ethanporcaro/eric-fulltext-meta huggingface dataset:
Transitional Jobs: Background, Program Models, and Evaluation Evidence
Author: Bloom, Dan
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Employment Services,Welfare Services,Supported Employment,Employment Programs,Youth Programs,Temporary Employment,Job Placement,Models,Program Effectiveness,Program Implementation,Recidivism,Criminals,Welfare Recipients,Disadvantaged,Federal Legislation

The budget for the U.S. Department of Labor for Fiscal Year 2010 includes a total of $45 million to support and study transitional jobs. This paper describes the origins of the transitional jobs models that are operating today, reviews the evidence on the effectiveness of this approach and other subsidized employment models, and offers some suggestions regarding the next steps for program design and research. The paper was produced for the U.S. Department of Health and Human Services by MDRC as part of the Enhanced Services for the Hard-to-Employ project, which includes two random assignment evaluations of transitional jobs programs. Transitional jobs programs provide temporary, wage-paying jobs, support services, and job placement help to individuals who have difficulty getting and holding jobs in the regular labor market. Although recent evaluation results have raised doubts about whether TJ programs, as currently designed, are an effective way to improve participants' long-term employment prospects, the studies have also confirmed that TJ programs can be operated at scale, can create useful work opportunities for very disadvantaged people, and can lead to critical indirect impacts such as reducing recidivism among former prisoners. Thus, in drawing lessons from the recent results, the paper argues that it may be important to think more broadly about the goals of TJ programs while simultaneously testing new strategies that may produce better long-term employment outcomes. (Contains 73 footnotes, 4 tables, 4 figures, and 1 box.) [This paper was prepared for the Administration for Children and Families (ACF) and the Office of the Assistant Secretary for Planning and Evaluation (ASPE) in the U.S. Department of Health and Human Services, as part of the Enhanced Services for the Hard-to-Employ Demonstration and Evaluation Project.]
Global Networked Learning: A New Form of Collaborative Action Research
Author: Mirny, A.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Action Research,Educational Improvement,Educational Change,Professional Development,Schools of Education,Online Courses,Internet,Computer Mediated Communication,Discussion Groups,Web Sites,Electronic Publishing,Web Based Instruction,Teacher Researchers,Educational Cooperation,International Programs,College School Cooperation,Agencies,Foreign Countries,Coaching (Performance),Teamwork,Communities of Practice,Inservice Teacher Education,Case Studies,Teacher Surveys,Interviews,Logical Thinking,Models,Principals,Student Surveys,Program Evaluation,Program Effectiveness,Outcomes of Education,Graduate Study

A year-long collaborative action research project used networked technologies to connect researchers at a university-based online professional development program and a group of practitioner researchers based in a range of schools and educational agencies in several countries. They studied the process and effects of online professional development structured by specific research-based educational frameworks, refined a model of systemic educational improvement that includes online professional development, and devised a new approach to collaborative action research to support such work. Their report describes a coherent school improvement model with impacts on teachers, school leaders, students, and educational systems and illustrates the power of networked technologies for 21st century collaborative action research. (Contains 1 figure and 1 footnote.)
Supporting Students of Diverse Sexual Orientation in Higher Education: An Ethnography of an LGBTAQ Center
Author: Teman, Eric D.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Participant Observation,Ethnography,Sexual Orientation,Homosexuality,Ethics,Poetry,Student Diversity,College Students,Student Needs,Educational Environment,Social Attitudes,Social Bias,Sex Role,Barriers,Researchers

The authors conducted an ethnography of a university queer cultural center's role on campus and in the surrounding community. The dataset included participant observation, in-depth interviews, and artifacts. The authors present a review of LGBTQA [lesbian, gay, bisexual, transgender, ally, and questioning] issues in higher education, heterosexual attitudes, transgender, ethics, and queer theory literature. The findings of roles/barriers to the Center's mission plus the devastating murder of a woman who was transgender and suicide of a Center student prompted the authors to use research poetry as a means to express the inexpressible. Furthermore, they illustrate tensions between contemporary queer and traditional gay theories through the telling of a "straight tale" (traditional report) and a "gay tale" (experiential report), interrupted with "queer tales" (poetic interludes) and "queer asides." At the heart of the tale is the transformation of a gay man to a researcher and scholar of gay issues. This tale is therefore at all times queer, gay, and straight. (Contains 11 footnotes.)
Low SES Students GEAR UP for College: Evaluating Adolescent Intervention Programs Academically and Socially
Author: Walsh, Rachael
Date: 2010-05-03
Type: Reports - Evaluative
Subjects: Intervention,Educational Attainment,Role of Education,Program Effectiveness,Social Environment,Inferences,Adolescents,Postsecondary Education,Longitudinal Studies,Educational Policy,Program Evaluation,Socioeconomic Status,Politics of Education,Educational Environment,Social Class,Federal Programs,Federal Legislation,Quasiexperimental Design,Educationally Disadvantaged,High School Students,Student Educational Objectives

