ethanporcaro/eric-fulltext-meta huggingface dataset:
Systems Newsletter. Volume 19, Number 1, Fall 2009
Author: Benson, Dawn, Ed.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Academically Gifted,Special Needs Students,Student Needs,Intelligence Quotient,Teacher Role,Teaching Methods,Undergraduate Students,Science Instruction,Faculty Development,Talent Development,Attention Deficit Hyperactivity Disorder

The focus of this issue of &quot;Systems Newsletter&quot; is serving highly/exceptionally/profoundly gifted learners, those students who score 3+ standard deviations above the mean on the Stanford Binet 5th edition. In an interview with Dr. Silverman, she clearly outlines steps schools should take to ensure services for these students. She also provides a reference list for parents and educators. Additionally in the newsletter, the new Executive Director, Dr. Tracy Cross, introduces himself and briefly states some of his future goals for the Center. This issue contains the following articles: (1) Serving the Needs of Highly and Profoundly Gifted Children: An Interview with Linda Silverman (Suzanna E. Henshon); (2) From the Editor; (3) Executive Director's Remarks; (4) Dissertation Abstracts; (5) Professional Development In Science: Project Clarion; and (6) Suggested Resources for Supporting the Highly Gifted Student.
A Parent's Guide: Maryland's Plan for PreK-12 Education, 2009-2010
Author: Maryland State Department of Education
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Parent Materials,Federal Legislation,Parent Participation,Family Involvement,Disabilities,Academic Achievement,Educational Legislation,State Standards,Testing Programs,Special Needs Students,Early Intervention,English (Second Language),Academically Gifted,School Libraries,Career Education,Technology Education,Curriculum,Individualized Education Programs,Special Education

To raise the achievement of every student, Maryland designed &quot;Achievement Matters Most,&quot; a plan for public schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. Achievement Matters Most supports Maryland schools' efforts to meet the goals of the federal No Child Left Behind (NCLB) Act. This guide for parents of Maryland school students discusses: (1) Maryland's state testing and reporting processes; (2) Programs available to support student achievement; (3) Ways parents can be involved in their child's education; (4) Help for children with disabilities and special needs; and (5) Programs to help plan for a child's future. Online links for additional information are included. [For previous edition of this document, see ED502200.]
A Practical Guide to Accelerating Student Achievement across Cultures: Strategies for Administrators, Teachers, Students, and Parents
Author: Maryland State Department of Education
Date: 2008-09-00
Type: Guides - Non-Classroom
Subjects: Teacher Effectiveness,Academic Achievement,Change Strategies,Student Improvement,Educational Strategies,Administrator Guides,Teaching Guides,Program Guides,Intercultural Programs,Program Descriptions,Guidance Programs,Minimum Competencies,Parent Materials,State Standards

This document was developed to provide action steps that can be taken by teachers, parents, administrators, and students themselves to develop the personal, cognitive, and social dimensions of students. These advocates are identified in &quot;The Holistic Learner Framework: A Culturally Responsive Approach to Accelerating the Achievement of Low Performing Students&quot;. The Guide is divided into four sections, one section for each advocate. Within each section, the five Cultural Competencies, previously developed by the &quot;Education That Is Multicultural and Achievement&quot; (ETMA) Network, are delineated by goal and strategies for each competency. These five core competencies and goals are as follows: (1) Participating in Intercultural Communication; (2) Reducing Prejudice; (3) Establishing Culturally Supportive Learning Environments; (4) Designing and Implementing Curriculum and Instruction for Education That Is Multicultural and Accelerating Minority Achievement; and (5) Designing Tests, Measurements, and Assessments for Achievement Equity. &quot;Professional Development Competencies for Enhancing Teacher Efficacy in Implementing Education That Is Multicultural and Accelerating Minority Achievement&quot; is appended.
Transforming American Education: Learning Powered by Technology. National Educational Technology Plan, 2010. Draft
Author: Department of Education (ED), Office of Educational Technology
Date: 2010-03-05
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Educational Change,Research and Development,Educational Technology,Technology Planning,Federal Government,Federal Aid,Learning,Educational Assessment,Instruction,Educational Facilities Planning,Productivity

