ethanporcaro/eric-fulltext-meta huggingface dataset:
Women, Minorities, and Persons with Disabilities in Science and Engineering: 2009. NSF 09-305
Author: National Science Foundation, Division of Science Resources Statistics
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Engineering Education,Employment,Females,Disabilities,STEM Education,Minority Groups,Womens Education,Equal Education,Equal Opportunities (Jobs),Charts,Hispanic Americans,Science Education,Racial Differences,Age Differences,Graduate Students,Undergraduate Students,Bachelors Degrees,Disproportionate Representation,Doctoral Degrees,Fellowships,Employment Level,Scientists,African Americans,Business,Industry,Citizenship,Enrollment Trends,Majors (Students),College Freshmen,Intention,Associate Degrees,American Indians,Alaska Natives,Males,Masters Degrees,Geographic Location,Unemployment,Part Time Employment,Salaries,Institutional Characteristics,Tenure

"Women, Minorities, and Persons with Disabilities in Science and Engineering" provides statistical information about the participation of women, minorities, and persons with disabilities in science and engineering education and employment. Its primary purpose is to serve as an information source; it offers no endorsement of or recommendations about policies or programs. National Science Foundation reporting on this topic is mandated by the Science and Engineering Equal Opportunities Act (Public Law 96-516). This report contains charts and data tables organized by topic (e.g., undergraduate enrollment, graduate degrees, employment) and also by group (e.g., Hispanics, minority women, persons with disabilities). The charts contain bulleted information describing key points. This report is a dynamic Web-based information source with data updated as they become available. Tables and figures in the report are current as of the Web release date, which appears at the bottom of each table and figure. Presentation slides, which are charts in PowerPoint, graphic, and spreadsheet formats, are provided for easy downloading. A complete update of the report is issued every 2 years for transmittal to Congress and federal agency heads. The Technical Notes section provides information on racial/ethnic and disability reporting categories, on the primary NSF and non-NSF sources of the data, and on sampling errors.  (Contains 20 figures and 114 tables.)
Women, Minorities, and Persons with Disabilities in Science and Engineering: 2011. NSF 11-309
Author: National Science Foundation, Division of Science Resources Statistics
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Oceanography,Biological Sciences,Astronomy,Chemistry,Physics,Earth Science,Mathematics Education,Statistics,Agricultural Education,Psychology,Medical Education,Undergraduate Students,Engineering Education,Higher Education,Racial Differences,Gender Differences,Females,Minority Groups,Pacific Islanders,American Indians,Disabilities,STEM Education,Womens Education,Enrollment Trends,Undergraduate Study,Bachelors Degrees,Majors (Students),Computer Science,Citizenship,Ethnicity,Graduate Study,Doctoral Degrees,Masters Degrees,Employment Level,Age Differences,Institutional Characteristics,Hispanic Americans,Alaska Natives,Salaries,Outcomes of Education,Scientists,Asian Americans,African Americans,Whites,Mathematics,Sciences,Social Sciences,Males,Occupations,College Faculty,Hawaiians

This report provides statistical information about the participation of women, minorities, and persons with disabilities in science and engineering education and employment. Its primary purpose is to serve as an information source. It offers no endorsement of or recommendations about policies or programs. National Science Foundation reporting on this topic is mandated by the Science and Engineering Equal Opportunities Act (Public Law 96-516). This digest, new for 2011, highlights key statistics drawn from the wide variety of data sources used to provide this information. Data and figures in this digest are organized into six topical areas--enrollment, field of degree, employment status, occupation, academic employment, and persons with disabilities. Surveys conducted by the Science Resources Statistics division of the National Science Foundation provided a large portion of the data used in this report. During the report's production, the America COMPETES Reauthorization Act of 2010 was signed into law. Section 505 of the bill renames the Division of Science Resources Statistics as the National Center for Science and Engineering Statistics (NCSES). The new name signals the central role of NCSES in the collection, interpretation, analysis, and dissemination of objective data on the science and engineering enterprise. Furthermore, the technical notes for this report provide information on specific data sources, including the survey population, data collection procedures, and sampling errors. This digest includes data on people with degrees in science, engineering, and health fields, constituted in this report by the following fields: astronomy, chemistry, physics, atmospheric sciences, earth sciences, oceanography, mathematics and statistics, computer sciences, agricultural sciences, biological sciences, psychology, social sciences, engineering, medical sciences, and other life sciences. Glossary and a list of online resources are also included.
DOD Education Benefits: Further Actions Needed to Improve Oversight of Tuition Assistance Program. Testimony before the Subcommittee on Federal Financial Management, Government Information, Federal Services, and International Security, Committee on Homeland Security and Governmental Affairs, United States Senate. GAO-11-389T
Author: Scott, George A.
Date: 2011-03-02
Type: Reports - Descriptive
Subjects: Military Personnel,Student Financial Aid,Postsecondary Education,Accreditation (Institutions),Distance Education,Accountability,Educational Quality,Systems Approach,Agency Cooperation,Coordination

