ethanporcaro/eric-fulltext-meta huggingface dataset:
2009 Strategic Plan for Autism Spectrum Disorder Research. NIH Publication No. 09-7465
Date: 2009-01-26
Type: Reports - Evaluative
Subjects: Strategic Planning,Autism,Budgets,Research,Financial Support,Pervasive Developmental Disorders,Federal Legislation,Research Opportunities,Workshops,Agency Cooperation,Etiology,Intervention,Medical Services,Clinical Diagnosis

In response to the heightened societal concern over autism spectrum disorder (ASD), Congress passed the Combating Autism Act (CAA) of 2006 (P.L. 109-416). Through this Act, Congress intended to rapidly increase, accelerate the pace and improve coordination of scientific discovery in ASD research. The CAA requires the Interagency Autism Coordinating Committee (IACC) to develop and annually update a Strategic Plan for ASD research, including proposed budgetary requirements. Driven by both the sense of urgency and a spirit of collaboration, the IACC developed this initial Strategic Plan for ASD Research, which is focused on the unique needs of people with ASD and their families, as well as other consumers of these efforts. The Strategic Plan was developed through extensive and iterative input from members of the public, academic, and advocacy communities. In developing the Strategic Plan, the IACC: (1) Identified recent investments and accomplishments in ASD research; (2) Assessed the strengths, weaknesses, opportunities, and gaps in the ASD research enterprise; (3) Gathered ideas for research opportunities from a diverse group of stakeholders; (4) Convened four scientific workshops and solicited input from the public and non-government research sponsors to identify research opportunities; (5) Convened expert workgroups to recommend research objectives and strategies; and (6) Convened programmatic and agency experts to develop and recommend professional judgment budget estimates for each objective in the Plan. The Strategic Plan incorporates this array of input in two main sections. First, the foundation of the Plan--Vision, Mission, Core Values, and Crosscutting Themes--is described. The remainder of the Plan is organized around six critical questions asked by people and families living with ASD: (I) When should I be concerned?; (II) How can I understand what is happening?; (III) What caused this to happen and can this be prevented?; (IV) Which treatments and intervention will help?; (V) Where can I turn for services?; and (VI) What does the future hold? Each question is followed by a brief discussion of what is currently known and needed from research, an aspirational goal, research opportunities and objectives. This six-question framework was chosen by the IACC to emphasize the need for consumer-focused research that addresses the most pressing questions of people and families living with ASD, and to link these questions to specific research efforts.
Summary of Advances in Autism Spectrum Disorder Research: Calendar Year 2008
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2009-08-28
Type: Reports - Evaluative
Subjects: Human Services,Autism,At Risk Persons,Factor Analysis,Pervasive Developmental Disorders,Federal Legislation,Research,Financial Support,Clinical Diagnosis,Biology,Etiology,Health Services,Intervention,Access to Health Care,Genetics

In response to the alarming growth in autism diagnoses, Congress passed the Combating Autism Act of 2006 (P.L. 109-416), which established the Interagency Autism Coordinating Committee (IACC) to coordinate all efforts within the U.S. Department of Health and Human Services related to ASD. The Combating Autism Act requires that, in addition to several other key responsibilities, the IACC must prepare an annual summary of advances in autism research. The 2008 IACC Summary of Advances highlights 37 significant studies on autism spectrum disorder selected by members of the IACC. A bulleted overview of the major findings in 2008 is followed by a more detailed description of the scientific breakthroughs in each category. Information about funding sources and journal impact factor scores is included in a table at the end of the document. This year's advances are sorted into six topic areas that correspond to six critical questions for those affected by ASD: (1) Diagnosis: When should I be concerned?; (2) Biology: How can I understand what is happening?; (3) Risk Factors: What caused this to happen and can this be prevented?; (4) Treatment: Which treatments and interventions will help?; (5) Services: Where can I turn for services?; and (6) Outcomes: What does the future hold? (Contains 54 footnotes.)
Summary of Advances in Autism Spectrum Disorder Research, 2009
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Research,Incidence,At Risk Persons,Intervention,Biology,Drug Therapy,Behavior Problems,Genetic Disorders,Parent Influence,Age Differences,Brain,Clinical Diagnosis,Racial Differences,Animals,Disability Identification

