ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Learning in Michigan's Schools. A Mackinac Center Report
Author: Van Beek, Michael
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Educational Policy,Educational Finance,Program Costs,Academic Achievement,Charter Schools,School Districts,Cost Effectiveness,Public Schools,Government Role,Private Sector,Internet,Web Based Instruction,Educational Technology,Distance Education,Computer Assisted Instruction,Instructional Effectiveness,Time Factors (Learning),Expenditure per Student,Foreign Countries,Electronic Learning,Virtual Classrooms,Program Effectiveness,Policy Analysis

Virtual learning is not for every student, but it's not science fiction, either. Right now in Michigan, it's being used by thousands of students in hundreds of virtual courses in urban, rural and suburban school districts. In fact, Michigan has been seen as a national leader in virtual learning. This study analyzes the financial costs and academic benefits of virtual learning, and it explores how this innovation could further benefit Michigan public school students. (Contains 105 footnotes.) [This paper was written with assistance from Michael Horn, Beverly Knox-Pipes, Bethany Rayl, Dan Schultz, Heather Staker, Thomas Svitkovich, and Tom Watkins.]
Deaf and Hard of Hearing Children: Federal Support for Developing Language and Literacy. Report to Congressional Requesters. GAO-11-357
Author: Scott, George A.
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Deafness,Partial Hearing,Children,Federal Programs,Early Intervention,Disability Identification,Literacy,Language Skills,Incidence,Language Acquisition,Inclusion,Individualized Instruction,Federal Legislation,Access to Information,Program Evaluation,Data,Labor Market,Professional Personnel

Deaf and hard of hearing children can face significant challenges developing the language and literacy skills needed to succeed in school and become self-sufficient adults. The federal government supports these children through the Early Hearing Detection and Intervention (EHDI) program, which awards grants to states to develop systems to screen and diagnose newborns and infants for hearing loss and refer them for appropriate interventions. Also, the Individuals with Disabilities Education Act (IDEA) supports and funds early intervention and special education services for children with disabilities, including deafness and hearing loss. To better understand how federal programs support deaf and hard of hearing children, the Government Accountability Office (GAO) was asked to examine the: (1) extent of hearing loss among children, (2) settings in which these children are educated, (3) factors that help deaf and hard of hearing children acquire language and literacy skills, and (4) challenges to providing appropriate interventions for these children. GAO analyzed data on hearing loss; reviewed research literature; interviewed educators, national organizations, parents, and state and federal officials; and examined relevant federal laws and regulations. A draft of this report was provided to the Departments of Education and Health and Human Services for review and comment. Each provided technical comments, which were incorporated into the report, as appropriate. GAO makes no recommendations in this report. Appendices include: (1) Scope and Methodology; (2) Summary of Key Provisions of IDEA Part C and Part B Programs; (3) National Survey Estimates of Hearing Loss for Children Aged 0-17; and (4) GAO Contact and Staff Acknowledgments. (Contains 4 tables, 3 figures and 39 footnotes.)
Girls' Success: Mentoring Guide for Life Skills
Author: Academy for Educational Development
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Mentors,Females,Young Adults,Daily Living Skills,Decision Making,Wellness,Physical Fitness,Learning Activities,Health Education,Health Behavior,Nutrition,Sexuality,Birth,Childrens Rights,Children

Mentoring girls is a challenge. Girls will come to mentors with hard questions and great hope. Mentoring is about building trust over a long period of time. If a mentor cares about the girls and follows through with the promises that he or she makes to them, a mentor will be successful in helping them to improve their lives. This &quot;Guide&quot; serves as a road map for mentors. It provides ideas for helping girls as they go through school and become young adults. The first section of this &quot;Guide&quot; talks about being a mentor and how to prepare for mentoring activities. Later sections talk about issues that are important to girls. This &quot;Guide&quot; describes &quot;life skills&quot;. These are the basic skills to help girls make good decisions as they become adults and plan for their futures. It discusses issues such as inner strength, good choices, health, and wellness. The &quot;Guide&quot; gives information about these topics and others, questions about each topic that mentors may want to discuss with girls, and ideas for fun learning activities that can be done in mentoring sessions or when girls are in school or with their families. (Contains 6 footnotes.) [The following people, present and past staff of the AED Center for Gender Equity, were contributors to this guide: Michele Akpo, Aissatou Balde, Jenny Barker, Judy Benjamin, Andrea Bertone, Boubacar Cisse, Melissa Crutchfield, Ahlam Ghadry, Cory Heyman, Melissa Hunter, Renu Jain, Eugene Katzin, Bridget Lombardo, Stephanie Psaki, Barbara Reese, and Alexandra Zekas.]
Success in Primary School. Success in Schools
Author: Academy for Educational Development
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Educational Development,Global Education,Elementary Education,Academic Achievement,Educational Quality,Educational Change,Cross Cultural Studies,Family School Relationship,Outcomes of Education,Instructional Leadership,Leadership Training

