ethanporcaro/eric-fulltext-meta huggingface dataset:
Avram Noam Chomsky and His Cognitive Development Theory
Author: Costley, Kevin C.
Date: 2013-06-10
Type: Reports - Descriptive
Subjects: Cognitive Psychology,Language Acquisition,Psycholinguistics,Cognitive Development,Profiles,Language Usage

Avram Noam Chomsky is an American linguist, cognitive scientist, logician, historian, political critic and activist. Chomsky is an Institute Professor and Professor Emeritus in the Department of Linguistics and Philosophy at MIT where he has worked for over fifty years. Chomsky has been described as the father of modern linguistics and a major figure of analytic philosophy. His work has influenced fields such as political science, programming language theory and psychology. Chomsky developed the cognitive development theory.  Attention to this theory has increased dramatically since the middle of the twentieth century.  In explaining his theory, Chomsky states that while some mental processes are measurable, it is virtually impossible to adequately establish what determines how an individual perceives, remembers, thinks, or solves problems. Thus, cognitive psychology concerns itself with how people perceive, understand, evaluate and think about their behaviors and thoughts. This article will give brief explanations of Chomsky's theoretical beliefs feeding into his Cognitive Development Theory focusing jointly on the areas of psycholinguistics and language acquisition.
Canada Education Savings Program: Annual Statistical Review 2011
Author: Human Resources and Skills Development Canada
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Foreign Countries,Grants,Statistics,Money Management,Paying for College,Program Design,Postsecondary Education,Trusts (Financial),College Bound Students,Parents,Low Income Groups,Age Differences

The Canada Education Savings Program has been an initiative of the Government of Canada since 1998. As part of the Department of Human Resources and Skills Development, the program administers the Canada Education Savings Grant and the Canada Learning Bond. These two initiatives help Canadian families save for a child's post-secondary education in Registered Education Savings Plans (RESPs). Although any person can be named by a subscriber of an RESP to receive money for education after high school, the Annual Statistical Review only reports on those who have received any of the Government of Canada incentives to save in RESPs which are available to children 0 to 17 years of age. This report provides annual statistics on the CESP and RESPs in Canada from January 1 through December 31, 2011. The report is made available online for the benefit of a range of external partners and stakeholders (i.e. financial institutions, other government departments, provincial and territorial governments and members of the general public). The primary source of data used to produce this report is the Canada Education Savings Program's Reporting Database, which compiles Canada Education Savings Grant and Canada Learning Bond data supplied by RESP providers. Canada Education Savings Grant statistics are calculated based on the transaction date, which is the date that an application is filed or a transaction is made, while Canada Learning Bond statistics are calculated based on the processing date (to be consistent with the reporting of Canada Learning Bond payments), which is the date that the grant is paid. Two major changes have been made to this report: the use of 2011 Census data to calculate program participation rates and the use of new postal code and address information obtained from Statistics Canada to assign address data more accurately to provinces and territories. As a result, some provincial statistics may not be comparable to those reported in 2010.
Motivational and Self Regulated Learning Components of Academic Performance
Author: Moliterni, Pasquale
Date: 2010-05-00
Type: Reports - Research
Subjects: Student Motivation,Learning Strategies,Academic Achievement,Measures (Individuals),Psychometrics,College Students,Factor Structure,Regression (Statistics),Predictor Variables,Foreign Countries

This investigation is concerned with the examination of cognitive, motivational and emotional components of learning strategies and with the ways in which combinations of those dimensions, are associated with academic achievement. Recent models of self-regulated learning stress the importance of integrating both motivational and cognitive components of learning (Garcia &amp; Pintrich, 1994; Pintrich, 1994; Pintrich &amp; Schrauben, 1992).The purpose of this study was twofold: first to gather psychometric information regarding the Learning and Study Strategies Inventory (LASSI) in Italian sample and second to analyze the relationship between student's academic performance and scales of LASSI. Data were provided by 412 Italian university students from 2 faculties: education and physical science. First results showed acceptable psychometric properties of LASSI and suggested a two factor model. Regression analyses revealed that Motivation, Organization and Self-Evaluation emerged as the best predictors of academic performance. These first results showed the importance of reflecting critically upon various aspects influencing the use of adequate self-regulation strategies.
English Language Learners in America's Great City Schools: Demographics, Achievement and Staffing
Author: Uro, Gabriela
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Competency Tests,Public Schools,English (Second Language),Second Language Learning,Statistical Significance,English Language Learners,Language Proficiency,Urban Areas,Surveys,Native Language,School Districts,Academic Achievement,Classification,Teacher Selection,Scores,Statistical Data,Teaching Methods,Educational Finance

