ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of &quot;Markets vs. Monopolies in Education: A Global Review of the Evidence&quot;
Author: Belfield, Clive
Date: 2008-09-30
Type: Reports - Evaluative
Subjects: Evidence,Private Education,Private Schools,School Choice,Policy Analysis,Research Reports,Statistical Bias,Commercialization,Free Enterprise System,Educational Policy,Validity,Educational Practices,Academic Achievement,Achievement Rating,Educational Assessment,Educational Indicators,Research Methodology

The Cato Institute report examines international evidence on outcomes from public and private education. The paper makes three key claims: private schools outperform public schools in &quot;the overwhelming majority of cases&quot;; private schools' superiority is greatest in countries where the education system has more market features; and &quot;the implications for U.S. education policy are profound.&quot; Each claim is problematic. The first is based on an atypical method of summarizing academic literature and excludes two important research studies. The claim also fails to adequately take into account selection bias due, for instance, to parents choosing private schools because of an academic focus on their children. The second claim oversimplifies a very complex issue, namely the optimal application of market forces to improve education. And the third claim is dubious as well: even if the report's first two claims are legitimate (based on international evidence), there may be no practical implications for U.S. education policy. (Contains 13 notes and references.) [This paper reviews the following document: &quot;Markets vs. Monopolies in Education: A Global Review of the Evidence. Policy Analysis. No. 620&quot; (ED520382).]
Review of "Choice and Education across the States"
Author: Chi, Wendy
Date: 2008-04-29
Type: Reports - Evaluative
Subjects: School Choice,Advocacy,Rating Scales,Accountability,Statistical Bias,Research Methodology,Academic Achievement,Achievement Rating,Educational Assessment,Educational Indicators,State Surveys,Literature Reviews,Validity,Educational Policy,Educational Practices,Error of Measurement

"Choice and Education across the States," published by the Heartland Institute, is an advocacy document that assigns letter grades to states based on the extensiveness of each state's school choice system. The report asserts, based on a faulty use of past research, that an increase in school choice will strengthen accountability and improve student achievement. It awards most states low grades, reflecting a desire for more school choice throughout the nation. But the report does not provide much in the way of useful information; it only offers the argument that states should increase school choice, dressed up with a letter grade for each state. (Contains 15 notes and references.)
Review of "Education Olympics 2008: The Games in Review"
Author: Fierros, Edward G.
Date: 2008-10-15
Type: Reports - Evaluative
Subjects: Evidence,Academic Achievement,Achievement Rating,Comparative Analysis,Comparative Education,International Education,International Studies,Statistical Bias,Research Reports,Research Methodology,Validity,Educational Policy,Educational Practices,Underachievement,Literacy,Numeracy

This review examines the recently released Thomas P. Fordham Institute report, "Education Olympics: The Games in Review." Published just after the completion of the 2008 Beijing Summer Olympics, Education Olympics strategically parallels the international competition by awarding gold, silver and bronze medals to top performing countries based on indicators including scores from international assessments in reading, mathematics, and science. The report contrasts American students' unimpressive performance on international assessments with the United States' success in the Olympics. However, the report fails to substantiate its primary claim: that American students' relatively low rankings on these tests will weaken the U.S. economy and jeopardize its future global standing. It also fails to substantiate secondary claims, set forth throughout in various sidebars. The report recognizes its numerous methodological weaknesses, but it nonetheless bases its conclusions primarily on findings produced by this flawed process. In addition, the research meant to bolster the report's position is very limited. Ultimately, its conclusions lack a basis of argument or evidence, and its attempt to link test scores to the nation's economic standing fails. (Contains 29 notes and references.) [This paper reviews the following document: "Education Olympics 2008: The Games in Review" (ED502930).]
Review of &quot;Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure&quot;
Author: Betebenner, Damian W.
Date: 2008-01-15
Type: Journal Articles
Subjects: Sanctions,Achievement Gains,Academic Achievement,Statistical Analysis,Accountability,Educational Vouchers,Principals,High Stakes Tests,School Policy,Educational Practices,Incentives,Achievement Rating,Statistical Data,Statistical Studies,Statistical Surveys,Student Records,Administrator Attitudes,Research Methodology,Validity,Disadvantaged,Underachievement,Low Achievement

