ethanporcaro/eric-fulltext-meta huggingface dataset:
Participation during the First Four Years of Tennessee's Voluntary Prekindergarten Program. Issues &amp; Answers. REL 2011-No. 107
Author: Grehan, Anna
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Eligibility,Preschool Education,Geographic Distribution,Maps,Partnerships in Education,School Districts,Urban Areas,Minority Groups,White Students,Rural Urban Differences,Preschool Children,Participation,Trend Analysis,Minority Group Students,Economically Disadvantaged,Public Schools

This study examines the first four years of Tennessee's Voluntary Prekindergarten program, directed to four-year-olds eligible for free or reduced-price lunch. It reviews participation levels and trends for the program as a whole, for collaborative partner classrooms, and for student and district subgroups and discusses the geographic distribution of program sites. Key findings include: (1) From 2005/06 to 2008/09, the number of PreK program participants increased from 6,943 to 18,746, the proportion of eligible children participating increased from 18 percent to 42 percent, and the proportion of local education agencies participating increased from 83 percent to nearly 99 percent; (2) The number of participants at collaborative partner classrooms increased from 1,428 (21 percent of all participants) in 2005/06 to 3,621 (19 percent) in 2008/09. Collaborative partner classrooms consistently accounted for approximately 21 percent of total PreK program classrooms; (3) PreK program participation levels and rates increased for all subgroups examined but exhibited varying growth rates across student and district subgroups. The participation rate increased faster for racial/ethnic minority students than for White students. Participation rates among students in special education increased from 8 percent to 32 percent. Large districts had fewer participants and lower participation rates than did small districts. Rural districts had higher levels and rates of participation than did nonrural districts. And the percentage of participants enrolled in collaborative classrooms was higher for racial/ethnic minority students and students in nonrural districts; and (4) The majority of public PreK program sites were in the four major urban areas of Tennessee: Chattanooga, Knoxville, Memphis, and Nashville. Collaborative partner sites were more evenly distributed across rural and nonrural areas. Appended are: (1) Literature review; (2) Background on Tennessee's Voluntary Prekindergarten program; (3) Data sources and methodology; (4) Participation by all four-year-olds in the state; and (5) Maps of public school and collaborative partner sites for Tennessee's Voluntary Prekindergarten program, 2005/06-2008/09. (Contains 3 boxes, 12 figures, 6 tables, 14 maps, and 3 notes.)
Fear of Failure, Self-Handicapping, and Negative Emotions in Response to Failure
Author: Bartels, Jared M.
Date: 2011-05-28
Type: Reports - Research
Subjects: Emotional Response,Academic Failure,Fear,College Students,Negative Attitudes,Self Motivation,Self Concept,Student Motivation,Vignettes,Psychological Characteristics,Measures (Individuals)

Research suggests that students who fear failure are likely to utilize cognitive strategies such as self-handicapping that serve to perpetuate failure. Such devastating motivational dispositions clearly limit academic success. The present study examined negative emotional responses to scenarios involving academic failure among a sample of university students (N = 48). Additionally, among those high in fear of failure, we examined differences in emotional responses involving the self-conscious negative emotions of shame and embarrassment to scenarios involving failure with and without self-handicapping. With respect to the first aim, participants high in fear of failure (FF) reported stronger negative emotional responses to failure than those low in FF. Additionally, among those high in FF, self-conscious negative emotions were less intense in the presence of self-handicapping relative to failure without prior self-handicapping. Future motivational research will need to sort out the complex relationships between fear of failure, self-handicapping, and negative emotions. (Contains 2 figures and 1 footnote.)
Excellence in Higher Education, 2003-2004: A Baldrige-Based Guide to Organizational Assessment, Improvement and Leadership. Workbook and Scoring Instructions
Author: Ruben, Brent D.
Date: 2003-00-00
Type: Books
Subjects: Higher Education,Self Evaluation (Groups),Strategic Planning,Leadership,Educational Improvement,Evaluation Criteria,Measurement,Information Utilization,College Faculty,Faculty College Relationship,Work Environment,Methods,Outcomes of Education,Scoring,Workbooks

