ethanporcaro/eric-fulltext-meta huggingface dataset:
The Landscape of the Real Estate Classroom: What You Need to Know to Be an Effective Teacher Today
Author: Tilton, Wendy
Date: 2007-06-00
Type: Reports - Research
Subjects: Professional Continuing Education,Real Estate,Minority Groups,Age Differences,Educational Trends,Income,Educational Attainment,Sex,Race,Surveys

The generational and cultural landscape of the real estate classroom is changing. These changes will affect the way professionals seek out and engage in education. In the first half of 2006, the Real Estate Educators Association (REEA) conducted a survey of volunteer members' classrooms to provide a snapshot of the current demographic setting. The results confirmed that Gen X'ers and Millenials are replacing Baby Boomers in the classroom. It also showed that the increasing minority population is becoming evidentiary in real estate education programs. New approaches to meet the needs of multi-generational and multi-cultural students will be needed. Schools, programs and instructors should review classroom behavior and course content to eliminate generational and cultural bias to better serve the increasingly emergent diverse community of real estate professionals. Appendices include: (1) Initial Email; (2) Survey; and (3) Email with Instructions. (Contains 13 figures and 16 tables.) [This study was sponsored by the Real Estate Educators Association (REEA).]
A Study of Instructional Faculty Salaries at USF, SUS and National Peers
Author: Micceri, Theodore
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Compensation (Remuneration),Higher Education,College Faculty,Teacher Salaries,Gender Differences,Tenure,Academic Rank (Professional),Faculty Promotion,Trend Analysis,Career Information Systems,Comparative Analysis

This study investigates 10-year trends in instructional faculty salaries by sex and rank for USF, five SUS Peers (UF, FSU, FIU, UCF, FAU) and eight National Peers (North Carolina State, Alabama-Birmingham, Illinois-Chicago, California-Irvine, SUNY-Stony Brook, SUNY-Buffalo, Cincinnati, Rutgers). Methods: Historical instructional faculty salary data were gathered from the IPEDS Data Center (IPEDS, 2010) and submitted to analysis using SAS 9.2. Findings and Discussion: If this study tells us one thing, it is that faculty salaries are extremely important to higher education research institutions, because they exhibited relatively consistent increases at comparatively steep slopes for all but instructors (Figure 1, Figure 2), even in these economic hard times. Average annual increases ranged from around 5% for full professors to about 4% for instructors through associate professors. This suggests that perhaps 40-50% of the average annual 10-year increase in tuition and fees (Micceri, 2010), may be attributed to faculty salary cost increases. Figure 2 shows that National Peer full professor salaries are quite a bit above SUS salaries, while their associate professor salaries are slightly above those of SUS institutions. For assistant professors, the gap above the SUS is quite small and for instructors, there appears to be little, if any gap. This suggests that institutions put greater emphasis on salary compensation for higher ranking individuals than for less well compensated lower ranking people. This fact is further supported by the average annual increase of circa 5% for full professors depicted in Figure 3. Figure 1 indicates that the gap between male and female salaries has remained comparatively stable over this 10-year period, except for USF full professors, where males have increased their advantage over females from 2006 through 2009. Note that two primary reasons for the salary advantages male faculty exhibit over female faculty are: (1) males tend to work in disciplines characterized by higher compensation than females, and (2) males tend to be more senior than females, particularly at the full professor rank, where the greatest gap occurs. Conclusions: Consistent salary increases during hard economic times suggests that faculty compensation is a primary concern of higher education institutions. The fact that the faculty receiving the greatest incomes (full professors) exhibited the greatest average annual salary increases over the past 10 years raises questions regarding the justice of the higher education's compensation system. The fact that perhaps half of the recent average annual 10.8% increases in tuition and fees may be attributed to faculty salary increases raises questions regarding discrimination favoring the affluent in higher education. (Contains 3 figures.)
Pronouns in Akebu
Author: Koffi, Yao
Date: 2010-05-15
Type: Reports - Descriptive
Subjects: Foreign Countries,Comparative Analysis,Form Classes (Languages),Linguistics,Language Classification,Linguistic Borrowing,African Languages,Grammar,Sociolinguistics

