ethanporcaro/eric-fulltext-meta huggingface dataset:
Access for All Customers: Universal Strategies for One-Stop Career Centers. The Institute Brief. Issue Number 26
Author: Hoff, David
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Job Applicants,Delivery Systems,Career Centers,Assistive Technology,Access to Education

One-Stop Career Centers serve a diverse range of customers. These include individuals with a variety of educational and work backgrounds, people from diverse racial, linguistic and ethnic cultures, as well as individuals with a wide range of disabilities and support needs. One way of addressing the needs of this diverse customer base is to develop services and systems that respond to the needs of each of these groups. However, this can be expensive and labor-intensive. A more effective way to serve this broad customer pool is to provide One-Stop services according to the principles of what is known as &quot;universal design,&quot; using common strategies that benefit many groups--and that reinforce the concept of an inclusive setting that welcomes and celebrates diversity. To find a manageable approach to meet the needs of their many customers, One-Stop Career Centers can think universally about how they design their physical space, service delivery systems, and customer resources. For example, the barriers faced by people who cannot read are similar despite the cause (e.g. cognitive disability, illiteracy, or limited English proficiency). Therefore, the strategies to overcome this barrier and allow customers to benefit from One-Stop services will be similar. This proactive approach lessens the extent of service specialization that may be required to meet the needs of some audiences. When services are designed universally, they are more likely to benefit job seekers with a wide range of learning styles, languages, educational levels, intelligences, and abilities, allowing the One-Stop to meet customer needs in a more efficient fashion. [This publication is a product of the Massachusetts Medicaid Infrastructure and Comprehensive Employment Opportunities Grant (MI-CEO), a collaborative project of  the Massachusetts Executive Office of Health and Human Services, the Center for Health Policy and Research at UMass Medical School, and the Institute for Community Inclusion  at UMass Boston. This grant is funded by the Centers for Medicare and Medicaid Services. This publication was developed in collaboration with the Metro North Regional Employment Board's Customized Employment Project funded by the Office of Disability Employment Policy of the U.S. Department of Labor.]
Effective Career Development Strategies for Young Artists with Disabilities. The Institute Brief. Issue Number 24
Author: Boeltzig, Heike
Date: 2008-06-00
Type: Reports - Research
Subjects: Employment,Artists,Disabilities,Career Development,Case Studies,Fine Arts,Art Education

While many people with disabilities are becoming and remaining employed, recent studies show that employment rates for people with disabilities continue to be substantially lower than rates for those without disabilities. In a subset of youth with disabilities, the National Longitudinal Transition Study found that 40 percent of these younger individuals with disabilities, 15 to 19 years old, were employed at the time they were surveyed in 2003, compared to 63 percent of their peers without disabilities (Wagner et al., 2006). One potential arena of employment for young people with disabilities is the arts. This brief reports on effective strategies that 47 young artists with disabilities used to gain access to arts-related experiences in order to further their educational and career pathways. Across program years 2002-2005, these young artists, all aged 16 to 25, were finalists in the VSA arts/Volkswagen of America, Inc. Program, an arts competition that was intended to showcase their talents and accomplishments. As part of the overall evaluation, we were able to identify career development strategies based on a review of finalists' program applications. This brief is mainly targeted at visual artists, although the strategies may also apply to other groups of artists.
Student-Athlete Ethnicity, 1999-2000-2009-2010. NCAA[R] Student-Athlete Ethnicity Report
Author: Zgonc, Erin, Comp.
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Ethnicity,Team Sports,Racquet Sports,Athletes,Graphs,Enrollment Trends,Enrollment,Racial Differences,College Athletics,Immigrants,Classification,Gender Differences,American Indians,Alaska Natives,Asian Americans,Pacific Islanders,African Americans,Hispanic Americans,Whites

