ethanporcaro/eric-fulltext-meta huggingface dataset:
Background Research and Mapping. Australian School Science Education National Action Plan, 2008-2012. Volume 2
Author: Rennie, Leonie J.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Science Education,Educational Research,Synthesis,Research Reports,Inservice Teacher Education,Teacher Supply and Demand,Scientific Literacy,Community Resources,Curriculum Design,Science Teachers,Educational Assessment,Educational Resources,Preservice Teacher Education,Professional Development,Educational Technology,Learner Engagement,Enrollment,Access to Education,Guidelines,Program Descriptions,Educational Policy,Elementary School Science,Science Instruction,Secondary School Science,National Programs,Educational Planning,Educational Principles,Science Careers,Science Interests,Annotated Bibliographies,Information Sources

The purpose of this document is to provide background to the text and recommended   actions of the Australian School Science Education National Action Plan, 2007-2012.   The first part presents a synthesis of the national and international research used to   identify gaps and overlaps amongst activities related to school science education in   Australia. Where relevant and appropriate, the paper identifies and reinforces actions   that have been recommended by stakeholders and recent reports. The second part of   this document reports a mapping exercise carried out to scope the range of reports and   initiatives that impacted on science education. It is not the intention in this document   to examine the whole range of aspects in science education, especially as some of   these aspects have been covered by other recent reports. Rather, its purpose is to   explain the research basis from which authors developed the Action Plan. (Contains 1 footnote.) [For Volume 1, see ED511041.]
State of Australia's Young People: A Report on the Social, Economic, Health and Family Lives of Young People
Author: Muir, Kristy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,At Risk Persons,Disabilities,Socioeconomic Status,Low Income,Indigenous Populations,Unemployment,Youth Problems,Physical Health,Wellness,Substance Abuse,Bullying,Internet,Role of Education,Family Role,Victims of Crime,Sexual Abuse,Violence,Crime,Mental Disorders,Young Adults,Adolescents,Social Isolation,Educational Attainment,Computer Use,Influence of Technology,Religion,Social Life,Family Environment,Citizen Participation,Social Indicators,Data Analysis

This report presents a comprehensive picture of how young Australians are faring by bringing together data from a variety of sources and drawing on the comments of young people themselves. Overall the report presents a positive picture, showing how important young people are to this country and why it makes good economic and social sense for governments to invest in lifting outcomes for all young people. While the report shows that by and large young people are healthy, happy and productive, it also highlights some areas of real concern including: (1) Not all young people are on the same footing. Indigenous young people, those not engaged in education or work, young people with a disability and those living in low socio economic households are at serious risk of social exclusion; (2) 1 in 4 young people are living with a mental disorder and 1 in 3 young people experience moderate to high levels of psychological distress; (3) Almost 1 in 3 young people are an unhealthy weight (either over or under weight); (4) Male and female teenagers aged 15-19 years had the highest hospitalisation rates for acute intoxication from alcohol among all age groups; and (5) Young people are more likely to become victims of some violent crimes (including sexual offences and assaults) and are less likely than older victims to report a violent crime. The report also highlights emerging issues like the increasing risk that cyber bullying is posing to young people's wellbeing and underlines the important role that families, education and employment play in young people's development. (Contains 42 tables, 17 figures, and 80 footnotes.) [This report was produced for the Office for Youth, DEEWR and the Social Policy Research Centre, University of New South Wales.]
Alabama Education News. Volume 31, Number 8
Author: Sibley, Michael O., Ed.
Date: 2008-05-00
Type: Collected Works - Serial
Subjects: Educational Objectives,Labor Market,Public Education,Awards,Secondary School Curriculum,Emergency Programs,Weather,Natural Disasters,Animation,Educational Technology,Drug Use,Faculty Development,Parent Participation,Parent School Relationship,Superintendents

