ethanporcaro/eric-fulltext-meta huggingface dataset:
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. West Virginia
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the West Virginia edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While West Virginia is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed eight goals, met a small portion of one, partially met three, nearly met one and fully met two. West Virginia's best performances are in its effective induction for new teachers and its requirement of multiple formal evaluations for new teachers. The state has the most work to do in making tenure decisions meaningful; ensuring only factors that advance teacher effectiveness are required for permanent licenses; ensuring its pension system is portable, flexible and fair; and strengthening its policies regarding teacher compensation issues. West Virginia's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. West Virginia has an overall performance of C- for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
An Overview of Communication Strategy
Author: Kendall, Shari
Date: 2005-00-00
Type: Journal Articles
Subjects: Communication Strategies,Interpersonal Communication,Applied Linguistics,Classification,Foreign Countries,English (Second Language),Limited English Speaking,Interlanguage,Dictionaries,Global Approach,Intercultural Communication,Communication (Thought Transfer),Second Language Learning,College Freshmen

This study introduces strategies of interlanguage communication associated with developing solutions for limited English proficient learners as they become skilled at English as a second language. First, a significant classification of Faerch and Kasper's communication  strategies will be presented. Second, the organizing methods of the other nine communication strategy classifications applied by the other earlier and more recent important scholars will be revealed. Third, Littlemore's newest classification, identifying communication strategies from perspectives of lexicon meaning analysis and applied linguistics, will be emphasized with several demonstration examples generated by English  learners in a university in Taiwan. The main purpose of this study is to offer a temporary and flexible communication access for English speakers who use English as a second language to communicate in our current global village before their linguistic proficiency can be maturely  developed.
Pragmatics and Communicative Competences
Author: Lin, Grace Hui Chin
Date: 2009-00-00
Type: Information Analyses
Subjects: Speech Acts,Research Methodology,Cultural Differences,Communicative Competence (Languages),Pragmatics,Dialogs (Language),Global Approach,Misconceptions,Culture,Sociolinguistics,Language of Instruction,Language Patterns,Language Usage,Intercultural Communication,Communication (Thought Transfer),Folk Culture,Case Studies,Verbal Communication

Pragmatics is included in one of four communicative competences (Canale, 1980). It is necessary and important to teach pragmatics at school in our globalized world in order to avoid as much as misunderstanding, which is likely to stem from cultural difference. As a result, greater importance should be attached to diverse customs and pragmatics. This conceptual paper aims to deal with the basic theoretical foundations of pragmatics. Moreover, a type of speech act, "traditional dialogues of giving and accepting presents" will be compared and contrasted through the author's previous empirical studies. The significance of this study is that the readers will be able to distinguish various types of communicative competences that Canale (1980) has identified and defined. After reading this paper, the readers will also establish basic concepts about pragmatics and research methodologies of doing empirical studies on pragmatics. [This paper was published in the proceedings of the 2009 International Conference on TESOL & Translation, Department of Applied English, JinWen University of Science & Technology. p54-60.]
Systematic Literature Review Protocol: Teaching Novices Programming Using Robots
Author: Major, Louis
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Stereotypes,Search Strategies,Programming,Robotics,Computer Science Education,Computer Science,Introductory Courses,Researchers,Computer Literacy,Information Retrieval,Research Design,Evaluation,Information Technology

Teaching computer programming to novices is a difficult task due to the complex nature of the subject, as negative stereotypes are associated with programming and because introductory programming courses often fail to encourage student understanding. This Protocol outlines the plan that is to be followed in order to investigate the effectiveness of using robots as tools to aid the process of teaching programming. Such a study will help to determine whether the use of robotic technology can help to overcome current barriers which novice programmers face and whether there is scope for future research activities to explore such an area. The Systematic Literature Review (SLR) methodology has been selected in order to achieve these objectives. Nine electronic databases and the proceedings from six conferences and two journals will be searched for literature relevant to the study. The SLR is a trustworthy, rigorous and auditable tool and is one that allows for existing evidence to be collected and summarised while identifying gaps in current research. This Protocol describes the plan that is to be followed in order to ensure the successful implementation of the SLR. The Protocol is split into sections that report on the research questions to be addressed, the search strategy to be implemented, details of how literature will be selected for inclusion in the review, the criteria for study quality assessment, discussion on methods of data extraction and analysis of potential limitations that may impact the study. As no past SLR has been found to examine the use of robots in such a context the study that will follow this Protocol will be the first of its kind. It is intended that this Protocol can be used as a resource for researchers who are looking to perform a SLR in a related education field. Moreover, the Protocol will act as a source of reference once the SLR has been completed and disseminated. Appended is a Study Quality Assessment Form.
Trends in Student Financing of Graduate and First-Professional Education: Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2011-217
Author: Woo, Jennie
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Graduate Students,Graduate Study,Professional Education,Student Financial Aid,Federal Aid,Student Loan Programs,Grants,Private Financial Support,Student Employment,Student Costs,Enrollment,Student Characteristics

