ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Green Dot's Locke Transformation Project: Findings from the 2007-08, 2008-09, and 2009-10 School Years. CRESST Report 799
Author: Herman, Joan L.
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Charter Schools,Urban Schools,School Restructuring,Small Schools,School Effectiveness,Academic Achievement,High School Freshmen,High School Students,Academic Persistence,Attendance,Standardized Tests,Enrollment,Student Characteristics

The current report looks at the effects of the Green Dot Locke (GDL) transformation on students over the past three years. Although the GDL transformation began in fall 2007 (with two small off-site schools), the majority of Locke students were not included in the transition until fall 2008. Comparing GDL students to a matched sample of students at Los Angeles Unified School District (LAUSD), using propensity score matching, results suggested that 9th graders who entered GDL generally performed better on a range of student outcome measures than they would have if they attended a comparable LAUSD high school. Positive GDL transformation effects were generally more prevalent for the second and third cohorts of students than for the first cohort. Appended are: (1) Data Variables; (2) Estimation of Treatment Effects on Outcomes Not Observed for All Students; (3) Comparison of Green Dot Students and Their Matched Control students (Cohorts 1 and 3); and (4) Evaluation Question 1 Tables. (Contains 33 tables, 15 figures and 3 footnotes.)
State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students?
Author: Kober, Nancy
Date: 2011-08-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Achievement Rating,African American Students,Academic Achievement,Comparative Analysis,Cutting Scores,Disadvantaged Schools,Educational Trends,Elementary School Students,Educational Legislation,Educational Indicators,Educationally Disadvantaged,Educational Improvement,Grade 4,Grade 8,Grouping (Instructional Purposes),Federal Legislation,High School Students,High Schools,Hispanic American Students,Low Achievement,Low Income Groups,Mathematics Achievement,Mathematics Tests,Minority Group Children,Poverty,Reading Achievement,Reading Tests,Racial Differences,Scores,Secondary School Students,Statistical Data,Testing Programs,Trend Analysis,Test Results,White Students

Title I provides extra instructional services designed to raise achievement for low-performing students in schools with relatively high poverty rates, and for all students in many of the nation's highest-poverty schools. To learn more about how well Title I students are performing academically, the Center on Education Policy (CEP) compared achievement trends since 2002 (or a more recent year in some states) on state reading and mathematics tests for Title I students and for students not participating in Title I. In particular, the authors looked at whether Title I students have made gains in reading and math at grades 4, 8, and the high school grade tested for NCLB (usually grade 10 or 11). They also examined whether achievement gaps between Title I and non-Title I students have narrowed. They used two indicators of achievement on each state's test--average (mean) scores on the scoring scale for that test, and the percentages of students scoring at or above the proficient level. Key findings from this study include the following: (1) Achievement on state reading and math tests has improved for Title I students in most states with sufficient data; (2) Gaps between Title I and non-Title I students have narrowed more often than they have widened since 2002, although trends were less encouraging at grade 4 than at grade 8 or high school; (3) When gaps narrowed, it was most often because achievement improved at a faster rate for Title I students than for non-Title I students; and (4) The size of achievement gaps between Title I and non-Title I students varied greatly among states but was often smaller than gaps for low-income students or for certain racial/ethnic groups. Details about Study Methods are appended. (Contains 11 tables and 3 footnotes.) [For related reports, see &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot; (ED513962); &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot; (ED513914); and &quot;State Test Score Trends through 2008-09, Part 3: Student Achievement at 8th Grade&quot; (ED518144).]
Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. NCPR Brief
Author: Weissman, Evan
Date: 2011-05-00
Type: Reports - Research
Subjects: Community Colleges,College Curriculum,Urban Schools,Remedial Mathematics,Developmental Studies Programs,Program Effectiveness,Demonstration Programs,Outcomes of Education,Mathematics Achievement

