ethanporcaro/eric-fulltext-meta huggingface dataset:
Stronger Schools, Stronger Cities: A Report on the Municipal Leadership in Education Project
Author: Hutchinson, Audrey M.
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Urban Areas,Public Officials,City Government,Leadership,Educational Change,Educational Improvement,Financial Support,Public Education,Elementary Secondary Education,Technical Assistance,Politics of Education

With the creation of the Institute for Youth, Education, and Families (YEF Institute) in 2000, the National League of Cities (NLC) strengthened its capacity to assist municipal officials in their efforts to improve the quality of public education and develop programs and initiatives that help ensure the successful development of youth. As part of these efforts, the 30-month Municipal Leadership in Education (MLE) project was launched in June 2001 with financial support from Carnegie Corporation of New York. The MLE project set out to support and assist local communities and to illustrate the leadership roles that mayors and council-members can play--and are playing--to promote and support school improvement. The project also sought to identify promising practices in municipal leadership and school improvement, while developing a range of tools and resources for mayors and council-members who are interested in strengthening K-12 education. Cities with a population of at least 50,000 were invited to apply to participate in the intensive, targeted technical assistance project. The following six cities were selected through a competitive process: (1) Charleston, South Carolina; (2) Columbus, Ohio; (3) Fort Lauderdale, Florida; (4) Lansing, Michigan; (5) New Haven, Connecticut; and (6) Portland, Oregon. Despite being faced with leadership changes, the aftermath of the tragic events of September 11, 2001, government budget deficits, and other challenges, each of the six cities in the Municipal Leadership in Education project made important strides in improving education for children and youth in their communities. This report includes six city stories that reflect the experiences of these cities during the MLE project. The final section of the report contains a series of lessons learned and recommendations derived from the city stories. These lessons are relevant for mayors and council-members nationwide who are committed to using their positions of leadership to achieve the best education possible for youth in their cities. (Contains 20 resources and 6 footnotes.
Cabinetmaker: Apprenticeship Course Outline. Apprenticeship and Industry Training. 3610.3
Author: Alberta Advanced Education and Technology
Date: 2010-00-00
Type: Guides - Classroom - Learner
Subjects: Trade and Industrial Education,Apprenticeships,Foreign Countries,Industry,Woodworking,Course Descriptions,Job Skills,Certification,Postsecondary Education,Machine Tools,Occupational Safety and Health

The graduate of the Cabinetmaker apprenticeship program is a certified journeyperson who will: (1)know the characteristics of wood, wood products or substitutes used in industrial woodworking; (2) be proficient with the safe use of hand tools, powered machines and equipment used in industrial woodworking; (3) read and interpret plans and specifications and prepare layouts, working drawings and cutting lists; (4) calculate material quantities; (5) detail components and fixtures according to specifications and assume responsibility for the end product; (6) relate to job situations and other trades that precede or follow; (7) know the characteristics of glues and adhesives and their accepted usage in industry; (8) perform assigned tasks in accordance with quality and production standards required in industry; (9) know techniques for assembly and installation of hardware and other component; (10) perform assigned tasks in accordance with quality and production standards required by industry; (11) Understand the fundamentals of operating a small business; and (12) Perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Cabinetmaker Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Reengaging Disconnected Youth. Action Kit for Municipal Leaders. Issue #7
Author: Johnson, Alicia
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Foster Care,Caring,Juvenile Justice,City Government,Youth Programs,Disadvantaged Youth,Youth Opportunities,Guidelines,Academic Achievement,Labor Force Development,Transitional Programs,Developmental Studies Programs,Systems Building,Needs Assessment,Strategic Planning,Urban Youth