(Purpose) The purpose of this article is to  provide a detailed description of the pronouns in Akebu. Akebu is a language spoken in South-West Togo and in the neighboring towns in Ghana. Akebu belongs to a group of languages  formerly called &quot;Togo Remnant Languages&quot;, now (Ghana Togo Mountains, GTM). The native Akebu speakers call their language  &quot;kee-kpee-re-ke&quot; or &quot;ke-kpee-ke&quot;, and  their land &quot;e-kpee-ke&quot; or &quot;gbee-ken-de&quot;, or &quot;gbee-ken-de&quot;, themselves &quot;e-kpee-fe&quot; or &quot;kpee-fi-ye&quot;. (Methodology) The article is based on previous research works on Akebu (Storch &amp; Koffi, 2000; Koffi 1981, 1984, 1998; Heine 1968; Wolf 1907) which include a typological study of Akebu, an Akebu-German dictionary, the itinerary of loanwords in Akebu. Due to few published materials on Akebu, the article shows a comparative analysis of the pronouns in Akebu with similar works on pronouns in Fongbe(Lefebvre, Claire &amp; Brousseau, Anne-Marie 2002), in Ewe (Bole, Remy-Richard 1983; Essegbey, James 1999, Westermann, Diedrich 1943, 1947, 1949; Pasch, Helma 1995); Twi (Christaller, rev. J. G. 1875; Dolphyne, Florence Abena 1988). Through examples from Akebu, Ewe, Fongbe, Twi, the article describes the different aspects of the pronouns in Akebu and establishes the similarities or demarcations with the above mentioned languages which are in the frame of the comparative analysis. The article is organized as follows: an Inventory of the pronouns in Akebu, Subject pronouns, Object pronoun, Possessive pronoun, Reflexive pronouns, Indefinitive pronouns, Demonstrative pronouns, Relative pronouns, Wh- words and Wh-phrases, Imperative, Request forms, Logophorics. (Results) Akebu has for every pronoun a range of morphological appearances which agree with the gender and the number. Agreement plays an important role in the building of pronouns in Akebu. The logophoric pronouns in Akebu refer to the person whose thoughts, words, feelings are reported. (Conclusion) Alike Ewe, Twi, Fongbe, tones have a grammatical function. In Akebu a preposition and a postposition of the Possessives are possible. Reflexive forms are built not only by pronouns but also by particles composed of subject, verb, body/self. For expressing  a question utterance, Akebu disposes of various particles expressing the identification, property and time specifications. (Recommendation) The article contributes to know Akebu better at the linguistic or socio-linguistic level because Akebu is a minority language spoken by roughly 55,000 people, there is still a lot to be studied on Akebu, the article is a further reference which is useful for researchers in language typology, language families and language contact in Africa. (Additional data) (Contains references).
Green Buildings: Benefits to Health, the Environment, and the Bottom Line. US Senate Environment and Public Works Committee Hearing, Washington, DC, May 15, 2007
Author: Barnett, Claire L.
Date: 2007-05-15
Type: Reports - Evaluative
Subjects: School Buildings,Child Health,Physical Environment,Clearinghouses,Nonprofit Organizations,Educational Environment,Educational Facilities Design,Educational Facilities Improvement,Facility Guidelines,School Safety,Educational Facilities Planning,Environmental Standards,Conservation (Environment),Educational Policy,Transcripts (Written Records),Hearings,Federal Government,Educational Finance,School Maintenance,Hazardous Materials,Public Health,Pollution

This paper presents a transcript of the speech delivered by the author at the US Senate Environment and Public Works Committee Hearing, Washington, DC, May 15, 2007. The author talked about how the Healthy Schools Network works to ensure that every child will have an environmentally healthy school that is clean and in good repair. The organization has successfully shaped and secured new polices, programs, and funds for schools, at home in New York, and nationally, while its Clearinghouse has assisted parents and schools in every state. The national Coalition provides "the platform and the forum" for healthy school environments, endorsed by over 520 organizations and individuals nationwide.
School Parent Involvement Policy
Author: Center for Law and Education
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Parent Participation,Parent School Relationship,School Policy,Academic Standards,State Standards,Participative Decision Making