This research evaluates the social context of adolescent intervention programs through a critical lens to determine the impact on youth postsecondary decisions with respect to both educational attainment and deviant behavior, further examining the role of education from a social and political perspective. The Education Longitudinal Study 2002/06 is employed. Propensity score matching is used to make causal inferences with respect to program participation and the impact of some associated ecological aspects. Policy recommendations for programmatic enhancement and future research are discussed based on the implications of the findings. (Contains 15 footnotes, 6 tables, and 3 figures.)
Investigating Effect of Ignoring Hierarchical Data Structures on Accuracy of Vertical Scaling Using Mixed-Effects Rasch Model
Author: Wang, Shudong
Date: 2010-00-00
Type: Reports - Research
Subjects: Scaling,Achievement Tests,Data Analysis,Item Response Theory,Educational Assessment,Educational Testing,Measurement,Monte Carlo Methods,Testing Problems,Sampling,Computer Software,Correlation

The vertical scales of large-scale achievement tests created by using item response theory (IRT) models are mostly based on cluster (or correlated) educational data in which students usually are clustered in certain groups or settings (classrooms or schools). While such application directly violated assumption of independent sample of person in IRT, the consequence of such violation is usually ignored in practice. The purpose of this study is to investigate the effect of ignoring hierarchical data structures on the accuracy of vertical scaling by using regular Rasch model and mixed-effect or multilevel Rasch Model. The following is appended: Three-Level Models (Raudenbush & Bryk, "Hierarchical Linear Models: Application and Data Analysis Methods, Second Edition," page 228). (Contains 9 figures and 10 tables.)
Oregon's High School Dropouts: Examining the Economic and Social Costs
Author: House, Emily Anne
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: African American Students,High Schools,Taxes,Graduation Rate,Dropout Rate,Dropouts,Graduation,Educational Attainment,White Students,Costs,Income,Whites,Hispanic Americans,American Indians

This analysis presents the public costs of high school dropouts in Oregon. It examines how dropouts in the state dramatically impact state finances through reduced tax revenues, increased Medicaid costs, and high incarceration rates. This study describes how much high school dropouts cost Oregon's tax-payers each year, and how much could be saved by increasing the state's graduation rate. The educational attainment gap in Oregon, though seemingly small relative to other states, is still troubling. While 89 percent of white students earn high school diplomas, only 79 percent of African American students graduate. More concretely, African American students are twice as likely to drop out as white students. A single cohort (e.g., class year) of dropouts costs Oregon hundreds of millions of dollars each year. It is important to note that this analysis uses both the graduation rate and dropout rate when calculating the costs to the state when students do not complete high school. For the purposes of this analysis, graduation rate is defined as the percentage of students who complete high school in a given year, while the dropout rate refers to the percentage of students who withdraw from high school in a given year. (Contains 11 figures, 6 tables and 24 notes.)
Oregon's High School Dropouts: Examining the Economic and Social Costs. Research Brief
Author: Foundation for Educational Choice
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: High School Students,Taxes,Graduation Rate,Dropouts,Costs,Educational Attainment,Economic Impact,Welfare Services,Institutionalized Persons,Criminals,Correctional Institutions,Unemployment,At Risk Persons,Males,African Americans

The Foundation for Educational Choice recently commissioned a new study to examine the economic and social costs of Oregon's high school dropouts. Emily House, the study's author, analyzed how dropouts in the state dramatically impact state finances through reduced tax revenues, increased Medicaid costs, and high incarceration rates. House's study describes how much high school dropouts cost Oregon's taxpayers each year, and how much could be saved by increasing the state's graduation rate. This paper presents the key findings of the report. [For the full report &quot; Oregon's High School Dropouts: Examining the Economic and Social Costs,&quot; see ED509327.]
Schools without Diversity: Education Management Organizations, Charter Schools, and the Demographic Stratification of the American School System
Author: Miron, Gary
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Private Sector,Organizations (Groups),Charter Schools,Public Schools,Comparative Analysis,Enrollment Trends,Student Diversity,Educational Discrimination,Racial Segregation,Economically Disadvantaged,Economic Status,English (Second Language),Second Language Learning,Special Education,Disproportionate Representation,Minority Groups,Longitudinal Studies