Each year the members of the Interagency Autism Coordinating Committee identify recent research findings that made the most impact on the field. For the 2009 Summary of Advances, the IACC selected and summarized 20 studies that gave significant insight into the prevalence of autism spectrum disorder (ASD), the biology of the disorder, potential risk factors, and possible interventions. These articles were the top selections from a pool of 63 peer-reviewed articles published in 2009 that were nominated by the committee to reflect the most important work in biomedical and services research for ASD during the year--work that is critical to understanding the disorder and addressing the needs of people with ASD and their families. Articles appear in alphabetical order by first author. A full reference list is included at the end of the document.
Rastriya Madhyamic Siksha Abhiyan: What? Why: How?
Author: Nath, Baiju K.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Objectives,Secondary Education,Educational Quality,Access to Education,Social Justice,Equal Education,Womens Education,Empowerment

Rastriya Madhyamic Siksha Mission (RMSM), is a mission exclusively for secondary education. The mission is functioning under Ministry of Human Resource Development (MHRD) of India. The mission was formulated on the basis of comprehensive reports of CABE [Central Advisory Board of Education], and the successful accomplishment of SSA [Sarva Siksha Abhiyan]. The mission has definite structure at national, state, district, block and at school levels. Mission proclaimed to provide good quality education barrier free to all students. The guiding principles of RMSA [Rastriya Madhyamic Siksha Abhiyan] are Universal Access, Equality and Social Justice, Relevance and Development and, Curricular and Structural Aspects. The objectives of the mission can be summarized as providing, Access, Quality and Equity in education. There are four centrally sponsored schemes and four focus groups planned under the scheme. Girls' education and empowerment is given very high place in the mission.
Dialogic Reading. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Educational Research,Early Childhood Education,Disabilities,Intervention,Picture Books,Reading Aloud to Others,Dialogs (Language),Adults,Young Children,Language Impairments,Communication Skills,Language Skills,Program Effectiveness

Dialogic reading is an interactive shared picture-book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner. Two studies of dialogic reading that fall within the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The two studies included 52 students with language delays, from ages three to six, participating in early childhood programs in the Pacific Northwest. Both studies examined intervention effects on children's communication and language competencies. Based on these two studies, the WWC considers the extent of evidence for dialogic reading to be small for communication and language competencies for children with disabilities. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of dialogic reading for children with disabilities in the domains of cognitive development, literacy, math competencies, social-emotional development and behavior, functional abilities, or physical well-being. Dialogic reading was found to have potentially positive effects on communication and language competencies for children with disabilities. Appended are: (1) Study characteristics: Crain-Thoreson &amp; Dale, 1999 (randomized controlled trial); (2) Study characteristics: Dale, Crain-Thoreson, Notari-Syverson, &amp; Cole, 1996 (randomized controlled trial); (3) Outcome measures for the communication and language competencies domain; (4) Summary of study findings included in the rating for the communication and language competencies domain; (5) Dialogic reading rating for the communication and language competencies domain; and (6) Extent of evidence by domain. (Contains 10 footnotes.) [The following two studies are reviewed in this intervention report: Crain-Thoreson, C., &amp; Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. &quot;Topics in Early Childhood Special Education,&quot; 19(1), 28-39; and Dale, P. S., Crain-Thoreson, C., Notari-Syverson, A., &amp; Cole, K. (1996). Parent-child book reading as an intervention technique for young children with language delays. &quot;Topics in Early Childhood Special Education,&quot; 16(2), 213-235.]
Updated Multistate Review of Professional Teaching Standards. REL Technical Brief. REL 2010-No. 014
Author: White, Melissa Eiler
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: State Standards,Beginning Teachers,Experienced Teachers,Employment Level,English (Second Language),Second Language Learning,Disabilities,Special Needs Students,Educational Technology,Technology Uses in Education,Accountability,Academic Standards

This review of teaching standards in six states updates a 2009 review (White, Makkonen, and  Stewart 2009) by incorporating California's recently adopted teaching standards alongside those from Florida, Illinois, North Carolina, Ohio, and Texas. The previous review was developed at the request of key education agencies in California to inform the state's revision of its teaching standards. This review focuses on the structure and target audience of the six states' teaching standards and on selected content. Each of the six states whose standards were reviewed has taken a distinctive approach to the design of its teaching standards, and each set of standards may offer different insights to the people involved in developing and supporting teaching standards in other states. Collectively, the six sets of state teaching standards reviewed offer various options for broad consideration, such as their structure and the target group of teachers. They also offer details on issues and topics emphasized and language choices. (Contains 5 tables and 3 notes.) [This REL Technical Brief was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory West, administered by WestEd.]
The Status of Teaching in the Southeast: Measuring Progress, Moving Forward. Policy Brief
Author: Berry, Barnett
Date: 2003-02-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Persistence,Academic Achievement,Logical Thinking,Educational Change,Databases,Faculty Mobility,Teacher Recruitment,Teacher Education,Professional Development,Accountability,Work Environment,Testing,Educational Improvement,Teacher Orientation