A quality education system is not measured solely by national test scores, but by whether all students are successful in primary school. This simply stated goal is surprisingly difficult to achieve where substantial numbers of children are at risk of failing to complete a primary education. This paper explores the challenges and the diverse strategies used around the world to address this goal. Education for All and the valuable contributions of men and women around the world have made a significant impact on ensuring that the world's most vulnerable children have the opportunity for an education. Though much remains to be done, the state of global education is not a cause for discouragement, but an opportunity to reflect on what works and what everyone has learned, to build on accomplishments, and re-dedicate everyone's efforts to meet the remaining challenges. "Success in Primary School"--the second in AED's (Academy for Educational Development) "Success in Schools" series--celebrates important accomplishments that are making quality education a reality for millions of children. At the heart of every effective approach, AED observed four principles for ensuring that all children find success in primary school. These principles are: (1) Focus on Families; (2) Create Learning Outcomes that Matter; (3) Develop Leaders; and (4) Engage with the World. These principles may not be earth-shattering or revolutionary. Nor are they intended to be comprehensive. Like most fundamental principles they capture simple factors that enable complex thinking and successful outcomes. Each principle has implications for individuals and institutions at the national, sub-national, and school levels. The illustrations presented in "Success in Primary School" are grounded in programs taking place in some of the most difficult environments in the world. These ideas not simply offered to celebrate individual victories, but to show a glimpse of a future that is possible for all. A list of resources is included.
Success in First Grade
Author: Academy for Educational Development
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Evidence,Educational Development,Academic Achievement,Educational Quality,Grade 1,Educational Principles,Educational Opportunities,School Support,Communities of Practice,Partnerships in Education,Educational Resources,Change Strategies,Educational Change,Outreach Programs,International Education

For nearly 20 years, since the 1990 Jomtien Conference, the Academy for Educational Development has been working to expand access to achieve Education for All. As more and more children enroll in school, AED's concern has increasingly turned to the quality of their education. AED's sights are now set on Quality Education for All. This shift in focus from inputs to quality outcomes demands new ways of thinking about how to provide strategic support for education. New ideas, new strategies, and new tools are being developed and are helping to change teaching and learning across the globe. While no single set of strategies or tools guarantees quality education outcomes, especially in resource-poor environments, much is being done to improve everyone's understanding of the critical elements to raising education quality in the context of the unique conditions in each country or community. "Success in First Grade," the first in AED's new series examining quality education for all, looks at four principles drawn from experience and research that are believed to form the foundation for successful learning and healthy sustainable learning communities. These principles are: (1) Maximize Opportunities to Learn; (2) Build Multiple Support Structures; (3) Create Learning Communities; and (4) Integrate Education with Other Child-Oriented Systems. Each section of this publication introduces and examines one principle and provides pertinent examples of stories from the field, excerpts from technical reports, photographs, and other evidence to illustrate how the principle applies to real-world contexts. A list of resources is included.
Small Technology--Big Impact. Practical Options for Development
Author: Academy for Educational Development
Date: 2009-01-27
Type: Reports - Descriptive
Subjects: Foreign Countries,Telecommunications,Sustainable Development,Health Services,Developing Nations,Economic Development,Economic Progress,Program Descriptions,Internet,Geographic Information Systems,Program Effectiveness,Influence of Technology,Handheld Devices,Computer Mediated Communication,Laptop Computers,Web Sites,Computer Storage Devices

Technology has dramatically changed the world--now almost anyone can &quot;move&quot; at Internet-speed; people who were marginalized are able to find information on acquiring micro-loans to start businesses, and villages previously unconnected to the telecommunications grid now have affordable cell phone access. As technology becomes easier to use, more affordable and widespread, new sustainable development solutions are a reality (2008 estimated costs are provided). This paper presents a few examples of the practical application of small technology that have a big impact around the developing world. (Contains 8 footnotes.)
The CERCA School Report Card: Communities Creating Education Quality. Implementation Manual
Author: Guio, Ana Florez
Date: 2006-09-00
Type: Guides - General
Subjects: Community Involvement,School Community Relationship,Educational Quality,Educational Improvement,Foreign Countries,Facilitators (Individuals),Selection,Training,Data Collection,Program Implementation,Group Activities

