ethanporcaro/eric-fulltext-meta huggingface dataset:
WiFi in Schools, Electromagnetic Fields and Cell Phones: Alberta Health Fact Sheet
Author: Alberta Education
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Telecommunications,Educational Technology,Technology Uses in Education,Radiation,Magnets,Technology Integration,Physical Health,School Safety,Energy,Public Health,Research,Cancer

Wireless devices and the networks that support them are becoming more common in Alberta schools. WiFi is a wireless networking technology that allows computers and other devices to communicate over a wireless signal. Typically the signal is carried by radio waves over an area of up to 100 meters. Through the implementation of a WiFi network, school jurisdictions are able to offer teachers and students greater flexibility in accessing and using online learning resources, allowing students to use technology outside of the computer lab and integrate technology into day-to-day learning. Since the 1970s, there have been public concerns about electromagnetic radiation and more recently this has included WiFi in schools. As a response to these concerns, the World Health Organization (WHO) is conducting research on health repercussions of Extremely Low-Frequency (ELF) electromagnetic radiation, including an electromagnetic field (EMF) research project involving countries from around the world. After reviewing thousands of studies, WHO concluded that there is no conclusive evidence that WiFi exposure adversely affects human health. This fact sheet discusses information on electromagnetic fields, ELF electromagnetic radiation, regulations, and what research says about WiFi and health effects.
Florida Case Study: Building a Student-Level Longitudinal Data System
Author: Kugle, Cherry
Date: 2006-08-00
Type: Reports - General
Subjects: Case Studies,Longitudinal Studies,State Agencies,Program Implementation,Formative Evaluation,Management Information Systems,Information Management,Public Education,Student Records,Program Effectiveness,Information Utilization,Program Development,Statistical Studies,Performance Factors,Information Services

The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin.The Florida Department of Education (FDOE) oversees 67 county-wide public school districts, encompassing almost 4,000 schools, in which over 2.6 million students were enrolled in the fall of the 2005-06 school year. Florida has a long history of collecting a multitude of data on its public education system and was one of the country's pioneers in collecting student-level data.
Digital Citizenship Policy Development Guide
Author: Alberta Education
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Guides,Foreign Countries,Policy Formation,School Policy,Internet,Web 2.0 Technologies,Web Based Instruction,Social Networks,Educational Technology,Computer Uses in Education,Citizenship Education,Citizenship Responsibility,Access to Computers,Computer Mediated Communication,Technological Literacy,Computer Security,Safety,Civil Rights,Leadership Responsibility,Stakeholders,Retailing,Behavior,Legal Responsibility,Well Being,Ethics,Compliance (Legal),Literature Reviews,Interviews

Education leaders are re-examining acceptable use policies in light of the increasing use of highly mobile information technologies. While acceptable use policies were developed to manage and control behaviour, a digital citizenship policy takes a more comprehensive approach by recognizing the important role of education in preparing digital citizens. The intent of this guide is not to ascribe policy, but rather to offer guidance to leaders as they strive to better meet student and organizational needs. The guide provides an overview of digital citizenship policies and practices. It draws from research and the practical experience of Alberta schools. Its purpose is to assist school authorities in developing a digital citizenship plan and policies to address the needs of students and to provide guidance in policy development to help protect students working in open, collaborative, online environments. The &quot;Digital Citizenship Needs Assessment Tool&quot; provides an overall sense of school authority readiness and provides specific guidance across a comprehensive set of 11 different areas. These 11 areas are digital access, commerce, communications, literacy, etiquette, law, security, health and wellness, rights and responsibilities, cloud computing, and personally owned devices. Appended are (1) Context; (2) ISTE NETS for Digital Citizenship; (3) Personal Information: A FOIP Definition; and (4) Digital Citizenship Needs Assessment. (Contains 7 figures.)
Digital Citizenship. Technology Briefing. Number 2
Author: Alberta Education
Date: 2013-10-01
Type: Reports - Descriptive
Subjects: Educational Technology,Technological Literacy,Citizenship Education,Citizenship Responsibility,Student Responsibility,Internet,School Policy,Student Behavior,Foreign Countries