In early January 2003, &quot;Education Week&quot; released a new report on the status of teaching in the United States and concluded that many states are taking steps to recruit and retain skilled teachers, but few efforts focus on the schools where these teachers are needed most. Drawing upon a large national database, &quot;Quality Counts 2003&quot; revealed that students in high-minority, high-poverty schools are far more likely to have teachers who are inexperienced or who are not certified in the subject taught. The findings reported in &quot;Quality Counts 2003&quot; were drawn in large part from the recently released federal dataset, &quot;Schools and Staffing Survey,&quot; 1999-2000 (SASS). The Southeast Center for Teaching Quality also analyzed data from the &quot;Schools and Staffing Survey&quot; and developed additional indicators not found in the &quot;Quality Counts 2003&quot; report. These indicators focus on teacher preparation, induction and professional development, testing and accountability, and working conditions. These indicators are important measures of teacher quality. As other research has begun to show, high-quality preparation, induction support, positive working conditions, and training in the use of standards to improve teaching effectiveness all contribute to lower teacher turnover--and lower turnover spurs more coherent and sustained school improvement. Measuring progress on these critical teaching quality indicators is key to moving forward on student achievement. These preliminary findings from the SASS database help describe the status of teaching in the Southeast. A discussion of these findings is presented. (Contains 17 tables and 13 endnotes.)
Unfulfilled Promise: Ensuring High Quality Teachers for Our Nation's Students. No Child Left Behind: A Status Report from Southeastern Schools. Extensive Findings
Author: Southeast Center for Teaching Quality
Date: 2004-08-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Elementary Secondary Education,Federal Legislation,Educational Legislation,Pedagogical Content Knowledge,Teacher Education,Alternative Teacher Certification,Teaching Experience,Teacher Evaluation,Teacher Recruitment,Faculty Mobility,Urban Schools,Rural Schools,Financial Support,Educational Finance,Technical Assistance,Guidance,Data Collection,Professional Development,Leadership,School Community Relationship,Federal Government,State Government,School Districts

Since the reauthorization of the Elementary and Secondary Education Act or the No Child Left Behind Act (NCLB) of 2001, much has been said and written about the law by a variety of education observers, practitioners, and policymakers from both sides of the political aisle. With support from the Ford, Rockefeller, and Z. Smith Reynolds foundations, SECTQ (Southeast Center for Teaching Quality) completed this research study to present fine-grained data and compelling stories about the capacity of states and high-need districts and schools to respond to the challenges and opportunities inherent in the NCLB teaching quality mandates. The results of the study allow SECTQ to bring the valuable perspective of school practitioners to the debate regarding NCLB's effect on an undeniably critical element of school reform--teaching quality. This research has revealed that NCLB has the potential to be a welcomed impetus for creating teacher recruitment and retention strategies that address long-neglected barriers to higher levels of student achievement. Much needs to be done from the classroom to the Capitol to ensure that NCLB helps all students get the knowledgeable teachers they need and deserve. NCLB represents an unprecedented role for the federal government in educating the nation's children. (Contains 8 tables and 25 notes.) [For the companion report, &quot;Unfulfilled Promise: Ensuring High Quality Teachers for Our Nation's Students. No Child Left Behind: A Status Report from Southeastern Schools,&quot; see ED509378.]
Longitudinal Surveys of Australian Youth (LSAY) 2003 Cohort: User Guide. Technical Report 54
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Guides - General
Subjects: Longitudinal Studies,Youth,Foreign Countries,Guides,Questionnaires,Data,Surveys,Error of Measurement,Classification,Sampling,Social Indicators,Employment,Educational Attainment,Student Characteristics,Parent Background,Educational Experience

