ethanporcaro/eric-fulltext-meta huggingface dataset:
The Head Start Child Development and Early Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old
Author: Administration for Children, Youth, and Families (DHHS), Office of Head Start
Date: 2010-12-00
Type: Guides - Non-Classroom
Subjects: Federal Programs,Early Childhood Education,Preschool Children,Disadvantaged Youth,Low Income Groups,School Readiness,Progress Monitoring,Alignment (Education),Preschool Curriculum,Student Diversity,State Standards,Federal Legislation,Educational Legislation,Child Development,English Language Learners,Bilingualism,Disabilities,Child Health,Physical Development,Health Education,Psychomotor Skills,Social Development,Emotional Development,Interpersonal Relationship,Self Concept,Self Efficacy,Thinking Skills,Learning Strategies,Language Acquisition,Receptive Language,Expressive Language,Literacy,Mathematics Skills,Science Achievement,Art Activities,Social Studies

This report presents a revision of the Head Start Child Outcomes Framework (2000), renamed The Head Start Child Development and Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old. The Framework outlines the essential areas of development and learning that are to be used by Head Start programs to establish school readiness goals for their children, monitor children&apos;s progress, align curricula, and conduct program planning. It can be used to guide curriculum, implementation, and assessment to plan teaching and learning experiences that align to school readiness goals and track children&apos;s progress across developmental domains. The Framework is organized into 11 Domains, 37 Domain Elements, and over 100 Examples. The domains and domain elements are organized in a similar way to the original Framework to facilitate a transition to the revised one. The changes to the revised Framework are designed to provide more clarity to the domains and domain elements of the original Framework and do not create new requirements for Head Start grantees. The early childhood field has changed dramatically. The population of children served by Head Start and other early childhood programs continues to grow more diverse. New research has improved the Office of Head Start&apos;s understanding of school readiness, and the Improving Head Start for School Readiness Act of 2007 has increased the Framework&apos;s role in Head Start programs. In addition, almost every state now has early learning standards. Also, new reporting systems have emerged at the state level and through the Office of Special Education Programs (OSEP) within the U.S. Department of Education. The Framework is revised in light of these realities. [This report was prepared by the Head Start Resource Center.]
Teacher Perceptions of Principals' Leadership Qualities: A Mixed Methods Study
Author: Hauserman, Calvin P.
Date: 2007-04-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attitudes,Principals,Instructional Leadership,Mixed Methods Research,Teacher Surveys,Interviews,Goodness of Fit,Hierarchical Linear Modeling,Transformational Leadership,Statistical Significance,Administrator Effectiveness,Creativity,Teacher Motivation,Administrator Behavior,Elementary School Teachers,Secondary School Teachers

This mixed method study used survey research, open-ended questions, and interviews to identify transformational leadership qualities among principals of publicly funded schools in the Province of Alberta, Canada. Five-hundred-nine teachers (37.7%) from a random sample of schools in the province completed the Multifactor leadership Questionnaire (MLQ) (Bass &amp; Avolio, 1995; 2000), provided demographic information, and responded to four open-ended questions. Telephone interviews subsequently were conducted with selected teachers who had principals identified as being in the highest or lowest quartile of transformational leadership as determined by the MLQ. The Chi-Square-goodness-of-fit test was used to determine a normal distribution for the groups, and Hierarchical Linear Modeling (HLM) was used to analyze teacher ratings for principals on the variables of extra effort, effectiveness, and satisfaction. None of the differences could account for the variation in principal transformational leadership qualities. Qualitative interpretation of the open-ended responses and subsequent interviews allowed for concluding that teachers preferred school principals who displayed transformational leadership characteristics in the areas of idealized influence, individual consideration, inspirational motivation, and intellectual stimulation. The educational importance of the information relates to administrator preparation, in-service development, teacher efforts, and student learning.
MOOCs: Expectations and Reality. Full Report
Author: Hollands, Fiona M.
Date: 2014-05-00
Type: Reports - Research
Subjects: Foreign Countries,Large Group Instruction,Online Courses,Qualitative Research,Goal Orientation,Educational Objectives,Access to Education,Cost Effectiveness,Educational Finance,Research,Educational Innovation,Program Effectiveness,Outcomes of Education,Marketing,Reputation,Higher Education,Student Surveys,Video Equipment,Information Retrieval,Information Technology,Interviews,Expectation