For the eleventh consecutive year, the National Collegiate Athletic Association (NCAA) compiled this statistical report regarding student-athlete race, ethnicity and resident alien status in intercollegiate athletics at its member institutions. This information provides a general view of recent historical student-athlete race and ethnicity trends by gender, sport and division. The first section of this report describes factors that affect the data, offers suggestions for the reader, defines the race and ethnicity categories and provides findings by division. The second section provides student-athlete race and ethnicity percentages for each sport in separate tables by year, division and for the NCAA overall. Next, the percentages in those tables are illustrated via graphs overall and by division. Separate graphs for the minority categories only are also in this section. Following the graphs section, estimated frequency tables are presented in the same format as the percentages tables. The last two sections restate the nine year's worth of percentage and estimated frequency data in separate tables for each sport. For the 2006-07 through the current report, tables were added detailing the resident alien status of the student athletes separately from their race/  ethnicity. Previously these categories were combined, but now have been separated for greater accuracy in reporting. Therefore, because of the removal of resident alien as a choice among ethnic categories, the other ethnicities will increase accordingly. Student-athletes whose ethnicities were previously identified as nonresident alien are now identified with an ethnic category and identified separately as nonresident aliens. This is particularly relevant in certain sports such as tennis, skiing, squash and ice hockey which each have over 20 percent of total participants identified as having nonresident alien status. So some increases in ethnic percentages can be attributed to this change in methodology.
Adolescent Substance Use: America's #1 Public Health Problem
Author: National Center on Addiction and Substance Abuse at Columbia University
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Marijuana,Cocaine,Narcotics,Public Health,School Personnel,High School Students,Substance Abuse,Smoking,Drinking,Drug Abuse,At Risk Persons,Interviews,Addictive Behavior,Cultural Influences,Adolescents,Prevention,Intervention,Parents,Allied Health Personnel,Policy Formation,Teachers,Mass Media Effects,Researchers,Brain,Incidence,Sexuality,Homicide,Suicide,Injuries,Motor Vehicles,Violence,Academic Achievement,Educational Attainment,Employment Level,Interpersonal Competence,Parent Attitudes,Parent Child Relationship,Educational Environment,Community Programs,Peer Influence,Genetics,Family Influence,Mental Disorders,Self Esteem,Personality Traits,Victims,Bullying,Low Achievement,Divorce,One Parent Family,Body Weight,Sleep,Aggression,Child Welfare,Dropouts,Minority Groups,Juvenile Justice,Athletes,Parent Participation,Parenting Styles,Role Models,Screening Tests,Barriers,Taxes,Consciousness Raising,School Policy

This report finds that adolescent smoking, drinking, misusing prescription drugs and using illegal drugs is, by any measure, a public health problem of epidemic proportion, presenting clear and present danger to millions of America's teenagers and severe and expensive long-range consequences for the entire population. This report is a wake-up call for everyone, regardless of whether they seek to win the future by investing in the youth or seek to cut public spending to avoid a back-breaking financial burden on their children and grandchildren. The findings and recommendations in this report offer common ground and opportunity to help achieve both objectives. This report finds that: (1) Three-fourths of high school students (75.6 percent, 10.0 million) have used addictive substances including cigarettes, alcohol, marijuana or cocaine; (2) Almost half of high school students (46.1 percent, 6.1 million) are current users of these substances; and (3) Of high school students who have ever smoked a cigarette, had a drink of alcohol or used other drugs, 19.4 percent have a clinical substance use disorder, as do 33.3 percent of current users. Appendices include: (1) Methodology; (2) 2010 CASA Survey of Parents of High School Students; (3) 2010 CASA Survey of High School Students; (4) 2010 CASA Survey of High School Teachers and School Personnel; (5) Key Informant Interviewees; and (6) Screening, Brief Intervention and Referral to Treatment (SBIRT). A bibliography is included. (Contains 29 tables, 50 figures and 1452 notes.) [Funding for this paper was provided by Legacy[R] and the Michael Alan Rosen Foundation.]
Leadership in Various Shapes
Author: Kaplun, Irina
Date: 2011-02-13
Type: Reports - Research
Subjects: Teacher Leadership,Virtual Classrooms,Administrator Role,Work Environment,Secondary School Students,Student Attitudes,Expectation,Teacher Role,Leadership,Generational Differences,Personnel Management,Values

This work focuses on the importance of teacher leadership in the virtual environment and the role of managers in the workforce. It depicts student expectations of the virtual classroom, specifically the professor's role in this environment. The study on teachers in the virtual environment is compared and contrasted with generational differences in the role of managers and the role of leadership in this occurrence.
One Thing Leads to Another: Evolution, Play, and Technology
Author: Narey, Teresa A.
Date: 2010-12-16
Type: Reports - Descriptive
Subjects: Play,Definitions,Influence of Technology,Evolution,Children,Futures (of Society),Learning Processes,Access to Computers,Computer Use,Child Development,Federal Legislation,Toys,Educational Technology,Educational Policy

