ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Adult Longitudinal Studies of Productivity for Gifted American from Different Eras (1954 and 2009)
Author: Campbell, James Reed
Date: 2010-00-00
Type: Reports - Research
Subjects: Longitudinal Studies,Gifted,Males,Productivity,Academically Gifted,Success,Graduate Surveys,Adults,Competition,Talent Development,Career Development,Cohort Analysis,Replication (Evaluation),Performance Factors,Comparative Analysis,Achievement Rating

In the 1950s Terman summarized the results of his longitudinal study of the gifted and compared the "life success" of the 150 most successful men (Group A) with the 150 least successful men (Group C) at the midpoint of their careers (age 30). The objective of this article is to replicate the original Terman work with a modern sample of the most successful (Group A) and least successful (Group C) American Academic Olympians (N=190). The most successful adult Olympians were found to have parents that supplied a "Conducive Home Atmosphere" when they were growing up and were not hampered by a lack of motivation. We present implications of this study for today's schools and for parents of the gifted. (Contains 2 figures and 2 tables.)
Developing a Statewide, Standards-Based Student Report Card: A Review of the Kentucky Initiative
Author: Guskey, Thomas R.
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Report Cards,Student Evaluation,Elementary Secondary Education,Statewide Planning,State Standards,Program Attitudes,Student Records,Program Effectiveness,Program Descriptions,Program Development,Mail Surveys,Teacher Attitudes

This paper describes a major initiative in the Commonwealth of Kentucky to develop a statewide, standards-based, student report card for reporting the learning progress of individual students at all grade levels (K-12). Led by a team of researchers with expertise in grading and reporting, 36 educators from three diverse school districts created two reporting forms: one for elementary and another for secondary level. These reporting forms were piloted by 41 teachers who distributed both the new form and the traditional report card to parents/guardians during the school year. Information gathered through surveys administered to teachers, parents/guardians, and students was used to determine satisfaction with the new forms and to guide revisions. Plans are currently in place to expand applications and professional development, enhance technical support, and establish a basis for statewide implementation. (Contains 2 tables and 5 figures.)
Measuring Graduate Students' Teaching and Research Skills through Self-Report: Descriptive Findings and Validity Evidence
Author: Gilmore, Joanna
Date: 2010-00-00
Type: Reports - Research
Subjects: Graduate Students,Teaching Skills,Research Skills,Validity,Measurement Techniques,Protocol Analysis,Student Surveys,Student Attitudes

This study extends research on graduate student development by examining descriptive findings and validity of a self-report survey designed to capture graduate students' assessments of their teaching and research skills. Descriptive findings provide some information about areas of growth among graduate students' in the first years of their graduate studies. Validity is examined using a retrospective think-aloud method and by exploring the relationship between responses to the self-report survey and other measures of participants' teaching and research skills. Findings indicate that several factors contribute to graduate students' perceptions of their research and teaching skills such as their personal values and research and teaching practices. Additionally, participants' self-reported teaching and research skills were inconsistent with the perceptions of their students and researchers, respectively. These findings support previous research indicating that the interpretation of personal efficacy instruments may be problematic (Tshannen-Moran et al., 1998). Research and Teaching Skills Assessment is appended. (Contains 11 tables.)
Professional Identity Development in Teachers of Science, Technology, Engineering, Math, and Science and Math Education
Author: Gilmore, Joanna
Date: 2009-00-00
Type: Reports - Research
Subjects: Science Teachers,Graduate Students,Self Concept,Professional Development,Interviews,Teaching Skills,Skill Development,Experience,Teacher Education,Team Teaching,Science Education,Technology Education,Engineering Education,Mathematics Education,Inquiry,Active Learning