This testimony discusses the Department of Defense's (DOD) oversight of its Military Tuition Assistance (TA) Program. In fiscal year 2010, the TA Program provided $531 million in tuition assistance to approximately 302,000 service members who elected to pursue off-duty postsecondary education. DOD offers these benefits to service members in order to help them fulfill their academic goals and enhance their professional development. Program oversight for voluntary education programs is the responsibility of the Undersecretary of Defense for Personnel and Readiness. In addition, the military services are responsible for establishing, maintaining, operating, and implementing the programs at 350 education centers on military installations worldwide. Education centers are managed by an education services officer (ESO) and staff, such as education guidance counselors. This testimony discusses (1) DOD's oversight of schools receiving TA funds and (2) the extent to which DOD coordinates with accrediting agencies and the Department of Education (Education) in its oversight activities. This testimony is based on GAO's recent report, titled DOD Education Benefits: Increased Oversight of Tuition Assistance Program Is Needed. Our report and testimony are based on work we performed between August 2010 and February 2011. In summary, DOD is taking steps to enhance its oversight of schools receiving TA funds. However, we found that areas for improvements remain. Specifically, DOD could benefit from a systematic, risk-based oversight approach, increased accountability in its education quality review process, and a centralized system to track complaints. We also found that DOD's limited coordination with accrediting agencies and Education may hinder its oversight efforts. We make several recommendations to DOD that are intended to improve its oversight of schools receiving TA funds. DOD agreed with our recommendations. (Contains 1 figure, 1 table and 17 footnotes.)
Guide to Accreditation, 2010
Author: Teacher Education Accreditation Council
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Educational Quality,Academic Degrees,Guides,Accreditation (Institutions),Teacher Education Programs,Educational Administration,Graduate Study,Undergraduate Study,Glossaries,Alternative Teacher Certification,Program Descriptions,Schools of Education,Program Evaluation,Standards,Audits (Verification),Program Proposals,Inquiry,Guidelines,Worksheets

The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree and certificate programs for professional educators--those who teach and lead in schools, pre-K through grade 12, and to assuring the public of their quality. TEAC accredits undergraduate and graduate programs, including alternate route programs, based on (1) the evidence they have that they prepare competent, caring, and qualified professional educators and (2) their capacity to monitor and improve the program's quality. TEAC believes this is the soundest way to assure the public about the quality of college and university programs. This "Guide to Accreditation" is primarily for the faculty, staff, and administrators of the TEAC member programs. It is designed for use in preparing for both initial and continuing accreditation. Appended are: (1) List of Tables and Figures; and (2) TEAC Glossary. An index and TEAC's accreditation framework are also included. Individual sections contain tables, figures, footnotes, and appendices.
Year-Round versus Traditional Schools
Author: Lyttle, LeighAnne
Date: 2011-03-03
Type: Information Analyses
Subjects: Year Round Schools,Traditional Schools,Teacher Motivation,School Districts,Cost Effectiveness,Academic Achievement,School Organization,School Schedules,Literature Reviews,Program Effectiveness,At Risk Students

This document serves as a literature review for the practicality and cost effectiveness of traditional versus year-round school systems. The differences in year-round and traditional schools are many, as the debate lingers on which type is best for students' learning. Generally conclusive, the literature indicates that year-round schools' benefits far outweigh those in traditional calendar schools. It was found that students scored higher on yearly state exams that were enrolled in year-round schools and their achievement levels were better than their counterparts. The expenditure of operating the year-round school was deemed to be beneficial to the students and faculty and not much more than it costs to operate on a traditional system. Teacher motivation and satisfaction was immensely higher in year-round schools. The normal schedule allows for a break in between eight weeks of class, this gives ample time for teachers and students to rest and get ready to begin again. The turnover rates among teachers are much lower in year-round schools as well. Far and above the year-round school system surpasses it's inferior, the traditional calendar school.
Strengthening the Strength of Public-Private Partnership Model in Education: A Case Study of Durbar High School in Nepal
Author: Rajbhandari, Mani Man Singh
Date: 2011-01-11
Type: Reports - Research
Subjects: Foreign Countries,Developing Nations,Educational Development,Partnerships in Education,Public Sector,Private Sector,High Schools,Interviews,Teacher Motivation,School Administration,Models,Case Studies,Educational Policy,Administrator Role,Educational Change,Participative Decision Making,Transformational Leadership

