ethanporcaro/eric-fulltext-meta huggingface dataset:
Intellectual Property Rights and The Classroom: What Teachers Can Do
Author: Falcon, Raymond
Date: 2010-07-18
Type: Reports - Descriptive
Subjects: Copyrights,Media Literacy,Guidelines,Best Practices,Compliance (Legal),Educational Strategies,Definitions

Intellectual property rights restrict teachers' and students' ability to freely explore the intellectual realms of the classroom. Copyright laws protect the author and their work but disable other intellectuals from investigating probable learning environments. This paper will look at key issues where educational institutions are conflicting with intellectual property rights. Also included will be guidelines for teachers and fair use for their classroom in the "Best Practices in Fair Use" and the "Code of Best Practices in Fair Use for Media Literacy Education." And finally, this paper will take the stance of the unrestricted freedom to use copyrighted materials for educational purposes.
Parent Involvement in 3rd Grade Special Education
Author: Batt, Christine
Date: 2011-10-07
Type: Reports - Research
Subjects: Parent Participation,Teacher Surveys,Student Surveys,Parent School Relationship,Data Collection,Grade 3,Academic Achievement,Student Motivation,Special Education,Surveys,Parent Attitudes,Teacher Attitudes,Journal Writing,Questionnaires,Pretests Posttests,Student Attitudes,Check Lists

The focus of this study was to investigate how parent involvement impacts student motivation in third grade special education. The study was conducted at Allen Elementary in Genoa, Ohio during the spring of 2011. After reviewing recent literature, it acknowledges the importance of parent participation on student academic education, the effects of parental involvement, teacher/parent communication, and how it motivates a special education third grader. The data collection instruments consisted of parent and teacher surveys, journals, questionnaires, and pre/post tests. The data collected indicates that students felt more motivated when their parents took an active role in their child's education. Also, parents are willing to participate in school activities if they feel welcomed and valued from the classroom teacher. Appended are: (1) Data Collection Matrix; (2) Student Survey--Animal Unit; (3) Teacher Checklist; (4) Parent Questionnaire; (5) Parent Survey; and (6) Colleague Survey. (Contains 2 figures.)
Self-Efficacy, Taiwan Elementary Teachers Perspective
Author: Jack, Brady M.
Date: 2005-04-00
Type: Reports - Research
Subjects: Self Efficacy,Outcomes of Education,Foreign Countries,Case Studies,Elementary School Teachers,Science Instruction,Science Achievement,Social Change,Statistical Data

This paper presents the results of a case study involving Taiwanese elementary teachers who teach science at the elementary grade school level. It advocates the position that a teacher's personal science efficacy belief influences his or her science teaching outcome expectations. It promotes the position that the success Taiwan has experienced in being rated number 1 in science education (NCES 1999) is uniquely connected to teacher self-efficacy and student outcome expectations in teaching science. (Contains 2 tables.)
Legislative Review. A Look at Higher Education in Week 14: April 11-15, 2011
Author: North Dakota University System
Date: 2011-04-00
Type: Collected Works - Serial
Subjects: Higher Education,Block Grants,Educational Legislation,State Legislation,Budgets,Accountability,American Indians,Tribally Controlled Education,Educational Finance,Financial Support,Hearings

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from April 11 to 15, 2011. This Legislative Review reports that: (1) Now in the final stages of the 2011 Legislative Session, House and Senate conference committees are working to reconcile versions of key bills approved by each chamber. These bills are: (a) HB 1003, the NDUS budget bill; (b) HB 1020, the NDSU Ag budget bill; and (c) HB 1033, the &quot;flexibility with accountability&quot; bill related to block grants; and (2) HB 1018, the Department of Commerce budget bill, was defeated in the House April 13 on a vote of 22-69. Later in the day, the agency's budget was amended into SB 2057, originally the Centers of Excellence bill. In its current form, both the process for establishing new Centers of Excellence and all funding to do so have been removed from SB 2057. As amended, the bill was passed by the House April 14 on a vote of 73-19. Lists of bills passed this week and bills failed this week are also reported.
Legislative Review. A Look at Higher Education in Week 12: March 28-31, 2011
Author: North Dakota University System
Date: 2011-03-00
Type: Collected Works - Serial
Subjects: Higher Education,Hearings,Developmental Studies Programs,Governance,Educational Finance,Financial Support,Educational Administration,Educational Legislation,State Legislation,College Presidents,American Indians,Telecommunications

