ethanporcaro/eric-fulltext-meta huggingface dataset:
Science and Engineering Indicators: Digest 2012. NSB 12-02
Author: National Science Foundation, National Science Board
Date: 2012-01-00
Type: Numerical/Quantitative Data
Subjects: Economic Progress,Engineering Education,Research and Development,Engineering,Leadership,Tables (Data),Science Education,Elementary Secondary Education,Higher Education,Educational Trends,Trend Analysis,Educational Indicators,Industry,Science and Society,Labor Force,Statistical Data,Educational Finance,STEM Education,Innovation,Geography,Intellectual Property,Federal Government,Global Approach

The United States holds a preeminent position in science and engineering (S&E) in the world, derived in large part from its long history of public and private investment in S&E research and development (R&D) and education. Investment in R&D, science, technology, and education correlate strongly with economic growth, as well the development of a safe, healthy, and well-educated society. Many other nations, recognizing the economic and social benefits of such investment, have increased their R&D and education spending. These trends are by now well-established and will challenge the world leadership role of the United States. The National Science Board has selected 30 S&E indicators for inclusion in this digest. These indicators have been grouped into seven topical areas. Although each stands alone, collectively these seven themes are a snapshot of U.S. R&D capacity and outputs in the context of global trends affecting them. Exploration of areas that indicate capacity for innovation is a thread common to many of the themes presented here. As economies worldwide grow increasingly knowledge-intensive and interdependent, capacity for innovation becomes ever more critical. This digest of major S&E indicators draws from the Board's Science and Engineering Indicators 2012, the 20th volume of this biennial series. The digest serves to draw attention to important trends and data points from across SEI 2012 and to introduce readers to the data resources available in the report. Readers are invited to explore each of the major indicators presented here in more detail in the full report. To that end, each indicator presented in this digest is matched with the SEI 2012 chapter or chapters from which it was drawn. [For the full report "Science and Engineering Indicators 2012. NSB 12-01", see ED528688 and for the "Science and Engineering Indicators 2012. Appendix Tables. NSB 12-01A", see ED528689.]
Women Veterans and Their Families: Preparing School and Agency Counselors to Address Their Mental Health Needs
Author: Stickel, Sue A.
Date: 2011-03-11
Type: Reports - Evaluative
Subjects: Veterans,Females,Military Personnel,Mental Health,Counselor Training,Sexual Abuse,Trauma,Posttraumatic Stress Disorder,Alcohol Abuse,Homeless People,Family Life

Women have historically served as members of the armed forces and today the numbers of women are increasing and their roles are expanding. Increasingly women are experiencing combat related mental health concerns as well as issues unique to serving within a military culture. Licensed Professional Counselors (LPCs) will be eligible for jobs as mental health providers for military service personnel. Counselor education programs will need to be proactive in preparing mental health providers for this population.  Programs will need to respond quickly in developing both pre-service and in-service training in order to prepare counselors for providing direct mental health care for military personnel as well as veterans and families in civilian settings. This paper includes a review of the literature concerning the issues facing active and returning military service personnel with a special emphasis on meeting the needs of women. An appendix presents: Military Status, Stressors and Resources of the Women of OEF [Operation Enduring Freedom]/OIF [Operation Iraqi Freedom].
Exploring the Contribution of a Content-Infused Interactive Whiteboard for School Readiness
Author: McManis, Lilla D.
Date: 2010-00-00
Type: Reports - Research
Subjects: School Readiness,Reading Readiness,Low Income Groups,Standardized Tests,Phonological Awareness,Educational Technology,Computer Assisted Instruction,Visual Aids,Correlation,Pretests Posttests,Instructional Effectiveness,Skill Development,Literacy,Reading Instruction,Mathematics Instruction,Preschool Children

This exploratory study examined the relationship between use of an interactive (touchscreen) whiteboard and development of school readiness skills. Over one school year, public school regular education prekindergarten classrooms used an interactive whiteboard with preloaded literacy and math activities. The children were low-income and English speaking. Randomly selected children (N = 86) from each classroom were tested in the fall and spring using individually administered standardized tests of language/literacy and math. Statistically significant increases were found for children's performance in literacy (namely print knowledge, phonological awareness, and emergent writing), and in mathematics (namely counting, operations, and shapes) over the course of their preschool year, with a 52% increase in literacy readiness and a 28% increase in mathematics readiness for the children. The study supports interactive educational technology as a meaningful and effective instructional component of a quality early childhood program in preparing low-income children to be school ready. (Contains 4 figures.)
Connecting Principal Leadership, Teacher Collaboration, and Student Achievement
Author: Goddard, Yvonne L.
Date: 2010-05-03
Type: Reports - Research
Subjects: Structural Equation Models,Instructional Improvement,Academic Achievement,Teacher Collaboration,Correlation,Instructional Leadership,Principals,Administrator Role,Educational Improvement,Elementary Schools,Professional Development,Program Effectiveness,Teacher Influence,Cooperation,Participative Decision Making