The purpose of this study was to investigate the goals of institutions that are currently developing and delivering Massive Open Online Courses (MOOCs) and to assess the current evidence as to whether these goals are being met. A qualitative study was conducted comprising interviews of 83 individuals across 62 institutions including public and private institutions of higher education, research organizations, online learning platform providers, other for-profit education companies, and several additional stakeholders in the online learning space. Most interviewees were based in the U.S., two were in China, two in the United Kingdom, and several were in Canada. We identify six major goals for MOOC initiatives: extending reach and access; building and maintaining brand; improving economics by reducing costs or increasing revenues; improving educational outcomes; innovation in teaching and learning; and conducting research on teaching and learning. Comparing these goals with the data being collected about MOOCs, their participants, and educational outcomes, as well as the resource requirements and cost drivers of the development and delivery process, we conclude that institutions are experiencing at least partial success in achieving each of these goals except for improving economics. We identify obstacles to fuller achievement of the goals and some potential solutions. Given the considerable investment that MOOCs represent, we recommend that prior to embarking on MOOC-related initiatives, institutions carefully consider their goals and whether MOOCs present a realistic and financially justifiable means to achieve them. Costs of MOOC production and delivery should be tracked and compared with the evidence of goal achievement to judge whether MOOCs are a worthwhile investment of limited educational resources. The following are appended: (1) Institutional Affiliations and Roles of Interviewees; (2) &quot;MOOCs&quot;: Expectations and Reality Interview Protocol; (3) What Institutions are Doing in the MOOCspace; (4) Costs of Online Video Production; (5) Sample Pre- and Post-MOOC Participant Surveys; and (6) List of Interviewees.
A Relationship between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentration when Considering Socio-Economic Status, ESOL Student Population, and School Climate
Author: Galindo, Marilys
Date: 2013-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Educational Assessment,Mathematics Tests,Scores,Middle School Students,Public Schools,Middle Schools,School Demography,Racial Composition,English (Second Language),Socioeconomic Status,Educational Environment,Correlation,Surveys,Mathematics Achievement

From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school's racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -0.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = 0.741) and the third strongest correlation was a school percentage of White students (r = 0.668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration. The following are appended: (1) Miami-Dade County Public Schools 2010-2011 School Year Data; and (2) Relationship between FCAT 2.0 Mathematics Scores and Racial and Ethnic Concentration when controlling Socio-Economic Status, ESOL Student Population and School Climate.
Harbor in the Storm: Institutional Research in the Age of Accountability. NEAIR 36th Annual Conference Proceedings (Baltimore, Maryland, November 7-10, 2009)
Author: D'Alessandro, Michael, Ed.
Date: 2009-11-00
Type: Collected Works - Proceedings
Subjects: College Students,Student Attitudes,Satisfaction,Black Colleges,College Graduates,Employment Potential,Surveys,Employers,College Curriculum,Costs,Alumni,Donors,Private Financial Support,School Holding Power,Academic Persistence,Student Attrition,College Freshmen,Risk,Urban Universities,Private Colleges,Gender Bias,Gender Discrimination,Teacher Salaries,Career Development,Faculty Workload,Predictor Variables,Regression (Statistics),Academic Support Services,Measures (Individuals),Student Personnel Services,Reliability,Business Administration Education,Comparative Analysis,Gender Differences,Models,Statistical Analysis

The NEAIR 2009 Conference Proceedings is a compilation of papers presented at the Baltimore, Maryland conference. Papers in this document include: (1) A Principle Components Analysis of The Determinants of Student Satisfaction at a Historically Black Institution (Tao Gong and Jacqueline V. Parham); (2) Assessing and Enhancing Graduates' Employability with a Recruiter Survey (Anne Marie Delaney); (3) Do Count Your Chicken: Forecasting Instructional Costs Based on Your Curriculum (Jennifer A. Lee); (4) Every Dollar Matters: Examining Young Alumni Giving Behavior (Meredith S. Billings); (5) Holding on to Students--A Search for Freshmen Attrition Risk Factors in a Metropolitan Private University (Elisabeth Lackner); (6) Students' Perceptions Matter: Early Signs of Undergraduate Student Retention/Attrition (Corbin M. Campbell and Jessica Mislevy); and (7) The Kobayashi Maru of IR: Gender Equity Research in Faculty Salaries, Career Development and Academic Services (Yong-Lyun Kim and Mitchell S. Nesler). {Individual papers contain references.]
Building a Culture of Evidence: IR Support, Initiative &amp; Leadership. Proceedings of the Annual NEAIR Conference (35th, Providence, Rhode Island, November 1-4, 2008)
Author: Thomas, Bonnie, Ed.
Date: 2008-11-00
Type: Collected Works - Proceedings
Subjects: Conference Papers,Institutional Research,Organizational Effectiveness,Institutional Mission,Organizational Objectives,Research Universities,Teacher Researchers,Tenure,Adjunct Faculty,Faculty Workload,Student Financial Aid,Academic Achievement,Academic Persistence,Online Surveys,School Schedules

