ethanporcaro/eric-fulltext-meta huggingface dataset:
Survey of States: Accomplishments and New Issues at the End of a New Decade of Change, 2009
Author: Altman, J. R.
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Alternative Assessment,Outcomes of Education,Academic Achievement,Second Language Learning,Disabilities,Measurement,Educational Change,Data Analysis,State Surveys,Educational Trends,Educational Policy,Accountability,Standards,Special Education,Educational Assessment,English (Second Language),Evaluation Methods,Student Evaluation,Formative Evaluation,Testing Accommodations,Educational Testing,Computer Assisted Testing,Special Needs Students,Federal Legislation,Federal Programs,Educational Indicators,Technical Assistance,American Indian Education,Trust Responsibility (Government),Military Personnel

This report summarizes the twelfth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for all 50 states and 8 of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of standards-based education reform as states documented the academic achievement of students with disabilities. Key findings include: (1) States identified several successes and challenges in implementing large scale assessment to a wide and varied population of students; (2) Nearly half of the states did not disaggregate assessment results for English language learners with disabilities; (3) Most states monitored the participation of students on their regular assessment with accommodations. This was most frequently accomplished by directly observing test administration; (4) Three in four states examined the validity of the accommodations used in their state by reviewing research literature or completing an analysis of data; (5) Four in five states used or were considering a growth model for reporting or accountability purposes; (6) Almost half of the states had a formal policy on the use of formative assessments by districts and schools; (7) More than a quarter of the states had decided not to develop an alternate assessment based on modified achievement standards (AA-MAS); and (8) Many states that had developed or were developing an AA-MAS changed an existing grade-level test rather than designing an entirely new test. The most frequently made changes included simplifying vocabulary, reducing the length of the test, and shortening reading passages. States widely recognized the benefits of inclusive assessment and accountability systems, and continued to improve assessment design, participation and accommodations policies, monitoring practices, and data reporting. In addition states identified key areas of need for technical assistance moving forward. Appendices include: (1) Successes and Challenges Reported by Unique States; (2) States' Web Addresses; and (3) Contextual Comments Related to Assessment Data Trends. (Contains 23 figures and 3 tables.
Annual Performance Report: 2007-2008 State Assessment Data
Author: Altman, Jason
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Alternative Assessment,Academic Achievement,Disabilities,Measurement,Data Analysis,State Surveys,Educational Policy,Accountability,Special Education,Educational Assessment,Evaluation Methods,Student Evaluation,Testing Accommodations,Educational Testing,Special Needs Students,Federal Legislation,Federal Programs,Educational Indicators,American Indian Education,Trust Responsibility (Government),Reading Achievement,Mathematics Achievement,Individualized Education Programs

States and other educational entities receiving Part B funding under the Individuals with Disabilities Education Act (IDEA) submitted their Annual Performance Reports (APRs) and Section 618 Table 6 data together to the U.S. Secretary of Education on or before February 1, 2009. These reports may have been modified during the following few months, and so the National Center on Educational Outcomes (NCEO) waited until June to pull final data from these sources. These reports contained information on a variety of indicators, including large-scale assessment participation and performance data for the 2007-2008 school year. This document is a summary of the assessment data contained in those reports. Appendices include: (1) State-by-State Participation Data; (2) State-by-State Performance Data; (3) State-by-State Participation Raw Data; (4) State-by-State Performance Raw Data; and (5) State-by-State Performance Raw Data by Specific Assessment. (Contains 34 figures and 42 tables.)
A Summary of the Research on the Effects of Test Accommodations: 2007-2008. Technical Report 56
Author: Cormier, Damien C.
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Testing Accommodations,Academic Achievement,Disabilities,Educational Research,Program Effectiveness,Test Validity,Test Reliability,Investigations,Comparative Analysis,Scores,Measures (Individuals),Mathematics Tests,Reading Tests,Elementary School Students,Secondary School Students