Traditionally, we think of play as children's work, and this work is often considered trivial and meaningless. However, when the definition of play is explored, its multiple meanings encourage us to understand play as an important vehicle for the propulsion of society. Play has become a hot topic in households and classrooms and for political platforms, as its state is ever in flux; play never really was just about tinkering in the mud or with toys, it includes an array of technological devices that require us to question its function more deeply and consider what it means for children and the future. This white paper examines our notions of play and technology, and suggests that both are inherent functions of our evolution as humans. It urges that this convergence be considered more carefully in future research concerning play and technology. (Contains 6 footnotes.)
Building Motivation in the K-12 Art Classroom
Author: Andrews, Page
Date: 2011-07-01
Type: Reports - Research
Subjects: Art Education,Student Motivation,Motivation Techniques,Classroom Techniques,Art Teachers,Elementary Secondary Education,Interviews,Teacher Surveys

Student motivation is a universal challenge among teachers of every instructional level and content area. Motivation, particularly in the art classroom, is a challenge for many art educators. My study looks to unwind the intricate web of student motivation and to identify effective motivational strategies that art educators use on a daily basis within their classrooms. This qualitative study, conducted in a suburban school district, uses art educator's real life experiences and opinions to pinpoint useful motivational strategies. Appended are: (1) Letter of Informed Consent; (2) Online Survey; and (3) Interview Questions: Response Guided. (Contains a bibliography.)
The Rise of Childhood Poverty in Georgia: Implications for Public School Planning and Pedagogy
Author: Boggs, Olivia M.
Date: 2011-07-01
Type: Reports - Evaluative
Subjects: Public Schools,Poverty,Graduation Rate,Dropouts,Graduation,Children,Trend Analysis,Intervention,High School Students,Role of Education,Racial Composition,Minority Groups,School Holding Power,Academic Persistence,At Risk Students

The rapid and steady growth of poverty in Georgia's public schools is a clarion call to re-examine the extent to which educators are reaching and teaching all students, regardless of their economic standing. The traditional view of poverty as a marginal condition affecting a minority of students no longer holds as 56% of Georgia's 1.6-million public school students are now eligible for free or reduced lunch, an increase of 13 percentage points in ten years. This paper examines the rapid growth in childhood poverty in the state of Georgia and discusses implications of this trend for school success and completion. In the absence of school-based interventions, the rise in poverty and decrease in high school graduation rates portend growth of a permanent underclass that will struggle to support themselves, their families, and their communities. Because school completion has the potential to interrupt the cycle of intergenerational poverty, Georgia public schools will need to make concerted efforts to provide innovative experiences that will result in fewer dropouts and more completers. The paper concludes by discussing how schools must be configured and staffed to enable all children, regardless of the circumstances of their birth, to have the highest possibility of reaching their potential. (Contains 1 chart and 2 tables.)
Longitudinal Data Analysis with Latent Growth Modeling: An Introduction and Illustration for Higher Education Researchers
Author: Blanchard, Rebecca D.
Date: 2011-04-08
Type: Reports - Research
Subjects: Data Analysis,Statistical Analysis,Structural Equation Models,Higher Education,Educational Research,Longitudinal Studies,Trend Analysis

This paper introduces latent growth modeling (LGM) as a statistical method for analyzing change over time in latent, or unobserved, variables, with particular emphasis of the application of this method in higher education research. While increasingly popular in other areas of education research and despite a wealth of publicly-available datasets relevant to postsecondary education research, LGM has not been utilized widely by higher education researchers. This paper begins by introducing LGM as a desirable mechanism for analyzing variability in individual growth trajectories over time and then presents an illustration of its application. An example of the application of LGM to data obtained from the Integrated Postsecondary Educational Data System (IPEDS) is presented to introduce specific components of LGM, including model specification and goodness-of-fit indices, and to demonstrate the research potential for higher education researchers. Finally, additional datasets offering longitudinal analysis potential for higher education researchers are presented to facilitate research. (Contains 2 tables, 2 figures, and 8 footnotes.)
Literature Review of Residents as Teachers from an Adult Learning Perspective
Author: Blanchard, Rebecca D.
Date: 2011-04-12
Type: Information Analyses
Subjects: Medical Education,Andragogy,Higher Education,Adult Learning,Adult Students,Teaching Skills,Literature Reviews,Teacher Characteristics,Performance Factors,Educational Practices,Educational Strategies

