ethanporcaro/eric-fulltext-meta huggingface dataset:
Taking Responsibility: A Call for Higher Education's Engagement in a Society of Complex Global Challenges
Author: Pasque, Penny A., Ed.
Date: 2006-00-00
Type: Collected Works - Proceedings
Subjects: Social Justice,Higher Education,Equal Education,Social Responsibility,Immigration,Change Strategies,Educational Change,Access to Education,Social Development,Educational Policy,Foreign Policy,State Action,Conference Papers,Strategic Planning,School Community Programs,School Community Relationship,Economic Impact,School Involvement,School Responsibility,College Role,Global Approach,Performance Factors

The Wingspread Conference Series (2003-2005), "Strategies to Strengthen the Relationship between Higher Education and Society", brought together scholars, institutional and national leaders, community activists, and graduate and undergraduate students to examine the current and evolving relationships between higher education and society. The goals of this annual series included (a) assessing the status of efforts and challenges focused on strengthening American higher education's civic and social responsibility to society, and (b) developing focused strategies and commitments among leaders to advance higher education's civic and social role. This monograph, "Taking Responsibility: A Call for Higher Education's Engagement in a Society of Complex Global Challenges", is a culmination of writing and reflective dialogues between leaders at the summative Wingspread conference in October 2005. This monograph contains the following papers: (1) The Paradox of Higher Education Leaders Working toward Educational Equity: Three Frameworks for Conceptualizing Higher Education for the Public Good (Penny A. Pasque); (2) Regrouping, Rethinking, and Redirecting Energies Around Higher Education for the Public Good: A Keynote Address (Suzanne Morse); (3) Higher Education Has Done Well, We Can Do More: A Report from the Wingspread Access, Equity and Social Justice Committee (Lesley A. Rex);  (4) Fulfilling Higher Education's Promise: Addressing Social Issues in the 21st Century (Adrianna Kezar); (5) The Paradox of Immigration Policy and Higher Education Access: State Responses to Federal Immigration Policy (Jose L. Santos); (6) A Discussion of Fair Market Possibilities for the Public Good (Deron Boyles, Alisa F. Cunningham, Rasheedah Mullings, and Penny A. Pasque); and (7) The Changing Role of Public Higher Education in Service to the Public Good (John C. Burkhardt). An introduction by John C. Burkhardt and Jamie Merisotis is included. Individual papers contain tables, figures, footnotes, and references.
Who Is College for? Moderator Guide
Author: University of Michigan, National Forum on Higher Education for the Public Good
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Access to Education,Discourse Communities,Persuasive Discourse,College Bound Students,Debate,Community Coordination,Community Attitudes,Role Perception,Facilitators (Individuals),Questioning Techniques,Agenda Setting,Communication Strategies

This guide provides moderators with a sense of what deliberation means, their roles, the dialogue format, and principles and skills they need to keep in mind as they interact with the participants. The purpose of a deliberative dialogue is to bring community members together to discuss a relevant and important issue. The question addressed in this dialogue is "Who should have access to education after high school?" or "Who is College For?" It is hoped that participants will have a more informed understanding of the complexity of this issue and discover the value of deliberation as a tool for making decisions. [For the companion report, "Who Is College for? A Community Discussion Guide," see ED515229.]
Who Is College for? A Community Discussion Guide
Author: University of Michigan, National Forum on Higher Education for the Public Good
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Higher Education,High School Graduates,Democratic Values,Enrollment Trends,Debate,Access to Education,College Bound Students,Persuasive Discourse,Performance Factors,Barriers,Change Strategies,Discourse Analysis,Discourse Communities,Guidelines

Today there is a growing belief that everyone who wants access to college can have it. College enrollments have continued to grow for over half a century and now it can be argued that most American families dream of a college education for their children. A 2003 report by the Education Commission of the States (ECS) demonstrates there is a growing &quot;participation gap&quot; in American higher education. Based upon current census data and enrollment trends, greater than 2.3 million more students will attend college by 2015 and ECS estimates this number could reach 8 million new students if a greater proportion of high school graduates attend college. This gap could well affect how many people U.S. higher education can accommodate and, as a result, who will be able to attend college. The reality individuals face is one of limited capacity to serve all students equally well. The current system is not prepared to meet the growing demand. When spaces are limited, what are the most equitable ways to admit students? At the center of this issue are important considerations regarding opportunity, fairness, and participation in &quot;the American dream.&quot; In an era when college is seen as an important path to economic success and civic leadership, yet access to college may be limited, individuals are forced to ask the question: Who is college for? This discussion guide considers three approaches that address this very difficult question. Each approach includes: (1) A brief description of what supporters of the approach might believe about the issue; (2) What supporters would do to address the issue; (3) How opponents of the approach might respond; and (4) The tradeoffs that need to be considered. [Additional support for this paper was provided by the McGregor Fund and the State of Michigan. For the companion report, &quot;Who Is College for? Moderator Guide,&quot; see ED515228.]
Multidisciplinary Perspectives on Higher Education for the Public Good. Number 1, 2005
Author: Martinez, Magdalena, Ed.
Date: 2005-00-00
Type: Collected Works - General
Subjects: Graduate Students,Higher Education,Institutional Research,Educational Research,Recognition (Achievement),College Graduates,American Indian Education,Low Income Groups,Change Strategies,Public Housing,Educational Practices,Postsecondary Education as a Field of Study,School Community Programs,School Community Relationship,Economic Impact,Student Attitudes,Educational Attitudes