The use of accommodations for both instruction and assessment continues to be of great importance for students with disabilities. The purpose of this report is to provide an update on the state of the research on testing accommodations, as well as to identify promising areas of research likely to contribute to understanding of current and emerging issues. The research is summarized to facilitate a discussion of trends in current research and to provide a better understanding of the implications related to accommodations use in the development of future policy directions, implementation of current and new accommodations, and the reliable and valid interpretation when used in testing situations. Many of the 40 research studies reviewed sought to study the effects of accommodations on scores or to compare accommodated scores to non-accommodated versions of a similar testing instrument. The most researched content areas were mathematics and reading. Most studies used a large sample of more than 300 participants, who often were K-12 students; students often were from multiple grade levels. Research samples most often included students with learning disabilities compared to other disability classifications. Presentation accommodations were studied by more than half of all the research studies published in 2007-2008. Findings from these studies were mixed for most specific accommodations, such as read-aloud and extended time, as well as for studies in which accommodations were aggregated. There was some consensus on the equivalence of computer-based tests and paper-and-pencil test formats. Appendices include: (1) Research Purposes; (2) Research Characteristics; (3) Assessment/Instrument Characteristics; (4) Participant and Sample Characteristics; (5) Accommodations Studied; (6) Research Findings; and (7) Limitations and Future Research. (Contains 34 tables and 2 figures.)
CPTED 101: Crime Prevention through Environmental Design--The Fundamentals for Schools
Author: Schneider, Tod
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: School Security,Crime Prevention,Educational Environment,Educational Facilities,Space Utilization

Crime Prevention through Environmental Design (CPTED) 101 applies to both new and existing schools and is built on three simple concepts: natural surveillance, natural access control, and territoriality. If a school's layout seems unsafe, adopting a few CPTED fundamentals may help make it significantly safer. This paper offers some tips for making schools safe using the CPTED concepts. (Contains 1 footnote.)
The Impact of the Shortage of Special Educators of Color on the Overrepresentation of Students of Color in Special Education
Author: Ellmer, Margaret
Date: 2010-03-02
Type: Reports - Evaluative
Subjects: American Indians,Disproportionate Representation,Special Education Teachers,Special Education,Disabilities,Teacher Shortage,African American Students,Hispanic American Students,Special Needs Students,Minority Groups,Minority Group Teachers,Student Needs,Change Strategies,Federal Legislation

While disproportionate representation of students of color has been extensively documented, an understanding of the factors contributing to this phenomenon is limited. The purpose of this paper is to explore existing literature on the premise that a current shortage of special educators of color impacts this overrepresentation. Since the problem of  the disproportionality of students of color in special education programs was first denounced more than forty years ago, only intermittent attention has been given to the problem. Overrepresentation is usually estimated by contrasting the proportion of a school's population with the representation of the same group in a special education program. In the United States African American, Latino Americans and Native Americans are represented in special education at a level greater than their proportionality of the total school population. Teachers of color represent only one-tenth of the teaching force, while students of color make up one-third of the total student population. The shortage is especially evident in fields such as bilingual and special education. The problems of the overrepresentation of students of color in special education and the shortage of teachers of color in the field appear to be closely intertwined. Currently, programs across the nation are being implemented which may prove beneficial in reducing the representation of students of color in special education as well as increasing the pool of special educators of color. Only by targeting both issues will improvement be shown.
Greener Schools, Greater Learning, and the LEED Value
Author: Johnson, Priscilla D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Facilities Planning,Educational Facilities Design,School Buildings,Conservation (Environment),Physical Environment,Educational Environment,Light,Pollution,Health,Certification

Schools certified under the LEED [Leadership in Energy and Environmental Design] certification support educational programs are the beacons to sustain our Earth. Green schools are a mechanism for learning and their existence is pure example for the future of school facility planning. The purpose of this article is to discuss the various approaches used in green school designs and touches on research that shows the benefits of these techniques that lead to "Greener Schools, Greater Learning and the LEED Value."
Philately, Science Teaching and the History of Science: A Comment on "Posting Scientists"
Author: Palmer, W. P.
Date: 1991-00-00
Type: Opinion Papers
Subjects: Science Teachers,Scientists,Science Instruction,Science Education History,Teaching Methods,Reader Response,Instructional Materials

This article consists of comments about the regular feature in "Lab Talk" called "Posting Scientists" written by John Gipps since at least 1986. The idea of using postage stamps in teaching science is good pedagogy because it associates the subject matter taught with something in which some students already may be interested. The final suggestion was that The Science Teachers Association of Victoria consider publishing a book of all the scientists described in "Posting Scientists." This would be a useful resource for the teaching of science through the history of science with good quality stamp illustrations acting as motivators for students. This was published in "Lab Talk," Vol 35, No 1, 1991, pp. 30-31.
Writing Letters of Recommendation
Author: Withers, Jennie
Date: 2009-05-00
Type: Opinion Papers
Subjects: Student Needs,Portfolios (Background Materials),Guidelines,Teacher Student Relationship,Writing Strategies,Letters (Correspondence)