The NEAIR 2008 Conference Proceedings is a compilation of papers presented at the Providence, Rhode Island, conference. Papers in this document include: (1) Assessing Institutional Effectiveness: The Mission Engagement Index as a Measure of Progress on Mission Goals (Ellen M. Boylan); (2) Building, Sustaining, and Developing Research University Faculty (Michael J. Dooris, David H. Monk, and Rodney A. Erikson); (3) Coffee &amp; Conversation: Gathering Information from our Graduates (Peter Feigenbaum); (4) Does Financial Aid Status Affect Student Performance, Retention, Persistence, and Academic Success? (Corby A. Coperthwaite); (5) Enhancing Parents' Role in Higher Education Assessment (Anne Marie Delaney); (6) Improving Response Rates through Better Design: Rethinking a Web-Based Survey Instrument (Marin Clarkberg and Marne Einarson); (7) Moving Data into Action: The Application of Institutional Research to Enhance Student Success (Kimberly Puhala and Kevin B. Murphy); and (8) Utilizing Student Class Schedules to Predict Persistence During the First Semester of College (Paul Prewitt-Freilino, Greg Rogers, and Lynn Fawthrop). Individual papers contain references, tables, and figures.
Christianity and Korean Higher Education in the Late Choson Period
Author: Lee, Jeong-Kyu
Date: 2002-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Korean Culture,Asian History,Christianity,Higher Education,Religious Factors,Foreign Culture,Religious Cultural Groups,Religious Education,Confucianism

This article examines particular aspects of higher education during the late Korean Choson period with descriptive analysis. The context of Roman Catholicism and Protestantism between the early 18th and the late 19th centuries is presented. Also examined is Christian higher education during these two centuries. The impact of Christianity on Korean higher education concludes the discussion. The research result is that Christianity has played a significant role not only in the development of religious schools but also in the building of organizational culture in contemporary Korean higher education. Since the traditional Confucian ethics and values which stressed ethical obligations were essentially the main factors of social organizational culture, Christian missionary educators did not eliminate Confucian norms and traditions at their institutes. They attempted to harmonize the values of Christianity and Confucianism. Confucianism has not established Confucian higher education institutions, and therefore Christianity as a representative religion has led the private colleges and universities in current Korean higher education. Therefore, the author concludes that the characteristics of organizational culture in Christian higher education were formal authoritarianism and traditional collectivism based on Confucian moral norms, as well as open democratism and Western individualism based on Christian paradigms. These two paradigms have become the most significant factors that dominate organizational culture in current Korean higher education.
One Step Forward--Half a Step Back: A Status Report on Bias-Based Bullying of Asian American Students in New York City Schools
Author: Asian American Legal Defense and Education Fund (AALDEF)
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: Bullying,Racial Bias,Asian American Students,Urban Schools,Student Surveys,Educational Environment,Student Experience,School Policy,Elementary Secondary Education

