a Commodity in Papua New Guinea - Some Conflicting Cross Cultural Perspectives
Author: Palmer, W. P.
Date: 1986-12-00
Type: Reports - Evaluative
Subjects: Higher Education,Economics,Foreign Countries,Economics Education,Secondary School Teachers,Secondary Education,Teacher Education

The study attempts to enquire into whether Papua New Guineans see education as a cargo cult, an investment or as an item for consumption. The definitions of cargo cult are examined as are the basic principles of the economics of education. The main discussion within the study is whether Papua New Guineans see education as a cargo cult, an investment or as an item for consumption? Some years ago European missionaries and settlers used to say that Papua New Guineans sought education simply as a &quot;cargo cult&quot;, but the study indicates reasons for modifying this view. The histories of education and higher education in Papua New Guinea are briefly described, paying particular attention to the role of Goroka Teachers College in the area of secondary teacher education. The unequal distribution of resources between the constituent parts of the University of Papua New Guinea is also discussed. These conflicting cross-cultural perspectives are matters of concern. [This paper was published in: &quot;Education/Higher Education as a Commodity in Papua New Guinea - Some Conflicting Cross Cultural Perspectives.&quot; Paper presented at ANZCIES Conference, University of Queensland, St Lucia, Queensland, 1-5 December 1986: Proceedings, pp. 406-418.]
Expanding Access and Increasing Success in Postsecondary Education for Arizonans. The Arizona Commission for Postsecondary Education (ACPE) 2008-2009 Annual Report
Author: Arizona State Commission for Postsecondary Education, Phoenix.
Date: 2009-12-23
Type: Reports - Descriptive
Subjects: Productivity,Strategic Planning,Higher Education,Grants,Access to Education,Postsecondary Education,Institutional Mission,Student Financial Aid,College Preparation,Family Programs,Cooperative Planning,Foster Care,Budgeting,State Government,Funding Formulas,Federal Aid,Budgets,State Aid,Low Income Groups,Compliance (Legal),Income,Public Colleges,Private Colleges,Community Colleges,State Programs,Graduation,Scholarships,Majors (Students),Student Loan Programs,Loan Repayment,Money Management,Tuition,Paying for College,Enrollment,Guides,Web Sites,High School Seniors,College Bound Students,At Risk Students,Barriers,Minority Groups,Human Capital,Conferences (Gatherings),Partnerships in Education,Time to Degree

The work of the Arizona Commission for Postsecondary Education (ACPE) is guided by a 5-year strategic plan. The purpose of the plan is to provide focus for the activity of this small agency and its eight staff members in order to increase productivity and impact in the areas of its statutory authority. The mission and goals were accepted by Commissioners in late 2004 and this report reflects the fifth year review of goals, performance, and outcomes as outlined in the plan. Through a planning process, the 16 Commissioners identified an agency mission of expanding access and increasing success in postsecondary education for Arizonans. Three goals were named to achieve this mission: (1) increase available student financial resources, (2) implement strategies to help students and their families plan, enter, and succeed in postsecondary education, and (3) provide a forum for all sectors of higher education to dialogue, partner, and problem solve issues of mutual interest. A roster of the ACPE Commissioners follows this introduction. The work of the ACPE has been highly impacted over the past several years both by legislative action and the recent economic downturn. Recent additional statutory responsibilities include the Postsecondary Education Grant (PEG) program which was initiated in 2007 and the Early Graduation Scholarship Grant program which was established in the 2008. In addition, the ACPE was asked to administer the Foster Youth Postsecondary Education Case Manager Program which was designed and launched in the spring of 2008. Progress on each of these legislatively directed initiatives is discussed in more detail within this report. This report is organized in three sections; each section describes the activities and services related to each of the three goals, as well as the affects of reduced staff and budget reductions on these goals. The conclusion summarizes how the parts of this report relate to the plan and the future of the Commission. [For 2007-2008 Annual Report, see ED517258.]
Minority Student Report 2007: A Snapshot of Arizona's Educational Achievement. Pre Kindergarden-Postsecondary Graduation
Author: Drake, Tonya M.
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Graduation Rate,Dropout Rate,American Indians,Academic Achievement,Policy Analysis,Enrollment Trends,Minority Group Students,Educational Policy,African American Students,Asian American Students,Hispanic American Students,White Students,Gender Differences,Glossaries,College Entrance Examinations,Advanced Placement Programs,Educational Testing,Vocational Education,Higher Education,Community Colleges,Educational Attainment,Achievement Gap