The National Educational Technology Plan (NETP) presents a model of 21st century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching "grand challenge problems" that should be funded and coordinated at a national level. The NETP presents five goals with recommendations for states, districts, the federal government, and other stakeholders in our education system that address learning, assessment, teaching, infrastructure, and productivity. This plan also urges the national research center to focus on grand challenge problems in education research and development. "Grand challenge problems" are important problems that require bringing together a community of scientists and researchers to work toward their solution. This draft report describes how information and communication technologies can help transform American education. It provides concrete goals to inform state and local educational technology plans, and recommendations to inspire research, development, and innovation. Appended are: (1) How This Plan Was Developed; (2) Contributors; and (3) Acknowledgments. (Contains 3 figures.)
Preparing for the Flu (Including 2009 H1N1 Flu): A Communication Toolkit for Schools (Grades K-12)
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2010-03-24
Type: Guides - Non-Classroom
Subjects: Prevention,Disease Control,Public Health,Parents,Guidance,Communicable Diseases,Symptoms (Individual Disorders),School Health Services,School Role,Teacher Role,Parent Role,Parent Materials,Child Health,At Risk Persons,Access to Information,Hygiene,Drug Therapy,Emergency Programs

The purpose of "Preparing for the Flu: A Communication Toolkit for Schools" is to provide basic information and communication resources to help school administrators implement recommendations from CDC's (Centers for Disease Control and Prevention) Guidance for State and Local Public Health Officials and School Administrators for School (K-12) Responses to Influenza during the 2009-2010 School Year. This toolkit includes: (1) Questions and Answers about CDC's "Guidance for State and Local Public Health Officials and School Administrators for School (K-12) Responses to Influenza during the 2009-2010 School Year"; (2) 2 Fact Sheets to Inform Schools and Teachers, including: (a) "Action Steps for Schools to Prevent the Spread of Flu"; and (b) "Action Steps for Teachers to Prevent the Spread of Flu"; (3) 3 Fact Sheets to Inform Parents, including: (a) "Action Steps for Parents if School is Dismissed or Children are Sick and Must Stay Home"; (b) "Action Steps for Parents to Protect Your Child and Family from the Flu this School Year"; and (c) "Action Steps for Parents of Children at High Risk for Flu Complications"; (4) Information on Where to Find Posters for Schools about Flu Prevention; and (5) 2 Template Letters (or E-mails) for Schools to Send to Parents, including: (a) "Steps the School is Taking During Current Flu Conditions"; and (b) "Steps the School is Taking During More Severe Flu Conditions."
CTE: Educating Tomorrow's Workforce Today. Maryland Classroom. Vol. 13, No.2
Author: Mulqueen, Nan, Ed.
Date: 2008-04-00
Type: Numerical/Quantitative Data
Subjects: Global Approach,Education Work Relationship,Vocational Education,State Programs,Labor Force Development,Occupational Clusters,Program Descriptions,Problem Solving,Critical Thinking,Partnerships in Education,Intellectual Disciplines

Maryland redesigned its CTE (career and technical education) program a dozen years ago to prepare students for the 21st Century's global economy and its rapidly changing workforce needs. With 350 business and industry representatives, the state created a program whose emphasis is problem-solving and critical thinking, rather than narrow, procedural knowledge. With its industry partners, Maryland organized its CTE program around ten career clusters--groupings of related occupations that, together, constitute a full range of careers. The clusters help connect educators and employers and provide a framework for responsive, well-articulated workforce development. Within each career cluster are 4-9 more specific career pathways, and populating those pathways are 48 distinct programs, like Civil and Architectural Engineering, IT Database Modeling, and Automotive Technology. This newsletter provides a statistics of CTE programs created by Maryland.
Maryland's Public Charter School Program: Providing High Quality Choices in Public Education. Charter School Annual Report, 2008
Author: Maryland State Department of Education
Date: 2009-01-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,School Law,Public Education,Educational Quality,Enrollment Trends,Trend Analysis,Educational Improvement,Mathematics Achievement,Reading Achievement,Achievement Gains,Faculty Development,Educational Innovation,African American Students,Educational Environment,Teacher Attitudes,Grants

The Maryland General Assembly enacted Maryland's charter school law in 2003. This current school year (2008-2009) marks the sixth year of Maryland's public charter school program. This paper presents the statistics representing the performance of Maryland's public charter schools for the school year 2008-2009.
Maryland School Assessment Results Continue to Improve
Author: Maryland State Department of Education
Date: 2009-08-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Reading Achievement,Mathematics Achievement,Scores,Achievement Gap,Racial Differences,Achievement Gains,Educational Improvement,African American Students,Hispanic American Students,American Indians,White Students,Special Needs Students,Limited English Speaking,Low Income Groups,Faculty Development,Asian American Students