Self-assessment leads to stronger performance in the nation's colleges and universities. That's the premise of "Excellence in Higher Education," a model self-assessment program that has earned accolades from the higher education community. Based on the Malcolm Baldrige National Quality Award framework, the third edition of this bestseller is the definitive tool for college and university administrators in defining mission, assessing stakeholders, measuring outcomes, gauging performance against other institutions, and ensuring continuous improvement. The book provides facilitators with a solid understanding of the "EHE" model, providing detailed guidance in each of seven areas: (1) leadership; (2) strategic planning; (3) external focus; (4) measurement and knowledge utilization; (5) faculty-staff and workplace focus; (6) process effectiveness; and (7) outcomes and achievements. The "Workbook and Scoring Guide" and CD-ROM include generously illustrated PowerPoint presentations for use in facilitating workshops. The scoring guidelines will help readers interpret results and gauge their institution's performance. [For the companion report, "Excellence in Higher Education, 2003-2004: A Baldrige-Based Guide to Organizational Assessment, Improvement and Leadership," see ED524364.]
Higher Education Opportunity Act (Public Law 110-315)
Author: US Congress
Date: 2008-08-14
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Federal Legislation,Educational Legislation,Teacher Effectiveness,Teacher Education,Educational Finance,Federal Aid,Student Financial Aid,Grants,Federal Programs,Student Loan Programs,Work Study Programs,Improvement Programs,International Programs,Tribally Controlled Education,Undergraduate Study,Graduate Study,Deafness

This purpose of this Act is to amend and extend the Higher Education Act of 1965, and for other purposes. This Act includes the following titles: (1) General Provisions; (2) Teacher Quality Enhancement; (3) Institutional Aid; (4) Student Assistance (Grants to Students in Attendance at Institutions of Higher Education, Federal Family Education Loan Program, Federal Work-Study Programs, Federal Direct Student Loan, Federal Perkins Loans, Need Analysis, General Provisions Relating to Student Assistance, Program Integrity, and Competitive Loan Auction Pilot Program); (5) Developing Institutions; (6) International Education Programs; (7) Graduate and Postsecondary Improvement Programs; (8) Additional Programs; (9) Amendments to Other Laws (Education of the Deaf Act of 1986, United States Institute of Peace Act, The Higher Education Amendments of 1998; the Higher Education Amendments of 1992, Tribal College and Universities; Navajo Higher Education, Omnibus Crime Control and Safe Streets Act of 1968, Institutional Loan Repayment Assistance Programs, and Minority Serving Institution Digital and Wireless Technology Opportunity Program); (10) Private Student Loan Improvement; and (11) Studies and Reports.
Do High Flyers Maintain Their Altitude? Performance Trends of Top Students
Author: Xiang, Yun
Date: 2011-09-00
Type: Reports - Research
Subjects: Academic Achievement,High Achievement,Sustainability,Achievement Tests,Outcomes of Education,Longitudinal Studies,Intellectual Development,Educational Research,Human Capital,Educational Improvement,Educational Strategies

This groundbreaking study is the first ever to examine the achievement of high-performing students over time "at the individual level". It poses--and seeks to answer--this straightforward question: Do students who outscore their peers on standardized achievement tests remain at the top of the pack year after year? Put differently, how many "high flyers" maintain their "altitude" over time? How many fall back toward Earth as they make their way through school, losing the academic edge they once enjoyed? Findings include: (1) A majority of high flyers maintained their status over time, but substantial numbers "lost altitude"; (2) Most Descenders don't fall far; and (3) High flyers grew academically at similar rates to low and middle achievers in math, but grew at slightly slower rates than low and middle achievers in reading. Appended are: (1) Methodology; and (2) Methodology Specific to "A Closer Look at High Flyers in High-Poverty Schools." (Contains 9 tables, 7 figures and 14 footnotes.) [Foreword by Chester E. Finn, Jr., Amber M. Winkler, and Janie Scull.]
Revisiting Materials for Teaching Languages for Specific Purposes
Author: Garcia Laborda, Jesus
Date: 2011-07-15
Type: Journal Articles
Subjects: Internet,English for Special Purposes,Instructional Materials,Second Language Learning,Second Language Instruction,Role,Learning Processes,Media Selection,Futures (of Society),Material Development,Instructional Effectiveness,Classification,Electronic Learning,Educational Technology,Teacher Role,Teaching Methods

