ethanporcaro/eric-fulltext-meta huggingface dataset:
2011-2012 FSA Handbook with Active Index
Author: Federal Student Aid (ED)
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Federal Aid,Student Loan Programs,Grants,Scholarships,Financial Aid Applicants,Records (Forms),Audits (Verification),Worksheets,Error Correction,Eligibility,Student Characteristics,Citizenship,Institutional Characteristics,College Programs,College Administration,Loan Default,Loan Repayment,Work Study Programs,Federal Programs,Recordkeeping,Withdrawal (Education),Expenditures,Sanctions,Program Evaluation,Program Termination,School Safety,Privacy,Distance Education,Student Costs,Money Management

This publication is intended for financial aid administrators and counselors who help students begin the aid process--filing the Free Application for Federal Student Aid (FAFSA), verifying information, and making corrections and other changes to the information reported on the FAFSA. The Federal Student Aid Handbook consists of the Application and Verification Guide and six numbered Volumes. [For the 2010-2011 handbook, see ED537359.]
Vocabulary Strategies for a Fourth Grade Classroom
Author: Howell, Gina
Date: 2012-09-07
Type: Reports - Research
Subjects: Reading Instruction,Semantics,Observation,Vocabulary,Vocabulary Skills,Learning Centers (Classroom),Grade 4,Student Journals,Teaching Methods,Elementary School Students,Prediction,Associative Learning,Evaluation,Concept Formation,Games,Pretests Posttests,Check Lists,Journal Writing,Worksheets,Interviews

For this project I worked with twelve of my fourth grade students from a local school in the southwestern part of Stokes County, North Carolina on increasing their vocabulary skills through the development and implementation of seven vocabulary strategies. During the Literature Review I came across the following seven strategies: Prediction; Association; Verification; and Evaluation (P.A.V.E) procedure; Vocabulary Anchors, semantic webs, concept cards; Pictionary; Jeopardy, and Word sorts. These seven different vocabulary strategies were presented over the course of a seven week period. After Christmas break my students always seem to struggle remembering the vocabulary words from the beginning of the year. Each goal's vocabulary words build on the previous goals. When students forget the vocabulary words from the previous units it keeps them from beginning the next goal. Appended are: (1) Data Collection Matrix; (2) Goal 1 Pre-test/Post-test; (3) Student Portfolio Checklist; (4) Student Journal; (5) Teacher Journal; (6) Teacher Observation Journal (Entire Class); (7) Learning Center Worksheet; (8) Student Progress Report; and (9) Student Interview.
Governor's Role in Aligning Early Education and K-12 Reforms: Challenges, Opportunities, and Benefits for Children. White Paper
Author: Wat, Albert
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Resource Allocation,Teaching Methods,State Agencies,Educational Change,Early Childhood Education,Elementary Secondary Education,Public Policy,Alignment (Education),Government Role,State Government,Academic Standards,College Readiness,Career Readiness,Educational Objectives,Goal Orientation,Educational Assessment,Student Evaluation,Accountability,Leadership,Governance,Teacher Education,Professional Development

To increase student learning and achievement, more and more states are pursuing reforms in &quot;both&quot; early care and education (ECE) programs and the K-12 education system. Many states are implementing the Common Core State Standards (CCSS) to promote all students' readiness for college and careers, while engaging in reforms prompted by the Race to the Top-Early Learning Challenge (RTTT-ELC) grant competition to expand children's access to high-quality programs for early learning. Ideally, these initiatives would support and reinforce each other's goals and approaches to education--especially across the birth-to-grade 3 continuum, when research shows children acquire critical skills for academic success. Well-aligned ECE and K-12 reforms and policies would enable states to develop common expectations on what children need to know and be able to do as they transition from early childhood programs to the primary grades. Unfortunately, in most cases, aligning reforms in the early learning and K-12 systems is challenging. Typically, these efforts are led by different state entities and policymakers with limited knowledge of one another's goals and strategies. ECE and K-12 leaders also tend to have different approaches to teaching and learning and even different beliefs about the objectives. As policymakers who have the responsibility for the well-being and education of children of all ages, governors are uniquely situated to bring state agencies together and develop a coordinated strategy to align ECE and K-12 policies so they better serve all children, starting at birth. Doing so requires leaders from both systems to analyze what their respective goals, approaches, and reform strategies have in common and how they differ. This process can help governors, their staff, and other state policy leaders develop concrete action steps that promote greater alignment of ECE and K-12 reforms in key areas: (1) Leadership and Governance; (2) Learning Standards; (3) Child Assessments; (4) Accountability; (5) Teacher/Leader Preparation and Professional Development; and (6) Resource Allocation and Reallocation. (Contains 23 endnotes and 4 resources.)
A Case Study: Teaching Engineering Concepts in Science. Research in Engineering and  Technology Education
Author: Stricker, David R.
Date: 2010-01-31
Type: Reports - Research
Subjects: Active Learning,Instructional Materials,Teaching Methods,Engineering,Student Projects,Scientific Literacy,Semi Structured Interviews,Engineering Education,Problem Solving,Numeracy,Lesson Plans,Student Evaluation,Partnerships in Education,Competition,High School Students,Case Studies,Educational Strategies

