ethanporcaro/eric-fulltext-meta huggingface dataset:
The Complex Learning Difficulties and Disabilities Research Project: Developing Meaningful Pathways to Personalised Learning. Final Report
Author: Schools Network
Date: 2011-08-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,Expertise,Educational Strategies,Special Schools,Learning Problems,Educational Needs,Teacher Effectiveness,Research Projects,Learning Disabilities,Outcomes of Education,Teaching Methods,Foreign Countries,Secondary Schools

The Specialist Schools and Academies Trust (SSAT) was commissioned by the Department for Education (DfE) to research ways to improve outcomes for children and young people with the most complex educational needs and disabilities through the development of evidence-based teaching and learning strategies. The programme of research brought together a multidisciplinary team of researchers and advisors with specialisms across education, health, psychology, therapies and neuroscience. In Phase 1 of the project, the research team worked together with 12 special schools and staff, 60 children/young people, and their families, to develop educational resources to enable practitioners to formulate an effective teaching and learning package for the children and young people with complex needs in their classrooms. The project built on and synthesised existing national and international expertise in the field, as well as drawing upon practitioner experience to develop and trial modified and new approaches for these young people. Between September and December 2010, the resources were trialled in 50 further special schools in the UK and 15 internationally. In the third phase of the project, between January and March 2011, the resources were trialled in 12 mainstream schools--six primary and six secondary--and two early years settings. The outcome of the project is the CLDD Engagement for Learning Resource Framework to support educators of children and young people with CLDD. The key components are: (1) CLDD Briefing Packs: a series of information sheets on conditions which commonly co-exist within the profile of CLDD; these give information on effective educational strategies associated with particular disabilities; (2) The Engagement Profile and Scale: an observation and assessment resource focusing on student engagement for learning; (3) The Inquiry Framework for Learning: a flexible educational practice framework, promoting multidisciplinary involvement; and (4) Training materials and opportunities. Appended are: (1) List of school participants; (2) Student information form; (3) Summaries of student conditions; (4) Exit interview schedules; (5) Development school student case study overview; (6) Engagement Profile and Scale; and (7) TDA SEN professional development resources--information sheet. (Contains 163 footnotes.) [For &quot;The Complex Learning Difficulties and Disabilities Research Project: Developing Meaningful Pathways to Personalised Learning. Executive Summary,&quot; see ED525543.]
Leading Practice in Space Education: Successful Approaches by Specialist Schools
Author: Schools Network
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Space Sciences,Science Education,STEM Education,Specialization,Secondary Schools,Secondary School Science,Instructional Effectiveness,Thematic Approach,School Business Relationship,Student Leadership,College School Cooperation,Partnerships in Education,School Community Relationship,Foreign Countries

The aim of the Government's Science, Technology, Engineering and Mathematics (STEM)  programme is to ensure Britain's future success as a major centre for science, engineering and innovation. Specialist science, technology, engineering and maths &amp; computing colleges help to drive this programme by becoming centres of excellence in STEM subjects. They develop learning and teaching approaches and opportunities in STEM subjects that motivate and inspire learners. This report describes varied examples of the effective use of space in the curriculum to achieve these aims. Contributing schools were all part of the Leading Space Education Programme that was funded by the Science and Technology Facilities Council (STFC). A network of 30 specialist schools was established and supported by the Specialist Schools and Academies Trust (SSAT) to develop and embed high-quality, space-themed educational practice. Each section gives a flavour of how space can enhance practice in schools through curriculum innovation, extended-curriculum activities, network activities and STEM in the community. The report finishes with some tips and guidance to help other schools to implement space curriculum approaches.
Academy Governing Bodies--A Strategic Approach to Monitoring and Evaluation
Author: Schools Network
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Governance,Educational Change,Private Schools,Foreign Countries,Strategic Planning,Student Development,Well Being,School Community Relationship,Institutional Evaluation,Educational Quality

Academies are state-funded independent schools and they have greater flexibility than maintained schools. However their key consideration in deciding how to operate, and on what to focus besides their legal requirements, is achieving and maintaining school improvement. The Ministerial Working Group on Governance reporting in April 2010, emphasised the importance of governing bodies working strategically, not straying into day to day issues. It noted that the 21st century schools White Paper had proposed that governing bodies should: (a) first, promote the education, development and wider wellbeing of the children on their school's roll; (b) second promote the education, development and wider wellbeing of all children in their area; and (c) third support the needs of the local community. This paper presents an overview of how governing bodies should be constituted and how decisions should be made.
The Complex Learning Difficulties and Disabilities Research Project: Developing Meaningful Pathways to Personalised Learning. Executive Summary
Author: Schools Network
Date: 2011-08-00
Type: Reports - Research
Subjects: Learner Engagement,Educational Strategies,Learning Problems,Student Needs,Research Projects,Learning Disabilities,Learning Strategies,Educational Practices,Special Needs Students,Foreign Countries,Observation,Special Schools,Mainstreaming,Teacher Competencies,Teaching Methods,Intervention,Program Effectiveness