This school parent involvement policy is divided into three sections: (1) Development and Adoption of the Parent Involvement Policy; (2) Contents of the Parent Involvement Policy; and (3) Distributing and Revising the School's Parent Involvement Policy. This paper presents the provision of the Section 1118 of Title I of the No Child Left Behind Act.
A Public Policy Primer: How to Get off the Sidelines and into the Game
Author: Hollister, David C.
Date: 2007-06-00
Type: Reports - Evaluative
Subjects: Politics of Education,Internet,Social Change,Legislation,Citizenship Education,Citizen Participation,Community Leaders,Democracy,Public Policy,Courts,Futures (of Society),Aging (Individuals),Mortality Rate,Population Trends,Power Structure,Program Effectiveness

This Primer is intended to help individual citizens and community leaders and organizers (1) better understand the complex nature of decision making in democracy and (2) identify strategies for having a larger voice and impact. This publication is predicated and draws upon the author's 40 years of extensive and hands-on experiences in varied leadership roles--elected as well as appointed--at the local, state, and national levels. A joint effort of the Institute for Educational Leadership (IEL) and the Michigan site of IEL's Education Policy Fellowship Program (EPFP), the Primer is structured around three kinds of policy. The first focuses on the gold standard of public policy: Good Policy/Good Politics. The second describes Good Policy/Bad Politics; and the third type is Bad Policy/Good Politics. This Primer presents--in a practical, readable manner--the policy framework within which the political system operates and describes the people and the organizations that drive the multi-faceted democratic system. It elaborates on different kinds of policy and the diverse styles of elected officials and on how politics intersects with these factors. The three arenas in which policy is made--elected bodies, courts, and the &quot;streets&quot;--are discussed as are the varied ways elected bodies make policies as diverse sets of actors interact with the political system. The final section of the Primer discusses how communities and individual citizens can most effectively organize to influence and have an impact on the policy and political system. Factors such as the importance of numbers, legitimacy, and diverse forms of power are discussed. The Primer concludes with the key ingredients and rules of successful group action, including the twenty-first century phenomenon--the Internet. A Simple Guide for Social Change is appended. (Contains 1 footnote.) [Funding for this paper was provided by the Michigan Education Policy Fellowship Program.]
Written Comments Submitted by the Center for Law and Education to the MA Graduation and Dropout Prevention and Recovery Commission
Author: Center for Law and Education
Date: 2009-04-29
Type: Reports - Descriptive
Subjects: Dropout Prevention,Educational Quality,Technical Assistance,Discipline Policy,Learner Engagement,Educational Vouchers,Program Implementation,Educational Policy,Position Papers,Governance,Change Strategies,Low Income Groups,Child Advocacy

The Center for Law and Education (CLE), a national advocacy organization with offices in Boston and Washington, D.C., strives to assist low-income students, parents, and advocates improve their public schools and work with their communities to fulfill every student's right to a high-quality education. In Massachusetts, CLE provides legal support and technical assistance to public interest and private &quot;pro bono&quot; counsel representing indigent students in education law related matters. Based upon its expertise in critical education issues and its lengthy history providing legal support on behalf of low-income students, CLE offers the comments in response to a number of issues included in the legislative charge of the Graduation and Dropout Prevention and Recovery Commission. These comments reflect CLE's core philosophy, underlying all its work, that the most effective way to address the dropout problem is to ensure that students receive the high-quality education to which they are entitled under law and that students not be deprived of an education as an administrative response to problematic behavior. (Contains 37 footnotes.)
Becoming a Community of Middle Grades Readers: A Blueprint for Indiana
Author: Middle Grades Reading Network
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Middle School Students,Reading Materials,Role Models,Reading Programs,Reading Skills,Change Strategies,Reading Strategies,Reading Improvement,Reading Motivation,Community Role,Institutional Role,Library Role