Students are spending an increased amount of time online. During this time, they are communicating with their peers, as well as consuming, sharing, and creating content. In the past, banning the use of personal devices and blocking online content was seen as a way to protect students from harmful content and protect the school's technology infrastructure. However, as &quot;Inspiring Education&quot; encourages school authorities to support students to become ethical citizens and engaged thinkers who use technology to create and share knowledge, these policies may need to be reconsidered. As technology becomes more integrated into students' lives and educational experiences, school authorities are exploring digital citizenship as an alternate approach. Digital citizenship encourages students to respect themselves, others  and intellectual property, while at the same time learning to think critically about protecting themselves and others from harmful content and behaviours online. Recognizing that students have digital lives and benefit from the use of technology, schools have the opportunity to help students build the skills they need to become responsible citizens in the global online community. This &quot;Technology Briefing&quot; views digital citizenship as being about balancing personal empowerment and responsibility with community well-being. It explains why digital citizenship is important and the role school authority has to play in preparing students to live, work, and share in digital environments.
Reporting and Analysis Tools: Helping Mine Education Data for Information Riches
Author: Steiny, Julia
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Data Collection,Data Analysis,Access to Information,Longitudinal Studies,State Departments of Education,Academic Standards,Reports,Student Records,Databases,Information Technology,Transcripts (Written Records),Enrollment,Privacy,Teacher Competencies,Graduation Rate,Dropout Rate,College Readiness,State Policy,Research Methodology,Decision Making,Confidentiality,Validity,Reliability,Student Evaluation

With the passage of the No Child Left Behind Act (NCLB), state education agencies (SEAs) and local educational agencies (LEAs) have stepped up activities to broadly expand their data collection and reporting systems. The Data Quality Campaign (DQC) has advocated strongly for states to build robust student-level longitudinal data systems based on standards and common definitions that address 10 essential elements provided in this report. This brief also outlines (1) Nine tips for making data accessible and useful, and (2) Lessons learned from leading states for developing reporting and analysis tools. It is widely acknowledged that vital policy conversations now under way-- conversations about increasing the rigor and relevance of high school, improving  teacher quality, promoting higher graduation rates and reducing achievement gaps--cannot be successful unless they are informed by reliable longitudinal data. (Contains 4 footnotes and 5 resources.)
Virginia Case Study: Building a Student-Level Longitudinal Data System
Author: Kugle, Cherry
Date: 2006-08-00
Type: Reports - Evaluative
Subjects: Data Collection,Data Analysis,Longitudinal Studies,Academic Achievement,State Departments of Education,Public Schools,Web Sites,Access to Information,Costs,School Districts,Information Technology,Computer Assisted Testing,Student Records,Proposal Writing,Transcripts (Written Records)

The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin. The Virginia Department of Education (VDOE), featured in this report, oversees 132 public school districts (divisions) in which over 1.2 million students were enrolled in the 2005-06 school year. Public school students in Virginia participate in the largest on-line assessment program in the country. Under the umbrella name of Education Information Management System (EIMS), the VDOE has set priorities to meet state and federal reporting requirements and enable stakeholders at all levels of education to make informed educational decisions based on accurate and timely information. Recommendations for future development are included.
Do &quot;College-Preparatory&quot; Courses Live up to Their Labels? Using Statewide Longitudinal Data Systems to Assess the Rigor of Academic Courses
Author: Dougherty, Chrys
Date: 2008-10-00
Type: Reports - Descriptive
Subjects: College Preparation,High School Students,Postsecondary Education,Higher Education,State Policy,Core Curriculum,Data Collection,Databases,Data Analysis,Student Records,Enrollment,Student Characteristics,Achievement Tests,Scores,Transcripts (Written Records),College Entrance Examinations,Graduation Rate,Dropout Rate,Audits (Verification),Longitudinal Studies,Credits,Teacher Influence,Teachers,Exit Examinations,Knowledge Level,Instructional Effectiveness,Academic Achievement,Institutional Characteristics,Teacher Characteristics

A growing number of educators and policymakers have begun focusing on the goal of preparing all or nearly all high school students for college and other advanced postsecondary learning opportunities. To meet this goal, states are adopting policies to encourage nearly all students, not just those seeking entry into competitive four-year colleges, to take a full core curriculum of college-preparatory courses in high school. Yet it is much easier to give students credit for a course labeled &quot;Algebra II&quot; than it is to ensure that those students actually learn algebra. So how do educators and policymakers know that students are actually learning the content implied by the course titles? This report identifies 10 essential elements of a statewide longitudinal student data system that make addressing questions about course completion, course credit inflation and college readiness possible. They are: (1) A statewide student identifier; (2) Student-level enrollment and demographic data; (3)The ability to match student-level test records across years; (4) Information on untested students; (5) Matching students with their teachers; (6) Student-level transcript (course completion and course grade) information; (7) College readiness test data (SAT and ACT exam results); (8) Student-level graduation and dropout data; (9)The ability to match student records between the P-12 and higher education systems; and (10) A state data audit system assessing data quality, validity and reliability. (Contains 1 table, 1 figure and 10 footnotes.) [This document was produced with the National Center for Educational Achievement.]
Moving from Pipeline Thinking to Understanding Pathways: Findings from the Academic Pathways Study of Engineering Undergraduates. Research Brief
Author: Atman, Cindy
Date: 2008-06-00
Type: Reports - Research
Subjects: Undergraduate Students,Engineering,Engineering Education,College Faculty,Technical Occupations,Academic Achievement,Education Work Relationship,Decision Making,Colleges