The Specialist Schools and Academies Trust (SSAT) was commissioned by the Department for Education (DfE) to research ways to improve outcomes for children and young people with the most complex educational needs and disabilities through the development of evidence-based teaching and learning strategies. The programme of research brought together a multidisciplinary team of researchers and advisors with specialisms across education, health, psychology, therapies and neuroscience. The outcome of the project is the CLDD Engagement for Learning Resource Framework to support educators of children and young people with CLDD. The key components are: (1) CLDD Briefing Packs: a series of information sheets on conditions which commonly co-exist within the profile of CLDD; these give information on effective educational strategies associated with particular disabilities; (2) The Engagement Profile and Scale: an observation and assessment resource focusing on student engagement for learning; and (3) The Inquiry Framework for Learning: a flexible educational practice framework, promoting multidisciplinary involvement. The overall response of schools to using the Engagement for Learning approach and the CLDD Engagement for Learning Resource Framework has been both positive and constructive in all three phases of the project--SEN (special educational need) development schools (12), SEN trial schools (65), mainstream schools (12) and early years settings (2). (Contains 26 footnotes.) [For the full report, &quot;The Complex Learning Difficulties and Disabilities Research Project: Developing Meaningful Pathways to Personalised Learning. Final Report,&quot; see ED525536.]
The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,African American Students,American Indians,Asian American Students,Comparative Analysis,Educational Trends,Gender Differences,Grade 4,Grade 8,Hispanic American Students,Low Income Groups,National Competency Tests,Private Schools,Public Schools,Racial Differences,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Students,White Students

This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Nationally representative samples of 213,100 fourth-graders and 168,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. At each grade, students responded to questions designed to measure their reading comprehension across two types of texts: literary and informational. The results from the 2011 assessment are compared to those from previous years, showing how students' performance in reading has changed over time. Findings reveal: (1) Students' reading comprehension unchanged from 2009 at grade 4, and improves at grade 8; (2) Higher percentage of eighth-graders perform at or above &quot;Proficient&quot; than in 2009; and (3) Scores in 12 states higher than in 2009 at grade 4 or 8 and lower in 2 states. Appendix tables are included. (Contains 36 figures and 44 tables.)
The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: National Competency Tests,Data Analysis,Grade 4,Probability,Grade 8,Comparative Analysis,Achievement Gains,Achievement Gap,African American Students,American Indians,Asian American Students,Educational Trends,Gender Differences,Hispanic American Students,Low Income Groups,Private Schools,Public Schools,Racial Differences,Mathematics Achievement,Mathematics Tests,Scores,White Students,Students,Disabilities,Educational Assessment,Student Evaluation,Academic Achievement,Statistics,Trend Analysis,Student Participation,Ethnic Groups,Tables (Data),Governing Boards,Eligibility,Geometry,Lunch Programs,Algebra

This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Nationally representative samples of 209,000 fourth-graders and 175,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra. The results from the 2011 assessment are compared to those from previous years, showing how students' performance in mathematics has changed over time. Findings reveal: (1) Both fourth- and eighth-graders score higher in 2011 than in previous assessment years; (2) Highest percentages to date of fourth- and eighth-graders performing at or above the &quot;Proficient&quot; level; and (3) Scores in 18 states and jurisdictions higher than in 2009 at grade 4 or 8 and lower in 2 states. Appendix tables are included. (Contains 42 tables and 34 figures.)
A Study of the Predictors of Academic Success of High School English Language Learners in One Tennessee Urban School District
Author: Sekar, Sharada
Date: 2009-12-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Achievement Gap,Urban Schools,Ethnicity,Academic Achievement,Program Effectiveness,Regression (Statistics),School Districts,Predictor Variables,English (Second Language),Second Language Learning,Student Characteristics,Correlation,Gender Differences,Socioeconomic Status,Immigrants,Algebra,English Instruction,High School Students,Native Language,Exit Examinations