For students in developmental math, a primary short-term goal of learning communities is to accelerate students' progression through the math sequence and into college-level coursework. A longer-term goal is that enrolling in developmental math learning communities will increase students' ultimate likelihood of earning a credential or transferring to a four-year institution. Queensborough Community College and Houston Community College are two large, urban institutions that have implemented developmental math learning communities with these goals in mind. At each school, cohorts of 20 to 25 students co-enrolled in developmental math and a linked course; at Queensborough, all levels of developmental math were linked primarily with college-level courses, and at Houston, the learning communities linked the lowest level of developmental math with the college's student success course, which is designed to prepare students for the demands of college. These colleges are two of the six participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration. The demonstration at these colleges was designed to determine whether the programs succeeded in boosting their students' success. A total of 1,034 students at Queensborough and 1,273 students at Houston entered the study between 2007 and 2009. Based on a longer report of the same title, this Brief presents impact findings for Queensborough and Houston's developmental math learning communities. [This brief was written with Rashida Welbeck. For related reports, see &quot;Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges&quot; (ED516646); and &quot;Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. Executive Summary&quot; (ED516652).]
Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation. NCPR Brief
Author: Boatman, Angela
Date: 2011-08-00
Type: Reports - Research
Subjects: Public Colleges,Academic Achievement,Developmental Studies Programs,Credits,Program Effectiveness,Remedial Instruction,Student Placement,College Preparation,Outcomes of Education,College Students,Longitudinal Studies,Difficulty Level,Higher Education,Regression (Statistics),Academic Persistence,School Holding Power,Graduation Rate,Mathematics Instruction,Reading Instruction

This Brief summarizes a study that addresses the impact of remedial and developmental courses on students with a range of levels of preparedness. Using longitudinal data from Tennessee, the authors estimate the effects of placement into varying levels of mathematics, reading, and writing courses for students attending public two- and four-year colleges and universities. This is possible due to the state's multi-tiered system in which students--based on their scores on the untimed, computer-adaptive COMPASS[R] placement test (developed by ACT, Inc.)--could be assigned into one of four levels of mathematics courses (college level, upper developmental, lower developmental, and remedial) and one of three levels of reading and writing courses (college level, developmental, and remedial). In Tennessee, developmental courses refer to those courses just below college level, while remedial courses contain lower-level material intended for students who are very underprepared. Using a regression discontinuity (RD) research design, the authors provide causal estimates of the effects of placement on a number of short-, medium-, and long-term student outcomes, including persistence, degree completion, and the number of total and college-level credits completed. Results of the study suggest that remedial and developmental courses do differ in their impact by level of student preparation. [For &quot;Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation. An NCPR Working Paper,&quot; see ED512610.]
The Collaborative Engagement of Preservice Special Education Teachers and Social Workers
Author: Palladino, John M.
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Preservice Teachers,Disabilities,Special Education Teachers,School Social Workers,Special Education,Social Work,Educational Legislation,Federal Legislation,Cooperation

The &quot;Individuals with Disabilities Education Act&quot; (IDEA) and related accrediting agencies (e.g., The Council for Exceptional Children) dictate the training of preservice teachers. Likewise, the accrediting agencies in the field of social work (e.g., The Council for Social Work Education) specify the content for aspirant school social workers, including disabilities studies. At present time, the academy typically educates preservice students in these two disciplines in separation. That is, preservice special education teachers and preservice school social workers rarely, if at all, interact. This &quot;silo&quot; division is unacceptable given the reality that once employed in the field, students from both of these disciplines will need to collaboratively interact on behalf of youth with disabilities. The purpose of this interactive presentation was to engage participants in a semi-structured conversation about how to purposefully overlap components of preservice special education teaching and school social work training. The intent was to provide collaborative exercises at the preservice level that mirror the necessary collaborations that should occur at the inservice level when addressing the needs of youth with disabilities.
Exploring Malaysian Trainee Teachers' Adoption of the Internet as Information Tool
Author: Teck-Chai, Lau
Date: 2010-07-00
Type: Journal Articles
Subjects: Search Engines,Information Seeking,Foreign Countries,Internet,Gender Differences,Computer Uses in Education,Educational Technology,Preservice Teachers,Access to Information,Comparative Analysis,Computer Literacy,Questionnaires