Teaching materials in languages for specific purposes have evolved in the last few years dramatically. The Internet currently plays a significant role in such development and has permitted both a wider range of resources and its free availability almost anywhere in the World. This paper presents a selection of different types of recent materials for English for Specific Purposes. The paper begins by defining ESP. Then it approaches how materials should shape the student's own learning, how materials should be selected according to the different skills and then emphasizes the importance of the Internet as a source of materials. The paper concludes with a set of ideas for the future development of ESP materials. The final goal of this paper is to provide the readers with valuable tools that can enhance their teaching through accessible means. (Contains 3 figures.)
Teaching about 9/11 in 2011: What Our Children Need to Know
Author: Alexander, Lamar
Date: 2011-09-00
Type: Collected Works - General
Subjects: Terrorism,Ceremonies,Democracy,Teaching Methods,Teaching Skills,Knowledge Base for Teaching,Teacher Attitudes,United States History,Essays,Democratic Values,Political Issues,World History,Civics,Cultural Awareness,Muslims,Risk,War

In the decade since September 11, 2001, much that affects almost every American has changed: Memorials have been built and visited. Ceremonies and commemorations have been held. Osama bin Laden has been taken out. Further acts of terrorism have been perpetrated and more (as far as everyone knows) have been fended off. Yet some things haven't changed much. These include the arrival around this time each year of a new generation of children into the nation's schools and the challenges that their teachers face in equipping them with the skills and knowledge that young Americans need. Today--as for the past nine Septembers--that challenge includes determining what and how to teach them about both the events of September 11, 2001 in particular and the larger issues surrounding those events. Within months of the September 11 attacks, the people at Fordham resolved to try to help educators wrestling with such challenges. So they asked a number of distinguished educators, historians, and other scholars, public officials, and thoughtful pundits to share their own thinking on what and how to teach about September 11 and the issues surrounding it. The response was gratifying, albeit not surprising. By September 2002, they were able to publish twenty-three terrific short essays in one compilation, &quot;September 11: What Our Children Need to Know.&quot; In the months that followed, however, the nonsense continued to spew, so they resolved to try again. They invited the original authors to revise and update their essays--most did--and they added a few more. In September 2003, they brought out &quot;Terrorists, Despots, and Democracy: What Our Children Need to Know.&quot; Almost everything in those two volumes remains fresh and almost alarmingly germane today. This publication offers ten of the best and most enduring of those essays. This publication begins with an introduction by Chester E. Finn, Jr. The following essays are included: (1) Seven Questions About September (Lamar Alexander); (2) From the Personal to the Political, for the Love of Freedom (William Damon); (3) Civic and Historical Literacy for a Dangerous World (Lucien Ellington); (4) Six Truths About America (William Galston); (5) Preserving America, Man's Greatest Hope (Victor Davis Hanson); (6) Defending American Tolerance (Craig Kennedy); (7) What Is &quot;Education for Democracy&quot;? (Katherine Kersten); (8) Forging Heroes (Walter Russell Mead); (9) America: Always Vulnerable, Never Inevitable (Richard Rodriguez); and (10) A Basic Education for the Post-9/11 World (Andrew J. Rotherham).
Excellence in Higher Education Workbook and Scoring Guide
Author: Ruben, Brent D.
Date: 2007-00-00
Type: Books
Subjects: Higher Education,Self Evaluation (Groups),Strategic Planning,Educational Improvement,Educational Quality,Institutional Mission,Evaluation Criteria,Standards,Leadership,Academic Achievement,Outcomes of Education,College Faculty,Work Environment,Services,Accreditation (Institutions),Evaluation Methods,Program Design,Information Utilization,Workbooks,Scoring