In consideration of the widening achievement gap between native English speaking and non-English speaking students, the purpose of this study was to determine whether a predictable relationship exists between the academic achievement of English language learners (ELLs) and their background variables. Specifically, this study examined differences in gender, SES (based on free and reduced lunch), ethnicity, length of residence in the USA, and first language, and studied whether any associations existed between these factors and the ELLs' academic performance, as measured by Gateway scores in English II and Algebra I. Intermediate ELL students, grades nine through twelve, who attended schools in a Tennessee Metropolitan School District were the subjects of this study. The study used the archival data of Gateway scores from 2004-2007. Simple linear regression analyses and Analyses of Variance were conducted to test whether there was any association between the variables and the English language learners' performance on the Gateway exams. There were no significant associations between gender and academic achievement or between length of residence in the USA and academic achievement. However, significant differences were found based on the first language and ethnicity of the English language learners. Appended are: (1) ANOVA Table for First Language; and (2) ANOVA Table for Ethnicity. (Contains 10 tables and 3 figures.)
A Historical Analysis of Attitudes toward the Use of Calculators in Junior High and High School Math Classrooms in the United States since 1975
Author: Banks, Sarah A.
Date: 2011-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Mathematics Curriculum,Calculators,National Organizations,Boards of Education,Mathematics Instruction,Educational History,Educational Technology,Parent Attitudes,Educational Policy,Policy Analysis,Influence of Technology,Technology Uses in Education,Junior High School Students,High School Students,National Standards,Graphing Calculators,Meta Analysis,Literature Reviews,Synthesis,Content Analysis,Discourse Analysis,College Entrance Examinations

This thesis explored the history of calculator usage in mathematics classrooms in the United States since 1975 with a focus on the attitudes of parents, educators, and national organizations. The influence of historical events, people, organizations, research, and trends was explored in depth. Studying the changes that calculators have brought to mathematics curriculum and how educators have reacted in the past will help to explain why math curriculum and school systems have adopted the attitudes and policies about calculators that they currently hold. This study found similar attitudes and reactions by parents and educators toward calculator usage in contrast to the opinions and mandates of organizations such as the NCTM, the College Board, and local school board administrations. Parents and educators were strikingly more hesitant and concerned regarding the effects of calculators than educational institutions. The results will be useful for future curriculum decisions in mathematics classrooms.
The Schools Network Corporate Plan: 2008-2009 to 2010-2011
Author: Schools Network
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Educational Change,Specialists,Achievement Gains,Academic Achievement,Secondary Education,Teaching Methods,Learning Strategies,Program Effectiveness,Academic Standards,Curriculum Development,Partnerships in Education,School Business Relationship,School Community Relationship,Leadership Training,Innovation,Foreign Countries,At Risk Students,Disabilities,Budgeting,Equal Education

The Specialist Schools and Academies Trust (SSAT) is an independent, not-for-profit membership organisation dedicated to raising levels of achievement in secondary education. It has a membership of over 4900 schools and organisations. SSAT works with head teachers, teachers and students to encourage them to develop and share new and effective teaching and learning practice, and to improve schools to raise standards and levels of achievement. This paper presents SSAT's corporate plan which looks at its commitments for the next three years. SSAT has six objectives that set out its ambition and commitments over the next three years: (1) To develop the specialist schools and academies system; (2) To develop specialisms and curriculum; (3) To build and embed capacity in schools to raise achievement; (4) To develop specialist school and academy partnerships with business and the community; (5) To develop leadership and foster innovation; and (6) To develop the organisation to achieve results. A glossary is included. [For &quot;Specialist Schools and Academies Trust Corporate Plan: 2007-2008 and 2009-2010,&quot; see ED525560.]
The Schools Network Corporate Plan: 2009-2010 to 2011-2012
Author: Schools Network
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Teacher Effectiveness,Educational Change,Specialists,Achievement Gains,Academic Achievement,Secondary Education,Teaching Methods,Learning Strategies,Program Effectiveness,Academic Standards,Curriculum Development,Partnerships in Education,School Business Relationship,School Community Relationship,Leadership Training,Innovation,Foreign Countries,At Risk Students,Disabilities,Budgeting,Equal Education

The Specialist Schools and Academies Trust (SSAT) is an independent, not-for-profit membership organisation dedicated to raising levels of achievement in secondary education. SSAT has a membership of over 5,300 schools and growing numbers of affiliated universities, colleges and local authorities. This corporate plan sets out SSAT's main work for the next three years. It explains its strategy for achieving its aim by building on the successes of the specialist schools and academies system. A glossary is included. [For &quot;The Schools Network Corporate Plan: 2008-2009 to 2010-2011,&quot; see ED525549.]
Looking Mother Tongue Instruction through Different Perspectives
Author: Regmi, Kapil Dev
Date: 2008-02-10
Type: Reports - Evaluative
Subjects: Language of Instruction,Foreign Countries,Native Language,Teaching Methods,Second Language Learning,Psycholinguistics,Sociolinguistics,Political Attitudes,Social Attitudes,Gender Differences