Academic medical centers represent the intersection of higher education and workforce development. However residents often utilize traditional pedagogical approaches learned from higher education settings that fail to translate with adult learners. The purpose of this study is to synthesize literature on resident teachers from the perspective of adult learning--particularly the concept of andragogy--to provide insight for improving medical education. This integrative literature review relies on one aspect of adult learning--Malcolm Knowles' (1984) tenets of andragogy--as a theoretical framework. Articles are pulled from eight databases using keywords of "residents as teachers" and "adult learning." Data was synthesized from articles which identified skills and characteristics of resident teachers either as a framework or as part of their residents-as-teachers curriculum. Results of this review present these characteristics as mechanisms for achieving the five tenets of Knowles' (1984) model of adult learning. This study is relevant, as it connects andragogy with medical education and posits that teaching skills be more clearly conceptualized for faculty and residents and incorporated into their respective curricula. (Contains 1 table.)
Academic Curriculum for Students with Significant Cognitive Disabilities: Special Education Teacher Perspectives a Decade after IDEA 1997
Author: Karvonen, Meagan
Date: 2011-05-00
Type: Reports - Research
Subjects: Alternative Assessment,Academic Education,Special Education Teachers,Assessment Centers (Personnel),Special Education,Curriculum,Federal Legislation,Teacher Attitudes,Access to Education,Federal Aid,Special Needs Students,Program Effectiveness,Educational Policy,Measures (Individuals),English Instruction,Mathematics Instruction,Science Instruction,Academic Standards,Academic Accommodations (Disabilities),Inclusion,Teacher Surveys,Inservice Teacher Education,Mental Retardation

In response to federal requirements for general curriculum access and participation in large-scale academic assessments, states have shifted curriculum for students with significant cognitive disabilities from a primarily functional model to one that includes academics. What does academic instruction look like for students with significant cognitive disabilities, ten years after the first requirements for access to the general curriculum in IDEA 1997 and six years after the mandates for assessments of academic content knowledge in NCLB? The purpose of this paper is to present aggregated findings from a teacher self-report curriculum measure administered in five states (N = 123) during the 2006-07 academic year. Findings highlight the curricula being taught to students eligible to take alternate assessments based on alternate achievement standards; gaps in academic instruction; and differences in curricular priorities for students with varying levels of symbolic communication. While students are being taught a wide range of academic content, the most intensive instruction is still grounded in functional academic areas. There are few differences in the content taught to students with different levels of symbolic communication use, although performance expectations differ across those groups. Future researchers may wish to examine the relationships between content taught across multiple strands. Implications for professional development are discussed. (Contains 14 tables and 4 figures.) [Support for this research is provided by the National Alternate Assessment Center, a five-year project funded by the U.S. Department of Education, Office of Special Education Programs.]
Mathematics Registers in Indigenous Languages: Experiences from South Africa
Author: Schafer, Marc
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Mathematics Education,Multilingualism,Foreign Countries,Mathematical Concepts,Mathematics Instruction,Indigenous Populations,Science Education,Epistemology,Second Language Learning,Mathematics Teachers

Through reporting on an initiative in South Africa that aimed to provide epistemological  access to teachers and learners of mathematics (and science) through translating  mathematical concepts into two indigenous languages, this paper argues for the urgent  development of mathematical registers in indigenous languages for mathematics and  science. The pilot research reported on in this paper indicates that the use of a multilingual concept literacy book impacted noticeably on the code-switching practices of selected teachers who switched between English and Xhosa in their teaching of mathematics. (Contains 2 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Reform Under Attack--Forty Years of Working on Better Mathematics Education Thrown on the Scrapheap? No Way!
Author: van den Heuvel-Panhuizen, Marja
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Primary Education,Foreign Countries,Educational Change,Computation,Arithmetic,Mathematics Instruction

This paper addresses the reform of mathematics education in the Netherlands and the attacks that presently take place against this reform. The attacks concentrate on primary education and criticize in particular the program for teaching calculation skills with long division as a case in point. The paper gives an overview of what Realistic Mathematics Education (RME) stands for, and what mathematics education the reform-attackers have in mind. Furthermore, attention is paid to possible factors that could have triggered this attack, and what other countries may learn from it. (Contains 2 tables, 4 footnotes, and 7 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Structured Failing: Reshaping a Mathematical Future for Marginalised Learners
Author: Jorgensen, Robyn
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Cultural Pluralism,Foreign Countries,At Risk Students,Mathematics Instruction

In this paper I draw on a particular case that encapsulates some of the most extreme elements of educational disadvantage - poverty, remote location, English as a foreign language, cultural diversity and Aboriginality - to provide a lens for understanding the complexity of coming to learn school mathematics. In so doing, I illustrate the need for a greater understanding of the intersection of various factors that limit the opportunities for success in school mathematics. The objective of this paper to provide an understanding of the complexity of teaching in remote contexts that will challenge current practice and move to a more holistic model for conceptualising research, practice and policy in mathematics education that may enable greater access to mathematics and schooling for some of the most disadvantaged students in Australian schools. (Contains 2 footnotes.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]