This study was conducted to describe a teacher developed high school engineering course, to identify teaching strategies used in the process of delivering math and science literacy through this course, to identify challenges and constraints that occurred during its development and delivery, and to describe the strategies that were used to overcome those obstacles. A case study was conducted using semi-structured interviews with the engineering instructor at Benilde-St. Margaret's in St. Louis Park, Minnesota. In addition, the researcher conducted classroom observations and reviewed instructional materials, teacher lesson plans, and teacher journals. Themes that developed regarding the strategies used to deliver this particular course identified that concepts created its platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, project based learning and teaching were employed, there was a clear emphasis on creative thought and work, and the teacher served as a guide rather than the sole &quot;sage&quot;. Themes developed regarding the identification of challenges and constraints that occurred during the development and delivery of this engineering course were assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this new pedagogy. Lastly, themes developed regarding the strategies used to overcome these obstacles identified financial and instructional support through business partnership and administrative support as being critical. Appended are: (1) Consent to Participate In UW-Stout Approved Research; and (2) Modules. (Contains 1 figure.)
Infusing Engineering Design into High School STEM Courses
Author: Hynes, Morgan
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Engineering Education,Engineering,Elementary Secondary Education,STEM Education,Engineering Technology,Position Papers,Integrated Curriculum,Science Course Improvement Projects,Performance Factors,Change Strategies,Educational Change,Design Requirements,Best Practices

The Tufts University Center for Engineering Education and Outreach (CEEO) strives to improve STEM education through engineering and believes every student should have the chance to engineer. Situated in Massachusetts, the first state to adopt engineering education at all levels in public schools (Massachusetts DOE, 2001), the CEEO supports the belief that engineering education starts in kindergarten and continues to develop throughout their K-12 schooling. The authors also believe that at the core of K-12 engineering is the Engineering Design Process (EDP). The purpose of introducing students to the EDP is to teach students that engineering is about organizing thoughts to improve decision making for the purpose of developing high quality solutions and/or products to problems. Three key concepts in successful implementation of the EDP are: (1) students are engineers; (2) teachers need to listen to their students; and (3) classroom environments need to change to properly enable learning through the EDP. Recently, the authors worked with the Massachusetts State Department of Education to produce a revised engineering design document that describes a learning progression for the EDP from kindergarten through high school. This white paper describes the high school portion of that document geared toward the activities or skills they associate with the EDP as defined by the current Massachusetts curriculum frameworks. This depiction of the EDP implies a cyclical, stepwise process that is rarely the case in solving real-world engineering problems. Oftentimes the task requires some jumping around from step to step. By adopting this slightly adjusted paradigm, students will recognize that the EDP does not rely upon rigid thinking, but provokes creative and outside-the-box thinking. (Contains 1 figure.)
Integrating Engineering Design Challenges into Secondary STEM Education
Author: Carr, Ronald L.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Engineering,Educational Research,STEM Education,Integrated Curriculum,Synthesis,Literature Reviews,Engineering Education,Engineering Technology,Design,Problem Based Learning,Academic Standards,Instructional Design,Science Course Improvement Projects