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) First Choice: The Right Choice for Alabama Schools; (2) Teach in Alabama Revolutionizes the Education Job Market; (3) FEMA Stresses Preparedness for Upcoming Hurricane Season; (4) Students Go West Every Week to Attend Classes in &quot;Hollywood&quot;; (5) Parental Communication on the Rise, Fewer Students Use Drugs; and (6) State Board Appoints New Deputy Superintendent. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; (3) Calendar; and (4) Teacher of the Month.
Alabama Education News. Volume 30, Number 8
Author: Sibley, Michael O., Ed.
Date: 2007-05-00
Type: Collected Works - Serial
Subjects: Advanced Placement,Educational Objectives,Bond Issues,Public Education,Educational Finance,Program Descriptions,College Preparation,Merit Pay,Awards,Faculty Development,Middle School Teachers,Secondary School Teachers

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Advanced Placement Classes Prepare Students for College; (2) Will Performance Pay Work? Vote now!; and (3) Floating a Bond Issue Keeps Schools Above Water. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; (3) Calendar; and (4) Alabama's Teacher of the Year.
Alabama Education News. Volume 30, Number 2
Author: Sibley, Michael O., Ed.
Date: 2006-10-00
Type: Collected Works - Serial
Subjects: School Buses,Rewards,Public Education,Busing,State Legislation,Safety,Equal Education,Awards,Educational Quality,Grants,Literacy Education

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Alabama Schools Get Big Rewards; (2) Alabama's New School Bus Stop Law; (3) Equity: Getting It Right on November 7; and (4) Education Ruler Window Decals. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; (3) Calendar; and (4) Teacher of the Month.
Alabama Education News. Volume 32, Number 2
Author: Sibley, Michael O., Ed.
Date: 2008-10-00
Type: Collected Works - Serial
Subjects: School Buses,Parent Participation,Restraints (Vehicle Safety),Parent School Relationship,Public Schools,Web Sites,Educational Quality,Awards,Educational Finance,Resource Allocation,Recycling,Conservation (Environment),Creativity

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Our Schools Need the Rainy Day Amendment; (2) Some Alabama School Systems Start the Year With School Bus Safety Belts in Place; (3) New Web Site a Valuable Resource; (4) Five Alabama Public Schools Take the Blue Ribbon; (5) Imagine a New School (Roy Hudson); and (6) Celebrate Parental Involvement!. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; and (3) Calendar.
Alabama Education News. Volume 31, Number 3
Author: Sibley, Michael O., Ed.
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Educational Improvement,Public Education,Principals,Awards,Rewards,Educational Finance,Financial Support,Competition,Educational Quality,School Business Relationship,Surveys,Teacher Attitudes,Teaching Conditions,Robotics,State Departments of Education

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) &quot;Take 20&quot; for Better Education; (2) Huntsville Teacher wins &quot;Education Oscar&quot;; (3) Alabama Schools Receive More Than $5 Million in AYP Reward Monies; (4) Alabama's Top Schools Compete for &quot;Game Day&quot; Championship; (5) Three Alabama Public Schools Take The Blue Ribbon; (6) Dr. Lilli Land Named National Distinguished Principal of the Year; (7) The State of Our Schools ... Improving; and (8) James Earl Jones Reads as SDE and Verizon Join Forces. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; (3) Calendar; and (4) Teacher of the Month.
Alabama Education News. Volume 31, Number 2
Author: Sibley, Michael O., Ed.
Date: 2007-10-00
Type: Collected Works - Serial
Subjects: Parent Participation,Grade 4,Public Education,Achievement Gains,Academic Achievement,Reading Skills,Reading Achievement,Parent School Relationship,Institutionalized Persons,Correctional Institutions,Behavior Modification,Awards,Dropouts,Dropout Prevention,Films,Student Behavior,Innovation,Grants

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Alabama Leads the Nation in Gains Made in 4th Grade Reading; (2) October is Parental Involvement Month in Alabama; (3) Turning Prisoners Into Teachers: The Inside Out Story; (4) The 3 Rs of Positive Behavior; and (5) Alabama's 2006 Teacher of the Year Ready to Run in NYC Marathon. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; and (3) Calendar.
Positioning Techniques to Reduce the Occurrence of DeQuervain's Tendonitis in Nursing Mothers
Author: Virzi, Alison
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mothers,Surgery,Infants,Motion,Rehabilitation,Pain,Nutrition,Human Body,Case Studies,Symptoms (Individual Disorders),Occupational Therapy,Interviews,Intervention

