ethanporcaro/eric-fulltext-meta huggingface dataset:
The Educational Experience of Young Men of Color: Capturing the Student Voice
Author: College Board Advocacy & Policy Center
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Educational Experience,Males,Minority Group Students,Minority Groups,Student Attitudes,Interviews,Observation,Path Analysis,Social Capital,Educational Opportunities,Phenomenology,Change Strategies,Educational Change,Academic Achievement,Enrollment Rate,Graduation Rate,Academic Persistence,Barriers,Stress Variables

The goal of this study was straightforward: Bring the experiences of minority male students to life in a way that makes their voice central to the conversation about transforming the education system to improve their college experience and completion rates. To capture the student's voice, the researchers conducted an interlocking set of research activities, including individual, group and peer-to-peer interviews (in person and remote); on-site observations; and self-documentation exercises. The key findings are grouped into three broad themes: (1) Pressures of life; (2) Paths to completion; and (3) Webs of support. This report concludes with a discussion of the implications of the students' experiences and avenues of opportunity. (Contains 2 footnotes.) [For related report, &quot;The Educational Experience of Young Men of Color: A Review of Research, Pathways and Progress,&quot; see ED521425.]
The Influence of Gender Bias on Children in Childcare Settings
Author: Ikram, R
Date: 2011-07-00
Type: Dissertations/Theses - Masters Theses
Subjects: Females,Early Childhood Education,Gender Discrimination,Gender Bias,Males,Child Care,Cultural Influences,Influences,Child Care Centers,Child Development,Controversial Issues (Course Content),Gender Issues,Interviews,Focus Groups,Participant Observation

To date, Early Childhood Education (ECE) courses and curriculum are primarily focused on a being gender neutral and teaching non-traditional gender practices in childcare settings. Further, many child care providers, specifically ECE teachers, are women. This paper describes how many teachers in childcare settings are teaching boys and girls to take on both gender neutral and non-traditional gender roles with little regard to culture, family background or a child's ability and/or interests in order to counter perceptions of sexism by trying to control, limit, and confine children. Further, for boys to suppress their behaviors, become less aggressive and soften them into what teachers want boys to become and for girls to become more aggressive, provocative and challenge boys in childcare settings. The gender bias, feminist in origin, is teacher-centered and not child-centered which is in direct conflict with best practices in ECE. Further the research shows that the gender bias is having a negative influence on the growth and development on children in child care settings.
School Vision of Learning: Urban Setting
Author: Guy, Tiffany A.
Date: 2010-03-26
Type: Reports - Descriptive
Subjects: Urban Schools,High Schools,Goal Orientation,Institutional Mission,Educational Objectives,Leadership,Interpersonal Communication,Interprofessional Relationship,Program Implementation,Program Evaluation,Community Involvement,Secondary Schools

In this paper, the author develops her school vision of learning. She explains the theories she used to help develop the vision. The author then goes into detail on the methods she will use to make her vision for a school that prepares urban students for a successful life after high school. She takes into account all the stakeholders and how they can help in her implementation of the vision.
Educational Resilience: The Relationship between School Protective Factors and Student Achievement
Author: Banatao, Eric J.
Date: 2011-05-10
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Resilience (Psychology),Standardized Tests,Academic Achievement,Educational Change,Data Analysis,Grade 7,Student Development,Educational Environment,School Culture,Surveys,Predictor Variables,School Effectiveness,Correlation,Learner Engagement,School Administration,Student School Relationship,Multiple Regression Analysis,Federal Legislation,Caring