Engineering is being currently taught in the full spectrum of the P-12 system, with an emphasis on design-oriented teaching (Brophy, Klein, Portsmore, & Rogers, 2008). Due to only a small amount of research on the learning of engineering design in elementary and middle school settings, the community of practice lacks the necessary knowledge of the trajectory of students' learning progressions towards design mastery and expertise and the appropriateness of otherwise established design pedagogies. The issue is even more pressing since many states are embedding engineering into their standards without a clear notion of how engineering (often conceptualized as design) works within existing standards (Strobel, Carr, Martinez-Lopez & Bravo, 2011). This paper synthesizes existing literature, which might provide insights on how to further investigate the issue of appropriate design pedagogies. At first, the paper contextualizes existing PBL research into engineering design. Second, the paper synthesizes the literature on inductive teaching and expert-novice differences as an additional literature base to conceptualize the role of design and engineering in the schooling system. Third, the paper contextualizes the questions on problem-appropriateness in engineering design into the current debate on engineering standards and their role in the P-12 education system.
Men of Color: A Role for Policymakers in Improving the Status of Black Male Students in U.S. Higher Education
Author: Harper, Shaun R.
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Higher Education,Outcomes of Education,Drinking,Males,Campuses,Sexual Abuse,Educational Objectives,African American Students,Role,Policy Formation,Educational Policy,Achievement Gap,Educational Attainment,Behavior Problems,Crime,Suicide,Violence,Undergraduate Students,Disproportionate Representation,Educational Trends,Trend Analysis,Organizations (Groups),Graduation Rate,College Athletics,Community Organizations

Across all levels of education, young men's comparatively lower levels of educational achievement and attainment, as well as problematic behavioral trends  (e.g., sexual assault, binge drinking, property destruction, suicides, campus shootings), have garnered attention from journalists, educators, school administrators, parents, and others. Conversations have included male undergraduates from a range of racial backgrounds. However, disproportionate emphasis has been placed on Black undergraduate men, a population that is repeatedly characterized as one of the most underrepresented, stereotyped, disengaged, and lowest performing students on college and university campuses. Despite the attention that has been devoted to their current condition in U.S. higher education, only recently have Black men emerged as a serious focus among federal and state policymakers. This report argues that they should be a center of attention. The purpose of this report is threefold: (1) To provide a summary of policy--relevant trends and issues concerning Black male college students; (2) To offer a snapshot of current initiatives that aim to address the problematic condition of college success for Black undergraduate men; and (3) To propose a role for policymakers at all levels--institutional, federal, and state--as well as other relevant groups such as the National Collegiate Athletic Association (NCAA), and influential organizations such as foundations, community-based organizations, and higher education associations in improving Black men's educational outcomes and postsecondary degree attainment rates. (Contains 4 tables, 3 figures, and 37 footnotes.) [This publication was produced with the Center for the Study of Race and Equity in Education, Graduate School of Education, University of Pennsylvania and the Institute for Higher Education Policy's Pathways to College Network.]
Using Data to Improve Minority-Serving Institution Success
Author: Vuong, Bi
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Higher Education,Institutional Mission,First Generation College Students,African American Students,Black Colleges,Minority Groups,Disadvantaged,American Indian Students,Tribally Controlled Education,Minority Group Students,Low Income,Hispanic American Students,Asian American Students,Pacific Islanders,Data Analysis,Data Collection,Decision Making,College Graduates

To meet our nation's college completion goals by 2025, postsecondary institutions must graduate a total of 23 million more students over the next 13 years. As the higher education sector continues to consider strategies to meet this ambitious goal, it is crucial that higher education institutions use data effectively to analyze where they are, where they need to be, and what steps will get them there. Many institutions that serve large numbers of 21st century students who are crucial to meeting the goal and have been traditionally underserved in the past--such as students of color, low-income students, and first-generation college students--have extensive knowledge of how to best support students and reduce barriers from enrollment to graduation. Minority-Serving Institutions (MSIs) in particular have historically educated and graduated a large proportion of underserved students. Therefore, MSIs have great potential for graduating an even larger number of college graduates over the next decade. This brief highlights how MSIs can better identify, collect, and use data for internal decision making and provide external audiences with a deeper understanding of how MSIs contribute to the higher education landscape. Specifically, this brief highlights how MSIs from the Lumina MSI-Models of Success project have used data to implement policy and programmatic changes on their campuses in support of student and institutional success. The goal of this brief is to continue a conversation about ways MSIs can build upon their data work to improve future reporting, analyses, and decision making. In addition, the lessons shared in the brief have broad application to other institutions, especially those that serve students from disadvantaged backgrounds. This is the second in a series of briefs by the Institute for Higher Education Policy (IHEP) to feature emerging themes from the Lumina MSI-Models of Success program. (Contains 3 boxes and 10 footnotes.)
Heterogeneous Paths through College: Detailed Patterns and Relationships with Graduation and Earnings. Working Paper 83
Author: Andrews, Rodney J.
Date: 2012-11-00
Type: Reports - Research
Subjects: Education Work Relationship,College Transfer Students,Bachelors Degrees,Income,Graduation,School Effectiveness,Higher Education,Outcomes of Education