DeQuervain's tendonitis is an inflammation of two tendons: the extensor pollicis brevis and the abductor pollicis longus as they cross in the first dorsal compartment of the wrist. Symptoms include pain, swelling along the radial aspect of the wrist, and a decrease in thumb motion. A positive Finkelstein's test at examination is seen. Frequently it is caused by repetitively gripping, lifting, and positioning the wrist in flexion, ulnar deviation with thumb extension. It is a common diagnosis in women, referred to as "washerwoman's syndrome". It is also common for new mothers to experience due to the demands their wrists are placed in with having a baby. Treatment options include rest, hot/cold modalities, anti-inflammatories, and splinting, steroid injection and surgery. The purpose of this paper is to review the current literature on deQuervain's tendonitis and address specific positioning needs for the nursing mother. Very few, if any OB/GYN clinics offer information regarding deQuervain's as part of their birth preparation classes. The case study is a 40 year old first time mother and her 6 week old infant. M.A. was experiencing symptoms primarily in her left wrist due to poor positioning techniques while caring for her daughter. She demonstrated a positive Finkelstein's test on her left non-dominant hand. M.A. was observed over several months and recommendations were made regarding positioning while nursing and caring for her infant, taking breaks to perform simple range of motion exercises and stretches throughout the day, wearing a thumb spica splint and performing contrast baths. These recommendations were successful in eliminating M.A.'s pain complaints.
Access to University Education in Nigeria: A Review
Author: Agboola, B. M.
Date: 2010-07-27
Type: Numerical/Quantitative Data
Subjects: Higher Education,Compulsory Education,Foreign Countries,Access to Education,Educational Demand,Developing Nations,Educational Policy,Educational Development,Educational Finance,Equal Education,Intellectual Disciplines,College Admission,Policy Analysis,Educational Environment,Gender Differences,Geographic Location,School Statistics,Government Role,Politics of Education,Barriers,Educational Supply,Enrollment Influences,Enrollment

Demand for university education has increased due to the recent innovations of universal, free and compulsory education at the basic and senior secondary education level. Education has been expanding very rapidly at all levels in Nigeria. However, there are serious problems related to quality, equity, unavailable human and material resources and access. Some of these problems are related to the fact that formal education was introduced to the different regions in Nigeria at different time, and the nation's focus was more on the basic education, without building a strong framework for the higher education that could provide the necessary policies committed to equity, access, quality and efficiency. The data on admissions and enrolments were obtained from the Federal Bureau of Statistics and National Universities Commission and Joint Admission and Matriculation Board's websites. The paper analysed the pattern of access based on the six geo-political zones in Nigeria, gender, and academic disciplines using percentage, mean and chart. The impact of some major factors such as admission policy and finance on access to university education were also examined. The findings revealed that access to university education in Nigeria when compared with the number of qualified applicants was low. There was disparity in access across regional zones and there exists differences in the access of male and female all-over the country. Also, there was gap in access across disciplines. In addition, funding of the universities was state-supply model and this has restricted expansion of the institutions for more access. Furthermore, admission policy has impact on the rate of access to university education in Nigeria. Based on the disparity observed in access to university education in Nigeria, it was suggested that a coercive attention and affirmative action in terms of adequate funding and dynamic policy on admission are needed to address the situation. (Contains 6 tables and 5 figures.)
Student Leadership Education in Elementary Classrooms
Author: Hess, Lindsay
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Leadership Training,Classroom Techniques,Student Leadership,Elementary School Curriculum,Student Needs,Grade 5,United States History,Geography,Case Studies,High School Students,Interviews,Program Effectiveness,Social Studies,Class Activities,Educational Strategies