The Maryland School Assessment (MSA) is administered annually to students in grades 3-8 in reading and math. MSA data are used to meet federal No Child Let Behind (NCLB) requirements. This paper presents how Maryland students' reading and mathematics MSA scores continued to improve in 2009, and the achievement gaps among special services and racial subgroups continued to close. This progress can be directly attributed to the steadfast effort put forth by educators throughout the State; in particular, an unwavering focus on improving instruction so students are prepared for the world that awaits them.
A Parent's Guide to the MSA. Maryland Classroom. Volume 13, Number 1
Author: Maryland State Department of Education
Date: 2009-07-00
Type: Guides - Non-Classroom
Subjects: Public Schools,Parent Materials,State Standards,Mathematics Tests,Reading Tests,Science Tests,Program Descriptions,Guidelines

If your child attends a Maryland public school, you may already be aware that he or she will take a test called the Maryland School Assessment--MSA for short. But what is the Maryland School Assessment, and how can you help your child prepare for it? What subjects will the test cover, and what do the questions look like? This publication answers these questions and points you toward more MSA information on the Web.
Research Library Issues: A Bimonthly Report from ARL, CNI, and SPARC. RLI 266
Author: Barrett, G. Jaia, Ed.
Date: 2009-10-00
Type: Collected Works - Serial
Subjects: Research Libraries,Reports,Electronic Publishing,Access to Information,Barriers,Attitude Change,Copyrights,Information Policy,Preservation,Income,Models,Responsibility,Library Role,Scholarship,Librarians,Compensation (Remuneration),Educational Trends

&quot;Research Library Issues&quot; (&quot;RLI&quot;) is a bimonthly report from ARL (Association of Research Libraries), CNI (Coalition of Networked Information), and SPARC (Scholarly Publishing and Academic Resources Coalition). This issue includes the following articles: (1) Removing All Restrictions: Cornell's New Policy on Use of Public Domain Reproductions; (2) Evolving Preservation Roles and Responsibilities of Research Libraries; (3) SPARC Explores Income Models for Supporting Open-Access Journals; and (4) ARL Salary Survey Highlights. ARL News and Calendar are also included.
Research Library Issues: A Bimonthly Report from ARL, CNI, and SPARC. A Special Issue on Distinctive Collections. RLI 267
Author: Barrett, G. Jaia, Ed.
Date: 2009-12-00
Type: Collected Works - Serial
Subjects: Research Libraries,Archives,Primary Sources,Scholarship,Electronic Publishing,Access to Information,Information Utilization,Metadata,Role,Change,Cooperation

&quot;Research Library Issues&quot; (&quot;RLI&quot;) is a bimonthly report from ARL (Association of Research Libraries), CNI (Coalition of Networked Information), and SPARC (Scholarly Publishing and Academic Resources Coalition). This issue includes the following articles: (1) Special Collections at the Cusp of the Digital Age: A Credo (Clifford A. Lynch); (2) Moving Special Collections Forward in an Age of Discovery: Themes from the ARL-CNI Forum (Lisa R. Carter); (3) The Collaborative Imperative: Special Collections in the Digital Age (Anne R. Kenney); and (4) The Changing Role of Special Collections in Scholarly Communications (Donald J. Waters). Each article contains endnotes.
Early Educational Opportunities for Children of Hispanic Origins. Social Policy Report. Volume XXIII, Number II
Author: Garcia, Eugene
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Disadvantaged Youth,Program Effectiveness,Federal Government,Educational Opportunities,Hispanic American Students,Young Children,Access to Education,Spanish Speaking,Early Intervention,Achievement Gap,English (Second Language),Language Proficiency,Bilingual Education,English Only Movement,Teacher Competencies,Culturally Relevant Education,Teacher Education,Educational Policy,Immigrants