English Language Learners (ELLs) are among the fastest-growing demographic group in U.S. public schools. There are numerous recent reports documenting this phenomenon. Some reports estimate the numbers of ELLs enrolled in U.S. public schools, and other reports approximate the growth in ELL enrollment over the past five to ten years. Still, there is wide variation in the reported numbers of ELLs enrolled in U.S. schools--some as wide as 500,000 ELLs. In general, most estimates place the number of these students at around five million. All sources agree that the numbers have increased substantially over the years. The Council of the Great City Schools conducted a comprehensive survey of its 65 district members about the English Language Learners that were enrolled and the instructional services provided to them. The survey collected information on (1) district demographics and languages spoken; (2) instructional staff; (3) achievement data; and (4) financial information. The findings from this survey make up the bulk of this report. In addition, the report drew on data from the National Center for Education Statistics (NCES) Common Core of Data (CCD) and from the National Assessment of Educational Progress (NAEP). Appended are: (1) Full Names of Council Member Districts; (2) Tests Used by the States for Initial Classification of English Language Learners for the 2009-10 School Year; (3) English Language Proficiency Assessments by State, SY2009-10; (4) Entity Determining Hiring Priorities for ELL Teachers by District; (5) Tests of Statistical Significance on Changes and Gaps in NAEP Scores between ELLs, Non-ELLs, and Former ELLs (Large City and National Public Samples; and (6) Districts Responding to Each Question. (Contains 39 tables, 24 exhibits, and 28 footnotes.)
Canada Education Savings Program: Annual Statistical Review 2012
Author: Human Resources and Skills Development Canada
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Grants,Statistics,Educational Finance,Money Management,Paying for College,Program Design,Postsecondary Education,Trusts (Financial),College Bound Students,Parents,Low Income Groups,Age Differences

The Canada Education Savings Program (CESP) has been an initiative of the Government of Canada since 1998. As part of the Department of Human Resources and Skills Development Canada, the program administers the Canada Education Savings Grant (CESG) and the Canada Learning Bond (CLB). These two initiatives help Canadian families save for a child's post-secondary education in Registered Education Savings Plans (RESPs). Although any person can be named by a subscriber of an RESP to receive money for education after high school, the &quot;Annual Statistical Review 2012&quot; only reports on those who have previously received the Government of Canada incentives to save in RESPs which are available to children 0 to 17 years of age. This report provides annual statistics on the CESP and RESPs in Canada for January 1 through December 31, 2012 as well as historical data that show trends since program inception. The primary source of data used to produce this report is the CESP's Reporting Database, which compiles CESG and CLB data supplied by RESP providers. CESG statistics were calculated based on the date on which transactions were made such as the date that a contribution or an Education Assistance Payment was made; whereas the CLB statistics were calculated based on a processing date, which is the date that the grant is paid. [For &quot;Canada Education Savings Program: Annual Statistical Review 2011,&quot; see ED543303.]
Institutional Aid Survey: Colleges Report Increases in Students Applying and Qualifying for Aid. Quick Scan Survey Results
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2009-09-23
Type: Reports - Research
Subjects: College Students,Student Financial Aid,Financial Aid Applicants,Federal Programs,Student Loan Programs,Eligibility,Surveys,Student Financial Aid Officers

This year, more students are applying and qualifying for need-based financial aid and more financial aid offices are being asked to reassess financial aid packages to reflect recent changes to families' financial situations, according to a recent survey by the National Association of Student Financial Aid Administrators. &quot;This survey demonstrates a growing demand for financial aid and a growing burden for financial aid offices,&quot; said NASFAA Interim President Joan Crissman. &quot;As Congress works to overhaul the student aid programs, it should address these trends by directing program savings to increase funding for need-based aid and simplifying the student aid system.&quot; Among survey respondents from nearly 500 financial aid offices, 61 percent reported a 10 percent or greater increase in the number of aid applications for the 2009-10 award year compared to the same period in 2008-09. Another 28 percent of institutions have seen applications increase less than 10 percent and only 8 percent reported no increase.
Budget Cuts: Financial Aid Offices Face Budget Cuts and Increasing Workload. Quick Scan Survey Results
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2010-01-15
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Budgeting,Retrenchment,Work Environment,Two Year Colleges,Public Colleges,Private Colleges,College Administration,Student Financial Aid Officers,Surveys