Much of the science education community has advocated for a new vision of instruction emphasizing inquiry-based teaching (National Research Council, 1996). Unfortunately, as Anderson (2002) notes, many science teachers are not adopting inquiry-based teaching practices for a variety of reasons such as that teachers commonly favor text-book approaches to instruction. To facilitate the adoption of reformed teaching, Luehmann (2007) argues that teacher education must address the development of one's professional identity as a teacher. Unfortunately, little is known about the beliefs, values, experiences, and ways of acting and interacting that teachers in science and related fields use to form their professional teaching identity. Through repeated interviews with 18 graduate students who taught science and related disciplines, this study outlined generalizations defining the developmental trajectory of science educators' professional identity. In general, for less experienced teacher participants, one's own experiences as a student were particularly influential in learning how to teach, while for more experienced teacher participants, coursework, self-reflection, professional development experiences, and the review of professional journals were influential to skill development. Study results generally reflected the trajectory of teacher development (from teacher-centered concerns to student-centered concerns) put forth by Fuller and Bown (1975). More detailed findings indicated, however, that co-teaching experiences may have assisted teachers in moving from more teacher-centered concerns, including a focus on one's personality characteristics and ability to develop and implement engaging instructional activities, to more student-centered concerns, such as adjusting instruction to meet students' needs and facilitating student investigations. Therefore, in this study, participants' co-teaching experiences positively impacted their developing professional identities as inquiry-minded teachers. (Contains 8 tables and 4 footnotes.) [Paper published in: Proceedings of the NARST 2009 Annual Meeting.]
Making the Most of the "American Recovery and Reinvestment Act of 2009": A Guide for Asset-Building Leaders
Author: Lind, Christianne
Date: 2009-05-00
Type: Guides - Non-Classroom
Subjects: Federal Legislation,Economic Opportunities,Federal Aid,Resource Allocation,Program Implementation,Child Welfare,Leadership,Needs Assessment,Money Management,Time Management

To address the economic crisis facing the nation, President Barack Obama signed the American Recovery and Reinvestment Act (ARRA) into law on February 17, 2009. ARRA provides $787 billion in new funding; of this amount, more than $16 billion can be used to support asset-building programs and services for the individuals and communities most affected by the economic downturn. ARRA has many different funding streams, and numerous social service programs will be demanding and competing for these resources. Asset-building leaders will be most successful in securing funds if they use a strategic approach to identify and prioritize the funding opportunities that are most accessible and worthwhile for their initiative. This guide aims to help asset-building leaders make the most of the economic stimulus legislation. It highlights 16 funding opportunities in ARRA that are aligned with asset-building programs and services and are related to entrepreneurship, housing and homeownership, infrastructure and capacity building, savings and banking services, and tax benefits that support asset-building goals. Importantly, to help leaders strategically appraise and pursue these opportunities, it presents: (1) considerations for accessing ARRA funds; (2) a framework for assessing and prioritizing funding opportunities; and (3) tips for preparing to secure ARRA funds. Additional resources to monitor ARRA are included. (Contains 8 footnotes.)[This guide is a companion to "Finding Funding: A Guide to  Federal Sources for Asset-Building Initiatives". See ED509534.]
Beyond the Award Letter: Fund Management for Leaders of Small Youth-Serving Organizations
Author: Gager, Jenifer
Date: 2009-09-00
Type: Guides - Non-Classroom
Subjects: Youth Programs,Grants,Contracts,Federal Aid,Administrative Organization,Money Management,Time Management,Resource Allocation,Accountability

This paper was created for executive directors, directors of finance and administration, and program managers of small youth-serving non-profit organizations. This guide supports and enhances the systems they use to manage grants and contracts. This guide is organized to use as a quick self-assessment of their fund management practices: (1) seven key steps to strengthen their fiscal operations; (2) quick tips for success; (3) common pitfalls; (4) checklists; (5) worksheets; (6) list of key terms; and (7) a sample budget. Key Terms Related to Grants and Contracts Management and Sample Program Budget by Funding Source are appended. (Contains 8 resources.) [Funding for this paper was provided by the Underage Tobacco Prevention: Philip Morris USA and the Youth Programs Resource Center.]
Beyond the Paycheck: A Human Resources Management Guide for Leaders of Small Youth-Serving Organizations
Author: Casey, Thomas P.
Date: 2009-09-00
Type: Guides - Non-Classroom
Subjects: Youth Programs,Human Resources,Personnel Management,Recordkeeping,Employer Employee Relationship,Employment,Employment Practices