This manual provides a step-by-step methodology for promoting community participation in improving learning in local schools. The Civic Engagement for Education Reform in Central America (CERCA) School Report Card (SRC) approach empowers local school communities to gather information on the quality and conditions of teaching and learning in their schools. They can use this information to guide decisions about appropriate community-level actions to improve educational service delivery. To create a SRC, teachers, parents, and students work together entirely within local communities to collect, analyze, and act upon the information they collect about their schools. Community participation is voluntary. No external incentives are offered to communities other than limited technical assistance in organizing SRC activities. The SRC was piloted in 42 communities in the Dominican Republic, El Salvador, Guatemala, Honduras, and Nicaragua, with the following results: (1) There was increased community-member involvement in the allocation of local resources to improving educational quality; (2) Students, teachers, and community members learned how to document, analyze, and report information on conditions of teaching and learning in their schools; (3) Adults and students were mobilized to work together on school improvement plans that have specific, measurable results; and (4) Tangible outcomes of improved educational quality were observed in local communities. (Contains 1 footnote.)
MK Connects: Macedonia Links Education and Connectivity
Author: Academy for Educational Development
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Development,Educational Quality,Elementary Education,Federal Programs,Foreign Policy,Program Descriptions,Public Policy,Educational Policy,Telecommunications,Internet,Educational Technology,Technology Integration,Technical Support,Technology Planning,Educational Facilities Improvement

The Academy for Educational Development (AED) has many opportunities to apply expertise and creativity to the solution of perplexing human problems. It is much more rare, however, to find oneself at the nexus of a set of opportunities that make it possible to make a greater contribution than the original objective. Macedonia's commitment to education, to taking a  leadership role in the globalized world, and to being open to change provided that unusual context, and AED was privileged to be a partner in bringing it all together. This summary of AED's engagement in Macedonia since 2003 describes how all the elements mentioned above came into alignment, allowing Macedonia to become the first wireless broadband country, while providing a broad and deep platform to improve the quality of education. This paper is an attempt to share AED's experience as the prime implementer of several USAID-funded education projects in Macedonia. These are the Macedonia Connects project (2003-2007) and the Primary Education Project (2006-2011). (Contains 1 footnote.)
The Untapped Opportunity: How Public-Private Partnerships Can Advance Education for All
Author: Ingram, George
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Educational Development,Partnerships in Education,Private Sector,Public Sector,Educational Opportunities,Elementary Secondary Education,Equal Education,Enrollment Rate,Graduation Rate,School Holding Power,Educational Quality,Achievement Gap,Dropout Rate,Educational Resources,Educational Needs,Financial Needs,Institutional Role,Guidelines,Alignment (Education),Trend Analysis

The Academy for Educational Development (AED) offers this report, &quot;Education for All: Opportunities for Public-Private Partnerships,&quot; to help focus and inform the discussion of the September 2006 Conference on Business and Education. The Academy is pleased to be cosponsoring this program with the Conference Board and acknowledges the important support provided by Intel, Merrill Lynch, and Hewlett Packard. The Academy has been involved in furthering education in the United States and around the world for 45 years. From that experience and knowledge the Academy has come to believe both intellectually and passionately that education is a fundamental prerequisite for economic, social, and political stability and progress. In recent years it has expanded its experience in public-private partnerships because of its understanding that education is not the exclusive territory of any single sector and can best be advanced through collaborative efforts of government, business, and civil society. This report presents and analyzes recent data to demonstrate the extraordinary progress that has been made in the last half century to bring primary and secondary education to the world's children. The report also reveals the critical gaps in entry, retention, completion, and equity. It identifies where along the education ladder and in which countries are the greatest shortfalls and specific underserved population groups. (Contains 20 figures and 46 footnotes.)
Pakistan's Primary Education Quality Improvement Program: Local Partners Work with Rural Communities to Support High Quality Education for Girls
Author: Afridi, Zahid A.
Date: 2006-08-10
Type: Reports - Descriptive
Subjects: Educational Improvement,Elementary Education,Females,Improvement Programs,Social Action,Educational Quality,Rural Areas,Foreign Countries,Partnerships in Education,Womens Education,Access to Education,Equal Education,Agency Cooperation,Teacher Education,Beginning Teachers,Nongovernmental Organizations,Government Role,Local Government