While engineering educators have engaged in many endeavors aimed at advancing engineering education and practice, much of this work has focused on broad curricular issues. Few studies focus on what it means to be an engineer or the process of what it takes to learn to engineer. In 
the last decade engineering educators have begun to focus on developing the research base with an emphasis on engineering student learning. The Academic Pathways Study (APS) was designed to build on and add to prior and ongoing research to investigate the engineering undergraduate learning experience and the transition to work. The APS is an extensive, multi-institution research project that is looking at how people become engineers over the course of their undergraduate educations and upon entry into the engineering workplace. It is part of the Center for the Advancement of Engineering Education (CAEE), an NSF-funded higher education Center for Learning and Teaching. The APS, the focus of this paper, is complemented by several other Center projects that are exploring components of engineering knowledge and practice, including decision making practices of engineering educators, and methods to build capacity and community in engineering education scholarship. Overall, the preliminary APS findings indicate a large variation in student pathways and institutional influences. Initial findings reported in this paper effectively challenge the long-held notion of the engineering education pipeline.
A Qualitative Study of the Early Work Experiences of Recent Graduates in Engineering. Research Brief
Author: Korte, Russell
Date: 2008-06-00
Type: Reports - Research
Subjects: College Graduates,Engineering,Engineering Education,Work Experience,Problem Solving,Context Effect,Socialization,Education Work Relationship,Interviews,Case Studies,Manufacturing Industry,Employment Qualifications,Work Environment

After several years of demanding study, new engineers graduate from higher education as professionals eager to apply their expertise to solving &quot;real world&quot; problems. Yet, the transition from school to the workplace involves a socialization process through which new graduates attempt to learn the specific
tasks and expectations of their job and begin to integrate into the social context of the organization. This paper reports the findings of a study investigating the socialization experiences of newly hired engineers in a large US-based, global manufacturing company.
Trajectories of Knowledge and Action in Becoming an Engineer. Research Brief
Author: Jocuns, Andrew
Date: 2008-12-00
Type: Reports - Research
Subjects: Engineering,Engineering Education,Undergraduate Students,Undergraduate Study,Professional Identity,Longitudinal Studies,Public Colleges,Interviews,Vocabulary Development,Jargon,Time Perspective

This paper focuses on how the notion of a trajectory of identification can be traced between different timescales and different sets of data that pertain to the student. The development of a specific student&apos;s trajectory is traced through his ability to talk-engineering along two different timescales: the entire four years of undergraduate education and the final 10-week quarter that includes work on the senior design project. This study is based on results from longitudinal ethnographic interview texts and video data from senior design and capstone projects.
Considering Context: A Study of First-Year Engineering Students. Research Brief
Author: Kilgore, Deborah
Date: 2007-08-00
Type: Reports - Research
Subjects: Context Effect,Problem Solving,Engineering,Engineering Education,Technical Occupations,Mixed Methods Research,Student Surveys,Structured Interviews,Ethnography,Longitudinal Studies,Comparative Analysis,Gender Differences,Task Analysis,College Freshmen

As engineers contribute to solving the increasingly complex problems facing our society, there is a growing need for the engineers graduating from undergraduate programs to deeply understand the context within which they are solving problems. There is a particular need for engineers who recognize the complexities of global and societal issues and respond to those complex issues with the solutions they develop. The Academic Pathways Study (APS) research element of the Center for the Advancement of Engineering Education (CAEE) is a multi-institution, mixed-method, longitudinal study which examines engineering students&apos; learning and development. Data were collected from forty students at each of four CAEE institutions for a total of 160 participants using surveys, structured interviews, and ethnographic observations. Students were also asked to perform simple engineering tasks during timed sessions at the conclusion of interviews. This paper describes a subset of the first-year data gathered for the APS--findings from a brief engineering design task and findings from an engineering design question in the spring survey in the first year of the study.
Competition, Confidence, and Challenges in the Engineering Classroom: American and International Students Speak Out. Research Brief
Author: Williams, Dawn
Date: 2007-08-00
Type: Reports - Research
Subjects: Black Colleges,College Students,Student Attitudes,Engineering,Engineering Education,Longitudinal Studies,Foreign Students,Observation,Ethnography,Interviews,Content Analysis,Comparative Analysis,Grade Point Average,Academic Achievement,Blacks,African American Students,Student Experience,Competition