The Longitudinal Surveys of Australian Youth (LSAY) is a research program that tracks young people as they move from school into further study, work and other destinations. This &quot;User guide&quot; has been developed for users of the LSAY data. The guide endeavours to consolidate existing technical documentation and other relevant information into a single document, thereby improving data accessibility and promoting wider use of the LSAY data. To promote effective use of the data, the guide aims to address all aspects of LSAY data, including information about: how to access the data, data restrictions, variable naming conventions, the structure of the data (using topic areas, topic maps and data elements), classifications and code frames used, weights and derived variables. This guide and its supporting documents can be found at http://www.ncver.edu.au/publications/2225.html. (Contains 24 tables, 9 figures, and 10 footnotes.)
A History of NAEP Assessment Frameworks
Author: Jago, Carol
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Governing Boards,Academic Achievement,Models,Educational Improvement,Mathematics,Mathematical Models,National Competency Tests,Evaluation,Mathematics Achievement,Reading Achievement,Grade 8,Grade 4,Grade 12

National Assessment for Educational Progress (NAEP) frameworks describe the content and skills measured on NAEP assessments as well as the design of the assessment. They provide both the &quot;what&quot; and the &quot;how&quot; for national assessment. Representing the best thinking of thousands of educators, experts, parents, and policymakers, NAEP frameworks describe a broad range of what students learn and the skills they can demonstrate in reading, mathematics, writing, science, history, civics, economics, foreign language, geography, and the arts. NAEP is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. The frameworks represent a vision for America's future. This paper discusses the following: (1) the audience for NAEP frameworks; (2) how NAEP assessment framework is developed; (3) how a governing board policy determines the development of NAEP frameworks; (4) the content-specific issues NAEP framework committees must address; and (5) what states and local districts can learn from NAEP assessment frameworks and the framework assessment process. [This paper was commissioned for the 20th Anniversary of the National Assessment Governing Board 1988-2008.]
Errors of Measurement, Theory, and Public Policy. William H. Angoff Memorial Lecture Series
Author: Kane, Michael
Date: 2010-00-00
Type: Opinion Papers
Subjects: Error of Measurement,Scores,Public Policy,Test Theory,Reliability,Certification,High Stakes Tests,Testing,Federal Legislation,Educational Legislation,Test Validity

The 12th annual William H. Angoff Memorial Lecture was presented by Dr. Michael T. Kane, ETS's (Educational Testing Service) Samuel J. Messick Chair in Test Validity and the former Director of Research at the National Conference of Bar Examiners. Dr. Kane argues that it is important for policymakers to recognize the impact of errors of measurement on test scores and on average scores for groups. He asserts that a clear understanding of the magnitude of errors of measurement can have at least two benefits: identifying where measurement procedures need to be improved, and improving policy decisions by reducing the tendency to interpret and act on score differences that may, in fact, be meaningless. Dr. Kane grounds his argument in a discussion of the origins of errors of measurement, their role in conceptual frameworks and their control. He then discusses the relationship between definitions of constructs (variables of interest) and individuals' conception of errors of measurement. Understanding this relationship helps users of test scores decide whether a score difference should be interpreted as a difference in the construct being measured or should be attributed to error. (Contains 6 footnotes and 1 table.) [This lecture was presented at Educational Testing Service, Princeton, New Jersey, on November 19, 2008.]
Teacher Perspectives of School-Level Implementation of Alternate Assessments for Students with Significant Cognitive Disabilities. A Report from the National Study on Alternate Assessments. NCSER 2010-3007
Author: Cameto, Renee
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Alternative Assessment,Disabilities,Teacher Surveys,Teacher Attitudes,Program Implementation,Interviews,Questionnaires,Educational Resources,Teacher Competencies,Educational Opportunities,Academic Achievement,Academic Standards,Cognitive Ability,Mental Retardation

The report is organized to provide information on the school-level implementation of alternate assessments for students with significant cognitive disabilities. Following the Introduction in Chapter 1, Chapter 2 describes the study design and methods, including the development of the teacher survey and data collection procedures and analyses. Chapter 3 describes background information for teacher respondents, the students they teach, and the classrooms in which they work. Chapter 4 describes teachers' potential instructional influences, their understanding of the alternate assessment system, and their expectations and beliefs related to students with significant cognitive disabilities. Chapter 5 describes the teachers' professional capacity and the availability and use of resources. Chapter 6 describes students' opportunity to learn academic content. Chapter 7 highlights key study findings. National Study on Alternate Assessments Teacher Survey is appended. (Contains 1 table, 60 figures, and 10 footnotes.)