Self-assessment leads to stronger performance in the nation's colleges and universities. That's the premise of "Excellence in Higher Education," a model self-assessment program that has earned accolades from the higher education community. Based on the Malcolm Baldrige National Quality Award framework, the fourth edition of this bestseller is the definitive tool for college and university administrators in defining mission, assessing stakeholders, measuring outcomes, gauging performance against other institutions, and ensuring continuous improvement. The new "EHE" provides a framework that integrates the Baldrige criteria with the standards and language developed and used by accrediting associations. The book provides facilitators with a solid understanding of the "EHE" model, providing detailed guidance in each of seven areas: (1) leadership; (2) strategic planning; (3) beneficiaries and constituencies; (4) programs and services; (5) faculty, staff, and workplace; (6) assessment and information use; and (7) outcomes and achievements. The "Workbook and Scoring Guide" and Facilitator's Guide CD-ROM both include generously illustrated PowerPoint presentations for use in facilitating workshops. The scoring guidelines will help readers interpret results and gauge their institution's performance. [For the companion report, "Excellence in Higher Education Guide: An Integrated Approach to Assessment, Planning, and Improvement in Colleges and Universities," see ED524362.]
Explaining College Costs: NACUBO's Methodology for Identifying the Costs of Delivering Undergraduate Education
Author: National Association of College and University Business Officers
Date: 2002-02-00
Type: Reports - Descriptive
Subjects: Undergraduate Study,Accountability,Paying for College,Costs,Student Costs,Expenditure per Student,Audits (Verification),Evaluation Methods,Operations Research,Expenditures,Cost Effectiveness,Research Methodology,Evaluation Criteria,Measurement Objectives,Measurement Techniques,Research Reports,Program Descriptions

In 1998, the National Commission on the Cost of Higher Education issued a report calling on the nation's colleges and universities to increase their public accountability and to develop better consumer information about costs and prices. In response, the staff of the National Association of College and University Business Officers began to consider how the association might help its member institutions meet the commission's charge. The result is NACUBO's Cost of College Project, which is the subject of this report. The goal of the project was to create a uniform methodology that any college or university in the nation could use to explain and present how much it costs to provide one year of undergraduate education and related services. In undertaking this effort, NACUBO realized that it had a unique opportunity to contribute to a better public understanding of the kinds of expenditures an institution makes to deliver higher education programs, and how those costs relate to the price it charges. The challenge was to devise a uniform methodology that met several basic criteria: It should be simple to use and understand; it should be based on existing data from annual financial statements; it should be applicable to all types of colleges and universities; and it should produce reasonable results when compared with more detailed cost data derived from the institution's internal accounting methods. The goal was accomplished chiefly through in-depth examination of and experimentation with key components of these costs, guided by the 40 members of the NACUBO Ad Hoc Committee on College Costs. After more than two years of steady work on the methodology, including extensive consultations with outside experts and other higher education associations, the committee members agreed unanimously that the resultant methodology meets the original goal and criteria and works well to serve its intended purpose. As a result, the NACUBO Cost of College Project has achieved its goal. This report, its submission to the NACUBO Board of Directors, and its subsequent dissemination to colleges and universities and other interested parties will conclude the effort. Appended are: (1) Ad Hoc Committee on College Costs and Work Groups; (2) Field Test and Pilot Institutions; and (3) American Council on Education Letters: Invitation to Participate and Commendation. (Contains 9 figures and 3 footnotes.) [Funding this paper was provided by Andersen and the Teachers Insurance and Annuity Association-College Retirement Equities Fund (TIAA-CREF) Institute.]
GASB 35 Implementation Guide: Questions and Answers for Public Colleges and Universities Using Business Type Activity (BTA) Reporting. A Supplement to GASB's Implementation Guide for Statement 34
Author: National Association of College and University Business Officers
Date: 2001-00-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Financial Audits,Public Colleges,Guides,Accounting,Educational Administration,Standards,College Faculty,School Business Officials,Educational Finance