This &quot;Blueprint&quot; describes the actions everyone needs to take if they are to nourish Indiana's young adolescents so that they will be able to develop their reading skills to their full potential. This document spells out the ways that everyone can make books available, provide middle grades students with the time for reading, provide access to reading materials for instruction and practice, offer role models, and develop reading programs that are based on the best research available. It discusses the ways that school, community, and family can become partners in meeting these goals.
Libraries, National Security, Freedom of Information Laws and Social Responsibilities. IFLA/FAIFE World Report Series Volume V
Author: Seidelin, Susanne, Ed.
Date: 2005-00-00
Type: Collected Works - General
Subjects: Freedom,Access to Information,Laws,Federal Legislation,Intellectual Freedom,Freedom of Speech,Terrorism,National Security,Internet,Social Responsibility,Females,User Needs (Information),Acquired Immunodeficiency Syndrome (AIDS),Foreign Countries,Library Science,International Organizations,Library Associations,Research Methodology,Reports,Questionnaires,Library Services,Privacy

The IFLA/FAIFE World Report Series is unique. It is the only source based on a systematic data collection process that provides an overview of how libraries around the world are tackling barriers to freedom of access to information and freedom of expression. This year's edition includes 84 country reports which detail the extent of Internet access in libraries worldwide and address three specific areas of concern: Anti-terror legislation; freedom of information laws; and the social responsibilities of libraries such as raising awareness of HIV/AIDS and increasing women's access to information. This publication contains the following sections: (1) Acknowledgments (Susanne Seidelin &amp; Stuart Hamilton); (2) Authors; (3) Preface (Kay Raseroka); (4) Introduction (Susanne Seidelin &amp; Stuart Hamilton); (5) Libraries, Liberty and the USA PATRIOT ACT (Marc Lampson); (6) Freedom of Information Legislation, Libraries, and the Global Flow of Information (Barbara Jones); (7) IFLA and Social Responsibility: A Core Value of Librarianship (Al Kagan); (8) Methodology (Stuart Hamilton &amp; Susanne Seidelin); (9) Country Reports (Stuart Hamilton &amp; Susanne Seidelin); and (10) Analysis and conclusions (Stuart Hamilton &amp; Susanne Seidelin). Seven appendices are included: (1) IFLA/FAIFE World Report 2005 Questionnaire; (2) The IFLA/FAIFE World Report Series; (3) National Security Legislation; (4) Follow-up of the work of the Social Responsibilities Discussion Group; (5) Women's Information Needs; (6) The IFLA Internet Manifesto; and (7) The Glasgow Declaration on Libraries, Information Services and Intellectual Freedom. Individual sections contain notes. [Funding for this report was provided by the German Library Umbrella (BID).]
Helping Students Succeed: Communities Confront the Achievement Gap
Author: Flono, Fannie
Date: 2010-00-00
Type: Reports - Research
Subjects: Low Income,Community Involvement,Academic Achievement,Achievement Gap,Community Attitudes,Minority Groups,Local Issues,Guides,Questionnaires,Meetings,Racial Differences,Guidelines

In 2007, the Kettering Foundation launched a nationwide, two-year research project to learn what people in communities across the nation think about the achievement gap--and what roles they see for themselves in helping young people succeed academically. The community forums, which drew more than 3,200 participants nationwide, spotlighted elements crucial to sparking public action to tackle the problem. The results of that research hold important implications for both professional educators and for ordinary citizens. Using trained community facilitators and a policy guide Kettering developed, called &quot;Too Many Children Left Behind: How Can We Close the Achievement Gap?&quot;, diverse participants talked openly and frankly about the issue. Overall, the deliberations revealed three key findings: (1) the words &quot;achievement gap&quot; hold almost no meaning for the people with the most at stake: the students, parents, and other residents of communities where the achievement gap is most pronounced; (2) while educational experts see the achievement gap as a national problem, citizens see it as a local problem with particular solutions that reflect specific local factors; and (3) forum participants across the nation felt that responsibility for helping minority and low-income students succeed rested not just with educators and schools--the traditional focus of action on education matters--but also with parents and other adults, with local institutions other than schools, and with broad community involvement and individual commitment. Three appendices are included: (1) Kettering Foundation Issue Guide: Summary of Approaches; (2) Research Forum Sites; and (3) Post-forum Questionnaire.
Indiana Department of Education Notice of Procedural Safeguards
Author: Indiana Department of Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Special Education,Administrators,State Departments of Education,Parent Rights,Student Rights,School Law,Special Needs Students,State Regulation,Individualized Education Programs,Related Services (Special Education),Educational Diagnosis,Disability Identification,Confidential Records,Privacy,Discipline Policy,Discipline Problems,Hearings,Court Litigation,Costs,Student Placement