The purpose of this paper was to test the relationship between principal leadership and teacher collaboration around instructional improvement to determine whether these measures were statistically related and whether, together, they were associated with academic achievement in elementary schools. Data were obtained from 1,600 teachers in 96 elementary schools where principals are participating in a randomized control trial to assess the efficacy of a widely-disseminated professional development program for school leaders. Using structural equation modeling, we found a significant direct effect of leadership on teacher collaboration and a significant direct effect of collaboration on student achievement. Also, the indirect effect of leadership on student achievement through teacher collaboration was significant. These findings have implications for practitioners and researchers. An appendix provides: Shard Instructional Leadership and Collaboration Factor Scale Measurement Properties. (Contains 7 tables and 2 figures.) [The research reported here was conducted by the Education Leadership Research Center (ELRC) at Texas A&M University as part of the School Leadership Improvement Study (SLIS).]
Harry Potter in Translation: Making Language Learning Magical
Author: Eaton, Sarah Elaine
Date: 2012-00-00
Type: Guides - Classroom - Teacher
Subjects: Childrens Literature,Books,Translation,Lesson Plans,Second Language Instruction,Nonprint Media,Reading,Listening,Writing (Composition),Art Activities,Foreign Countries,Second Language Programs

This guidebook for teachers documents the &quot;Harry Potter in Translation&quot; project undertaken at the Language Research Centre at the University of Calgary. The guide also offers 5 sample lesson plans for teachers of grades three to twelve for teaching world languages using the Harry Potter books in translation to engage students. (Contains a bibliography and list of resources.)
Automated Anxiety Control Promotes Student Retention: A Replication
Author: Driscoll, Richard
Date: 2012-01-00
Type: Reports - Research
Subjects: Academic Probation,School Holding Power,Test Anxiety,Academic Persistence,Replication (Evaluation),Test Preparation,Test Wiseness,Training,Experimental Groups,Control Groups,Achievement Gains,College Students,Academic Support Services,Educational Technology,Computer Assisted Instruction,Computer Peripherals,Intervention

This study was undertaken to replicate prior findings in which a test-anxiety control training produced substantial test gains among students on academic probation.  Twelve first semester students with marginal achievement were identified, screened for test anxiety, and found to have substantially higher anxiety than other students.  Ten of the twelve students were highly anxious and comprise the study sample.  Six were assigned to a treatment group and the remaining four served as controls.  The treated students were instructed to review a pre-recorded test anxiety control training at least once, and all reported that they had done so.  Four weeks later, at the end of the semester, the treated students scored six tenths of a letter grade above the control students. While the sample is small, the advantage of the treated group over the controls is similar to earlier findings and suggest consistent benefits for the automated anxiety control training.  It is suggested that the training can boost highly anxious students into the passing range, and thereby improve student retention.
The Contributions of Infant Temperament and Child Care to Infant Social Development
Author: Nathans, Laura L.
Date: 2004-05-07
Type: Reports - Research
Subjects: Infants,Personality,Child Care,Social Development,Interviews,Mothers

Previous research has documented associations between young children's social development and both temperament and child care quality. The preponderance of research in this area has focused on preschool-age and older children, resulting in few studies focusing on these variables during infancy. In the current investigation, temperament and child care quality were measured through interviews with mothers of 4- to 19-month-olds. Results demonstrated associations between infant personal-social development and both temperament and child care quality. Further analyses revealed that of both temperament and child care quality, only temperament made a unique contribution to the prediction of infant personal-social development. This suggests that the link between child care quality and infant personal-social development is attenuated by the infant's temperament.
Cooperative Learning for Fostering Knowledge Construction in Japanese High School
Author: Mizuno, Masao
Date: 2011-00-00
Type: Reports - Research
Subjects: Qualitative Research,Statistical Analysis,Comparative Education,Cooperative Learning,Case Studies,Japanese,Cognitive Ability,Teaching Methods,Knowledge Level,Surveys,High Schools,Foreign Countries,Emotional Intelligence,Native Language Instruction,Scripts,Group Discussion,Problem Solving