This issue of "Legislative Review" takes a look at the news in higher education from March 28 to 31, 2011. This Legislative Review reports that: (1) Following a 7-4 "do pass" vote by the House Constitutional Revision Committee, HCR 3046 was approved by the House in a 50-42 vote on March 30; (2) HB 1036, a bill mandating a study of developmental education issues, was heard in Senate Education on March 30; and (3) HB 1411, a bill removing the chancellor's authority for governance of institutions and requiring a three-tier funding methodology, failed in a Senate floor vote on March 29. Lists of bills passed this week, bills failed this week and bills on the week thirteen agenda are also reported.
Legislative Review. A Look at Higher Education in Week 13: April 1-8, 2011
Author: North Dakota University System
Date: 2011-04-00
Type: Collected Works - Serial
Subjects: Higher Education,Block Grants,Budgets,Educational Finance,Financial Support,Tuition,State Aid,Accountability,Educational Legislation,State Legislation,Legislators

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from April 1 to 8, 2011. This Legislative Review reports that: (1) HCR 3046 failed in the Senate April 6 on a vote of 7-40 after a 0-7 &quot;do not pass&quot; recommendation by Senate Education April 5; (2) Senate Appropriations amended and approved HB 1003, the NDUS budget bill, April 4 on a vote of 12-1; (3) SBHE members Terry Hjelmstad and Grant Shaft were confirmed by the Senate March 21. Their terms will begin July 1, 2011; (4) HB 1020, the NDSU Ag budget bill, was approved by Senate Appropriations April 6; (5) Three bills that continue the &quot;flexibility with accountability&quot; provisions of the Roundtable on Higher Education were approved by the Senate April 6. These bills were supported by the SBHE. Bill descriptions and vote tallies follow: (a) HB 1033, which provides block grants for base funding (45-1); (b) HB 1034, which permits the carryover of unexpended funds from one biennium to the next (47-0); and (c) HB 1035, which appropriates tuition revenues in the same manner as all other institutional funds (46-1); (6) SB 2300, a bill to create a commission on higher education funding, failed in the House April 4 on a vote of 38-54; and (7) HB 1018, the Department of Commerce budget bill, was approved by the Senate April 7 on a vote of 44-3. Lists of bills passed this week and bills failed this week are also reported.
Legislative Review. A Look at Higher Education in Weeks 15 and 16: April 18-28, 2011
Author: North Dakota University System
Date: 2011-04-00
Type: Collected Works - Serial
Subjects: Higher Education,Extension Education,Budgets,Educational Legislation,State Legislation,Financial Support,Scholarships,State Aid,Government Employees,Veterans,Teacher Certification,Bullying,Hearings,Resource Allocation,Expenditures

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from April 18 to 28, 2011. This Legislative Review reports that: (1) HB 1003, the NDUS budget bill, was passed by the Legislative Assembly; (2) SB 2057, the Centers of Excellence bill that became the Department of Commerce budget bill, was approved by the Senate April 28 on a vote of 40-7; (3) SB 2013, the Department of Public Instruction's budget bill, was approved by the House April 26 on a vote of 92-1; and (4) As provided in HB 1020, the 2011-13 state general fund appropriation for the Upper Great Plains Transportation Institute (UGPTI), Northern Crops Institute (NCI), Extension Service and Research Stations is $97.1 million, an increase of $17.2 million compared to the 2009-11 adjusted appropriation, less 2009-11 one-time funding. A list of of bills passed this week is also reported.
STEM Learning in Afterschool: An Analysis of Impact and Outcomes
Author: Afterschool Alliance
Date: 2011-09-00
Type: Reports - Research
Subjects: Role Models,Focus Groups,Standardized Tests,Sex Role,After School Programs,Science Careers,STEM Education,Females,Pretests Posttests,Educational Trends,Trend Analysis,Disproportionate Representation,Program Effectiveness,Program Evaluation,Measures (Individuals),Scores,Grades (Scholastic),Scientific Attitudes,Knowledge Level,Graduation Rate,Academic Achievement,Elementary School Students,High School Students,Middle School Students,Outcomes of Education