This study examines the relationship between high-stakes school accountability and its effects upon student test scores and school policies. The authors seek to understand the extent to which accountability sanctions and incentives for the poorest-performing schools in Florida explain subsequent changes in school practices and policies as well as achievement--measured by state assessment data, Stanford-10 assessment data and surveys of public school principals. Based on statistical analysis of the lowest-performing schools, the authors report that accountability incentives and sanctions are related to school practice and policy as well as to student achievement. The report uses comprehensive data sources and applies appropriate methodologies to address the research question. Its analyses demonstrate a mediating relationship for school policies between accountability and achievement gains, a finding consistent with both the literature on the subject and common sense. However, the report overstates and makes causal claims about the relationship between accountability sanctions and improvements in school achievement. In this way, the report's title and some causal statements in the body of the report are unfortunate in that they overstate the report's sound findings and suggest that vouchers and other accountability measures are shown to be the cause of achievement gains in some of Florida's lowest-performing schools. (Contains 2 notes.) The Think Tank Review Project is made possible by funding from the Great Lakes Center for Education Research and Practice. [This article reviews an Urban Institute report titled &quot;Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure,' authored by Cecilia Elena Rouse, Jane Hannaway, Dan Goldhaber, and David Figlio. The Urban Institute version of this report, dated November 2007, by the same authors,  is available at ED509667. The National Bureau of Economic Research version, dated December 2007, is available at ED501979.]
A Post-Racial Era? The Campus Racial Climate for Multiracial Undergraduates
Author: Guillermo-Wann, Chelsea
Date: 2010-11-19
Type: Reports - Research
Subjects: Evidence,Race,Civil Rights,College Environment,Multiracial Persons,Undergraduate Students,Racial Attitudes,Racial Integration,Racial Relations,Campuses,Interviews,Multicultural Education,Student Experience,Student Attitudes,Semi Structured Interviews,Social Distance

Multiracial undergraduates are coming of age when assertions of a post-racial era  claim the post-civil rights multiracial population as its proof, which is part of the socio-historical context of the campus racial climate. Given that campus racial climate research has been silent about multiracial students, the purpose of this study is to explore multiracial undergraduates' perspectives of the climate. Interviews of fourteen undergraduates at a public university in the western United States reveal the prevalence of multiracial microaggressions in the campus racial climate, indicating both a negative racial climate for most and evidence against claims to a postracial society. Educators are encouraged to incorporate multiraciality into existing curricula, programs, and other educational avenues that already address matters of race and racism in U.S. contexts. Future analysis must also explore variation within the multiracial climate and why  some students may experience a more negative climate than others.
Creating Critical Thinking Writers in Middle School: A Look at the Jane Schaffer Model
Author: Roybal, Richard A.
Date: 2012-04-00
Type: Reports - Research
Subjects: Essays,Critical Thinking,Grade 8,Writing Skills,Thinking Skills,Teaching Methods,Writing Instruction,Middle School Students,Writing Strategies,Reflection,Writing Tests,Observation,Writing Processes

A key component of good writing is the use of critical thinking skills. Without deeper levels of reflection and thinking, writing becomes superficial, less interesting, and harder to follow. Too many essays do not reflect the use of critical thinking. This paper examines the effects of the Jane Schaffer method and the degree to which it has improved writing skills and critical thinking in my students. The sample consists of two classes of eighth grade students' written response to literature essays. In looking at this widely used method of teaching essay writing, the paper evaluates strengths and weaknesses of the different strategies of writing insofar as how they create better, reflective thinkers. The research sought to determine how well students were able to create a thesis for a paper, and if they could create three topic sentences that support their thesis. Results indicated that students need more practice writing and more instruction in using critical thinking skills.
Teaching English as a Foreign/Second Language in Nepal: Past and Present
Author: Bista, Krishna
Date: 2011-00-00
Type: Journal Articles
Subjects: Second Language Learning,Foreign Countries,English (Second Language),English,English Instruction,Educational Needs,Teaching Methods,Educational Practices,Performance Factors,Barriers,Educational Development,Second Language Instruction,Second Language Programs,Educational Policy,Politics of Education

In this paper, the author reviews the history of English language teaching English as a second or foreign language in schools and colleges in Nepal. Teaching English language and literature in Nepal is of about a half a decade, starting from the mid of twentieth century. English learners in Nepal do not have enough exposure to various techniques of language learning opportunities. Rather, it is exercised in limited form in an academic, technical and public affairs in the nation. The professional educators of English in Nepal mostly rely on traditional approaches of teaching English-lectured method and grammar translation method--owing to large number of students in postsecondary educational institutions. Besides, teaching English depends on several educational factors e.g. classroom, course, teachers, curriculum, need of the society, and cultures in Nepal. Instructors of English as a second or foreign language (ESL/EFL) find it difficult to implement necessary lesson plans in the classroom. From high school to university English classes, educators face a similar challenge both affected by physical and technical facilities. The educational institutions may not have language learning labs, the computers and the Internet use may be limited, enough audio and visuals aids may not be in the class, text books and resources materials may be difficult to find. These situations, furthermore, push instructors to adopt translation method in English language teaching. Students at public and private learning institutions of Nepal may not get an opportunity to learn English from any native English instructors.
Job Satisfaction: The Comparison between School-Leavers and College Graduates
Author: Kamarulzaman, Wirawani
Date: 2012-03-00
Type: Reports - Research
Subjects: Job Satisfaction,Educational Benefits,Social Sciences,College Graduates,Statistical Analysis,Questionnaires,Graduate Surveys,High School Graduates,Predictor Variables,Quality of Working Life,Comparative Analysis,Employee Attitudes,Educational Attainment,Service Occupations