Public-Private Partnership (PPP) model in education is being importantly valuable in developing countries in enriching the strength pf public schools that government appears to be heavy and slow. PPP model however, initiate developmental program that encourage teachers motivation to teach. This further allows private and local community group mobilization to participate in school developmental program bringing out of reaches students into the school. This require Leadership potentials, however, many researchers argue upon why private leadership are interested in schools management. Leadership style in PPP model has been recognized to be in particular to focus upon the vision, be optimistic, striving for challenge and smile to test a problem. Interview method was implemented in Durbar High school in Nepal. Reducing unnecessary gap and strengthening the strength is possible with visionary leadership or transformational leadership, which can produce commitment, good climate, motivation of teachers, and eventually achieving student success. Therefore, taking consideration of pivotal factors, such as, commitment of teachers and administrative staff, teachers motivation, participative decision making, collaborative team, good climate environment, willingness to participate and involvement in school developmental activities with leadership focused vision for future, optimistically approaching with facing challenges and smiling to accept problem can strengthen the strength of public-private partnership in educational setting. This is nevertheless not an easy move to achieve. (Contains 2 figures.)
Computer Mediated Communication, the Internet and Equity: Development in a Post-Colonial World
Author: Palmer, W. P.
Date: 1997-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Developing Nations,Developed Nations,Computer Mediated Communication,Information Technology,Computer Literacy,Internet,Access to Computers,Equal Education,International Education,Comparative Education,Educational Technology,Barriers

This paper relates to some thoughts about the very different access to communication that those living in developing countries have as compared with those living in developed countries. I advocate using information technology in within my own teaching in Australia, yet from my experiences in developing countries, I know how limited access to any modern form of communication is currently in the schools and universities of these countries. In this paper, I will reflect upon technical problems, equity and distribution problems and some possible educational solutions. Questions that arise are how is the internet is going to effect the knowledge base of children, of working people generally and of academics. Will society be split in developed countries between the computer literate and the non-computer literate? Will the present disparity in wealth between developed and developing countries grow even wider. Will this future change in education and wealth be dependent on the extent to which a country's population is linked to the internet. Thoughts about these issues arise from the author's experience and research.
The World Wide Web and Chemistry Books On Line
Author: Palmer, W. P.
Date: 1997-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Research Tools,Science History,Chemistry,Information Technology,Internet,Textbooks,Computer Uses in Education,Web Sites,Electronic Publishing,College Faculty,Science Education

This paper illustrates the educational uses of the Word Wide Web in a university situation; it gives an account some of the ways in which the World Wide Web and other information technologies have been used to extend the scope of the history of science generally and the history of chemistry in particular. I observed that the World Wide Web contains a huge number of classical and literary works online, whereas the number of scientific works online is comparatively small. I have taken three actions to try to remedy this deficiency. i) I set up a WWW page called &quot;Science Textbooks and Historical Science Online&quot;, which provides links to science books, which are available online. This WWW page, which was very small has now grown and I receive quite a lot of interested comment. ii) I found a sponsor who has agreed to put 12 chemistry textbooks online, if I could form a committee of knowledgeable and interested people and get some agreement on what those textbooks might be. iii) I have started a web page in which a nineteenth century chemistry textbook by Robert Avey Ward is being put online. I hope that these actions will improve the research tools available to those interested in the history of science.
Physical and Chemical Change as Viewed through School Textbooks: An Initial View
Author: Palmer, W. P.
Date: 1994-11-29
Type: Reports - Evaluative
Subjects: Textbooks,Chemistry,Content Analysis,Science Instruction,Scientific Concepts,International Education,Comparative Education,Definitions

More than five hundred chemistry/science text books from a variety of countries and written at all levels of education have been looked at to see how they dealt with the topic of physical and chemical change. Textbooks have continued to cover this chemical topic for over one hundred years. What evidence do school textbooks contain about the purposes and methods of teaching this topic? Is its coverage in textbooks increasing or decreasing? Does its coverage vary by country, by level or by degree of integration of the sciences? When was physical and chemical change first taught and is it still appropriate to teach this topic? These and other related questions will be considered in the paper.
From Bunker to Building: Results from the 2010 Chief Human Resource Officer Survey
Author: Wright, Patrick M.
Date: 2011-00-00
Type: Reports - Research
Subjects: Time Management,Human Resources,Surveys,Corporations,Stakeholders,Administrator Role,Innovation,Economic Factors,Staff Development,Talent Development,Administrator Attitudes,Administrative Principles,Personnel Policy,Personnel Directors,Governing Boards,Administrator Characteristics