The majority of college financial aid offices have seen cuts to their operating budgets this year compared to the 2007-08 academic year when the recession began, according to the National Association of Student Financial Aid Administrator's latest QuickScan Survey. Sixty-two percent of financial aid offices reported operating budget cuts this year and 22 percent reported that their operating budgets were cut by 11 percent or more. Seven percent said they expected budget cuts later this year. Another 30 percent received level funding through the recession and only 5 percent reported an increase in their operating budget. Many financial aid offices face level or reduced funding as their workload increases due to record numbers of financial aid applicants, awards, and appeals. Financial aid offices at every type of higher education institution (public, private, nonprofit, for profit, two-year, and four-year) seem to have been equally susceptible to budget cuts in recent years. There were no significant differences in the frequency or severity of budget cuts between institution types. Survey respondents were split on how budget cuts were implemented. Most (41 percent) said their school implemented budget cuts across the board, while 34 percent said budget cuts happened on an office by office level. Financial aid offices with budget cuts have implemented a variety of strategies to cut costs. Reducing staff travel is the most common strategy with 61 percent of survey respondents cutting travel. Other common strategies include: reducing office supply and equipment expenses (56 percent); forgoing salary or cost of living increases (51 percent); reducing staff training (32 percent); and implementing hiring freezes (33 percent). Other strategies reported by survey respondents, include: (1) Gaining efficiencies through increased automation of processes and communications; (2) Deferring projects; (3) Relying on efficiencies and costs savings from previous years to balance out cuts recently implemented; and (4) Reducing office hours.
Principal Evaluations and the Principal Supervisor: Survey Results from the Great City Schools
Author: Casserly, Michael
Date: 2013-03-00
Type: Numerical/Quantitative Data
Subjects: Principals,Urban Schools,Educational Change,Administrator Evaluation,Administrator Responsibility,Administrator Role,School District Size,School Districts,Accountability,Supervision,Supervisors,Professional Development,Administrator Effectiveness,Academic Achievement,Administrator Attitudes

Principals serve as both instructional and administrative leaders in their schools. Their roles and responsibilities vary from managing school compliance issues to facilitating and assisting teachers with their instructional duties. In order to support principals in public schools, district leaders and others are working to build the kinds of professional development, organizational structures, and supports principals need. Moreover, big city school systems and others continue to debate how to evaluate and hold principals accountable for achieving results. In the fall of 2012, the Council of the Great City Schools received a grant from the Wallace Foundation to investigate the ways principals are supported and evaluated in large urban school districts and districts that participate in the Wallace leadership initiative. This involves taking a closer look at the roles and responsibilities of principal supervisors--defined here as individuals who directly oversee and/or evaluate the performance of principals. This interim report summarizes the results of a survey administered to district staff in these positions in the fall of 2012. These results will be followed up with a second report detailing the findings of extensive site visits to the six districts participating in the Wallace Principal Pipeline project. This report does not provide recommendations or identify best practices, but seeks to present an overview of the ways districts support the critical work performed by principals and their supervisors. Districts where surveys were received from are appended. (Contains 16 figures, 10 tables, and 2 footnotes.)
Moving Forward with Kindergarten Readiness Assessment Efforts: A Position Paper of the Early Childhood Education State Collaborative on Assessment and Student Standards
Author: Howard, Eboni C.
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Policy,Student Evaluation,Outcomes of Education,Teaching Methods,Kindergarten,Educational Change,Early Childhood Education,Expertise,Child Development,Cultural Context,Cultural Differences,Academic Standards,State Standards,Evaluation Methods

As more states have become engaged in kindergarten assessment efforts, early childhood educators and assessment experts have recommended developing such efforts within a coordinated assessment system that provides data about children's progress over time, (pre-k through grade 12), and is designed to address both educational policy and practice questions. Based on the review of current efforts, the Early Childhood Education State Assessment Collaborative's (ECEA) position on assessment of children at the start of formal schooling, typically kindergarten, is the following: Early child assessments conducted prior to, at the start of, and during kindergarten can be useful for a number of purposes "if done well." Kindergarten readiness assessments should be used to directly support children's development and academic achievement to improve educational outcomes. To do so, kindergarten readiness assessment efforts should adhere to the following principles: (1) Use multiple tools for multiple purposes; (2) Address multiple developmental domains and diverse cultural contexts; (3) Align with early learning guidelines and common core standards; (4) Collect information from multiple sources; (5) Implement in a systems-based approach; and (6) Avoid inappropriate use of assessment information, specifically including high-stakes decisions, labeling children, restricting kindergarten entry, and predicting children's future academic and life success. The rest of this paper will discuss the rationale of ECEA's position and important cautions for parents, teachers, administrators, and policymakers to consider when planning kindergarten assessment initiatives. A glossary is included. (Contains 1 table and 37 notes.)
Connecting High-Quality Expanded Learning Opportunities and the Common Core State Standards to Advance Student Success
Author: Plattner, Linda
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,State Standards,Technical Assistance,Graduation,Elementary Secondary Education,Global Approach,After School Programs,Summer Programs,State Policy,Graduation Rate,Academic Standards,Cognitive Processes,Problem Solving,Equal Education