The purpose of this study is to investigate how cooperative learning approach supports teachers to design an effective teaching for promoting the students learning to construct knowledge in practice. Quantitative and qualitative research methods such as surveys and case studies were employed for data collection. A High School which challenges face teachers to foster cooperative learning approach was selected as case study. From this study it can be illustrated that Japanese students' cognitive abilities and emotional intelligent skills for building knowledge have been developed through cooperative learning in Japanese language lessons. [This document was published in: &quot;Comparative Education in Teacher Training, Education Policy, Social Inclusion, History of Education&quot; (pp.119-124), Vol. 9, Edited by N. Popov, C. Wolhuter, M. Mihova &amp; J. Ogunleye, Sofia: Bulgarian Comparative Education Society &amp; Bureau for Educational Services.]
Getting Started in Education Organizing: Resources and Strategies
Author: Annenberg Institute for School Reform at Brown University
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Urban Schools,School Restructuring,Educational Change,Community Organizations,Educational Improvement,Community Involvement,Resources,Advocacy,Politics of Education,Rural Schools,Educational Cooperation,Data Collection,Research Methodology,Community Action,Organizational Development,Organizational Effectiveness,Leadership,Achievement Gap,Federal Legislation,Educational Policy,Federal Programs,Educational Research,Case Studies

Over the past two decades, community organizing has emerged as an effective force for school improvement. In the context of shrinking education funding, stubborn opportunity and achievement gaps between low-income and wealthy children and between children of color and White children, and polarizing debate on school reform, community organizing offers a methodology for parents and community members to effect meaningful change for the students who've been mostly poorly served by school systems. This publication outlines strategies and resources for groups considering education organizing. It is intended mainly for community organizations that have some experience with base building and organizing. It explores the ways in which education differs from other issue areas, how to gather data and research on local schools and schooling issues, how to engage local parents, and approaches to working with educators and other allies. Throughout, this report provides examples drawn from a range of organizing groups across the country and links to other resources. While each organization, school, district, and state is different, there are a number of common questions and considerations that community organizing groups working to improve schools can begin with. This report draws its examples largely from urban school reform organizing, both because the experience has been mainly in New York City and other large cities and because the scholarship on education organizing has largely emphasized urban groups. Rural groups have done excellent education work, however. A list of resources is presented at the end of this brief for examples of rural organizing. (Contains 1 figure and 1 footnote.)
A Public Education Primer: Basic (and Sometimes Surprising) Facts about the U.S. Educational System. 2012 Revised Edition
Author: Kober, Nancy
Date: 2012-01-00
Type: Numerical/Quantitative Data
Subjects: Public Education,School Location,Student Mobility,School Choice,Home Schooling,Student Characteristics,Minority Group Students,Low Income Groups,English Language Learners,Special Education,School Districts,School District Size,School Administration,Educational Policy,Government School Relationship,Federal Legislation,Academic Standards,Educational Finance,Financial Support,Expenditures,Academic Achievement,Achievement Gains,Achievement Gap,Gender Differences,College Entrance Examinations,Advanced Placement Programs,Public School Teachers,Teacher Characteristics,Faculty Mobility,Teacher Salaries,Class Size,Preschool Education,Pupil Personnel Services,Extracurricular Activities,School Safety,Homework,Disadvantaged Schools,Graduation