Educators are increasingly pressured to raise standardized test scores. Test-focused school leaders, however, may neglect school climate factors associated with positive student development and increased student achievement. The California Healthy Kids Survey (CHKS) and its Resilience Youth Development Module (RYDM) represent a research-based, psychometrically-sound instrument that measures school climate. These educational resilience and school climate data may be used to inform improved school organization, instructional delivery, data analysis, and professional development--resulting in improved student outcomes. The independent variables of this study included school protective factors, internal student assets, demographic control variables, and a school connectedness variable.  Aggregated school-level scores were drawn from 1.5 million student cases (n = 1143, 987, and 836 schools in 2004, 2006, and 2008, respectively). The dependent variables were school Academic Performance Index (API) scores. This study investigated the relationship between select-CHKS items and subscales to a student achievement measure; school API score, a state-calculated figure based on standardized test performance. This correlational study examined matching 7th grade CHKS data and school API scores through descriptive and inferential statistical analyses in academic school years 2003-2004, 2005-2006, and 2007-2008. Hierarchical multiple regression analyses accounted for the effects of all variables, and the tested effect of the mediator variable, school connectedness. Study findings indicated statistically significant positive correlations between school connectedness and meaningful school participation to school API scores. In addition, study findings support educational leadership approaches and policy development efforts that purposefully bolster school connectedness and school meaningful participation to more positively impact student learning and school reform efforts. The following are appended: (1) Select-Item Survey Questions; (2) 2004 Regressions; (3) 2006 Regressions; and (4) 2008 Regressions. (Contains 10 tables and 1 figure.)
Dual Enrollment for High School Students
Author: Edwards, Linsey
Date: 2011-00-00
Type: Guides - Classroom - Teacher
Subjects: High Schools,Career Academies,College Credits,Dual Enrollment,High School Students,Program Effectiveness,Community Colleges,Partnerships in Education,State Legislation

Dual enrollment programs allow high school students to enroll in college courses and potentially earn college credit. The term concurrent enrollment is sometimes used interchangeably with dual enrollment, and sometimes to refer to a particular model of dual enrollment. In some programs, students earn high school and college credit simultaneously; this is known as dual credit. The purpose of this guide is to help career academy staff and teachers (and other educators) who want to offer their students dual enrollment opportunities. It will begin with a rationale for why dual enrollment is a promising student success strategy, outline the various steps and considerations for implementing dual enrollment, give guidance on how to measure whether the intervention is successful, and conclude with a list of resources to help along the way. Appended are: (1) Sample Memorandum of Understanding; (2) Sample High School Dual Enrollment Approval Form; and (3) Sample Dual Enrollment Application. (Contains 12 online resources.)
Fostering Enterprise: The Innovation and Skills Nexus--Research Readings
Author: Curtin, Penelope, Ed.
Date: 2011-00-00
Type: Collected Works - General
Subjects: Innovation,Skills,Business,Industry,Labor Force Development,Vocational Education,Role of Education,Administration,Productivity,Economics,Human Capital,Paraprofessional Personnel,Mining,Energy,Games,Computers,Manufacturing Industry,Foreign Countries

This book of readings on innovation was commissioned by the Department of Education, Employment and Workplace Relations (DEEWR) and looks at the relationship between skills, innovation and industry. In November 2010, the National Centre for Vocational Education Research (NCVER) held a forum in Sydney on the relationship between innovation and skills which explored many of the concepts addressed in this book of readings. Other researchers in the area have also contributed to chapters in this book. The authors offer a variety of views on innovation and its relevance. While the authors view innovation from differing perspectives, they all implicitly acknowledge the importance of innovation to productivity. This volume contains the following papers: (1) Overview (Penelope Curtin and John Stanwick); (2) Innovation in the modern economy (John Rice); (3) What skills are relevant to innovation? (John Stanwick and Francesca Beddie); (4) Building up the innovative capabilities of workers (Ludger Deitmer); (5) Neuroplasticity and its application for skills in innovative workplaces (David Rumsey); (6) Why firms innovate and what it means for VET (Josie Misko and Lisa Nechvoglod); (7) The role of education and skills in Australian management practice and productivity (Renu Agarwal and Roy Green); (8) Building innovation capacity: the role of human capital formation in enterprises (Andrew Smith, Jerry Courvisanos, Jacqueline Tuck and Steven McEachern); (9) Capabilities, innovation and performance: an assessment using Australian data (Peter Fieger and John Rice); (10) Tradespeople and technicians in innovation (Phillip Toner); (11) VET and the diffusion and implementation of innovation in the mining, solar energy and computer games sectors (Robert Dalitz, Phillip Toner and Tim Turpin); and (12) Some thoughts on VET and innovation: an economic perspective (Tom Karmel). Individual papers contain tables, figures, footnotes and references.
Tertiary Education and Training in Australia, 2009
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Foreign Countries,Vocational Education,School Statistics,Qualifications,Student Participation,Enrollment Rate,Graduation Rate,College Programs,Intellectual Disciplines,Statistical Distributions,College Outcomes Assessment,Educational Indicators,Educational Research