This action kit highlights steps city officials can take to help young people who are not connected to school, work, or caring adults. The kit recommends steps that cities can take to promote educational achievement, develop stronger workforce connections, support youth in transition from the foster care and juvenile justice systems, and build a citywide system of support.
Electrician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 0307.2
Author: Alberta Advanced Education and Technology
Date: 2007-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Electrical Occupations,Skilled Occupations,Apprenticeships,Construction Industry,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Electrician apprenticeship program is a certified journeyperson who will be able to: (1) have a thorough knowledge and understanding of electrical theory and its application to lighting, power and control equipment; (2) layout and install the various electrical circuits in residential, commercial, industrial and institutional complexes and buildings; (3) implement the instructions given in plans and specifications pertaining to electrical installations; (4) be thoroughly familiar with the safety requirements for electrical installations; (5) be capable of trouble shooting and maintaining electrical systems and equipment; (6) competently use the test instruments and various tools necessary to perform tasks; (7) be familiar with the work of other tradespeople in the construction industry and with the different types of building construction; and (8) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of the Electrician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Crane and Hoisting Equipment Operator Boom Truck Operator: Apprenticeship Course Outline. Apprenticeship and Industry Training. 34-305.2
Author: Alberta Advanced Education and Technology
Date: 2005-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Apprenticeships,Motor Vehicles,Equipment Maintenance,Construction Industry,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Crane and Hoisting Equipment Operator Boom Truck Operator apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) correctly use and care for tools and materials which are required to carry out the normal service and maintenance of the machines of the industry; (3) operate and describe functions of the major and minor components of boom trucks; (4) recognize and identify malfunctions and the proper procedures related thereto; (5) recognize and evaluate conditions which are potentially hazardous to safe machine operation; (6) interpret and apply load chart and related documentation; (7) work in conjunction and communicate with other trades, employers and customers; (8) interpret and apply visual and audio communication; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Crane and Hoisting Equipment Operator Boom Truck Operator Provincial Apprenticeship Committee. This course outline contains First Period Technical Training.
The State of City Leadership for Children and Families: Innovations and Trends in Education
Author: National League of Cities (NLC), Institute for Youth, Education and Families
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Leadership,City Government,Public Schools,Educational Trends,Educational Innovation,Career Readiness,College Readiness,Access to Education,Community Involvement,Entrepreneurship,Nonprofit Organizations,Scholarships,Educational Counseling,Community Schools,Integrated Services,Teacher Recruitment,Teacher Persistence,Nontraditional Education,Parent Participation,Governance,Public Officials,Educational Facilities

The Institute for Youth, Education, and Families (YEF Institute) is a special entity within the National League of Cities (NLC). The YEF Institute helps municipal leaders take action on behalf of the children, youth, and families in their communities. The YEF Institute's first-ever report on The State of City Leadership for Children and Families identifies the nation's most cutting-edge city strategies to help children and families thrive. This paper highlights the broad range of innovations and trends in municipal leadership around education.
Carpenter: Apprenticeship Course Outline. Apprenticeship and Industry Training. 0207.1
Author: Alberta Advanced Education and Technology
Date: 2007-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Apprenticeships,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design,Construction Industry,Woodworking

The graduate of the Carpenter apprenticeship program is a certified journeyperson who will be able: (1) to responsibly do all work tasks expected of a journeyperson; (2) to supervise, train and coach apprentices; (3) to understand the principles of sound and safe construction; (4) to know the characteristics and proper use of all building construction materials; (5) to read blueprints, do layout work and calculate quantities of materials; (6) to build various types of forms of concrete; (7) to build all types of wood framed buildings and apply exterior and interior finish of wood or wood substitutes; (8) to be proficient in the safe use and maintenance of hand and power tools; (9) to be familiar with the work of other tradesmen in the building industry; (10) to perform assigned tasks in accordance with quality and production standards required in industry; (11) to comply with all safety regulations of the construction industry; and (12) to perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Carpenter Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Secondary Preservice Teachers' Attitudes toward and Experiences with Sharing Their Reading with Students
Author: Daisey, Peggy
Date: 2012-11-10
Type: Reports - Research
Subjects: Preservice Teachers,Secondary Education,Recreational Reading,Adolescents,Teacher Student Relationship,Self Disclosure (Individuals),Sharing Behavior,Reading Attitudes,Content Area Reading,Field Experience Programs

Purpose: The purpose of this study was to explore 72 preservice teachers' attitudes toward and experiences with sharing their content area as well as their recreational reading with teenager students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course at a Midwest university, including 49 in a 30-hour field practicum connected to the course, and 23 who were not in the practicum because their majors were special education, music, or physical education participated in this study. All completed an anonymous survey at the end of the semester. Results: More preservice teachers in the field experience shared content area and recreational reading with students than those not in the field experience. Conclusion: The results suggest that by sharing their reading, secondary preservice teachers discovered an avenue to build connections with teenagers. They examined stereotypes about reading and readers. They learned how to share reading with students. The results also suggested the value of a field experience. Recommendations: It is recommended that preservice teachers be shown how to share their content and recreational reading with teenagers and be given an opportunity to do so during their teacher education coursework. (Contains 8 tables)
Testing Instrumentation Validity for Measuring Teachers' Attitudes toward Manipulative Use in the Elementary Classroom
Author: McIntosh, Gina Valdengo
Date: 2012-08-06
Type: Reports - Research
Subjects: Attitude Measures,Teacher Surveys,Test Validity,Elementary School Teachers,Teacher Attitudes,Manipulative Materials,Mathematics Instruction,Elementary School Mathematics,Rural Schools,Teaching Experience,Preservice Teacher Education,Inservice Teacher Education,Misconceptions,Instructional Program Divisions