This document summarizes evaluation reports from afterschool science, technology, engineering and math (STEM) programs across the United States and identifies common trends and strengths that afterschool learning brings to STEM education. Like many programs nationwide, several of the programs highlighted in this paper were designed specifically to provide services to underrepresented populations in STEM fields, and many also focus on providing girls with exposure to science and female role models. Thus they are reaching some of the very children and youth the nation needs to better engage in STEM fields and careers. Evaluations presented here were collected by casting a wide net to solicit reports from afterschool programs across the country through various communication channels as well as searching through evaluation databases. Several of the programs used pre- and post-program surveys and focus groups to measure change in students while a few continued to track their students after they left the programs. There were also some that measured academic achievement through administering pre- and post-program tests as well as recording grades and standardized test scores. Some evaluation studies also surveyed parents and program staff. This review of evaluations found that attending high-quality STEM afterschool programs yields STEM-specific benefits that can be organized under three broad categories: improved attitudes toward STEM fields and careers; increased STEM knowledge and skills; and higher likelihood of graduation and pursuing a STEM career. (Contains 29 endnotes.)
The Hidden Costs of Community Colleges
Author: Schneider, Mark.
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Community Colleges,Costs,Educational Finance,Financial Support,Academic Persistence,School Holding Power,Student Attrition,Taxes,Academic Failure,Graduation Rate,Federal Aid,Dropout Rate,College Freshmen,State Aid,Grants

Community colleges are an essential component of America's higher education system. Last year, they enrolled well over 6 million students, a number that continues to grow. Community colleges have multiple missions, and their performance ultimately needs to be evaluated on multiple metrics. However, one key mission of community colleges is the awarding of associate's degrees and certificates to students who enroll with the intention of earning these credentials. Focusing on only first-time, full-time, degree- and certificate-seeking students in community colleges and using data from the U.S. Department of Education, this report shows that community colleges are generating costs to the taxpayer that are usually not part of the discussion of their role in America's system of higher education. A technical appendix is included. (Contains 4 tables, 3 figures and 18 footnotes.)
State of Learning in Canada: A Year in Review, 2009-2010
Author: Canadian Council on Learning
Date: 2010-03-30
Type: Reports - Descriptive
Subjects: Foreign Countries,Lifelong Learning,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Adult Education,Adult Learning,Canada Natives,American Indian Education,Indigenous Knowledge

The 2009-2010 &quot;State of Learning in Canada&quot; provides the most current information on the Canadian learning landscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners. As in previous &quot;State of Learning&quot; reports, this update reflects the Canadian Council on Learning's (CCL's) vision of learning as a lifelong process. CCL's research affirms time and again that the skills and knowledge that citizens bring to their families, their workplaces and their communities help determine a country's economic success and overall quality of life. This update takes a lifecourse approach, beginning with learning in the early childhood learning and school-based education through to the formal and informal learning of adults. Highlights from the recently released report on the &quot;State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success&quot; (2009), which introduced the first application of a comprehensive approach to measuring Aboriginal Learning in Canada, are also included. A bibliography is included. (Contains 7 tables, 24 figures and 261 notes.) [For &quot;State of Learning in Canada: A Year in Review, 2009-2010. Executive Summary,&quot; see ED525256.]
State of Learning in Canada: A Year in Review, 2009-2010. Executive Summary
Author: Canadian Council on Learning
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Lifelong Learning,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Adult Education,Adult Learning,Canada Natives,American Indian Education,Indigenous Knowledge