In 2009, the researchers, with funding from the Center for Advanced Human Resource Studies (CAHRS), began conducting the annual Chief Human Resource Officers (CHRO) Survey. The 2009 survey was sent to CHROs at the U.S. Fortune 150 companies, as well as to ten other CHROs at CAHRS partner companies. That survey focused on understanding how CHROs were allocating their time to different stakeholders and roles, as well as identifying their chief executive officer's (CEO) agenda for HR and strengths and weaknesses with regard to HR. This year, the survey asked the same questions about time allocation, but focused on the CHRO's role with the board of directors (BOD) and innovations that had been developed within their functions. In addition, the survey sample was expanded to the U.S. Fortune 200 list. This research reveals that as the economy begins a slow recovery, CHROs are gradually moving from "bunker" to "building," reaching back out to those lower in the organization--both the business and HR talent--in an effort to reestablish the connections necessary to retain talent and build HR capability. They are spending more time with their HR reports and high potential talent, and are allocating more time to the roles of HR Leader and Talent Strategist/Architect. (Contains 15 figures and 1 table.)
The Cost Savings to Special Education from Pre-Schooling in Pennsylvania
Author: Belfield, Clive R.
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Special Education,Cost Effectiveness,Preschool Education,Preschool Evaluation,Student Placement,Investment,School Expansion,Educational Opportunities,Expenditures,Unit Costs,Enrollment Rate,Economic Impact,Educational Finance

Providing education for young children is an investment in their future. It can also benefit all members of society, because of the spill-over effects from having a better educated population. The critical question is: How much should a society invest in pre-schooling? The focus of this research is on only one of the benefits of pre-school: the cost-savings that arise from reduced placement in special education. Studies have found that pre-schooling programs significantly reduce the rate of special education placement. Across the US, over $80 billion is spent annually on special education (approximately one-fifth of all public spending on education). Given this substantial commitment, it is imperative to invest wisely and efficiently; even very minor improvements in how resources are allocated could free up millions of dollars. This report calculates the likely savings in special education budgets from expanding pre-schooling for Pennsylvania. The report is structured as follows. In Section 2, pre-schooling provision in Pennsylvania is described; two policy scenarios are set out to expand provision--making pre-school available either to all children or to a target group which might benefit the most. For each policy, the impact on pre-school is described, and the total cost of such a policy is estimated. Current provision and funding of special education across the state is also described. Section 3 reviews the evidence on the extent to which pre-schooling programs reduce special education. This evidence is then used to model the reduction in special education requirements for Pennsylvania. In Section 4, the expected cost-savings are set against initial investment costs and against the total expenditures on special education. This allows for adjudication as to whether expanding pre-schooling would yield economic benefits to the state. Sensitivity analysis is also performed to see how the amounts of cost-savings might vary. Finally, Section 5 gives a concluding summary. (Contains 10 tables, 1 figure and 16 endnotes.)
Invest Now or Pay More Later: Early Childhood Education Promises Savings to Pennsylvania School Districts
Author: Harvey, James
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Human Capital,Federal Legislation,Children,School Districts,Kindergarten,Costs,Preschool Education,Outcomes of Education,Cost Effectiveness

What should Pennsylvania's educational leaders do to help students meet high standards while keeping costs under control? However this question is asked, the answer is always the same. Investment in preschool programs produces kindergarten students able to cope with school demands and better equipped to meet the demands of &quot;No Child Left Behind&quot;. Investments in early education start to pay for themselves immediately, with downstream savings far higher than the initial costs. Some districts recoup the initial investment immediately in special education savings, alone. Research nationally, in neighboring states and in Pennsylvania is unambiguous: Unless Keystone educators and citizens invest today in early childhood education, they'll wind up spending more tomorrow. This report describes the potential savings to Pennsylvania school districts from an investment in preschool. Based on economist Clive Belfield's analyses in Pennsylvania and Ohio, and on national studies, the author shows how eight typical Pennsylvania school districts could recoup, on average, 78% of their investment in preschool. (Contains 7 tables, 1 figure and 13 endnotes.)
Pennsylvania's Standards for Kindergarten: Final Draft
Author: Pennsylvania Department of Education
Date: 2006-08-00
Type: Reports - Descriptive
Subjects: Academic Standards,Kindergarten,Grade 3,Child Development,Learning,Guidance,Instructional Materials,Parent School Relationship,Expectation,Partnerships in Education

This paper presents Pennsylvania's Standards for Kindergarten. The goal of the Kindergarten Standards is to promote the development of a child who has the attributes of: inventiveness, curiosity, persistence, engagement, reasoning, problem solving, responsibility, imagination, and creativity. The Pennsylvania Kindergarten Standards are designed as a framework for quality in kindergarten programs and to provide guidance about what children should know or be able to do. The standards are inclusive of all children and are meant to be used to: (1) inform teachers and administrators about curriculum and assessment, and to guide in the selection of instructional materials that promote an emphasis on cross-curricular integration; (2) inform parents of appropriate expectations for kindergartners; (3) support community and education partnerships by providing a common framework for discussions about curriculum, assessment and transition into kindergarten and first grade; and (4) establish partnerships.The appendix contains a list of kindergarten committee participants. A glossary is included.