The purpose of this essay is to instruct teachers how to write a letter of recommendation for their students. It includes when to say no, what the student needs to provide the teacher and how to write a strong letter. I am a teacher with sixteen years experience and therefore have written many letters for students. This instructional essay will give the teacher who has been given the honor of writing a letter of recommendation for a student some helpful tips in order to make the letter less stressful as well as giving the teacher confidence they are writing a strong letter.
Higher Education in Papua New Guinea
Author: Palmer, W. P.
Date: 1984-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Foreign Countries,Secondary Education,Academic Standards,Educational Finance,Secondary School Teachers,Schools of Education,Teacher Education

This brief description of higher education in Papua New Guinea has two aims: firstly to quote a variety of sources which will give readers the opportunity to find out more information for themselves and secondly to mention some current problems (1984) of higher education in the country. The article highlights the work and success of Goroka Teachers' College, which is the main training institution for secondary teachers in Papua New Guinea. The article was published in the &quot;Society for Research in Higher Education International Newsletter,&quot; No 4, August, 1984, pp. 6-9.
Musical Chairs: An Innovative Teaching and Learning Method
Author: Kuo, Ya-Hui
Date: 2010-09-12
Type: Reports - Descriptive
Subjects: Student Role,Teacher Role,Teaching Methods,Feedback (Response),Student Participation,Student Responsibility,Teacher Responsibility,Classroom Environment,Classroom Design,Learning Strategies

How teaching and learning takes place in classrooms can be easily seen by the way classrooms are set up: Students' desks and chairs are arranged in rolls while teachers' desks are up front. Yet, why must teachers be the ones who lecture, why can't it be students? Would it be better or worse when teachers are the receivers and the students are the givers? In this article, the researcher shares the innovative teaching and learning method: The Musical Chairs teaching and learning method (MC) that could be utilized in classrooms.
The Problems of Beginning Secondary School Teachers
Author: Palmer, W. P.
Date: 1983-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Secondary School Teachers,Beginning Teachers,Educational Research,Teacher Surveys,Teacher Effectiveness,Job Satisfaction,Barriers,Performance Factors

The problems of first year teachers are well researched in many developed countries. In less developed nations however they have been researched rather less thoroughly. Papua New Guinea is typical in this respect, for there has been no full-scale survey of beginning secondary school teachers. This paper was the first in a series of papers indicating the detailed aims of the research project. Several of the other papers concerning this project are already available in ERIC. [This paper was published in &quot;Papua New Guinea Journal of Education,&quot; Volume 19, No. 2, October 1983, pp. 47-50.]
Socially and Culturally Sensitive Communication: Using Person First Language
Author: Ellmer, Margaret
Date: 2010-04-22
Type: Opinion Papers
Subjects: Disabilities,Language Usage,Attitudes toward Disabilities,History,Research Needs

"Cultural sensitivity is important in order to avoid language that relies on unfounded assumptions, negative descriptions or stereotypes of a given group's age, class, gender, or geographic, ethnic, racial, or religious characteristics." --Professor D. Parthasarathy. In today's global world it is becoming increasingly important to consciously consider the terminology we use when referring to others. The purpose of this paper is to explore and discuss the importance of using Person-First terminology in conversations with or about individuals with disabilities. Using terminology that does not offend or demean anyone is an appropriate way to show respect. Using Person First language is respectful because in doing so we recognize the most important aspect of an individual with disabilities--he or she is a person first. It is important that we educate others, adults as well as school children, to the fact that disabilities are a natural part of the human condition. Along with accepting the responsibility for using appropriate language personally, as educators it is recommended that our students be required to use person-first language in discussions and in their writing. While the benefits of using person-first language have not been challenged, there appears to be a shortage of research providing data on the impact of this practice. Research into the impact of the use of person-first language on persons with disabilities is recommended. Conducting research on the influence that the use of person-first language has on perceptions of neuro-typical individuals regarding persons with disabilities is another topic which warrants further investigation.
Transfer 101: Basic Information You Need to Know about Transferring to an NCAA College for Divisions I/II/III, 2010-11
Author: National Collegiate Athletic Association
Date: 2010-08-00
Type: Guides - Non-Classroom
Subjects: College Choice,College Athletics,College Transfer Students,Eligibility,Qualifications,Higher Education,Transfer Policy,Two Year Colleges,Colleges