Sourcing data from the National VET Provider Collection and the Higher Education Statistics Collection, this publication provides a summary of participation in tertiary education and training in Australia. It covers participation in Australian Qualifications Framework certificate I qualifications through to doctorates by research, as well as enrolments in a single vocational subject. Information is presented on students and on equivalent full-time students. (Contains 16 tables and 12 notes.)
Work, Life and VET Participation amongst Lower-Paid Workers. NCVER Monograph Series 05/2011
Author: Pocock, Barbara
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Low Income Groups,Educational Benefits,Barriers,Education Work Relationship,Individual Characteristics,Employment Opportunities,Employment Potential,Outcomes of Education,Participant Satisfaction,Family Work Relationship,Workplace Learning,Lifelong Learning,Literacy,Performance Factors,Educational Research,Participation,Salary Wage Differentials

This monograph is the culmination of a three-year research program undertaken by the University of South Australia's Centre for Work+Life. It considers the barriers, support and benefit of vocational education and training (VET) for workers in the low-paid occupations (that is, those earning around $17 per hour). The research considered a wide range of quantitative data as well as the experience and perspectives of employers, workers, students and vocational educators. The findings challenge any easy assumptions that more VET will automatically enhance the position of lower paid workers, that all VET can be assumed to be similar in positive effect for lower paid workers, or that lower paid workers share similar situations, including their work/life circumstances. (Contains 12 tables, 3 figures and 2 footnotes.)
No Teacher Left Behind (NTLB): Raising the Standard for Ethical Teachers
Author: Guarneri, Cristina M.
Date: 2009-08-00
Type: Reports - Research
Subjects: Teacher Behavior,State Programs,Ethics,Behavior Standards,Teacher Discipline,Teaching (Occupation),Guidelines,Public School Teachers,State Regulation,Educational Policy,Educational Trends,Unions

From 2001 to 2009, about 4.5 million students will report some type of educator misconduct during their K-12 schooling, and as many as 9 out of 10 cases may go unreported (Shakeshaft, 2007). Codes of ethical conduct have decreased misconduct cases within other helping professions. Since there has been an increased awareness of teacher behavior, 25 out of 50 Professional Standards Boards throughout the United States have established codes of ethical conduct to raise the standard for teachers. Codes of ethical conduct seem to increase ethical decision-making among teachers. The New York State Code of Ethics for Educators is appended. (Contains 2 figures and 1 table.)
Helping Practitioners Meet the Goals of &quot;No Child Left Behind&quot;
Author: Department of Education (ED), Office of Educational Technology
Date: 2004-09-00
Type: Collected Works - Proceedings
Subjects: Expertise,Electronic Learning,Federal Legislation,Information Technology,Educational Change,Educational Technology,Accountability,Educational Legislation,Educational Assessment,Educational Improvement,Technology Uses in Education,Virtual Classrooms,Teacher Effectiveness

