ethanporcaro/eric-fulltext-meta huggingface dataset:
2011 Mississippi Curriculum Framework: Postsecondary Forestry Technology. (Program CIP: 03.0511 - Forest Technology/Technician)
Author: Jones, Luke
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Forestry,Forestry Occupations,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Career-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career-technical programs. Postsecondary Forestry Technology is an instructional program that prepares individuals to produce, protect, and manage timber and other forest crops. Students enrolled in the program will participate in a variety of learning experiences related to land and forest measurements, growth processes of timber stands, tree identification, timber and forest product harvesting, timber stand management and protection, and forest products utilization. Emphasis is placed on the development of job skills that allow students to enter employment. The latest technologies and computer application skills are incorporated into courses. The program combines lecture-based activities with laboratory field experiences. Forestry Technology is a two-year technical program. An Associate of Applied Science degree is awarded upon successful completion of the curriculum. Industry standards referenced were adapted from &quot;Standards and Procedures for Recognizing Educational Programs in Forest Technology,&quot; as published by the Society of American Foresters http://www.safnet.org/education/techaccstd082409.doc. Appended are: (1) Standards for Postsecondary Forestry Technology Programs; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
Needs of Military-Connected School Divisions in South-Eastern Virginia
Author: Arnold, Pamela
Date: 2011-09-30
Type: Reports - Research
Subjects: Public Schools,Military Personnel,Parent Student Relationship,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Barriers,Family Environment,Student Mobility,Student Needs,Transitional Programs,Systems Approach,Academic Support Services,Achievement Gap,Emotional Development,Social Development,Focus Groups,Academic Achievement,School Districts,Partnerships in Education

This technical report presents the findings of a study of perceptions of elementary public school educators regarding the academic and social emotional needs, existing institutional supports, and potential areas for improving school responsiveness to educational obstacles faced by military-connected children experiencing transitions and parental deployment. Interview, focus group, and questionnaire data were collected from teachers, principals, counselors, specialists, and district data services personnel serving eight schools in four local education agencies (LEAs) in Virginia. Constant-comparison and descriptive techniques were employed to identify themes pertaining to schools' ability to support student academic and social-emotional wellbeing. Findings and recommendations for improving school capacity to better serve military-connected children are presented. (Contains 1 table.)
Transforming Young Writers' Attitudes toward Writing and Becoming Writers
Author: Brown, Matthew
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Writing Instruction,Creative Writing,Writing Attitudes,Writing Workshops,Student Surveys,Pretests Posttests,Program Effectiveness,Learner Engagement,Student Motivation,Attitude Change,Student Attitudes,Negative Attitudes,Student Publications

This article discusses a National Writing Project Young Writer's Camp for students in grades four through twelve with initial varying attitudes and writing experiences and how &quot;campers'&quot; attitudes and beliefs about writing and their own identities as writers were transformed over two weeks. Based on matched pre- and post-surveys, students showed a positive change in response to ten statements related to attitude toward writing. While two weeks is a short amount of time, the findings suggest that in an effort to raise test scores and school API ratings, teachers have moved away from the well-tested foundations of writing instruction (student choice, revision, writer's craft, publication, and authentic assessment) which showed a profound positive effect on the quality and quantity of the texts produced by the Young Writers. The authors argue that the writing activities done in the camp are possible in K-12 classrooms and that a reconceptualization of writing and writer identity is desperately needed in today's classrooms.
2011 State Teacher Policy Yearbook. Texas
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Texas received a C- Overall 2011 Yearbook Grade. Texas ranks 36th among states and has made low progress compared to other states. Highlights from recent progress in Texas include: (1) Special education teacher preparation; and (2) Teacher preparation program admission requirements. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Vermont
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Vermont received a D- Overall 2011 Yearbook Grade. Vermont ranks 46th among states and has made low progress compared to other states. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Rhode Island
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Rhode Island received a B- Overall 2011 Yearbook Grade. Rhode Island ranks 5th among states and has made very high progress compared to other states. Highlights from recent progress in Rhode Island include: (1) Evidence of student learning in teacher evaluations; (2) Tenure decisions connected to evidence of teacher effectiveness; (3) Licensure advancement and renewal connected to teacher effectiveness; (4) Dismissal for classroom ineffectiveness; and (5) Teacher preparation program admission requirements. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. South Dakota
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. South Dakota received a D Overall 2011 Yearbook Grade. South Dakota ranks 38th among states and has made low progress compared to other states. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Utah
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Utah received a C- Overall 2011 Yearbook Grade. Utah ranks 9th among states and has made high progress compared to other states. Highlights from recent progress in Utah include: (1) Annual evaluations for all teachers; (2) No loopholes in license test requirements; and (3) Teacher pension system with option of defined contribution plan. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Wyoming
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support  of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Wyoming received a D Overall 2011 Yearbook Grade. Wyoming ranks 20th among states and has made moderate progress compared to other states. Highlights from recent progress in Wyoming include: (1) Dismissal for classroom ineffectiveness; (2) Consequences for unsatisfactory evaluations; and (3) Sustainability of pension system. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. South Carolina
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. South Carolina received a C- Overall 2011 Yearbook Grade. South Carolina ranks 41st among states and has made low progress compared to other states. Highlight from recent progress in South Carolina includes: Middle school teacher preparation. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]