This guide aims to help organization leaders develop the tools and knowledge they need to create and use sound human resources management (HRM) systems and practices that support program success and sustainability. It identifies key components of HRM systems and discusses important considerations in designing HRM policies, procedures, and protocols. It provides tips and advice on how to hire, develop, and retain staff and reduce the time spent dealing with personnel issues by implementing systems and practices that make staff satisfied, productive, and committed to the organization's mission to help children and youth thrive. Not every situation that a small youth-serving organization might face is addressed in this guide. Resources provided at the end of each chapter refer you to information on more specific strategies. Five appendices are included: (1) Key Federal Employment Laws; (2) Recordkeeping Requirements of Key Federal Employment Laws; (3) Sample Record Retention Policy; (4) State Departments of Labor; and (5) State Nonprofit Associations. (Contains 13 footnotes and 46 web resources.)
A Generalizability Investigation of Cognitive Demand and Rigor Ratings of Items and Standards in an Alignment Study
Author: Lombardi, Allison
Date: 2010-04-00
Type: Reports - Research
Subjects: Generalizability Theory,Test Items,College Entrance Examinations,Readiness,Academic Standards,Cognitive Processes,Difficulty Level,Reliability,Alignment (Education),Mathematics Tests,Language Tests,English

In alignment studies, expert raters evaluate assessment items against standards and  ratings are used to compute various alignment indices. Questions about rater reliability,  however, are often ignored or inadequately addressed. This paper reports the results of a  generalizability theory study of cognitive demand and rigor ratings of assessment items and  college-readiness standards in the context of an alignment study of college admissions tests to a set of college readiness standards. Results indicate a higher level of generalizability for Math item and standard ratings than for English item and standard ratings, as well as a higher level of generalizability for cognitive demand ratings than for rigor ratings. Results also suggest that the standard of 5-6 raters in alignment studies may be insufficient for obtaining desired reliability. These findings may be used to carefully plan more robust alignment studies in the future so that higher levels of reliability across raters will be attained. (Contains 3 tables and 2 figures.)
Preparing California Public Middle School Students for Scientific Inquiry into Environmental Issues
Author: Thompson, Gretchen L.
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Middle School Students,Middle Schools,State Standards,Scientific Principles,Methods,Inquiry,Environmental Education,Public Schools,Science Instruction,Scientific Concepts,Hands on Science,Teaching Methods,Ecology,Natural Resources,Student Surveys,Science Laboratories,Self Esteem,Gender Differences

Skilled scientists in all fields of study are critically needed to begin resolving ecological problems resulting from human impact. Time is an essential element in creating a proper conceptual foundation and training should begin early in a student's education. As of 2010, the California State Standards for Science for grades six through eight do not sufficiently address the importance of inquiry-based studies, limiting the possibilities in education. Middle school students build a deeper understanding of conceptual science and its application if they have opportunities to apply their knowledge through empirical activities. Multiple benefits, both academic and social, arise when lab activities reinforce scientific principles. A student survey in a Marin County, California public middle school revealed that students learn science concepts best, and prefer experiential activities, to other teaching methods. Appendixes present Questions and Responses from Interview with Dr. Pamela Yochem, D.V.M., Ph. D., from September 23, 2009; and Questions for Students. (Contains 4 figures.)
Report on the MLA "Job Information List", 2008-09
Author: Modern Language Association of America
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Second Languages,Employment Opportunities,Trend Analysis,Economic Factors,Language Skills,Information Sources,Periodicals,College Faculty,Second Language Instruction,Tenure,Academic Rank (Professional)