The rigorous assessment and accountability provisions in the landmark No Child Left Behind Act are challenging educators to explore new ways to improve instruction in the nation's schools. One powerful tool in this transformation is technology. To generate and share ideas on how technology can assist educators, two technology summits are convened to which technology experts and education practitioners are invited. As part of the summits, a number of white papers on a range of topics are commissioned. This publication is a compilation of these papers. This resource is designed to provide school leaders and policymakers with information on ways e-learning can help schools meet the goals of the &quot;No Child Left Behind Act&quot;. Section I, Empowering Accountability and Assessment Using Technology, contains: (1) A Technology Framework to Support Accountability and Assessment: How States Can Evaluate Their Status for &quot;No Child Left Behind&quot; (Glynn D. Ligon); and (2) How States Can Use Information Technology to Support School Improvement Under NCLB (Chrys Dougherty). Section II, Increasing Options Through e-Learning, contains: (1) e-Learning Frameworks for NCLB (Susan R. Collins); (2) The Role of Educational Technology in Meeting the Promise of Supplemental Educational Services (Steve Fleischman); (3) How Can Virtual Schools Be a Vibrant Part of Meeting the Choice Provisions of the No Child Left Behind Act? (Bryan C. Hassel and Michelle Godard Terrell); and (4) Meeting the Need for High-Quality Teachers: e-Learning Solutions (Glenn M. Kleiman). Individual papers contain tables, figures and references.
International Adoption in the U. S: Traumatic Stress and Normal Developmental Responses
Author: Wolfgang, Jeff Drayton
Date: 2011-07-06
Type: Information Analyses
Subjects: Caregivers,Young Children,Adoption,Literature Reviews,Child Development,Stress Variables,Counselors,Social Development,Emotional Development,Infants,Parent Role,Resilience (Psychology),Developmental Stages,Adjustment (to Environment),Attachment Behavior,Foreign Countries

The purpose of this paper is to present a review of literature on internationally adopted children in the U.S. that provides context, references for normal development, and describes traumatic stress with children. This gives counselors and other professionals who work with young children and families of international adoption a conceptual framework to understand experiences that may need to be mediated and normalized. The literature suggests that by developing sensitive and responsive social-emotional relationships with infants and young children, caregivers can foster resiliency. It is important to have an accurate reference for developmental effects with internationally adopted children so that we can aid these families as they deal with the complexity of adoption.
Preventing Drug Use among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders. Second Edition. In Brief
Author: Robertson, Elizabeth B.
Date: 2003-10-00
Type: Guides - Non-Classroom
Subjects: Community Leaders,Parents,Teachers,Prevention,Drug Abuse,Drug Use,Adolescents,Program Development,Guides,Children,At Risk Persons,Health Behavior,Community Involvement,Planning,Program Effectiveness,Program Evaluation,Cost Effectiveness,Coping,Resistance (Psychology),Family Relationship,Predictor Variables

This "In Brief" edition provides highlights from the "Preventing Drug Use among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders, Second Edition." It presents the updated prevention principles, an overview of program planning, and critical first steps for those learning about prevention. Thus, this shortened edition can serve as an introduction to research-based prevention for those new to the field of drug abuse prevention. A list of selected resources is also included. [For "Preventing Drug Use among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders. Second Edition," see ED521530.]
Learning Time in America: Trends to Reform the American School Calendar--A Snapshot of Federal, State, and Local Action
Author: Farbman, David
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: School Schedules,Extended School Day,Extended School Year,Educational Change,Federal Government,Federal Legislation,Federal Aid,State Legislation,Educational Policy,School Districts,Public Schools,Charter Schools,Educational Finance,Retrenchment,Cost Effectiveness,Women Faculty