In this study a survey instrument was developed to test elementary teachers' attitudes towards incorporating manipulatives in their math lessons frequently. Though the benefits of using math manipulatives has been reported, there seems to be a disconnect between the benefits of manipulative use and the number of teachers integrating them in their lessons on a daily basis. In this study a total of 22 regular education teachers in kindergarten through sixth grade and five learning support teachers in grades first through sixth from a rural elementary school were given a survey instrument to test its validity and reveal some trends in teachers' views on manipulative use as well as possible causation for their views. Findings from the study show that though many teachers feel comfortable using and incorporating manipulatives into their lessons, many have not had adequate preservice or inservice training in their use. Therefore, the lack of daily use of incorporating manipulatives may be connected to the lack of adequate training that teachers have received. Survey instrument is appended. (Contains 7 tables and 2 figures.)
Bricklayer: Apprenticeship Course Outline. Apprenticeship and Industry Training. 0110.1
Author: Alberta Advanced Education and Technology
Date: 2010-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Masonry,Apprenticeships,Construction Industry,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Bricklayer apprenticeship training is a journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) produce a better quality product than the minimum acceptable by industry standard; (4) use and maintain tools and equipment to the standards of competency and safety required in the trade; (5) understand and apply the principles of sound and safe construction; (6) know the characteristics and proper use of masonry materials; (7) interpret plans and specifications, do layout work and calculate material quantities; (8) lay, install and repair masonry units of all materials including all types of stone; (9) relate to the work of other tradesperson in the construction industry; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Bricklayer Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Boilermaker: Apprenticeship Course Outline. Apprenticeship and Industry Training. 3809.1
Author: Alberta Advanced Education and Technology
Date: 2009-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Industry,Metal Working,Welding,Apprenticeships,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Boilermaker apprenticeship program is a certified journeyperson who will be able to: (1) understand the principles of drafting; how drawings originate, their purpose and how to correctly interpret the information therein; (2) understand the use of each type of drawing, part work order sketches, materials lists and specification sheets; (3) layout from drawings to material; pattern development and template making; (4) relate to all applicable Codes and Regulations with reference to materials specifications, uses and safety for vessels of all types and the acceptable methods of construction for pressure vessels; (5) relate to metallurgy, structural shapes, plate, pipe and pipe fittings with respect to vessel components, ropes, wire and fibre types, uses of pipe and its respective fittings and materials used with pressure vessels, both metallic and non-metallic; (6) use hand tools and powered equipment in a proper and safe manner; (7) calculate material quantities; (8) perform a satisfactory operation with oxyfuel or electric arc welding equipment in order to facilitate this work; (9) relate to the work of other tradespeople in affiliated trades; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Boilermaker Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Communication Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 2209
Author: Alberta Advanced Education and Technology
Date: 2009-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Paraprofessional Personnel,Apprenticeships,Telecommunications,Computer Networks,Electrical Occupations,Equipment Maintenance,Industry,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Communication Technician apprenticeship program is a certified journeyperson who will be able to: (1) supervise, train and coach apprentices; (2) use a thorough knowledge of electrical and electronic theory and its application to communication and associated equipment used in the telecommunication industry; (3) understand different circuit combinations and components; (4) competently use test instruments and understand their capabilities and limitations; (5) competently carry out mechanical functions required when completing repairs; (6) competently use test procedures to locate faults and isolate defective components; (7) set up and maintain local area networks, voice &amp; data networks and wireless systems; (8) integrate emerging technology with existing technology and equipment; (9) read and interpret drawings, plans and specifications and layout and develop projects according to specifications; (10) co-ordinate communication work within the scope of the Communication Technician trade and other trades employed in the industry in both installation and maintenance settings; and (11) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Communication Technician Provincial Apprenticeship Committee.  This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Evidence Based Education Request Desk. EBE #833B
Author: Regional Educational Laboratory Southeast (ED)
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Graduation Requirements,Student Needs,Careers,Education Courses,Career Readiness,College Readiness,Accountability,Alignment (Education),Academic Standards,Educational Assessment,Educational Policy

College readiness, operationally defined by David Conley (2007), one of the contemporary "thought leaders" in the measurement of college readiness, as "the level of preparation a student needs in order to enroll and succeed--without remediation--in a credit-bearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program," requires a stronger alignment between standards, assessments, policies, and coursework at the high school and postsecondary levels. The growth of local and state-level P-16/P-20 Councils, including in California, and their work in vertical curriculum alignment is an outgrowth of this recognized need for improved college readiness (see the Education Commission of the States website for information on state level councils, which have been established in a majority of states: http://mb2.ecs.org/reports/Report.aspx?id=2051). In fact, college and career readiness is at the center of the Obama administration's education agenda. A national leader on this issue has been the American Diploma Project Network (ADP). This coalition of 34 states is dedicated to aligning standards, graduation requirements, assessments, and accountability policies with the demands of postsecondary study and careers. This paper presents examples of college and career-readiness programs. It is a response to a request asking for indicators that students are on track to graduate from high school ready for college and careers. An annotated bibliography is included. (Contains 1 footnote.)