As the parent of a child who has or may have a disability, the federal and state laws give them certain rights--called procedural safeguards. If they would like a more detailed explanation of these rights, they should contact the principal of their child's school, a school administrator, their local special education director, or any of the resources listed on the last page of this notice of procedural safeguards (from this point forward referred to as the Notice). This Notice makes reference to the Division which means the Division of Special Education within the Indiana Department of Education (now called the Center for Exceptional Learners, Office of Special Education). (Contains 1 footnote.)
Policies of Test Centers and Jurisdictions and GED[R] Candidate Test Performance. GED Testing Service[R] Research Study, 2009-6. Executive Summary
Author: Medhanie, Amanuel
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: High School Equivalency Programs,Program Effectiveness,Models,Correlation,Predictor Variables,Intellectual Disciplines,Achievement Gap,White Students,Hispanic American Students,African American Students,Testing Programs,Adult Students,Scores,Equivalency Tests,Educational Policy,Participant Characteristics

The economic and employment outlook for individuals without a high school diploma is bleak. For many of these individuals, passing the General Educational Development (GED) Test is the first step in competing in the increasingly demanding job market. GED test-taking policies vary across test centers and jurisdictions, and have the potential to affect several outcomes related to the GED credential, such as passing the test or preparedness for postsecondary education. However, little is known about this relationship. This study examines the relationship between GED policies and performance on the content areas and the GED Test as a whole. The model that best fits the data, including test center- and jurisdiction-level predictors, explained approximately 15 percent of the variability in overall GED standard scores, which varies by content area, ranging from 10 percent for Language Arts, Reading to 17 percent for Science, suggesting that the importance of different variables differs as a function of the content area. The results suggest that candidates of various backgrounds are at a disadvantage even after controlling for relevant candidate factors. The most consistent finding associated with test centers was that the gap in performance between African-American and white candidates was smaller in test centers that required the Official GED Practice Test (OPT). However, this requirement did not decrease the performance gap between Hispanic and white candidates. In summary, although there is variability in overall GED standard scores and content area scores associated with the test center and jurisdiction levels, only one of the predictors at these levels--centers open all months of the year--helped account for this variation. Additional implications are discussed. [For the full report, see ED510086.]
Technical Manual: 2002 Series GED Tests
Author: Ezzelle, Carol
Date: 2009-03-00
Type: Guides - General
Subjects: High School Equivalency Programs,Testing Programs,Test Validity,Test Reliability,Scores,Scaling,Equated Scores,Norms,Test Construction,French,Spanish,Multiple Choice Tests,Writing Tests,Essay Tests,Testing Accommodations,Foreign Countries

This manual was written to provide technical information regarding the 2002 Series GED (General Educational Development) Tests. Throughout this manual, documentation is provided regarding the development of the GED Tests, data collection activities, as well as reliability and validity evidence. The purpose of this manual is to provide evidence that the GED Tests are technically sound. This manual is made up of nine chapters, which include the following information: (1) Introduction to the GED Tests and an overview of the GED testing program, including the purposes of the tests and proper uses of test scores; (2) Test specifications and development of the GED Tests; (3) The standardization process, including the norming, scaling, and equating processes; (4) The reliability of the English-language U.S. GED test scores; (5) The validity of English-language U.S. GED test scores; (6) Information and research on accommodations; (7) The development of the English-language Canadian GED Tests, with reliability and validity evidence; (8) The development of the French-language GED Tests, with reliability and validity evidence; and (9) The development of the Spanish-language GED Tests, with reliability and validity evidence. Sixteen appendices are included. (Contains 18 footnotes, 118 tables, and 1 figure.)