The National Center on Time &amp; Learning (NCTL), an organization dedicated to redesigning and expanding school time to improve opportunities and outcomes for high poverty students, and the Education Commission of the States (ECS), with a mission to foster both the exchange of ideas on education issues among the states and long range strategic thinking, have joined forces to produce this review. Their goal is to help education leaders to better understand the complexities of time related policy and its far reaching educational implications. In exploring how policymakers and educators have dealt with the matter of school time at the federal, state, and local levels, NCTL and ECS hope to accelerate the national conversation on how they can best leverage the power of time to realize the vision of a high quality education for all. This paper offers a number of recommendations highlighting fresh ways that policy and research can best support efforts to expand learning time in schools. State policies on instructional time are appended. (Contains 82 notes and 51 footnotes.) [This paper was supported by The Eli and Edythe Broad Foundation.]
High School and Youth Trends. NIDA InfoFacts
Author: National Institute on Drug Abuse (DHHS/PHS)
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Drug Abuse,Drug Use,High School Students,Trend Analysis,Incidence,Adolescents,National Surveys,Age Differences,Narcotics,Adolescent Attitudes,Alcohol Abuse,Smoking

Since 1975 the Monitoring the Future (MTF) survey has measured drug, alcohol, and cigarette use and related attitudes among adolescent students nationwide. Survey participants report their drug use behaviors across three time periods: lifetime, past year, and past month; for some drugs, daily use is also reported. Initially, the survey included 12th-graders only, but in 1991 it was expanded to include 8th- and 10th-graders. The MTF survey is funded by the National Institute on Drug Abuse (NIDA) and is conducted by the University of Michigan's Institute for Social Research. The 36th annual study was conducted during 2010. This year's Monitoring the Future survey raises concerns about increases in drug use among the Nation's teens, particularly the youngest. This paper provides the highlights of this year's Monitoring the Future survey. (Contains 2 notes.)
Brazil's Higher Education Responses to the Global Challenges of the 21st Century. Thinking Brazil. No. 23
Author: Woodrow Wilson International Center for Scholars, Brazil Institute
Date: 2006-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Foreign Countries,Public Policy,Educational Research,Educational Quality,Educational Assessment,Educational Change,Global Approach,Educational Finance,Financial Support

"Thinking Brazil" is an electronic publication of the Brazil Institute. This issue of "Thinking Brazil" highlights the research of Elizabeth Balbachevsky. On July 24, 2006, Elizabeth Balbachevsky, Woodrow Wilson Center Public Policy Scholar and Associate Professor of Political Science, Universidade de Sao Paulo, presented her research on the evolution of Brazil's system of higher education and the impact of recent reforms. In particular, her research analyzed the reforms taking place in Brazil and interpreted the impact of such processes over the work conditions of Brazil's academic professionals.  The economic reforms of the 1990s increased demands on the system of higher education to improve the quality of education and academic research, Balbachevsky explained. Balbachevsky concluded by noting that input indicators (rather than outputs) are still used to measure institutional performance, creating opportunistic behavior among both private and public institutions rather than actual improvements in quality. She added that one of the greatest challenges is to reverse the inward orientation of the academic community--indeed, fewer than 20 percent of professors have contact with the international community. This is exacerbated by the fact that the insularity of Brazilian academia is not viewed as a problem by society.
Basic Education in Brazil: What's Wrong and How to Fix It. Thinking Brazil. No. 25
Author: Woodrow Wilson International Center for Scholars, Brazil Institute
Date: 2007-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Academic Achievement,Low Achievement,Educational Attainment,Literacy,Educational Policy,Educational Improvement

While Brazil has successfully achieved universal access to basic education, the quality of education remains stubbornly low. A recent study by the Instituto de Pesquisa Economica Aplicada (IPEA) shows that the average 25 years old Brazilian has completed only nine years  of education. Almost eleven percent of the population is illiterate and a much larger proportion is functionally illiterate. On January 29, the Brazil Institute of the Woodrow Wilson Center addressed Brazil's education policy, analyzed contemporary comparative research in the field, and suggested reforms to improve overall quality and increase retention rates. This issue of &quot;Thinking Brazil&quot; examines these reforms.