The National Forum on Higher Education for the Public Good, along with the American Association for Higher Education (AAHE), American College Personnel Association (ACPA), American Educational Research Association (AERA), Association for Institutional Research (AIR), and Association for the Study of Higher Education (ASHE), have committed themselves to encourage a new generation of scholars interested in examining the changing relationship between higher education and U.S. society. These national associations joined together to sponsor five Rising Scholar awards in July, 2002, given to pre-tenured faculty, early career practitioners, and advanced graduate students engaged in research that explored higher education's role in serving the public good. The award was a part of a larger initiative, which focused on advancing research on the relationship between higher education and society through connecting senior and early career scholars. As part of the Rising Scholar award, recipients were asked to publish their research in this monograph as a way to continue dialogue with other scholars interested in issues related to higher education and the public good. The papers presented in this monograph are: (1) Climbing Up and Over the Ivy: Examining the Experiences of American Indian Ivy League Graduates (Bryan McKinley Jones Brayboy); (2) "To Share With All": Vida Scudder's Educational Work in the Settlements (Julia Garbus); (3) College Graduates' Perspectives on the Effect of Capstone Service-Learning Courses (Seanna M. Kerrigan); (4) Low-Income Communities: Technological Strategies for Nurturing Community, Empowerment and Self-Sufficiency at a Low-Income Housing Development (Richard L. O'Bryant); and (5) Toward the Engaged Institution: Rhetoric, Practice, and Validation (David J. Weerts). Individual papers contain tables, figures, footnotes, and references.
Higher Education Collaboratives for Community Engagement and Improvement
Author: Pasque, Penny A., Ed.
Date: 2005-00-00
Type: Collected Works - Proceedings
Subjects: Higher Education,Institutional Cooperation,Consortia,Partnerships in Education,Reflection,Economic Impact,School Community Relationship,School Community Programs,Barriers,Community Involvement,Teacher Attitudes,Community Development,Institutional Role,Conference Papers,Change Strategies,Community Change,Neighborhood Improvement

Individually and collectively, institutions of higher education possess considerable resources--human, fiscal, organizational, and intellectual--which are critical to addressing significant social issues. Additionally, these institutions are physically rooted in their communities. Therefore, investing in the betterment of their immediate environments is good for both the community and the institution. However, it is recognized that higher education institutions often fall short of making a real impact in their home communities. Therefore, a conference was convened to examine the current and evolving role of higher education institutions, particularly those operating within the context of coalitions, consortia and state systems, to catalyze change on issues affecting communities and society as a whole. Specifically, the focus of the conference was to develop and strengthen an understanding of how higher education might work more effectively with communities and it is believed that consortia or collaboratives of higher education institutions, along with community partners, can learn from one another. The papers offered in this monograph are the result of the Wingspread Conference on "Higher Education Collaboratives for Community Engagement and Improvement", conducted on October 27-29, 2004, in Racine, Wisconsin. The conference, the second of a three-part series, was sponsored by the National Forum on Higher Education for the Public Good at the University of Michigan School of Education, the Johnson Foundation, Atlantic Philanthropies, and the W.K. Kellogg Foundation. The papers presented in this monograph are: (1) Reflections on Community-Campus Partnerships: What Has Been Learned? What are the Next Challenges? (Barbara A. Holland); (2) Reflections on the Wingspread Experience (Bruce L. Mallory); (3) Higher Education Collaboratives for Community Engagement and Improvement: Faculty and Researchers' Perspectives (Ira Harkavy); (4) Challenges to Community-Higher Education Partnerships: A Call to Action (David Cox and Sarena Seifer); (5) Mission and Community: The Culture of Community Engagement and Minority Serving Institutions (Maurice C. Taylor, Brighid Dwyer, and Sandra Pacheco); (6) Research Universities Working Together to Serve Multiple Communities: The Committee on Institutional Cooperation Engagement Initiative (John C. Burkhardt and Rachel Lewis); and (7) Partnering with the Old North State (Judith Welch Wegner). "Partnerships for Engagement Futures", an introduction by Ryan E. Smerek, Penny A. Pasque, Bruce Mallory, and Barbara A. Holland, is included. Individual papers contain tables, footnotes, and references.
Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools
Author: Agodini, Roberto
Date: 2009-00-00
Type: Reports - Research
Subjects: Disadvantaged Schools,Teacher Characteristics,Educational Improvement,Mathematics Achievement,Federal Programs,Academic Achievement,Educational Indicators,Grade 1,Longitudinal Studies,Correlation,Knowledge Base for Teaching,Pedagogical Content Knowledge,Elementary School Curriculum,Mathematics Curriculum,Instructional Materials,Intervention,Elementary School Students