Public education matters, whether you're a student, parent, teacher, administrator, employer, or taxpayer. Although you undoubtedly know something about public education, you may be unaware of important facts about the U.S. educational system or may be surprised to learn how things have changed in recent years. This edition of &quot;A Public Education Primer&quot; updates and expands on the version originally published by the Center on Education Policy in 2006 (ED528711). Like the first publication, this revised edition pulls together recent data about students, teachers, school districts, schools, and other aspects of elementary and secondary education in the U.S. Included are facts and figures on the distribution of students, student demographics, educational entities and their responsibilities, funding, student achievement, teachers, and other school services. As much as possible, the data compiled here come from the federal government--primarily the National Center for Education Statistics (NCES), the data-gathering arm of the U.S. Department of Education. Where NCES data are not available, the authors have carefully chosen data from other reliable sources. This primer is meant to give an overall snapshot of elementary and secondary education in the nation's public schools. In general, the authors have used data for the most recent year available. In many cases, these recent data are compared with data from ten years earlier or with future projections to show how things have changed or are expected to change. A few indicators, such as those relating to student achievement, show trends going back two or more decades to provide a historical perspective. The data in this report represent national averages. The experiences, trends, and issues in your local community may vary somewhat from the broad picture presented here. The hope is that this primer will provide you with sufficient background information about public education to encourage your interest in education issues and your involvement in your local schools. [For the 2006 edition, &quot;A Public Education Primer: Basic (and Sometimes Surprising) Facts about the U.S. Education System,&quot; see ED528711.]
A Public Education Primer: Basic (and Sometimes Surprising) Facts about the U.S. Education System
Author: Kober, Nancy
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Public Education,School Location,School Choice,Home Schooling,Student Characteristics,Minority Group Students,Low Income Groups,English Language Learners,Immigrants,Special Education,School Districts,School Administration,Government School Relationship,Educational Policy,Federal Legislation,Educational Finance,Financial Support,Academic Achievement,Achievement Gap,College Entrance Examinations,Public School Teachers,Teacher Characteristics,Faculty Mobility,Pupil Personnel Services,Disadvantaged Schools,Graduation

Public education matters, whether one is a student, parent, teacher, volunteer, employer, employee, or taxpayer. Although an individual undoubtedly knows something about public education, he may be unaware of important facts about the U.S. education system or may be surprised to learn how things have changed in recent years. In this primer on public education, the Center on Education Policy has pulled together data, mostly from government sources, to answer these seven questions: (1) Where are the students?; (2) Who are the students?; (3) Who controls public education?; (4) How are public schools funded?; (5) How well are students achieving?; (6) What is the public school teaching force like?; and (7) What other services do public schools provide? As much as possible, the data compiled here come from the federal government--primarily from the National Center for Education Statistics. NCES is the chief agency in the U.S. Department of Education charged with gathering education data. For each topic, the authors have used data from the most recent year available, which is often 2002-03 or earlier, due to the lag time involved in collecting and checking the data. In cases where NCES data are not available, the authors have carefully chosen data from other reliable sources. This primer is meant to give an overall snapshot of the nation's public schools, so it relies on national averages. It is hoped this primer will provide individuals with sufficient background information about public education to encourage their interest in education issues and their involvement in their local schools. [Additional funding for this paper was provided by the Grant Makers for Education. For &quot;A Public Education Primer: Basic (and Sometimes Surprising) Facts about the U.S. Educational System. 2012 Revised Edition,&quot; see ED528710.]
Creating Teacher Incentives for School Excellence and Equity
Author: Berry, Barnett
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Incentives,Teacher Effectiveness,Public School Teachers,Teaching Conditions,Compensation (Remuneration),Merit Pay,Teacher Recruitment,Faculty Mobility,Teacher Persistence,Best Practices,Educational Policy,Excellence in Education,Disadvantaged Schools

Ensuring that all students in America's public schools are taught by good teachers is an educational and moral imperative. Teacher incentive proposals are rarely grounded on what high-quality research indicates are the kinds of teacher incentives that lead to school excellence and equity. Few of the current approaches to creating teacher incentives take into account how specific conditions influence whether or not effective teachers will work in high-need schools and will be able to teach effectively in them. Large-scale studies and teacher testimonies suggest that working conditions are far more important than bonuses in persuading teachers to stay or leave their classrooms. National teacher turnover survey data show that teachers who leave because of job dissatisfaction do so for a variety of reasons that can be addressed: low salaries, poor support from school administrators, a lack of student motivation, a lack of teacher influence over decision-making, and student discipline problems. However, current policies, including the one framed by the federally sponsored Teacher Incentive Fund, rarely recognize these realities. We must reward expertise in ways that move beyond recruitment bonuses or pay for improved student test scores. To develop incentive policies that spread teaching expertise and allow for effective teaching will require the careful development of interlocking policies across federal, state, and local agencies. To that end, it is recommended that education policymakers do the following, which are fleshed out in the report: (1) Use the Teacher Incentive Fund to Spread Teaching Expertise for High-Needs Schools; (2) Expand Incentives in Creating Strategic Compensation; (3) Create the Working Conditions that Allow Teachers to Teach Effectively; and (4) Elevate Best Practices and Policies that Spur School Excellence and Equity. (Contains 60 combined notes and references.) [For related report, &quot;Proposed Legislation for Teacher Incentives for School Excellence and Equity,&quot; see ED528717.]