This study reports the usage of three commercial Internet search engines in information seeking among trainee teachers at a teacher training institute in Malaysia. It attempts to investigate the information seeking behavior of the trainees via three Internet search engines (Google, Yahoo and MSN) as gateways to information for research in academic learning using two cohorts of trainee teachers. The study surveyed 166 trainee teachers undergoing a 5-year Bachelor's Degree program and compares the statistical differences on gender, programs and years of computer technology experiences. The results revealed that there were significant differences between gender for all the three search engines. Furthermore it also indicated that there was a significant difference between TESL and PISMP group for Yahoo and MSN but not for Google. A significant difference was also observed between years of computer technology experiences and the frequency of usage in the case of MSN. Post hoc test revealed a significant difference in the Internet search between those with more than 7 years of experience with those with less than 2 years experience and those between 2-4 years computing experience. The results provide insight into TESL and PISMP trainee teachers' use of the Internet search engines as a tool in information seeking when approaching research for their academic learning activities. Implications on the impact of the Internet to the trainee teachers' academic learning in approaching research needs were discussed. (Contains 5 tables.)
From Paper to Pixel: Digital Textbooks and Florida's Schools. A White Paper
Author: Mardis, Marcia
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Textbooks,Electronic Publishing,Instructional Materials,Adoption (Ideas),Technology Uses in Education,Educational Technology,Technology Integration,Leadership,Elementary Secondary Education,School Libraries,Librarians,Disabilities,Access to Information,Learner Engagement

Digital textbooks will soon be part of every classroom in the United States. This trend accompanies an imperative for schools to facilitate 21st century learning in which educators prepare students to learn and live productively in a global society where accurate and current information is a meaningful part of everyday learning. As technology and the Internet have gained presence in classrooms, instructional materials and activities have become digitally rich. The use of digital textbooks is rapidly gaining ground in education. While colleges and universities have moved headlong into digital textbooks as a means to reduce costs for students, K-12 education is venturing cautiously, but steadily, into using digital textbooks. State laws, many of which have been rewritten to include digital content as an acceptable use of state textbook funding, will serve as catalysts that spur the transition to digital textbooks School librarians can provide school-wide leadership to assist students, teachers, and parent concerns when transitioning to digital textbooks. Working in collaboration with teachers, school librarians promote comprehension through questioning, clarifying, seeking meaning, and discussion. Digital textbooks may represent a way to continue advocacy for the importance of reading as well as for the school librarian's leadership role in technology integration. (Contains 2 tables.) [This report was produced by the Florida State University PALM (Partnerships Advancing Library Media) Center.]
Development and Datametric Properties of a Scale Measuring Students' Perceptions of the Classroom Assessment Environment
Author: Alkharusi, Hussain
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Attitude Measures,Classroom Environment,Student Evaluation,Test Construction,Grade 10,Secondary School Students,Test Validity,Test Reliability,Factor Structure,Gender Differences

Each classroom has its own assessment environment perceived by the students and springs from the teacher's assessment practices. Although students' perceptions of the assessment environment may influence their achievement-related outcomes, little attention has been given to the measurement of perceived classroom assessment environment. This study reports on the development and datametric properties of a scale measuring students' perceptions of the classroom assessment environment. A total of 450 students enrolled in the tenth grade English language classes at Muscat public schools in Oman completed the scale. Results yielded two subscales of the perceived classroom assessment environment: learning-, and performance-oriented environments. The correlations between them suggested that they represented unique aspects of the classroom assessment environment as perceived by the students. Additional validity evidence was obtained through gender differences and correlations of the subscales scores with the total scores received in the subject at end of the semester. Reliability analyses showed that the subscales' scores had relatively moderate levels of internal consistency. Implications and recommendations for classroom instruction and assessment as well as for future research are discussed. Appended to this document is: &quot;Students' Perceptions of the Classroom Assessment Environment Scale.&quot; (Contains 2 tables.)
From District to Desktop: Making the Most of Broadband in Florida Schools. A White Paper
Author: Everhart, Nancy
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: Educational Opportunities,Internet,Access to Information,Computer Networks,Technology Uses in Education,Teacher Effectiveness,Educational Technology,Elementary Secondary Education,Teaching Methods,Reliability,Technical Support,Systems Approach,Educational Practices,Computer System Design,Library Role