The purpose of this large-scale, multi-year, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress. The main questions being addressed by the study are: (1) What are the relative effects of different early elementary school math curricula on student math achievement in disadvantaged schools?; (2) Under what conditions is each math curriculum most effective?; (3) What is the relationship between teacher knowledge of math content/pedagogy and the effectiveness of the curricula?; and (4) Which math curricula result in a sustained impact on student achievement? The study is addressing these questions by examining the relative effects of four diverse curricula, by recruiting schools without prior experience using the study's curricula, having publishers provide schools and teachers with curriculum materials and training, and evaluating the effects of the curricula (including materials, training, content, and pedagogy) on student achievement.
Relationship of Tracking to Content Coverage and Achievement: A Study of Eighth Grade Mathematics
Author: Schmidt, William H.
Date: 2009-00-00
Type: Reports - Research
Subjects: Track System (Education),Grade 7,Grade 8,Middle School Students,Mathematics Education,Algebra,Mathematics,Mathematics Achievement,Course Content,Difficulty Level

In this article the authors set out to examine the effect of tracking in mathematics. Previous analyses have shown it to be quite prevalent at 8th grade unlike much of the rest of the world. The US practices both between- and within-school tracking, leading to very different content coverage for different students. Without judging the merits of the instructional or other theories which led to this practice, the results presented in this paper present data as to the consequences of such a policy. Using the international grade placement (IGP) index they found statistically significant differences in content coverage across the different types of courses, especially between algebra and the other two course types. The results presented in this paper challenge the wisdom of this practice. Why should different students study different content, either as a result of being sorted within a school into different content tracks or by the de facto result of different non-tracked schools deciding what the one type of course (e.g., algebra versus regular mathematics) they will offer for all their students? The latter case also effectively tracks students into different content coverage but for students attending different schools. The effect is the same--different content coverage for different students. In light of these results, "algebra for all" in 8th grade seems more reasonable than continuing the current tracking policies which by design only exacerbate differences and as a result leave many behind. (Contains 2 endnotes.)
Results from a Randomized Efficacy Trial of Cognitive Tutor Geometry
Author: Pane, John F.
Date: 2009-00-00
Type: Reports - Research
Subjects: Geometry,Secondary School Science,Mathematics Instruction,High School Students,Mathematics Achievement,Instructional Effectiveness

This study aims to help address a need for information about efficacious mathematics curriculum and instruction at the high school level. Data from national and international studies, including the National Assessment of Educational Progress (NAEP), show very low mathematics proficiency rates for high school students. Many educators recognize a need to improve mathematics achievement through interventions such as new curriculum materials or instructional approaches, however they lack rigorous evidence on efficacy. By providing such information, this study can help guide educators in selecting the most promising materials. The purpose of the study is to evaluate the efficacy of the Cognitive Tutor Geometry curriculum by Carnegie Learning Inc., using randomized controlled trials.
Schulreform through &quot;Experiential Therapy&quot;: Kurt Hahn--An Efficacious Educator
Author: Knoll, Michael
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Teachers,Educational History,Educational Change,Experiential Learning,Progressive Education,Adventure Education,Adolescents,Educational Philosophy,Foreign Countries