In 2007-08, graduate and first-professional students received a total of $36.7 billion in federal loans; federal grants; and grants from institutions, employers, and other sources (College Board 2008, figure 2b). In addition to these funds, they also received teaching and research assistantships and sought loans from private sources. These Web Tables provide detail on the sources of funds that graduate students used to finance their education and how their use of these funding mechanisms changed between 1995-96 and 2007-08. The data presented were collected through four administrations of the National Postsecondary Student Aid Study (NPSAS): 1995-96, 1999-2000, 2003-04, and 2007-08. The tables are organized into four sections. The first series of tables present trends in the total financial aid students received from each of the major types of aid--grants, loans, and assistantships--during the four survey years. The second series of tables present trends in aid receipt by aid source, distinguishing among aid received from the federal government, institutions, employers, and other private sources, during each survey year. The third and fourth series of tables present trend data on students' employment while enrolled and on the cost of graduate education, respectively, during each survey year. A glossary is included. (Contains 20 tables and 3 endnotes.)
Trends in Student Financing of Undergraduate Education: Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2011-218
Author: Bersudskaya, Vera
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Undergraduate Students,Student Financial Aid,Student Loan Programs,Grants,Work Study Programs,Student Characteristics,Student Costs,Tuition,Fees,Federal Aid,State Aid,Family Financial Resources,Financial Needs

From 1995-96 to 2007-08, the number of undergraduates in the United States grew from about 16.7 million to 21 million (Horn and Berktold 1998; Wei et al. 2009). In 2007-08, two-thirds of all undergraduates received some type of financial aid, including grants, loans, work-study, or some combination of these types of aid. These Web Tables provide information on undergraduate financing during the 1995-96, 1999-2000, 2003-04, and 2007-08 academic years. Estimates are presented for all undergraduates and for undergraduates who attended public 2- and 4-year, private nonprofit, and for-profit institutions by student and enrollment characteristics. The tables are grouped into three sections. Section 1 presents trends in the average undergraduate price of attendance and tuition and fees, by selected student characteristics. Section 2 shows trends in undergraduate financial aid. The tables display the percentages of undergraduates receiving each of the major types of financial aid and the average amounts received, by selected student and institutional characteristics. Section 3 presents the net price of college by institution type, student's out-of-pocket price, expected family contribution (EFC), financial need, and remaining financial need after all financial aid, by selected student and institutional characteristics. A glossary is included. (Contains 34 tables and 2 endnotes.)
Decomposing the Education Wage Gap: Everything but the Kitchen Sink. Working Paper 2010-12
Author: Hotchkiss, Julie L.
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Education Work Relationship,Salary Wage Differentials,High School Graduates,College Graduates,Supply and Demand,Labor Market,Skilled Workers,Computer Use,Influence of Technology,Investment

This paper contributes to a large literature concerned with identifying the source of the widening wage gap between high school and college graduates by providing a comprehensive, multidimensional decomposition of wages across both time and educational status. Data from a multitude of sources are brought to bear on the question of the relative importance of labor market supply and demand factors in the determination of those wage differences. The results confirm the importance of investments in and use of technology, which has been the focus of most of the previous literature, but are also able to show that demand and supply factors played very different roles in the growing wage gaps of the 1980s and 1990s. Appendices include: (1) Data Sources and Variable Descriptions; and (2) Parameter Estimates. (Contains 4 tables, 5 figures and 5 footnotes.)
Best Practices in Statewide Articulation and Transfer Systems. Research Literature Overview
Author: Hezel Associates
Date: 2009-02-00
Type: Information Analyses
Subjects: Higher Education,Educational Objectives,Outcomes of Education,Articulation (Education),Colleges,Disadvantaged Youth,Economically Disadvantaged,Best Practices,Minority Group Students,Two Year College Students,Transfer Policy,Transfer Programs