The financial crisis of 2008 made its consequences painfully evident in the 2008-09 MLA (Modern Language Association) "Job Information List" ("JIL"). After trending upward between 2003-04 and 2007-08, the number of jobs advertised in the "JIL" in 2008-09 declined since 2007-08 by 446 (24.4%) in English and 453 (27.0%) in foreign languages. In the English edition 1,202 ads announced 1,380 jobs; in the foreign language edition 1,106 ads announced 1,227 jobs (ads that departments later marked "search canceled" have been excluded from these counts). In both numerical and percentage terms, this year's declines mark the largest single-year decreases in the thirty-four-year history of the "JIL" counts. (Contains 7 figures and 4 tables.)
Making the Most of the American Recovery and Reinvestment Act of 2009: A Guide for Full-Service School Leaders and Community Partners
Author: Gaughen, Katherine
Date: 2009-05-00
Type: Guides - Non-Classroom
Subjects: Federal Legislation,Economic Opportunities,Federal Aid,Instructional Leadership,Financial Support,Operating Expenses,Partnerships in Education,School Community Programs,School Community Relationship,Public Agencies,Program Implementation

To address the economic crisis facing the country, the President signed the American Recovery and Reinvestment Act (ARRA) into law on February 17, 2009. The ARRA offers numerous opportunities for full-service school leaders and may provide the necessary funding to prevent significant decreases in operating budgets. One of the largest investments in ARRA is in education-related programs, which provide an opportunity to advance school reform and improvement efforts, and funding opportunities from a number of federal agencies can be used to support the major components of full-service schools. This brief provides full-service school leaders and their community partners with information to help them consider the funding sources in ARRA most closely aligned with the goals of full-service schools. Each of the ten funding sources highlighted were selected based on the applicability to full-service schools and their relevance to funding family supports, healthcare, education and out-of-school time initiatives. The brief provides a framework for identifying and assessing the funding opportunities and discusses considerations for how best to access and leverage these one-time resources. The information in this brief is organized into four sections: (1) Considerations for Accessing Funding; (2) Investments for Full-Service Schools; (3) Assessing Funding Opportunities; and (4) Preparing to Secure ARRA Funds. Additional resources to monitor the ARRA are included at the end of this brief. (Contains 3 footnotes.)
Mapping Fiscal Resources in South Hampton Roads Virginia to Support School Readiness. Regional Summary
Author: Finance Project
Date: 2009-09-00
Type: Numerical/Quantitative Data
Subjects: Young Children,Child Welfare,School Readiness,Early Childhood Education,Community Leaders,Identification,Community Resources,Financial Support

In 2007, committees of key stakeholders in the five cities of Chesapeake, Norfolk, Suffolk, Portsmouth, and Virginia Beach developed Collaborative Action Plans focused on key strategies to ensure that children in each city &quot;arrive at kindergarten healthy and ready to succeed in school, and in life.&quot; With leadership from Smart Beginnings South Hampton Roads (SHR), community leaders defined objectives and measurable benchmarks to support young children's success. In order to truly realize their vision for children and families, and to achieve the concrete goals set out in the Collaborative Action Plans, city leaders identified a need for more information on the fiscal resources that support the youngest children. To address this need, Smart Beginnings SHR leadership commissioned The Finance Project (TFP) to conduct fiscal mapping studies of the resources supporting an early childhood system in each of the five cities. This paper presents a summary of key findings across the five cities. Publicly Funded Programs Supporting Early Childhood Services in South Hampton Roads Total Estimated Funding---$185 Million is appended. (Contains 8 figures, 1 table and 14 footnotes.)
Gender and Language Use in the ESL Classroom
Author: Tran, Thu Hoang
Date: 2010-04-28
Type: Information Analyses
Subjects: Language Styles,Second Language Learning,Gender Differences,English (Second Language),Discourse Analysis,Language Research,Language Usage,Grammar,Vocabulary,Pronunciation,Second Language Instruction,Classroom Communication,Classroom Environment