Kurt Hahn is one of the most important school reformers of the 20th century worldwide and yet he is largely unknown and underestimated. This fact is amazing since Hahn, who incidentally began his career as a politician, was not only the founder and headmaster of famous boarding schools in Germany and Scotland, but also the initiator and organizer of international schools and programs across the continents which still flourish today and which, at a time of intensive discussion on violence, drugs, and missing perspectives for youth, deserve our attention more than ever. All the foundations of Hahn: the Round Square Conference Schools, the Outward Bound Schools (www.outward-bound.org), the International Award for Youth (www.intaward.org), and the United World Colleges(www.uwc.org), try to impart two basic insights to the participating adolescents: (1) You are needed and (2) You are able to achieve more than others think and you believe yourself. A 49-item bibliography is included.
The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Grades (Scholastic),Science Tests,Grade 8,Grade 4,Grade 12,Racial Differences,Science Curriculum,Science Achievement,Ethnic Groups,Comparative Analysis,Scores,Academic Achievement,Gender Differences,Student Evaluation,Science Education,Science Instruction,Elementary School Students,High School Students

The National Assessment of Educational Progress (NAEP) in science was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. Because of the recent changes to the assessment, the results from 2009 cannot be compared to those from previous assessment years; however, they provide a current snapshot of what the nation's fourth-, eighth-, and twelfth-graders know and can do in science that will serve as the basis for comparisons on future science assessments. National and state samples of 156,500 fourth-graders and 151,100 eighth-graders, and a national sample of 11,100 twelfth-graders, responded to questions designed to measure their knowledge and abilities in physical science, life science, and Earth and space sciences. Results varied for students of different racial/ethnic groups. At grades 4 and 8, White students had higher average scores than other racial/ethnic groups, and Asian/Pacific Islander students scored higher than Black, Hispanic, and American Indian/Alaska Native students (table A). At grade 12, there was no significant difference in scores for White and Asian/Pacific Islander students, and both groups scored higher on average than other racial/ethnic groups. Male students scored higher on average than female students at all three grades. Students' performance on the science assessment also differed based on the location of the schools they attended. At grades 4 and 8, students attending schools in city locations scored lower on average than students in schools in other locations. At grade 12, the average score for students in city schools was lower than the score for students attending suburban schools, but was not significantly different from the scores for students in town and rural locations. Appendix tables are included. (Contains 48 figures, 21 tables and 2 footnotes.)
School Leadership: A Key to Teaching Quality. A Policy Brief on the Role of Principals in Strengthening Instruction
Author: Center for the Future of Teaching and Learning
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Leadership Effectiveness,Educational Change,Instructional Leadership,Principals,Administrator Role,Educational Policy,Instructional Improvement,Change Strategies,Leadership Responsibility,Educational Improvement,Literature Reviews,Best Practices

In recognition of the critically important role that principals play in ensuring both student and teacher success in school, the Center began incorporating data on education leadership into these reports, and in the spring of 2010, convened the first policy forum on leadership entitled "Strengthening Teaching Practice: The Role and Responsibilities of School Site Leaders". Forum participants included teachers, principals, superintendents, policymakers, and researchers. Their charge was to build consensus on what policymakers must know about school site leadership in order to ensure an adequate pool of effective leaders capable of guiding and supporting high quality teaching practice. This policy brief is an important component of the Center's continuing efforts to strengthen teaching quality through effective school site leadership. The document is based on the deliberations of the Forum participants as well as a review of the literature on school leadership and the secondary data available through the state's data system. (Contains 1 exhibit and 2 figures.)
Need and the Rhetoric of Social Intervention
Author: Brown, William R.
Date: 2010-10-15
Type: Reports - Evaluative
Subjects: Needs,Rhetoric,Intervention,Power Structure,Ideology,Communication (Thought Transfer),Whites,African Americans,Racial Relations,Civil Rights,Advocacy,Case Studies

Fourth and final in a series of essays (see Brown, 1978, 1982, 1986) treating communication as driver of history, this piece argues for the symbolic constitution of need, showing also its  systemic role in power relationships and in ideology with reference to American minority-majority communication. The essay (1) develops a communication-based rationale for &quot;need&quot; as an entry point for rhetorical intervention, with &quot;need&quot; viewed as being both subordinate and superordinate to &quot;attention&quot; and &quot;power,&quot; (2) historically illustrates &quot;need&quot; as a dynamic for rhetorical intervention into communication between whites and African Americans, and (3)  demonstrates via a case study specifically the strategies, tactics, and maneuvers of &quot;need&quot;-based rhetorical intervention into majority-minority communication. The essay concludes with a review of the implications of need mediation for power and ideological interventions and  suggests research directions to students, scholars and practitioners of cultural change. Overall, the essay highlights the subsystem of need, which interacts interdependently with the subsystems of attention (Brown, 1982) and power (Brown, 1986) to form the Rhetoric of Social Intervention model (Brown, 1978). (Contains 1 figure and 13 notes.)