Lumina Foundation For Education has funded many efforts to improve the educational outcomes of students, institutions and agencies in higher education. In addressing systemic issues in education achievement--and specifically college completion--Lumina has been a leading organization supporting initiatives to understand and overcome the many, varied challenges to college-going and baccalaureate degree completion, especially among disadvantaged people. Through projects such as KnowHow2Go, promoting strategies for college-going among poor and minority youth, and Achieving the Dream, helping community college students to succeed, Lumina has provided both thought and strategic leadership. This research project has been supported by Lumina with the purpose of identifying and promulgating best practices in statewide transfer and articulation systems in public higher education. This literature review is intended to serve as an overview of the studies that are relevant to Lumina's research. It is not, however, a comprehensive literature review of all areas of articulation and transfer, nor does it include many interesting topics that, while somewhat related to the topic of the present research, are beyond its scope. (Contains 24 endnotes.)
Findings from the Reading First Impact Study
Author: Gamse, Beth C.
Date: 2009-00-00
Type: Reports - Research
Subjects: Reading Materials,Federal Legislation,Reading Programs,Reading Achievement,Program Effectiveness,Professional Development,Reading Instruction,Educational Legislation,Elementary Education,Program Implementation,Educational Finance,Financial Support,Decision Making,Curriculum Design,Elementary School Curriculum,Coaching (Performance),Reading,Student Evaluation

The Reading First Program is a central element of the No Child Left Behind legislation (No Child Left Behind Act, 2001). It builds on findings reported in a national consensus report (NICHD, 2000), about proven strategies to reduce the prevalence of reading difficulty in the early grades in order to help children read at or above grade level by the time they reach third grade. The program provides resources to schools for professional development, for purchasing reading programs/materials, for assessments of students, and for salaries of reading coaches who can help classroom teachers. Reading First departs from historical precedent in its reach into the content of instruction. Traditionally, the federal education agency has been focused on issues of access, and determination of actual curriculum content has been left to states and localities. The legislation contained a savvy blend of federal guidance for local decision-making; it did not endorse any reading materials or professional development or assessments, but rather articulated the procedures states and districts were required to use as they made local decisions about which districts and schools to fund as well as which specific tools those districts and schools selected help to implement the program. The Reading First Impact Study was designed to assess the impact of the Reading First Program on two core domains: classroom reading instruction and student reading achievement. This paper will summarize the methods used and the study's findings on the two questions of program impact. (Contains 4 exhibits and 2 footnotes.)
The Effects of Head Start on Children's Kindergarten Retention, Reading and Math Achievement in Fall Kindergarten--An Application of Propensity Score Method and Sensitivity Analysis
Author: Dong, Nianbo
Date: 2009-00-00
Type: Reports - Research
Subjects: Intervals,Program Evaluation,Disadvantaged Youth,Kindergarten,Preschool Children,Comparative Analysis,Retention (Psychology),Mathematics Achievement,Reading Achievement,Nonparametric Statistics,Statistical Analysis,Program Effectiveness,Intervention

Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this paper applied optimal propensity score matching method to evaluate the effects of Head Start on children's kindergarten retention, reading and math achievement in fall kindergarten comparing with center-based care. Both parametric and nonparametric methods are used for impact analyses. Sensitivity analysis is conduced to assess the influence of hidden biases of various magnitudes. The formula of the 95% sensitivity intervals is appended. Findings reveal that children in Head Start program tend to perform statistically significantly worse than peers in center-based care in reading and math in fall kindergarten. However, the sensitivity intervals of impact estimate based on Wilcoxon signed rank test with covariance adjustment indicate that the conclusion presented is sensitive to hidden bias. Appended are: (1) References; (2) Tables and Figures; and (3) The Formula of the 95% Sensitivity Intervals. (Contains 6 tables, 6 figures and 6 footnotes.)
Effects of a Literacy Focused Curriculum and a Developmental Curriculum on School Readiness and Subsequent State Achievement Test Outcomes in Rural Prekindergarten Classrooms
Author: Lipsey, Mark W.
Date: 2009-00-00
Type: Reports - Research
Subjects: Class Activities,School Readiness,Learning Activities,Economically Disadvantaged,Disadvantaged Youth,Academic Achievement,Achievement Tests,Rural Schools,Literacy,Comparative Analysis,Curriculum Implementation,Developmentally Appropriate Practices,Preschool Children,Longitudinal Studies,Evaluation Methods,At Risk Students,State Programs,Constructivism (Learning),Direct Instruction,Observation,Check Lists,Pretests Posttests,Evaluation Problems,Instructional Effectiveness,Standardized Tests,Educational Policy