In September 2008, Mayor Michael Bloomberg and former Schools Chancellor, Joel Klein announced Chancellor's Regulation A-832, which established policies and procedures on how New York City schools should respond to bias-based harassment, intimidation, and bullying in schools. The Asian American Legal Defense and Education Fund (AALDEF), the Sikh Coalition, and many other community organizations had long advocated for such measures. In 2012, the Asian American Legal Defense and Education Fund (AALDEF), the Sikh Coalition, with help from community partners the Coalition for Asian American Children and Families (CACF) and CAAAV: Organizing Asian Communities conducted a &quot;snapshot&quot; survey of 163 Asian American students to shed light on the current school climate in New York City public schools. The 2012 snapshot survey also serves as a follow-up to the 2009 survey on the school bullying of all New York City students, including Asian American students. The goal was to compare and contrast the responses of Asian American students in the 2009 and 2012 surveys to assess whether progress was made in meeting the mandates of Chancellor's Regulation A-832. As the five year anniversary of the anti-bullying regulation approached, the survey found a significant gap between the promise of bias-free public schools and the day-to-day reality of Asian American students. To be fair, there are clear signs of hope. The survey found important improvements in school efforts to address bullying that can be traced directly back to the precise requirements created by this Regulation. Nevertheless, too many Asian American students continue to report that bias-based harassment is part of their educational experience. [This report was also authored by The Sikh Coalition with help from: Coalition for Asian American Children and Families (CACF) CAAAV: Organizing Asian Communities.]
Alabama's Education Report Card 2010-11
Author: Alabama Department of Education
Date: 2012-03-00
Type: Reference Materials - General
Subjects: Educational Assessment,Educational Indicators,State Surveys,Attendance,School Safety,Discipline,Access to Computers,Lunch Programs,Advanced Placement Programs,Dropout Rate,Federal Programs,Educational Improvement,Exit Examinations,High School Graduates,Reading Tests,Mathematics Tests,Mathematics Achievement,Reading Achievement,Academic Achievement,Science Achievement,Alternative Assessment,School Statistics,General Education,Technical Education,Counties,Municipalities,Educational Finance,School Personnel,Teacher Characteristics,Income,Expenditure per Student,Expenditures,Statistical Data,Elementary Secondary Education

Public education in Alabama is moving in the right direction and is poised to be a national model for the college and career readiness of its students. Through some of the most challenging financial circumstances, public education in Alabama has continued to show great promise in many areas, including reading, math, and science. The success of Alabama education initiatives is lauded in national publications, research studies, and, most importantly, by the teachers and students in their classrooms. Although the momentum for increased educational quality has picked up, now more than ever students must be kept on track to become the most highly prepared high school graduates the state has ever produced. From classroom teachers, schools administrators, and parents, to community and business leaders, all facets of the state have a vested interest in developing graduates who are solidly prepared to become the promise of tomorrow. In every way possible, all must coalesce around the cause of quality education for every single student in the state of Alabama. Without this unwavering conviction, it will be impossible to meet the state's incredible potential. Despite the accomplishments that have been made in public education, there are still ambitious goals and much left to do. From pre-kindergarten until the day our students graduate from high school, on time, prepared for the seamless transition into life after high school, we must provide safe and disciplined schools, quality teachers, challenging curricula, and effective school leaders. These are the basic tenets that the Alabama State Board of Education has adopted to ensure Alabama students receive the level of education necessary to be competitive and relevant in today's global society. Every person who comes into contact with students must strive toward these principles in order to make certain that in Alabama, every child is a graduate and every child is prepared for college/work and adulthood in the 21st century.
Asian American Educational Attainment and Earning Power in Post-Racial America
Author: Covarrubias, Alejandro
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Asian Americans,Educational Attainment,Racial Discrimination,Stereotypes,Academic Achievement,Social Mobility,Models,Minority Groups,Misconceptions,Socioeconomic Status,Gender Differences,Citizenship,Outcomes of Education,Educational Experience,Educational Policy,Family Income,Salaries

This policy brief contextualizes the most recent data on mobility of Asian American students within the K to Ph.D. educational system in the new, so-called, colorblind post-racial America. Achievement data on Asian Americans are often presented in the same breath with Whites when compared to the academic achievement of African American, and Latina/os. This reinforces the model school success. The effect of this stereotype perpetuates notions that Asian Americans no longer encounter racial discrimination, as well as the notion that institutional barriers faced by Asian Americans are somehow less important than those faced by other racial groups. Without a comprehensive understanding about the Asian American population, it is easy for individuals to dismiss their needs, which serves as a trap to unknowingly participate in the model minority post-racial thesis. This brief concerns itself with the ways in which the presumed post-racial model minority construct impacts the education and economic mobility of many Asian Americans and offers [This study was produced with the assistance of the Institute of Service 4 Learning, Power &amp; Intersectional Research (INSPIRE).]