The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, the Bureau of Indian Affairs, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. Since 1998, CCSSO has focused attention on expanded learning opportunities (ELOs) and worked to develop a shared understanding about characteristics of high-quality ELOs and effective state policies and initiatives that support such programs. This brief explores ways to strengthen expanded learning opportunities (ELOs) by building their connection to the Common Core State Standards Initiative (Common Core). The CCSSO is interested in both efforts and wants to support states in maximizing their impact to ensure the success of all learners. Without exception, states are attempting to improve the education of their students. These efforts are in response to: (1) persistent disparities in high school graduation rates that hinder students' ability to compete in today's global economy; (2) gaps in preparedness, as many U.S. students who graduate from high school are not ready to do college-level work and/or join the workforce; and (3) conclusive evidence that U.S. high school students' academic performance lags behind that of their peers in other developed nations.
State End-of-Course Testing Programs: A Policy Brief
Author: Domaleski, Christopher
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Educational Objectives,Testing Programs,Program Implementation,Accountability,Exit Examinations,Graduation Requirements,Transfer Students,Career Readiness,College Readiness,Student Evaluation,Disabilities,Educational Legislation,Federal Legislation,Academic Achievement

As the number of end of course (EOC) tests has increased along with an expansion of their role in accountability, development and implementation decisions are more important than ever. This process starts with articulating how the assessment fits into a credible theory of action that describes how all elements of the system will work together to promote the desired educational outcomes. Once clarified, policy makers are encouraged to carefully study the full range of policy, technical, and practical considerations associated with the intended purposes and uses of the assessment, many of which have been discussed in this document. Finally, an ongoing monitoring and evaluation plan should accompany implementation to support system improvement. By so doing, state leaders are best positioned to leverage the promise of EOC tests and mitigate unintended consequences. Appendix includes: Results of Survey of State EOC Test Implementation. (Contains 3 figures, 6 tables, and 14 footnotes.)
The Future of Career Technical Education (CTE) Assessment. Executive Summary
Author: Council of Chief State School Officers
Date: 2011-00-00
Type: Opinion Papers
Subjects: Academic Achievement,Credentials,Program Effectiveness,Performance Based Assessment,Vocational Education,Career Readiness,College Readiness,Data,Educational Assessment,Competition,Global Approach,Accountability,Measures (Individuals),Clearinghouses

On behalf of the states that participated in the 2009-10 State Collaborative on Assessment and Student Standards (SCASS) on Technical Skills Assessment, this paper addresses two significant issues facing the nation: ensuring that more students are both college and career ready and addressing the need for better and more quality data to evaluate the effectiveness of career technical education (CTE) programs. Global competition, declining student achievement, and the skills gap bring a sense of urgency to address these issues. The Council of Chief State School Officers (CCSSO) staff believe a major focus and investment in building large-scale CTE assessments that result in nationally portable credentials is an important part of the solution. They also believe that they need better accountability data to evaluate the effectiveness of CTE and to compete better internationally. The use of multiple measures is preferred when they need both to evaluate the effectiveness of programs and student achievement.
SEC Content Analysis of Standards: How to Use SEC Charts to Compare Common Core State Standards with Prior State Standards
Author: Council of Chief State School Officers
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: State Standards,Content Analysis,State Departments of Education,Academic Standards,Comparative Analysis,Mathematics Tests,Language Tests,Curriculum,Charts

In 2010, the Council of Chief State School Officers (CCSSO) Surveys of Enacted Curriculum (SEC) State Collaborative conducted a content analysis of the new Common Core State Standards in English language arts and mathematics. Now, many state, local, and school education leaders are using an online data reporting system to compare their prior state content standards or assessments with the Common Core Standards. The following short guide outlines recommended steps for beginning in-depth analyses to focus the work of state education agencies, districts, or school leaders in leading change in curriculum and instruction to meet the new Common Core Standards.