Mother Tongue Instruction has been a debatable issue since long. There may be two options in the medium of instruction: either to teach especially primary and preprimary schoolchildren in their own mother tongue or continue using second or foreign language as the medium of instruction. Both of the approaches bear some pros and cons. This article tries to explore the perplexing debate in brief by analyzing the concept through different perspectives namely psycholinguistic, sociolinguistic, political, cultural, gender, and pedagogical. It also gives a glimpse of the progresses made in Nepal to cater mother tongue instruction. (Contains 1 footnote.)
Specialist Schools and Academies Trust Corporate Plan: 2007-2008 and 2009-2010
Author: Specialist Schools and Academies Trust
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Specialists,Secondary Schools,Specialization,Models,Educational Needs,Special Education,Special Needs Students,Student Needs,Professional Continuing Education,Teaching Methods,Standards,Professional Development,Partnerships in Education,College School Cooperation,Principals,Information Technology

The Specialist Schools and Academies Trust (SSAT) is a leading national organisation for secondary education in England and is responsible for supporting the specialist schools and academies programmes. This edition of SSAT's corporate plan builds on its 2006-2007 to 2008-2009 plan, which sets out the framework within which it will continue to work towards its long-term objective for the specialist system. A glossary is included.
Technology Integration: A Research-Based Professional Development Program
Author: Faulder, Tori Rose
Date: 2011-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Constructivism (Learning),School Culture,Technology Integration,Information Technology,Educational Technology,Teaching Methods,Teacher Surveys,Inservice Teacher Education,Computer Assisted Instruction,Educational Policy,Government Role,Educational History,Mentors,Rural Schools,Parochial Schools,Christianity,Program Descriptions,Questionnaires,Small Schools

This research-based thesis project explains the governmental acts and policies, investors, and other stakeholders who have worked to promote, question, and explore the use of information and communication technologies (ICT) in the classroom. Research suggests that best-practice ICT integration requires using ICT alongside constructivist pedagogy. However, ICT integration is a complex phenomenon involving a significant number of factors. Teachers have often taken the blame for a failure to effectively integrate ICT in their classrooms due to their integral role in effective integration. This research project attempts to ensure that teachers will be equipped, empowered, and encouraged to include ICT in their instructional repertoires through the development of a research-based professional development program. While this professional development program will only address the teacher factors involved in ICT integration, it is an essential step toward effective integration. Appended are: (1) School Culture and Current Use Survey; and (2) Belief Meets Action Survey.
Specialist Schools and Academies Trust Annual Report, 2009-2010
Author: Schools Network
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Specialists,Foreign Countries,Nonprofit Organizations,Academic Achievement,Educational Improvement,Achievement Gains,Leadership,Teaching Methods,Curriculum Development,Educational Objectives,School Business Relationship,Networks,Specialization,Elementary Secondary Education

The Specialist Schools and Academies Trust (SSAT) is an independent, not-for-profit membership organisation dedicated to raising levels of achievement in education. SSAT has a membership of over 5,500 schools and growing numbers of affiliated universities, colleges and local authorities. This 2009/2010 Annual Report shows clearly the practical  effect of a 'by schools, for schools' way of working on raising achievement, sharing  teaching practice and resources between schools, and on                   system leadership. The report presents the activities of SSAT in 2009-2010. A glossary is included. [For &quot;Specialist Schools and Academies Trust Annual Report, 2008-2009,&quot; see ED525595.]
Specialist Schools and Academies Trust Annual Report, 2008-2009
Author: Specialist Schools and Academies Trust
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Specialization,Educational Improvement,Specialists,Foreign Countries,Excellence in Education,Student Attitudes,Individualized Instruction,Teaching Methods,Leadership Training,Instructional Leadership,Academic Achievement,Case Studies,Educational Objectives,Partnerships in Education,School Business Relationship,Organizational Objectives

This paper presents the annual activities of the Specialist Schools and Academies Trust (SSAT) during 2008-2009. SSAT's activities this year have reflected its commitment to the priorities of the Government's Children's Plan. Its active and expert support of specialist schools, academies and trust schools continued to develop and enrich the education system. By the end of the year, 92% of all mainstream secondary schools held specialist school, academy or trust status. It championed the use of specialism to encourage excellence in teaching and learning, and the needs of increasing numbers of young people were met through its pioneering work on personalising learning with such initiatives as &quot;student voice&quot; and &quot;assessment for learning.&quot; Its determination to develop inspired and inspiring leaders, equipped to meet the challenges of leadership in the 21st century, was realised through leadership programmes involving 2,299 teachers from 1,041 schools. A glossary is included.