The primary purpose of this study is to examine how Education Management Organizations (EMOs) appear to affect the segregation or integration of schools by race, economic class, special education status, and language. This is accomplished through examining differences in enrollment patterns between schools operated by EMOs and schools run by their neighboring local districts. Five primary findings were reached: (1) Charter schools operated by EMOs tend to be strongly racial segregative for both minority and majority students as compared with the composition of the sending district; (2) For economically challenged students, EMO-operated charter schools more strongly segregate students than do their respective local districts. (3) EMO-operated schools consistently enrolled a lower proportion of special education children than their home district; (4) English Language Learners (ELL) were also consistently underrepresented in charter schools in every comparison; and (5) When examined for the years 2001 to 2007, the composition of the charter schools trended closer to the public school district for each of the four demographic groups examined. However, this phenomenon was an artifact of balancing extremes. For both for-profit and nonprofit EMOs, the segregation patterns of 2000-2001 were virtually identical to those in 2006-2007. Appendices include: (1) Findings by EMO; (2) Tables with Descriptive Statistics for Key Measures and the Differential Scores; and (3) Longitudinal Trends in EMO-Operated Schools. (Contains 6 tables, 15 figures and 60 endnotes.)
The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students
Author: Coskun, Abdullah
Date: 2010-04-00
Type: Journal Articles
Subjects: Metacognition,Listening,College Students,English (Second Language),Second Language Learning,Learning Strategies,Training,Listening Comprehension Tests,Scores,Program Effectiveness,Foreign Countries

The objective of this study is to investigate the effect of metacognitive listening strategy training on the listening performance of a group of beginner preparatory school students at a university in Turkey. Two beginner groups, a control group (n: 20) and an experimental group (n: 20), were chosen as the participants of the study. The experimental group received five weeks of metacognitive strategy training embedded into a listening course book, while the other group did not. At the end of the training, a listening test taken from the teacher's manual of the same course book was administered to both groups. The analysis of the test scores using t-test revealed that the experimental group did statistically better in the test. The implication of the study is that metacognitive strategy training should be incorporated into the regular listening teaching program to help students become more effective listeners.
A Comparative Case Study of Approaches to Authentic Learning in Instructional Design at Two Universities
Author: Correia, Ana-Paula
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Instructional Design,Foreign Countries,Case Studies,Comparative Analysis,Service Learning,Educational Strategies,College Instruction,Student Projects,Graduate Study,Experiential Learning,Educational Technology,School Community Programs,School Community Relationship,Program Descriptions,Instructional Effectiveness,Course Content,Education Courses

This paper compares how two universities, Iowa State University and the University of Saskatchewan, exploit a service-learning and authentic learning approach to instructional design. Both programs emphasize student engagement and responsibility, as well as projects that have social significance. At the same time, the courses offered by the two programs differ in significant ways. One program puts students in the role of project manager, while in the other the instructor plays the role of project manager. This proposal explores the intentions, the pedagogical and design decisions, and the implications of the two approaches for preparing instructional designers, and for informing the use of authentic learning approaches in ID programs elsewhere.
Bound by Tradition: Teachers' Views of Crucial Grading and Reporting Issues
Author: Guskey, Thomas R.
Date: 2009-04-00
Type: Reports - Research
Subjects: Grades (Scholastic),Elementary Secondary Education,Academic Achievement,Grading,Teacher Attitudes,Comparative Analysis,Investigations,Mail Surveys,Likert Scales,Diversity (Faculty),Student Evaluation,Teacher Expectations of Students

This study explored teachers' views on several decisive issues regarding grading and reporting student learning. Data were gathered through a survey administered to 556 K-12 teachers from a medium-size, Midwest school district with a student population that closely approximates national student demographics. MANOVA analyses revealed few differences among teachers of different subject areas, but striking differences in the perceptions of elementary and secondary teachers. Elementary teachers expressed more progressive perspectives on grading, saw grades primarily as a way to communicate with parents, and more often distinguished achievement from behavior indicators in assigning grades.  Secondary teachers based their grading practices on what they perceived would best prepare students for college or the work world, believed that grades helped teachers influence students' effort and behavior, and were committed to the mathematical precision of grade calculations. Possible reasons for these differences are explored and implications for reforms in grading policies and practices are discussed. (Contains 6 tables.)
Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs
Author: Jung, Lee Ann
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Grades (Scholastic),Grading,Special Needs Students,Disabilities,Special Education,Mainstreaming,Academic Standards,Academic Accommodations (Disabilities),Individualized Education Programs,Federal Legislation,Regular and Special Education Relationship

Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these idiosyncratic adaptations are made to ensure continued effort and protect these students' self-images, the result is grades that communicate little about the students' actual performance or level of achievement. This article describes a 5-step process that teachers can use to provide fair and meaningful grades to students with disabilities within a standards-based classroom environment. Two additional resources for classroom use are listed. (Contains 1 figure.)
Mindset, Motivation and Metaphor in School and Sport: Bifurcated Beliefs and Behavior in Two Different Achievement Domains
Author: Atwood, Jason R.
Date: 2010-00-00
Type: Reports - Research
Subjects: Ability,Intelligence,Athletics,Achievement,Learner Engagement,Middle School Students,Student Behavior,Student Motivation,Goal Orientation,Student Attitudes,Beliefs,Student Surveys

The belief that a trait can be cultivated with effort, known as an &quot;incremental theory or growth mindset,&quot; promotes behavior that leads to higher levels of achievement, such as the enthusiastic embrace of challenges and resilience to obstacles. Roughly 40% of the general student population in the United States, however, conceptualizes intelligence as an innate and immutable trait, a belief that tends to inhibit motivation and learning. To better inculcate an incremental theory of intelligence, educators and psychologists should identity traits that a majority of students believe are malleable, and investigate the dynamics that facilitate optimism about their developmental potential. In service to this end, the present study illuminates a bifurcation of both belief and behavior related to student engagement in the domains of school and sport. A survey of 251 middle school students confirmed two hypotheses: individuals are significantly more likely (a) to have a growth mindset of athletic ability compared to intelligence, and (b) to exhibit mastery-oriented responses in athletic versus academic environments. The organizational infrastructure of athletic programs, which institutionalizes practice, emphasizes effort, and values the coach as a developmental expert, is thought to powerfully cultivate the idea of athletic ability as a malleable trait--and offers clues about how to design educational interventions that increase the number of students who believe intelligence is something they can improve with effort.
The Efficacy of Explicit Grammar Instruction and Its Impact on L2 Rule-Learning: A Literature Review
Author: Gabriel, Raafat
Date: 2009-04-03
Type: Information Analyses
Subjects: Grammar,English (Second Language),Literature Reviews,Second Language Instruction,Second Language Learning,Direct Instruction,Instructional Effectiveness,Language Proficiency,Language Skills,Foreign Countries,Research Reports,College Students,Secondary School Students,Educational Strategies

It is crucial that foreign language teachers know well what kinds of grammar teaching strategies best aid learning in the classroom in order to adjust their teaching toward a practical and successful approach. Much of the debate about how to help EFL learners achieve grammatical proficiency centers on the implicit versus explicit, or deductive versus inductive grammar instruction dichotomy. The focus of this review is the importance of explicit teaching of grammar and its effect on language learning. (Contains 1 table.)
Identifying Obstacles to Incorporating Ocean Content into California Secondary Classrooms
Author: Stock, Jennifer
Date: 2010-05-00
Type: Reports - Research
Subjects: Secondary School Teachers,Barriers,Oceanography,Marine Education,Marine Biology,Interviews,Secondary School Curriculum,Teacher Attitudes,Questionnaires,Middle School Teachers,Standards,Educational Principles,Teaching Conditions,Educational Environment

The ocean is the dominant feature on this planet that makes all life on Earth possible. Marine educators and scientists across the country have identified essential principles and concepts that define what an &quot;ocean literate&quot; person should know, but there is a lack of comprehensive ocean content coverage in secondary classrooms across the United States. In California, limited ocean content standards exist in the primary grades, and diminish in the secondary grades. The main purpose of this study was to examine obstacles for secondary (grades 6-12) teachers to teach about the ocean in California public schools. Interviews were conducted with five teachers with professional development in ocean related curricula, to identify their personal obstacles to including ocean content in their classrooms. Obstacles identified ranged from high stakes testing to lack of time, but not a perceived lack of importance. Three appendixes are included: (1) Ocean Literacy Essential Principles and Concepts; (2) Sample of ocean knowledge questions asked in public opinion survey by the Ocean Project in 1999; and (3) Interview Questions.