The purpose of this study is to address the gaps in the literature and compare the job satisfaction between school leavers and college graduates.  Specifically, the proposed study sought to expand the existing, yet limited research exploring job satisfaction between school-leavers and college graduates. In this study, the comparison includes these factors: the job itself (work conditions, employment benefits, job challenge, job security, and educational benefit), pay, opportunities for promotion, supervisor, and coworkers (Wei & Kopischke, 2001). This study used MSQ as a data gathering tool. The questionnaires were administered to 89 male respondents, 55 are school-leavers and 34 are graduates, and 121 female respondents, 60 are school-leavers and 61 are graduates. Statistical Package for Social Sciences (SPSS) was employed as a tool to conduct independent t-test, and descriptive statistical analysis. The results showed insignificant differences of job satisfaction between the variables. Several recommendations for future studies were also listed. (Contains 6 tables.) [Paper published in: Proceedings of the 2nd International Conference on Arts, Social Science & Technology (2012).]
What Works Clearinghouse Quick Review: &quot;An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP)&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Urban Schools,Public Schools,Teacher Promotion,Mentors,Teacher Leadership,Incentives,Academic Achievement,Teacher Persistence,Faculty Mobility,Educational Research,Program Effectiveness,Program Evaluation

The study examined whether the Chicago Public Schools' Teacher Advancement Program (TAP), which provides mentoring, leadership opportunities, and financial incentives to teachers, improved student academic achievement and teacher retention. The study examined the academic achievement of more than 7,600 students in grades 4-8 from 34 schools in the Chicago Public School system. Implementation was staggered across all schools, with the schools randomly assigned to implement later serving as the comparison group for the analysis. The analysis of teacher retention was based on a matched sample of over 2,600 teachers in Chicago TAP and conventional public schools. The study reported that Chicago TAP did not have a statistically significant effect on student achievement in math, reading, and science, as measured by the Illinois Standards Achievement Test. The study reported some evidence of statistically significant positive impacts on teacher retention measured one, two, and three years after implementation of Chicago TAP for teachers in schools that were first to implement the program. This study used a randomized controlled trial to determine the effect of Chicago TAP on student achievement scores. However, the authors did not clearly document student attrition or establish baseline equivalence of students. Similarly, the analysis of teacher retention is based on a quasi-experimental matching design where the authors did not clearly establish baseline equivalence of treatment and comparison groups. A more thorough review (forthcoming) will determine whether the student achievement analysis &quot;meets WWC evidence standards&quot; and whether the teacher retention analysis &quot;meets WWC evidence standards with reservations.&quot; [The following study is reviewed in this What Works Clearinghouse Quick Review: &quot;An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) after Four Years. Final Report&quot; (ED530098).]
On "Yes, We Can": Linguistics Power and Possibility
Author: Bista, Krishna K.
Date: 2009-00-00
Type: Information Analyses
Subjects: Political Campaigns,Presidents,Sociolinguistics,Popular Culture,Phrase Structure,Sociocultural Patterns,Cultural Context,Group Unity,Opportunities,Public Speaking,Speeches,Content Analysis,Form Classes (Languages),Books

In this article I address a hitherto used buzz phrase in English, "Yes, we can." This phrase represents various forms of meanings--challenge, possibility, ability, permission and opportunity in social, political and linguistics domains. I consider the syntactic and the semantic properties of "Yes, we can." I also compare its conventional usages with more recent treatments. The catch phrase "Yes, we can" has standard usage in sports, music, language, literature and politics. Candidate Obama elevated it as a slogan in his presidential campaign. (Contains 3 tables.)
The Effect of Dynamic Assessment on Iranian L2 Writing Performance
Author: Isavi, Ebrahim
Date: 2012-03-00
Type: Reports - Research
Subjects: Measures (Individuals),Writing Ability,English (Second Language),Foreign Countries,Second Language Learning,Learning Theories,Evaluation Methods,Error Patterns,Pretests Posttests,Second Language Instruction,Teaching Methods,Error Correction