Arizona Minority Education Policy Analysis Center (AMEPAC) is a policy center of the Arizona Commission for Postsecondary Education. AMEPAC's mission is to stimulate, through studies, statewide discussion, and debate, constructive improvement of Arizona minority students' early awareness, access, and achievement throughout all sectors of education. AMEPAC is proud to provide policymakers, educators, and the public with the third edition of the Minority Student Report 2007: A Snapshot of Arizona's Educational Achievement. This report is a &quot;snapshot&quot; of the educational achievement of minority students in Arizona, from pre-kindergarten through postsecondary education. Each section provides information on students  by race/ethnicity (African American, American Indian, Asian American, Hispanic, and White) and by gender. The report provides information from existing data sources and is open to interpretation. Appendices include: (1) PK-12 Enrollment Trend by Grade; (2) PK-12 Percentage Enrollment by Grade; (3) High School Annual Dropout Rates; (4) Four-Year High School Graduation Rates; (5) Advanced Placement; (6) ACT Composite Scores; (7) SAT Composite Scores; (8) Arizona Postsecondary Institutions; and (9) Degrees &amp; Certificates. A glossary and a list of data sources are included. (Contains 13 tables and 14 figures.) [This report was produced by the Arizona Minority Education Policy Analysis Center, a policy analysis center of the Arizona Commission for Postsecondary Education.]
Expanding Access and Increasing Success in Postsecondary Education for Arizonans. The Arizona Commission for Postsecondary Education (ACPE) 2009-2010 Annual Report
Author: Arizona Commission for Postsecondary Education
Date: 2010-12-28
Type: Reports - Descriptive
Subjects: Productivity,Strategic Planning,Higher Education,Grants,Access to Education,Postsecondary Education,Institutional Mission,Student Financial Aid,College Preparation,Family Programs,Cooperative Planning,Foster Care,Budgeting,State Government,Federal Aid,Budgets,State Aid,Low Income Groups,Compliance (Legal),Income,Public Colleges,Private Colleges,Community Colleges,State Programs,Graduation,Scholarships,Majors (Students),Student Loan Programs,Loan Repayment,Money Management,Tuition,Paying for College,Enrollment,Guides,Web Sites,High School Seniors,College Bound Students,At Risk Students,Barriers,Minority Groups,Human Capital,Conferences (Gatherings),Partnerships in Education,Time to Degree,Articulation (Education),Access to Information

The work of the Arizona Commission for Postsecondary Education (ACPE) is guided by a strategic plan. The purpose of the plan is to provide focus for the activity of this small agency and its five staff members in order to increase productivity and impact in the areas of its statutory authority. The mission and goals were accepted by Commissioners and this report reflects a review of goals, performance, and outcomes as outlined in the plan. Through a planning process, the 16 Commissioners identified an agency mission of expanding access and increasing success in postsecondary education for Arizonans. Three goals were named to achieve this mission: (1) increase available student financial assistance resources, (2) implement strategies to help students and their families plan, enter, and succeed in postsecondary education, and (3) provide a forum for all sectors of higher education to dialogue, partner, and problem solve issues of mutual interest. A roster of the ACPE Commissioners follows this introduction. The work of the ACPE has been highly impacted over the past several years both by assignment of new responsibilities and most significantly by the recent economic downturn. Additional statutory responsibilities include the Postsecondary Education Grant (PEG) program (initiated in 2007), the Early Graduation Scholarship Grant (established in the 2008), the Arizona College Access Aid Program (ACAAP) (a part of the College Access Challenge Grant established in 2009), and the Foster Youth Postsecondary Education Case Manager Program (initiated in 2008). Progress on each of these legislatively directed initiatives is discussed in more detail within this report. This report is organized in three sections; each section describes the activities and services related to each of the three goals, as well as the affects of reduced staff and budget reductions on these goals. The conclusion summarizes how the parts of this report relate to the plan and the future of the Commission. [For the 2008-2009 Annual Report, see ED517259.]
Minority Student Progress Report 2009: A Snapshot of Arizona's Educational Achievement
Author: Morel-Seytoux, Sylvie
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Graduation Rate,Dropout Rate,American Indians,Academic Achievement,Policy Analysis,Enrollment Trends,Minority Group Students,Educational Policy,African American Students,Asian American Students,Hispanic American Students,White Students,Gender Differences,College Entrance Examinations,Advanced Placement Programs,Educational Testing,Vocational Education,Higher Education,Community Colleges,Educational Attainment,Achievement Gap