This document describes the contributions made by the Primary Education Quality Improvement Program (1996-1999) to the broad goals of improved access, equity, and quality in girls' primary education in Pakistan. In Balochistan, the largest but least developed province of Pakistan, an innovative approach to educational development was successfully implemented through the Primary Education Quality Improvement Program (PEQIP). With the assistance of local non-governmental organizations (NGOs), villagers selected young, rural women to be trained as teachers. Parents then organized themselves into village education committees to support the new teacher and her school. Finally, NGOs helped establish partnerships between the government's education field officers and communities to promote the benefits of primary education. As a result of these interventions, more girls now go to school, teachers' attendance has improved, and student-centered, high quality teaching is evident. PEQIP inspired--and also benefited from--many other projects and programs, including the Balochistan Primary Education Development Program and national and provincial Social Action Programs. [Funding for this report was provided by the Royal Netherlands Embassy.]
A Correlational Study of Nature Awareness and Science Achievement
Author: Chandler, Kelly
Date: 2011-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Urban Schools,Suburban Schools,Grade 4,Science Curriculum,Pilot Projects,Science Achievement,Correlation,Science Instruction,Physical Environment,Transfer of Training,Student Experience,Grades (Scholastic),Test Construction,Student Surveys,Action Research,Environmental Education,Informal Education,Prior Learning,Questionnaires

As part of a pilot program, the researchers sought to develop an instrument that would effectively measure the nature awareness of students. With this information, the researchers correlated nature awareness scores and science averages. According to Salomon and Perkins' theory of transfer, experiences in one situation can influence experiences in other situations. Experience (in this study) deals specifically with encounters with nature. Following a structure made by Kellert (2002), as cited in Davis, Rea, and Waite (2006), the researchers chose to evaluate direct experiences, indirect experiences and vicarious experiences in nature. As a result of the connection between nature and the science curriculum, the researchers chose to assess a correlation for the students' nature awareness scores and science averages. The purpose of this study was to determine if the theory of transfer as presented by Perkins and Salomon (1988) relates to students' experience in nature (as determined by nature awareness score) which in turn correlates to their science averages.  Two groups of fourth grade students were studied (one from a suburban school and the other from an urban school). This study included 56 4th grade student participants. Each student completed the Nature Awareness Survey, and the researchers compiled a Nature Awareness Score for each student. Then the researchers calculated the students' third nine week science averages. The researchers applied a Spearman's rho and a Pearson correlation in order to determine if a significant correlation existed. The results of the study revealed significant data to support the proposed hypothesis. Appended to this document are: (1) Appendix A: Letter of Approval to Knox County Schools; (2) Appendix B: Parental Approval Form; and (3) Appendix C: Sample Survey. (Contains 2 figures).
A Qualitative Study/A Narrative Analysis of a Black Male Looking to Teach
Author: Bell, Edward E.
Date: 2011-05-21
Type: Reports - Research
Subjects: Teaching (Occupation),Qualitative Research,Public School Teachers,Interviews,Gender Discrimination,Gender Bias,Teaching Methods,Comparative Analysis,Males,African Americans,Minority Group Teachers,Career Choice,Personal Narratives,Racial Factors

Background: The nation decries the scantiness of Black male teachers in classrooms. The paucity of Black males in the classroom is not a recent phenomenon (Daniels, 2010; Bell, 2011, 2010a, 2010b). The absence of Black male teachers from classrooms can also be attributed to many factors; however, the prevailing ones appear to be other career options and the assumption that teaching is a female dominated profession (Dogan, 2010). Today only 2 percent of the nation's 4 million plus public school teachers are Black men (Cottman, 2010). Purpose: The purpose of this narrative approach, which is situated within the qualitative research method, is to understand Daylen's route to employment through the eyes of a Black male looking to teach and to further explore if race and/or gender were barriers in Daylen becoming a teacher. Research Design: Narrative Synthesis. Findings: When Daylen questioned his interview experience, it was clear why he attributed his experience to race and gender bias. We cannot deny the lack of Black male teachers in the teaching profession. We cannot afford interviewing quotas; we cannot afford to placate Black males by subjecting them to a barrage of interviews when the goal is not to hire. We cannot lean on the excuse, "you lack teaching experiences or we are looking for a teacher with more  experiences." Conclusion: Understanding Daylen's perspective from the eyes of a Black man is critical; a feeling of being unwanted is a familiar emotion. Racism and/or discrimination may be the lenses through which to interpret Daylen's feelings. It is obvious that the nation is unworried about the lack of Black male teachers.