This guide was prepared for public institution business officers as a supplement to the "Guide to Implementation of GASB Statement 54 on Basic Financial Statements--and Management's Discussion and Analysis--for State and Local Governments, published in April 2000 by the Governmental Accounting Standards Board (GASB) on GASB Statements 34 and 35. Since GASB Statement 35 merely amends GASB Statement 34 to make it apply to public institutions, the GASB Statement 34 implementation guide also addresses Statement 35. The GASB 35 Guide is the product of a joint effort of the faculty of NACUBO's 1999-2000 Reporting Model Implementation Workshops, its Accounting Principles Council, and the accounting firm of PricewaterhouseCoopers LLP. Section I of this guide features questions and answers that expand on those questions and answers included in the GASB Statement 34 implementation guide. The questions and answers will help public institution business officers apply the applicable provisions of GASB Statement 34. Section II expands on the table included on page 22 of GASB Statement 35, which summarizes the pertinent paragraphs of GASB Statement 34 that apply to public institutions. Section III presents sample financial statements, and Section IV offers general guidelines for and examples of the inflows and outflows on the statement of cash flows.
After the Budget, What Next? Ohio's Education Policy Priorities. An Analysis of House Bill 153 (the Biennial Budget) and Other Education Legislation from the First Half of 2011, and What Still Needs to Happen
Author: Thomas B. Fordham Institute
Date: 2011-08-01
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Change,Educational Policy,Politics of Education,Budgets,Educational Finance,Program Budgeting,Educational Legislation,Program Implementation,Change Strategies,Educational Assessment,Educational Indicators,Performance Factors,Needs Assessment

Ohio has made tremendous strides in education reform over the past half year. Yet even regarding these accomplishments, the work is not done. Virtually all of the state's recent education policy changes come with implementation challenges and sustainability concerns. This paper presents a list that offers praise for the positive changes Ohio has made and caution and guidance as to their implementation. It also discusses several essential K-12 education reforms that still need to be addressed in Ohio if the state is to continue moving toward stronger accountability, fairer funding, more effective teachers, and better student achievement. (Contains 2 footnotes.)
The Extraordinary Higher Education Leader
Author: Morley, Jay
Date: 2001-05-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Guidance,Educational Administration,Skill Development,Case Studies,Leadership,Cooperation,Innovation,College Freshmen,Professional Associations,Governing Boards,Leadership Effectiveness

This publication is intended to provide readers with practical, detailed guidance in acquiring the knowledge and skills (and perhaps in unlearning certain skills that helped get readers where they are) that will take their leadership to the next--extraordinary--level. Two case studies are detailed at pertinent places throughout the book to illustrate this guidance: the ACUBO 20/20 Initiative and the Cornell University Student Communication and Mailing Project (SCAMP). The ACUBO 20/20 Initiative has proved to be a powerful vehicle for innovation and collaboration among the National Association of College and University Business Officers and the four regional Associations of College and University Business Officers. The SCAMP project overhauled the process of communicating with and registering newly admitted freshmen at Cornell. The case studies are presented in Chapter 3, and examples appear throughout the text. (Contains 4 figures.) [Funding for this paper was provided by the Follett Higher Education Group Fund for Financial Management.]
The Common Core and the Future of Student Assessment in Ohio
Author: Porter-Magee, Kathleen
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Consortia,Accountability,Language Arts,Alignment (Education),Academic Standards,State Standards,Professional Development,Partnerships in Education,Student Evaluation,College Readiness,Educational Planning,Technology Planning,Change Strategies,Educational Change,Educational Policy

Ohio adopted the Common Core standards in English language arts (ELA) and math last year, but now stands at a crossroad in making sure statewide assessments are aligned to those standards. Ohio is a participating member in two federally funded assessment consortia--the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for the Assessment of Readiness for College and Career (PARCC)--but is a decision-maker in neither. This paper outlines both consortia and suggests that Ohio make a decision soon to begin the massive reboot required to realign assessments, professional development, and accountability systems to match the Common Core standards. [This paper was written with Jamie Davies O'Leary and Emmy Partin. Additional funding was provided by the Ohio Grantmakers Forum.]