The National Collegiate Athletic Association, (also called the NCAA) understands that the decision to transfer to another school is an important and often difficult one in students' college career. Therefore, students should not transfer until they know all the rules and potential consequences. This guide addresses students who are interested in transferring to an NCAA school. It mentions a few resources to get them on the right path. It points them toward several people to contact and some helpful websites to browse.
NCAA Drug-Testing Program 2010-11
Author: National Collegiate Athletic Association
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Testing Programs,Drug Use Testing,Athletes,Drug Abuse,Drinking,Smoking,Legislation,Dietetics,Nutrition,Eligibility,Guidelines,College Athletics,Ethics

The National Collegiate Athletic Association (NCAA) Drug-Testing Program was created to protect the health and safety of student-athletes and to ensure that no one participant might have an artificially induced advantage or be pressured to use chemical substances. This publication describes this program in the following chapters: (1) NCAA Banned-Drugs; (2) Medical Exceptions; (3) Alcohol, Tobacco and Other Drug-Education Guidelines; (4) Drug-Testing Program and Protocol; (5) Drug-Testing Legislation--Bylaws; and (6) Institutional Drug Testing.
2010-11 NCAA[R] Division II Manual
Author: National Collegiate Athletic Association
Date: 2010-07-00
Type: Guides - Non-Classroom
Subjects: College Athletics,Guides,Professional Associations,Educational Policy,Team Sports,Eligibility,Athletes,College Students,Certification,Program Administration,Laws,Governance,Athletic Coaches,Guidelines,Intercollegiate Cooperation,Agencies,Administrative Principles,Administrative Policy

This publication incorporates the final legislative actions of the 104th annual NCAA Convention, January 13-16, 2010. In addition, interpretations incorporated by the Legislative Review Subcommittee, noncontroversial amendments adopted by the Management Council, pursuant to Constitution 5.3.1.1.1, and modifications of wording adopted by the Management Council, pursuant to Constitution 5.4.1.1.1, are included in this Manual. All regulations governing the administration of intercollegiate athletics appear in the bylaws. The constitution contains only principles for the conduct of intercollegiate athletics and other basic information. Articles 1 through 6 are the constitution, which consists of information relevant to the purposes of the Association, its structure, its membership and legislative-process information, and the more important principles for the conduct of intercollegiate athletics. Articles 10 through 21 are the operating bylaws, which consist of legislation adopted by the membership to promote the principles enunciated in the constitution and to achieve the Association's purposes. Articles 30 through 32 are administrative bylaws, which set forth policies and procedures for the implementation of (a) the general legislative actions of the Association, (b) the NCAA championships and the business of the Association, and (c) the Association's enforcement program. These administrative bylaws may be adopted or modified by the Division II Presidents Council or Management Council (administrative regulations; on recommendation of the Committee on Infractions, enforcement policies and procedures; and executive regulations) for the efficient administration of the activities that they govern. These same bylaws also may be amended by a majority vote of the membership at NCAA Conventions. (Contains 24 figures.)
2010-11 NCAA[R] Division I Manual
Author: National Collegiate Athletic Association
Date: 2010-07-00
Type: Guides - Non-Classroom
Subjects: College Athletics,Guides,Professional Associations,Educational Policy,Team Sports,Eligibility,Athletes,College Students,Certification,Program Administration,Laws,Governance,Athletic Coaches,Guidelines,Intercollegiate Cooperation,Agencies,Administrative Principles,Administrative Policy

This publication incorporates final legislative actions taken during the 2009-10 legislative cycle. Legislation adopted after August 1, 2009, interpretations incorporated by the Legislative Review/Interpretations Committee, modifications of wording and editorial revisions are set off by a gray background and also include an adoption or revision date. Divisions I, II and III each have a separate Manual that contains legislation specific to the applicable division and does not contain legislation pertaining only to one or both of the other divisions. However, legislation that includes references to one or both of the other divisions will appear in its entirety. In addition, since each division's Manual does not contain legislation specific to the other division(s), some bylaws may have gaps in the numbering sequence. Articles 1 through 6 are the constitution, which consists of information relevant to the purposes of the Association, its structure, its membership and legislative-process information, and the more important principles for the conduct of intercollegiate athletics. Articles 10 through 23 are the operating bylaws, which consist of legislation adopted by the membership to promote the principles enunciated in the constitution and to achieve the Association's purposes. Articles 31 through 33 are administrative bylaws, which set forth policies and procedures for the implementation of (a) the general legislative actions of the Association, (b) the NCAA championships and the business of the Association, (c) the Association's enforcement program and (d) the Association's athletics certification program. These administrative bylaws may be adopted or modified by the Division I Board of Directors or Legislative Council for the efficient administration of the activities that they govern. These same bylaws also may be amended by the membership through the regular legislative process. (Contains 18 figures.)