National data has shown that Americans are scoring at lower levels in mathematics and science than their international peer group. Yet, the data does not feature students' voices. This study helps fill that gap by highlighting American engineering students and their international counterparts matriculating at an HBCU (Oliver University). This study is part of a large,
longitudinal study designed to understand how students become engineers by examining their experiences from their freshman through their senior years.
Considering Life Cycle during Design: A Longitudinal Study of Engineering Undergraduates. Research Brief
Author: Yasuhara, Ken
Date: 2009-04-00
Type: Reports - Research
Subjects: Undergraduate Students,Engineering Education,Longitudinal Studies,Life Cycle Costing,Design,Sustainability,Gender Differences,Problem Solving,Holistic Approach,Conservation (Environment)

In this age of global warming and diminishing fossil fuel stores, society is becoming increasingly aware that seemingly small decisions can have surprisingly far-reaching implications on the environment and future generations. Accordingly, today&apos;s engineers must approach design problems with a holistic, broad view of the impacts, environmental and otherwise, of their solutions. The notion of life cycle provides a structured, comprehensive approach for assessing the impact of an engineering solution, whether it takes the form of a product, a service, or a process. Many engineers
have long valued life cycle analysis as an important tool in the design process, and life cycle is discussed in the literature of numerous engineering disciplines. Using the life cycle framing (see full paper for a complete discussion), the present analysis examines the degree to which engineering students consider design problems in a temporal context, i.e., considering the full life span of the design artifact, from conceptualization to disposal.
Breadth in Design Problem Scoping: Using Insights from Experts to Investigate Student Processes. Research Brief
Author: Morozov, Andrew
Date: 2007-07-00
Type: Reports - Research
Subjects: Protocol Analysis,Discourse Analysis,Personal Narratives,Engineering,Engineering Education,Technical Occupations,Expertise,Comparative Analysis,Task Analysis,Design,Problem Solving,Semi Structured Interviews,Observation,Surveys,College Freshmen

In this study, the authors used two methods for analyzing expert data: verbal protocol analysis (VPA) and narrative analysis. VPA has been effectively used to describe the design processes employed by engineering students, expert designers, and expert-novice comparative research. VPA involves asking participants to &quot;think aloud&quot; while performing a design task. For this study, the design task was: In the past, the Midwest has experienced massive flooding of the Mississippi River. What factors would you take into account in designing a retaining wall system for the Mississippi? Each participant
worked individually and had up to 30 minutes to complete the design task. Verbal responses were audio-recorded and transcribed for subsequent coding and interpretation. Narrative analysis entails a close reading of the transcripts seeking to identify content categories (particularly those not highlighted in the VPA) but also to trace the logic or structure underlying the respondent's answer. The expert data came from a subset of four responses purposefully selected from a pre-existing pool of 19 experienced engineers, representing six engineering specializations, identified by their peers at work as expert designers. The narrative analysis provided some promising directions for future research. Among other things, it allowed the authors to see the relationships between and among the experts' ideas and develop new understandings of what those relationships look like and how they reflect expert designers' thought processes.
Characterizing Design Learning through the Use of Language: A Mixed-Methods Study of Engineering Designers. Research Brief
Author: Atman, Cindy
Date: 2009-11-00
Type: Reports - Research
Subjects: Engineering,Engineering Education,Educational Improvement,Design,Communities of Practice,Language Usage,Academic Discourse,Higher Education,Mixed Methods Research,Academic Degrees,Student Surveys,Student Attitudes

This analysis, that utilizes data from part of the Academic Pathways Study (APS) of the Center for the Advancement of Engineering Education (CAEE), found that as a result of taking a course in engineering design and/or studying engineering for four years, students acquire engineering design language that is common to a larger community of practice as well as situated in their own programs and institutions of higher learning. The study also suggests that engineering design language shapes the knowledge that students have about engineering design. Finally, students did not always put this knowledge into practice, suggesting the need for educational improvements, as well as research to better define the kinds of knowledge necessary to bridge
the gap.