Dynamic assessment research, with its roots in Vygotsky's Zone of Proximal Development, is still in its infancy (Lantolf and Poehner, 2004; Poehner, 2008). It came to the attention of scholars to break away from a static, incomplete and unfair form of assessment to the dynamic form of assessment in order to more comprehensively uncover learners' independent and assisted level of performance. In order to further investigate effectiveness of dynamic assessment, this study applies the regulatory scale offered by Aljaafreh and Lantolf (1994) to Iranian EFL learners' writing ability. The learners responded differently to the same type of errors they made in the pretest stage after introduction of mediation by the teacher. The regulatory scale which was applied in the intervention stage uncovered the fact that the individual learners had different developmental levels. The result of the study shows that a DA approach to EFL learners' writing ability can prove useful. (Contains 1 table.)
Critical Review on Affect of Personality on Learning Styles
Author: Kamarulzaman, Wirawani
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Personality Traits,Cognitive Style,Emotional Response,Reflection,Observation,Thinking Skills,Creativity,Extraversion Introversion,Scores

This paper is intended to review the affect of personality on learning styles. Costa and McCrae's Five-Factor Model of Personality (The Big 5) is explored against Kolb Learning Styles. The Big 5 factors are extraversion, neuroticism, openness, agreeableness and conscientiousness, whereas Kolb Learning Styles are divergers, assimilators, convergers, and accommodators. Discussion includes descriptions of the Big 5 factors and Kolb Learning Styles, issues relating to personality and learning styles, and critical review of affect of the Big 5 factors and Kolb Learning Styles. It is concluded that personality does has an affect towards learning styles when it comes to the Big 5 factors and Kolb Learning Styles. Future research is recommended to test the hypothesis found in this review. Pertinent information is repeated in the summary section for readers' convenience. (Contains 2 tables and 2 figures.) [Paper published in: Proceedings of the 2nd International Conference on Arts, Social Science & Technology (2012).]
Age as an Affective Factor in Second Language Acquisition
Author: Bista, Krishna K.
Date: 2008-00-00
Type: Journal Articles
Subjects: Age,Second Language Learning,Learning Motivation,Correlation,Linguistic Theory,Developmental Stages,Language Research,Individual Differences,Cognitive Style,Age Differences

This paper examines the relationship of age factor to second language acquisition. Age as an affective factor brings about different performance stages in second as well as first language learning. Traditionally, research in Critical Period Hypothesis and other variables has derived two major aspects of language learning--the younger = the better and the older = the better. However, more recent research has begun to show that there is no linear pattern of learning among the same age group of learners, and they learn differently and individually depending on variables like learning opportunities, the motivation to learn, individual differences and learning styles in second language acquisition.
The Mental and Emotional Well-Being of Children: A Portrait of States and the Nation 2007. The National Survey of Children's Health
Author: Health Resources and Services Administration (DHHS)
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Health Needs,Portraiture,Physical Health,Child Health,Access to Health Care,Rural Areas,Depression (Psychology),Emotional Development,Social Services,Well Being,Mental Health,National Surveys,Mental Disorders,Anxiety,Behavior Disorders,Neurological Impairments,Cognitive Development,Autism,Pervasive Developmental Disorders,Parent Attitudes,Children,Special Education

Children, like adults, may have mental health problems, including depression and anxiety. They may also have behavioral conditions, such as conduct disorders; cognitive disorders, such as autism spectrum disorder; or neurological conditions, such as Tourette Syndrome. Children may also be affected by delays in their physical, cognitive, or emotional development. The 2007 National Survey of Children's Health asked parents whether their children had ever been diagnosed with, and currently had, any of these seven conditions. This chartbook addresses the health and well-being of the population of children whose parents reported that their children had at least one of these conditions. Note, however, that these data are based entirely on parental reports and have not been independently verified; in addition, they only include children whose parents reported that they have been told that they have one of these conditions by a doctor or other health care provider. This chartbook presents a range of indicators on the health and well-being of children who have been diagnosed with emotional, behavioral, or developmental conditions on the national level. For each state, this report shows the prevalence of the seven conditions (grouped together) and the major demographic characteristics of children who have at least one of the conditions. Together, these data paint a picture of a large and diverse population of children with multiple, complex needs. These children and their families may need services--including mental and physical health care, special education, and social services and support--from a variety of systems and providers. These analyses provide a useful first step in delineating the relationships among these conditions, children's socioeconomic characteristics, and access to health care. However, much more research is needed to fully understand these complex relationships. Appended are: (1) Technical Appendix; and (2) Survey Questions on the Presence of Conditions. (Contains 2 footnotes.) [For related reports, see "Children with Special Health Care Needs in Context: A Portrait of States and the Nation 2007. The National Survey of Children's Health 2007" (ED530916); "The Health and Well-Being of Children: A Portrait of States and the Nation 2007. The National Survey of Children's Health 2007" (ED530918); and "The Health and Well-Being of Children in Rural Areas: A Portrait of the Nation 2007. The National Survey of Children's Health" (ED530919).]