For Americans to engage in a global information society, it is critical that they have access to high-speed, high-bandwidth Internet, meaning broadband. Network connectivity opens up a wealth of possibilities to K-12 educators. While it has the potential to result in fundamental changes in teaching methods, it can definitely be used to enhance already effective teaching methods. However, schools must have confidence in their network infrastructure before network connectivity will be integrated into the classroom. Networks must be reliable and quick; and, if they do not function, as expected and technical support is not readily available, then educators will not use them. Schools face challenges to the integration of broadband in teaching and learning in the areas of access, skills, policy, and motivation. Last mile support is essential and all stakeholders must work together to address the main issues facing the improvement of broadband in schools. A solution to these situations is on-site support to streamline and enable effective use of broadband-enabled technology. For most schools, the school librarian, in their roles as school leaders, can expertly direct this &quot;last mile&quot; implementation by providing the technology coordination, support, and leadership necessary to address access issues from desktop to district. (Contains 2 tables and 4 figures.) [This report was produced by the Florida State University PALM (Partnerships Advancing Library Media) Center. Support for this paper was provided by Gale Cengage Learning.]
The Use of Critical Thinking in Social Science Textbooks of High School: A Field Study of Fars Province in Iran
Author: Hashemi, Seyed Ahmad
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Critical Thinking,Textbooks,Social Sciences,Teacher Attitudes,Models,Textbook Preparation,Likert Scales,Field Studies,Secondary School Teachers,Expertise,Reliability,Sampling

This study aims at investigating the use of critical thinking in high school social science textbooks based on Fars Province teachers' attitudes in order to present a model for textbook development. To achieve this goal, the use of the following skills in the social science textbooks was analyzed: reasoning, questioning, assessment of examples and statements, group work, interpretation, true judgment about issues, analysis and evaluation, logicality, and explicitness. It is a field study which was conducted in several high schools of Fars Province in Iran. The population of this study included 568 social science teachers. The sample was selected based on the stratified random sampling procedure so that 153 teachers participated in this study. The data were collected using a forty-four-item questionnaire based on Likert-scale, which was developed and validated by the researcher himself and some experts. The reliability coefficient was also estimated as 0.86. The data were analyzed through descriptive statistics (frequency, percentage, standard deviation, and coefficient of variations) and inferential statistics (Chi-square and Kruskal-Wallis Non-parametric tests). The result showed that the teachers of the Social Studies Textbook evaluated assessment of examples and statements, and analysis and evaluation skills as not satisfactory respectively. They evaluated the other skills as fairly satisfactory. Teachers of Sociology Textbook 1 evaluated explicitness, assessment of examples and statements, analysis and evaluation, and interpretation skills as not satisfactory respectively. They also evaluated other skills as fairly satisfactory. Teachers of Sociology Textbook 2 evaluated explicitness as not satisfactory, logicality as satisfactory, and other skills as fairly satisfactory. Therefore it is possible to rank order the social science textbooks of high school as satisfactory and not satisfactory with regard to the use of critical thinking. In other words, Sociology Textbook 2, Social Studies Textbook, and Sociology Textbook 1 were ordered on a continuum of satisfaction from satisfactory to unsatisfactory, respectively. (Contains 6 tables, 1 figure, and 1 footnote.)
The Effectiveness of Indonesian English Teachers Training Programs in Improving Confidence and Motivation
Author: Wati, Herlina
Date: 2011-01-00
Type: Journal Articles
Subjects: Teacher Motivation,Program Effectiveness,Foreign Countries,Statistical Analysis,Language Teachers,English (Second Language),Second Language Instruction,Inservice Teacher Education,Self Esteem,Teacher Competencies,Elementary School Teachers,Secondary School Teachers,Questionnaires,Knowledge Base for Teaching

This study intends to identify the effectiveness of the English teachers training program of elementary school English teachers in Riau province, Indonesia. The study also intends to identify the further needs of the English teachers in attending the training program. Fifty five English teachers who had attended the training program were the subjects of the study. Data were collected through a set of questionnaire that consists of five sections. The responses were analyzed by using the Statistical Package for Social Science (SPSS) 11.5. Statistical analysis was used to analyze the responses. The research findings revealed that English language training program was highly effective in terms of overall effectiveness and in improving teachers' confidence and motivation as EFL teachers. But in terms of improving the basic English knowledge as the most important aspect for being effective EFL teachers was still not effective yet. This aspect becomes the essential needs of teachers for attending the next training program as stated by the majority of teachers that they need basic English knowledge must be given early in the training program. Besides that, the teachers also claimed they need the training program should be longer (long term training) because it has proved the training was effective as the useful forum to make them effective English teachers. (Contains 4 tables.)