The Arizona Minority Education Policy Analysis Center (AMEPAC) is a policy center of the Arizona Commission for Postsecondary Education. AMEPAC's mission is to stimulate, through studies, statewide discussion, and debate, constructive improvement of Arizona minority students' early awareness, access, and achievement throughout the educational attainment process. AMEPAC is proud to provide policymakers, educators, and the public with this expanded fourth edition of the &quot;Minority Student Progress Report 2009: A Snapshot of Arizona's Educational Achievement.&quot; This report provides a current &quot;snapshot&quot; of the educational achievement of minority students in Arizona, from kindergarten through postsecondary education. In guiding the reader how best to utilize this report, it is important to clarify that the study does not provide an analysis of why minority educational disparities remain. The focus of the report is to provide comprehensive and accurate baseline information which clearly identifies and reveals the type, extent, and significance of educational attainment disparities as they have occurred and/or changed over the last decade. The reader is thus encouraged to utilize the report's unique findings as a starting point to initiate further studies to uncover the many causalities behind the disparities, and as a tool toward developing effective policy and programming solutions based upon the reports baseline and trend data. Appendices include: (1) K-12 Enrollment Trend by Race/Ethnicity &amp; Gender; (2) K-12 Percentage Enrollment by Race/Ethnicity &amp; Gender; (3) High School Annual Dropout Rates; (4) Four-Year High School Graduation Rates; (5) Advanced Placement; (6) SAT Composite Scores; (7) ACT Composite Scores; (8) Arizona Postsecondary Institutions; and (9) Degrees &amp; Certificates.
University Research: The Role of Federal Funding
Author: Association of American Universities
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Research and Development,Federal Government,Universities,Research Projects,Peer Evaluation,Public Agencies,Technology Transfer

University research is a vital building block of the nation's research and development (R&amp;D) enterprise. While U.S. universities perform just 13 percent of total national R&amp;D, they perform 31 percent of the nation's total research--basic and applied--and 56 percent of the nation's basic research. Because there is broad consensus that university research is a long-term national investment in the future, the federal government supports about 60 percent of the research performed at universities. In 2009, that amounted to the federal government supporting about $33 billion of universities' total annual R&amp;D spending of $55 billion. Along with creating new knowledge and the foundation for new products and processes, U.S. universities use their research activities to educate students who will become the next generation's scientists and engineers, teachers, and leaders in government and industry. The following topics are addressed herein: how university research projects receive federal funding, the funding process and peer review, how the federal government manages research accountability, what costs of research the federal government covers, how the federal government determines F&amp;A cost reimbursement, how cost reimbursement is restricted as administrative compliance requirements increase, and the process for using results of university research. A list of information sources is included.
Understanding University Technology Transfer
Author: Association of American Universities
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Productivity,Human Capital,Scientific Research,Private Sector,Technology Transfer,Federal Government,Public Agencies,Faculty,Higher Education,Innovation,Research,Universities,School Business Relationship

Federal government agencies provide about $33 billion a year to universities to conduct scientific research. That continuing investment expands human knowledge and helps educate the next generation of science and technology leaders. New discoveries from university research also form the basis for many new products and processes that benefit the nation and its citizens. In fact, in the knowledge economy, technological innovation and the scientific research on which it is based are critical for much of the nation's productivity growth. New products and processes do not spring fully formed from the basic research performed at universities. They require not only discoveries or good ideas but also further development, capital, manufacturing capability, and marketing. Universities and other organizations use the process of technology transfer to move scientific findings to the private sector for further development and commercialization. The human capital aspect of technology transfer is often undervalued, but students and faculty are usually the most effective means of translating research discoveries into new technologies. Many of the most successful university-industry interactions are based on the education and training of students who have the knowledge and skills to meet industry needs, or on relationships that faculty members have developed with particular companies. This document provides basic information on university technology transfer. It describes how it works and how the public benefits from it. A brief description of the Bayh-Dole Act and an explanation of its success are also presented. Finally, how royalties are used by the universities from licensed technologies is described.