The 2009-2010 &quot;State of Learning in Canada&quot; provides the most current information on the Canadian learning landscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners. As in previous &quot;State of Learning&quot; reports, this update reflects CCL's vision of learning as a lifelong process. CCL's research affirms time and again that the skills and knowledge that citizens bring to their families, their workplaces and their communities help determine a country's economic success and overall quality of life. This update takes a lifecourse approach, beginning with learning in the early childhood learning and school-based education through to the formal and informal learning of adults. Highlights from the recently released report on the &quot;State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success&quot; (2009), which introduced the first application of a comprehensive approach to measuring Aboriginal Learning in Canada, are also included. [For the full report, &quot;State of Learning in Canada: A Year in Review, 2009-2010,&quot; see ED525255.]
Teacher Efficacy of High School Mathematics Co-Teachers
Author: Rimpola, Raquel C.
Date: 2011-10-22
Type: Reports - Research
Subjects: Research Design,Teacher Effectiveness,Statistical Analysis,Teaching Methods,Mathematics Instruction,Inclusion,Secondary School Teachers,High Schools,Team Teaching,Teacher Collaboration,Interviews,Mathematics Teachers,Special Education Teachers,Educational Planning

High school mathematics inclusion classes help provide all students the access to rigorous curriculum. This study provides information about the teacher efficacy of high school mathematics co-teachers. It considers the influence of the amount of collaborative planning time on the efficacy of co-teachers. A quantitative research design was used, with follow up interviews for further explanation of the findings. The findings indicate a significant difference in the mathematics teaching efficacy between the mathematics and special education co-teachers. It also shows the lack of significant differences in efficacy when various collaborative planning times were considered. This examination points to several benefits, such as teacher support structures and adaptive shifts in instructional practices. Implications for future studies and school practice were presented, while considering the efficacy of co-teachers in inclusive contexts. (Contains 5 tables.)
The Promise of Social Perspective Taking to Facilitate Teacher-Student Relationships
Author: Gehlbach, Hunter
Date: 2011-04-00
Type: Reports - Research
Subjects: Teacher Student Relationship,Outcomes of Education,Perspective Taking,Secondary School Students,Secondary School Teachers,Social Influences,Attitudes,Context Effect

Quality teacher-student relationships are linked with numerous valued student outcomes.  Yet, questions remain about how to best facilitate these relationships.  Social perspective taking--the process of discerning others' thoughts, feelings, and motivations--is critical to relationships; yet, its promise as a facilitator of teacher-student relationships remains largely unknown.  This study examines associations between social perspective taking and teacher-student relationships in three secondary schools (N = 328 students; 62 teachers).  As predicted, social perspective taking was consistently associated with teacher-student relationship quality.  Specifically, the social perspective taking accuracy of one party was associated with the other party's perception of the relationship.  For practitioners, these results underscore the promise of social perspective taking as a means to improving teacher-student relationships; for researchers, these findings signal the need to account for motivation, accuracy, and context in future investigations of social perspective taking. An appendix presents: Teacher-Student Relationship Scale: Student and Teacher Items. (Contains 2 footnotes, 1 figure, and 5 tables.)
Social Motivation in the Secondary Classroom: Assessing Teacher-Student Relationships from Both Perspectives
Author: Gehlbach, Hunter
Date: 2011-04-00
Type: Reports - Research
Subjects: Teacher Student Relationship,Outcomes of Education,Secondary School Teachers,Secondary School Students,Middle School Students,Evidence,Academic Achievement,Student Motivation,Measures (Individuals)