This research investigated the effects of two contrasting pre-k curricula, relative to practice as usual, on subsequent academic achievement. One curriculum had a strong literacy focus, the other was a less didactic &quot;developmentally appropriate&quot; curriculum that allowed children to have more influence on classroom activities. The purpose of the research was to determine if either of these curricula provided advantages for improving the academic performance of economically disadvantaged children in rural Tennessee. (Contains 3 tables.)
Promising Practices in Statewide Articulation and Transfer Systems
Author: Hezel Associates
Date: 2010-06-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Articulation (Education),Student Mobility,Academic Persistence,School Holding Power,Higher Education,Colleges,Public Officials,College Students,Transfer Policy,Transfer Programs,Transfer Rates (College),Demography,Educational Trends,Trend Analysis,Enrollment,Educational Finance,Educational Policy,Surveys,Interviews

This guide is based on a study funded by Lumina Foundation for Education and conducted by Hezel Associates and the Western Interstate Commission for Higher Education (WICHE). Designed to aid policymakers and others, this report takes a state-by-state look at practices related to transfer and articulation between two- and four-year public institutions. This guide looks at both transfer and articulation. It builds on a body of literature that focuses on a broad range of topics: student mobility and patterns and rates of transfer; student demographics and enrollment statistics and trends; efforts to address the issue of community college student persistence; and other subjects. Appendices include: (1) Research Methods; (2) Research Recommendations; (3) Interview Protocol; (4) Administration Survey; (5) Communication Survey; and (6) Evaluation Survey. (Contains 1 table and 42 endnotes.)
Language and Literacy Effects of Curriculum Interventions for Preschools Serving Economically Disadvantaged Children: A Meta Analysis
Author: Darrow, Catherine L.
Date: 2009-00-00
Type: Information Analyses
Subjects: Preschool Curriculum,Preschool Education,Economically Disadvantaged,Disadvantaged Youth,Preschool Children,Meta Analysis,Low Income Groups,Intervention,Language Acquisition,Federal Programs,Early Childhood Education,Low Income,School Readiness,Literacy,Vocabulary Development,Vocabulary Skills,Effect Size,Statistical Significance,Statistical Analysis

The objective of this report is to review studies that report language and literacy outcomes associated with preschool curriculum-based interventions. Results from studies reporting on interventions targeting preschool children from low-income families were included regardless of the specific type of program. Although the majority of preschool interventions target classrooms affiliated with Head Start, studies with alternative programs were also considered. Results will help inform administrators and policy makers of the effectiveness of curriculum-based preschool interventions. (Contains 2 tables and 1 figure.)
What Is Gained from a Randomized Controlled Trial and What Is Lost? Planning, Policy, and Fear: Effects and Lessons Learned from a Cluster-Randomized Trial Assessing a Community-Advocacy Program's Professional Development Initiative for Early Childhood Educators
Author: Sprague, Kim
Date: 2009-00-00
Type: Reports - Research
Subjects: Reading Readiness,Teacher Effectiveness,Evaluators,Early Reading,Children,Reading Skills,Research Methodology,Science Experiments,Research Design,Early Childhood Education,Pretests Posttests,Intervention,Faculty Development,Literacy,Reading Failure,Emergent Literacy

Rigorous research provides information that will allow ECE (Early Childhood Educator) programs to select interventions that have a scientifically based track record of effectiveness in increasing teachers' skills and teaching quality. This paper shares implementation and impact results as well as the lessons learned in conducting an evaluation of an intervention developed to increase ECEs knowledge and skills and ultimately improvements in children's language and readiness skills as a result. Evaluators developed the rigorous design and external evaluation plans to assess the effectiveness of this community advocacy-service delivery organization's professional development program. The evaluation was organized as two studies: (1) an &quot;Impact Study&quot; designed to estimate the effects of participating in the professional development program on early education providers as well as the children in their care; and (2) an &quot;Implementation Study&quot; designed to provide information about the way in which the professional development interventions were implemented (i.e., fidelity of implementation or fidelity to plans/model). The evaluation plan employs a cluster-randomized trial (CRT) at the classroom level, to assess the effectiveness of the program in improving ECE practice as well as children's early reading skills. In addition, the consideration of implementation context in the interpretation of the results and what should be done when planning to implement will also be discussed. As a result evaluators hope to provide important information to those planning similar studies in such programs and other complex social settings. (Contains 10 figures.)