A considerable fraction of college students and bachelor's degree recipients attend multiple postsecondary institutions. Despite this fact, there is scant research that examines the nature of the paths--both the number and types of institutions--that students take to obtain a bachelor's degree or through the higher education system more generally. We also know little about how contact with multiple institutions of varying quality affects postgraduate life outcomes. We use a unique panel data set from Texas that allows us to both examine in detail the paths that students take towards a bachelor's degree and estimate how contact with multiple institutions is related to degree completion and subsequent earnings. We show that the paths to a bachelor's degree are diverse and that earnings and BA receipt vary systematically with these paths. Our results call attention to the importance of developing a more complete understanding of why students transfer and what causal role transferring has on the returns to postsecondary educational investment. (Contains 9 tables and 17 footnotes.)
Teacher Pension Choice: Surveying the Landscape in Washington State. Working Paper 81
Author: Goldhaber, Dan
Date: 2012-10-00
Type: Reports - Research
Subjects: Retirement Benefits,Teacher Retirement,Incentives,Teacher Behavior,Fiscal Capacity,Selection,Comparative Analysis,Teacher Characteristics,Institutional Characteristics,Teacher Effectiveness,Age Differences,Experienced Teachers

In this descriptive paper we detail the structure of two Washington State teacher retirement plans: a traditional defined benefit plan and a hybrid defined benefit-defined contribution plan. We provide preliminary evidence on how retirement plan structures may relate to the choices that teachers make. Our analysis of the financial incentives offered to Washington State teachers under the two different plans reveals several patterns that may influence teacher behavior. Teachers experience large gains in their pension wealth by crossing key age and experience thresholds. The relative magnitude of expected pension wealth differs sharply between the plans depending on when a teacher anticipates exiting the position, and the magnitude of anticipated returns to investment. We observe teacher choices between the traditional defined benefit plan and the hybrid plan during two time periods: 1996-1997 and 2008-2010. In 1996-1997 teachers were offered a financial inducement to switch into the newly created hybrid plan and defaulted into staying in the traditional plan if no action was taken. Teachers hired during 2008-2010 defaulted into the hybrid plan if no action was taken. Most of the teachers who were given a choice opted for the hybrid plan. This preference for the hybrid plan is more pronounced among the 1996-1997 cohort, who received a financial incentive in the form of a transfer payment for switching. The notable exception is among teachers who were over 55, and or teachers with relatively high experience levels, who were more likely to choose the traditional defined benefit plan. (Contains 8 figures, 2 tables, and 51 footnotes.)
One Day Too Late? Mobile Students in an Era of Accountability. Working Paper 82
Author: Ozek, Umut
Date: 2012-11-00
Type: Reports - Research
Subjects: Student Mobility,Accountability,Eligibility,Enrollment,Achievement Gap,Educational Testing,Scores,Elementary School Students,Grade 3,Grade 4,Grade 5,Student Characteristics,Reading Tests,Mathematics Tests,High Stakes Tests,School Effectiveness,Classroom Environment,Federal Legislation,Educational Legislation

How to incorporate mobile students, who enter schools/classrooms after the start of the school year, into educational performance evaluations remains to be a challenge. As mandated by the No Child Left Behind Act of 2001 (NCLB), all states currently require that a school is accountable only if the student has been enrolled in the school for a full academic year. This paper investigates the school response to this eligibility requirement using regression-discontinuity framework. I find that schools that face accountability pressure behave strategically in an attempt to boost the &quot;assessed&quot; student performance, creating significant achievement gaps between eligible and ineligible mobile students. The findings also suggest that these achievement gaps are primarily driven by the strategic classification of students by failing schools to alter the eligible test-taker pool. I propose an alternative approach to mobile students in educational performance evaluations that eliminates this undesired incentive, which ironically affects students whom accountability systems specifically aspire not to leave behind. Appended are: (1) Full Academic Year Definitions in 50 States and the District of Columbia as of 2009; and (2) Grading Formula in Florida: 2008-2009 School Year. (Contains 9 figures, 13 tables, and 15 footnotes.)