Scholars have amassed robust evidence that teacher-student relationships (TSR) are associated with a multitude of valued student outcomes.  Although much of this research has focused on elementary-school students, TSR are vital at the secondary-school level.  Drawing from a sample of 922 middle and high school students and their 127 teachers in six different schools, this article examines these relationships with three goals in mind.  First, we describe the development of a multifaceted approach to measuring TSR at the secondary level that addresses four complexities of these relationships.  Next, we focus on four of these schools to examine how this measure predicts a series of student achievement, affective, behavioral, and motivational outcomes.  By contrasting this new, multifaceted approach to a more traditional approach, we find that this new measure sharpens our understanding of how TSR are associated with an array of student outcomes.  Finally, we assess the promise of TSR as a focal point for future interventions.  Given our findings in combination with prior research, we conclude that field experiments to test whether improved TSR cause improvements in student outcomes are not only warranted, but could have major theoretical and practical implications for social motivation in secondary classrooms. Two appendixes present: (1) Teacher-Student Relationship Scale: Student and Teacher Items; and (2) Student Outcome Measures. (Contains 2 footnotes, 1 figure, and 6 tables.)
New Models in Transcultural Learning Institutions and Curricula
Author: Van Hook, Steven R.
Date: 2011-10-21
Type: Reports - Evaluative
Subjects: Educational Change,Higher Education,International Education,Educational Policy,Educational Finance,Financial Support,Governance,College Faculty,Personnel Policy,Financial Policy,Global Approach,College Curriculum,Technology Uses in Education

This research examines driving issues forcing change in international higher education, changes institutions might adopt to adapt to those drivers, new academic policies, and concludes with consideration of the promise and peril the future might hold. The interrelated issues of governance, funding, faculty, technologies, curriculum, and so on, are interwoven throughout section headings, rather than treated as distinct and isolated issues.
International Learning Institutions: Organization, Visions, and Missions
Author: Van Hook, Steven R.
Date: 2011-10-21
Type: Reports - Evaluative
Subjects: Higher Education,International Education,Global Approach,Educational Change,Educational Demand,Educational Objectives,Governance,College Faculty,Role,Leadership,Technology Uses in Education,Technological Advancement,College Curriculum,College Instruction,College Administration,Access to Education,Educational Finance,Competition

This doctoral research examines the challenges, objectives, goals, strategies, and tactics facing leaders, administrators, faculty, students, and other stakeholders with an interest in international higher education. These broad topics necessarily encompass many factors including the market forces of globalization, increasing competition, diminishing budgets, burgeoning demand, transformative technologies, rooted traditions, curriculum renovation, pedagogical innovation, academic freedoms, universal access to learning, evolving governance, faculty reformation, as well as quality protections and overall equity. Rather than treat these factors as distinct and isolable, the text here interweaves them as they interrelate in often overlapping categories of challenges, policy, strategy, tactics, and so on. In this effort, the discourse attempts to construct a spiral rather than a mere repetition of issues, drilling through layers of breadth, depth, and ultimately to application. This may provide a fuller sense of the multidimensional academic frontlines in lieu of a simpler linear and more categorical progression.
Teachers' and Students' Perceptions on Teachers' Caring Behaviors
Author: King, Patricia C.
Date: 2011-10-00
Type: Reports - Research
Subjects: Caring,Classroom Techniques,Student Attitudes,Ethnic Groups,Teacher Attitudes,Teacher Student Relationship,Teacher Behavior,Statistical Analysis,Classroom Environment,Surveys,Teacher Characteristics,Trust (Psychology),Likert Scales

Although positive effects from caring behaviors are evident throughout research, studies exploring the differences in teachers' and students' perceptions regarding this topic are limited.  This quantitative study utilized a Likert-type 22 item survey, which was developed and validated by the researchers, to explore perceptions of teachers' caring behaviors through the lens of both teachers and students; ethnic groups and classroom environments were also considered.  Significant differences were found in all areas: Classroom Management, Academic Support, Interpersonal Relationships, and Respect and Trust.  Students did not perceive the importance of teacher caring behaviors as much as the teachers.  Implications from the results have the potential to impact student achievement from pre-k through college levels. Appended are: (1) Survey of the Behavioral Characteristics of Teacher Caring (Teacher Version); and (2) Survey of the Behavioral Characteristics of Teacher Caring (Student Version). (Contains 11 tables.)