This literature review focuses on presenting an overview of research on language and gender. An introduction to the factors influencing language use will first be made. Second, a brief discussion on sex and gender will be made to clarify the terminology used in the literature. Third, physical differences between men and women will also be pointed out. Next, commonly held beliefs about the differences in male and female speech styles will also be presented. Additionally, some salient works in the field will be indicated. Fourth, some testable claims about men's and women's language use will be pointed out. Fifth, discrepancies in major areas such as grammar, vocabulary, and pronunciation between women's and men's language use will be addressed, with an emphasis on the use of hedging. Specifically, a few studies investigating the use of hedges among women and men will be looked at. In addition, research on gender differences in the classroom will be mentioned. Finally, based on the review of the literature, a tentative conclusion will be drawn.
The Influence of Predisposing, Enabling and Need Factors on Condom Use in Ivory Coast
Author: Ngamini Ngui, Andre
Date: 2010-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Sexually Transmitted Diseases,Adolescents,Adults,Predictor Variables,Attitudes,Educational Attainment,Marital Status,Religion,Rural Urban Differences,Socioeconomic Status,Occupations,Health Needs,Surveys,Foreign Countries

The main objective of this study was to identify key determinants of condom use in Ivory Coast. Data stem from Ivory Coast Demographic Health Survey (DHS) conducted by ORC Macro in 2005 among a representative sample of 9,686 persons aged 15 - 49. Following the behavioral model, we use logistic regression to assess the effect of predisposing, enabling and need factors on condom use. Among our sample, only 13.7% have used condom during their last intercourse. Condom use's likelihood increases significantly with educational level, marital status and occupation. In addition, condom use is significantly high among those who know where to buy condom (OR= 5.77; p less than 0.001); those who are well informed (OR= 1.52; p less than 0.001); those who have always been tested for HIV (OR= 1.36; p less than 0.05); those who have a sexual partner suffering from AIDS (OR= 1.2; p less than 0.001) and those who know some one who has died or is suffering from AIDS (OR= 1.06; p less than 0.05). Condoms must be readily available universally, either free or at low coast, and promoted in ways that help overcome social and personal obstacles to their use. Collective actions at all levels are needed to support efforts of countries, especially developing countries that depend on external assistance in condom procurement, promotion and distribution. Three annexes are included: (1) Description of the Sample: Sociodemographic and Behavioral Characteristics (N=9686); (2) Bivariate Relationships between Sociodemographic and Behavioral Variables (Categorical Variables) and Condom Use; and (3) Adjusted Odds Ratios for Condom Used with a Multivariate Logistic Regression Model. (Contains 1 table and 1 figure.) [This study was supported by the FRSQ (Fonds de la Recherche en Sante du Quebec) and the Chaire GETOS (Gouverne et Transformation des Organisations en Sante) through their doctorate fellowship program.]
The Intractability of Information: Non-Governmental Development Organizations and the Uses of Knowledge
Author: Reiter, Jordan
Date: 2006-09-15
Type: Dissertations/Theses
Subjects: Information Utilization,Nongovernmental Organizations,Development,Private Sector,Global Approach,Knowledge Management,Learning,Resistance (Psychology),Access to Computers,Disadvantaged,Story Telling,Access to Information,Information Transfer,Information Dissemination,Information Systems,Donors,Accountability,Participation

The globalization of information has led to increased optimism about the increasing role of global civil society. However, the underdeveloped have been left out of this information explosion. Through development, non-governmental organizations (NGOs) seek to empower the poor so that they have the resources and abilities to join the rest of the world. Unfortunately, these NGOs have problems of their own: issues with accountability to donors and the bottom-up participation of their beneficiaries. As NGOs become increasingly market-driven, they take on characteristics of the private sector, including their information problems. This paper argues that the corporate information solutions offered for these problems will not be successful in the NGO context, and that NGOs instead should focus on organic responses to these informational constraints. A bibliography is included. (Contains 8 footnotes.)