As I began my career as a teacher, I assumed leadership education would naturally be integrated into the elementary classroom curriculum because I was intrigued by this topic. However, as I spent more time in the classroom I quickly realized leadership skills were not part of regular classroom learning or practice for elementary age students. I became concerned because I believe that in our fast-paced, evolving society our youth need the strategies and skills to &quot;tackle the major issues&quot; we face (Hickman, 1996). In the twenty-first century, there is a lack of opportunities for young children in elementary school classrooms to practice leadership skills. Therefore, the purpose of this study is to identify the research that has been undertaken on the subject and assess the viability on the topic. Only two published resources were found that address the potential for leadership education at the elementary school level. The lack of literature on leadership education in the elementary grades was combined with a general sentiment among practitioners and leadership experts that there is a need for leadership skills to be taught in elementary classrooms. The most effective way to promote these skills to elementary school students is by providing ample exposure and practice in the classroom. This project illuminates the fact that leadership skills are desperately needed in the elementary classroom because students are not being prepared with the tools needed in the twenty-first century.
The Effectiveness of Mandatory-Random Student Drug Testing. NCEE 2010-4025
Author: James-Burdumy, Susanne
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: High Schools,Student Attitudes,Smoking,Program Effectiveness,Drug Use Testing,Program Evaluation,Grants,Program Implementation,Measurement Techniques,Measures (Individuals),Drug Use,Substance Abuse,Comparative Analysis,High School Students,Drinking,Educational Attitudes,Parent Responsibility,Parent Participation,Sample Size

To help assess the effects of school-based random drug testing programs, the U.S. Department of Education's Institute of Education Sciences (IES) contracted with RMC Research Corporation and Mathematica Policy Research to conduct an experimental evaluation of the Mandatory-Random Student Drug Testing (MRSDT) programs in 36 high schools within seven districts that received Office of Safe and Drug-Free Schools (OSDFS) grants in 2006. This report describes the implementation of the MRSDT programs and their impacts on students-focusing primarily on student-reported substance use but also examining other outcomes. The study's key findings indicate that Consistent with the goals of the program, students subject to MRSDT reported less substance use than comparable students in high schools without MRSDT. Specifically, student-reported past-30-day use of substances tested under their districts' MRSDT policies was lower in schools implementing MRSDT than in schools without such policies. A similar, though not statistically significant, pattern was observed on other student-reported substance use measures. However, the MRSDT program had no &quot;spillover effects&quot; on the substance use reported by students who were not subject to testing and had no effect on any group of students' reported intentions to use substances in the future. Contrary to concerns raised about the possible unintentional negative consequences of random drug testing, the MRSDT program had no effect on the proportion of students participating in activities subject to drug testing or on students' attitudes toward school and perceived consequences of substance use. Finally, there was some evidence that impacts of the MRSDT program were related to the ways in which the programs were implemented. Both testing for a larger number of substances and testing for alcohol and tobacco were significantly correlated with lower substance use in the treatment schools relative to the control schools. However, it was not possible to distinguish between these two factors due to the fact that districts tested for a larger number of substances were also those districts that tested for alcohol or tobacco. Impacts were not significantly related to other implementation characteristics examined. Appended are: (1) Random Assignment; (2) Obtaining Parental Consent; (3) Sample Sizes and Response  Analysis; (4) Diagnostic Analyses; (5) Outcome Measures; (6) Estimating Impacts; (7) Assessing the Robustness of the Impacts; (8) Impacts on Individual Substances; (9) Impacts on Student Subgroups; and (10) Study Instruments. (Contains 81 tables, 9 figures, and 26 footnotes.)
Review of Dual Admissions Agreements and Programs in the Virginia Higher Education System
Author: State Council of Higher Education for Virginia
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Higher Education,College Admission,Two Year Colleges,Community Colleges,College Transfer Students,Articulation (Education),Bachelors Degrees,Program Descriptions

The State Council of Higher Education for Virginia (SCHEV) is gathering information about the extent to which dual admissions agreements and programs between two- and four-year institutions have been developed in the Commonwealth. This is in response to the State Transfer Module legislation passed in 2004 requiring that two- and four-year institutions develop dual admissions agreements and programs. A survey designed to ascertain the extent to which dual admissions agreements and programs have been developed was distributed to public four-year institutions in March 2010. The survey was developed by SCHEV staff with input from the Instructional Programs Advisory Committee (IPAC). The survey was distributed to the 15 Virginia public four-year institutions with 100% of institutions responding. Responses to the survey questions yielded information in the following areas: (1) Number of dual admissions agreements that exist in the Virginia higher education system; (2) Descriptions of existing agreements, including privileges extended to student participants, and requirements and obligations for students to participate in and remain in good standing in the program; (3) Challenges associated with establishing and maintaining dual admissions programs; and (4) Aspects of the agreements that have resulted in successes for student participants.