This paper argues that young Hispanic (or Latina/o) children (ages 3 to 8 years) should be of particular interest to policymakers, practitioners, and researchers in education. Young Hispanic children constitute an urgent demographic imperative. Young Hispanic children are not only the largest racial/ethnic group in the U.S., but also the youngest and fastest-growing. Among racial/ethnic groups, Hispanics have a unique linguistic profile. Approximately three in four young Hispanic children lives in homes in which at least some Spanish is spoken regularly. Empirical evidence suggests that certain interventions during the early years are a wise investment to improving learning opportunities and outcomes for Hispanic children. Hispanics lag behind their white and Asian-American peers at all proficiency levels of reading and mathematics at the beginning and throughout PK-12 schooling. In order for young Hispanics to succeed in academic contexts, they need strong English skills. Recent research suggests academic benefits of bilingual over English-only programs, enough to close one-fifth to one-third of the overall Hispanic-White reading performance gap. Moreover, recent research shows young Hispanics are particularly positioned to benefit from prekindergarten participation even though they are less likely to attend compared to other racial/ethnic groups. Our recommendations include that the federal government: (1) underwrite tests of programs designed to produce large increases in the number of culturally knowledgeable preschool and early elementary teachers proficient in English and Spanish fund and experiment with teacher preparation programs to recruit more Spanish-speaking undergraduates and teachers who are trained in second language acquisition to work as language specialists; (2) continue to explore and expand dual-language (DL) programs through Head Start, Early Head Start, and other grant programs; and (3) expand the scope of the national and international databases developed to assess student performance. (Contains 5 tables.) [Commentaries from Robert Crosnoe and James Griffin are also included.]
An Investment that Pays Important Dividends: State of Education Report, 2009
Author: Maryland State Department of Education
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Public Education,Academic Achievement,Enrollment,Academic Standards,Educational Improvement,College Preparation,Advanced Placement,Achievement Tests,Teacher Certification,Kindergarten,School Safety,Conferences (Gatherings),Parent School Relationship,Parent Participation,Recognition (Achievement)

This publication summarizes the achievements of Maryland public education in 2009 and considers upcoming challenges. Highlights of the report include: (1) Maryland classrooms continue to be comprised of minority-majority enrollment; (2) Strong, consistent educational standards in Maryland, combined with outstanding instruction, have led to improvements in achievement in every corner of the state; (3) Maryland ranked among the top six states in the nation for readying students for postsecondary work; (4) Maryland now ranks number one in the nation in its achievement on the rigorous Advanced Placement (AP) exams; (5) 302 Maryland educators became Nationally Board Certified Teachers, a new state record and one of the largest tallies in the nation; (6) Full-day kindergarten; (7) Maryland sponsored the &quot;Summit on School Safety Solutions&quot;; (8) Maryland launched the Parent Involvement Matters Award (PIMA), the nation's first statewide award celebrating the volunteer work of parents and guardians; (9) The awards received by Maryland this past year; and (10) Bridge to Excellence Act (BTE), an act instituted in 2002, has helped student proficiency levels improve.
Systems Newsletter. Volume 18, Number 1, Summer 2009
Author: Benson, Dawn, Ed.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Integrated Curriculum,Curriculum Development,Units of Study,Doctoral Dissertations,Interviews,Educational Change,Change Strategies,Academically Gifted,Language Arts,Science Instruction,Mathematics Instruction,Social Studies,Interdisciplinary Approach,Student Characteristics,Teacher Characteristics,Teacher Role,Teacher Attitudes,Knowledge Base for Teaching,Teaching Skills,Academic Standards,Females,Scientists,Women Faculty,Talent Development,Advanced Placement,Individualized Instruction,Student Needs,Secondary School Students,Academic Achievement,Males,African Americans

This issue of the Center's &quot;Systems Newsletter&quot; will be the last one published under the aegis of Dr. JoyceVanTassel-Baska, the Center's founder and current Executive Director. As of this August Dr. VanTassel-Baska will officially retire from the College of William and Mary and the Center. She will still be an integral part of the Center through what she has created here as well as through her continuing consulting, writing and research. It is only fitting, then, that this issue feature an interview with Dr. VanTassel-Baska about her thoughts on curriculum development, an article by her about curriculum and the Integrated Curriculum Model, as well as a brief piece on the Festschrift held in her honor at the College on March 13, 2009. This issue contains the following articles: (1) Translating the Integrated Curriculum Model Into Units of Study; (2) From the Editor; (3) Executive Director's Remarks; (4) An Interview with Dr. Joyce VanTassel-Baska; (5) Leading Change: The Festschrift of Dr. Joyce VanTassel-Baska; and (6) Dissertation Abstracts.
Community College League of California Trustee Handbook 2009
Author: Smith, Cindra J.
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Governing Boards,Trustees,Guides,College Administration,Educational Finance,School Policy,Annual Reports,Strategic Planning,Organizational Effectiveness,Board Administrator Relationship,Institutional Role,Budgeting,Money Management,Resources,Institutional Research,Organizational Development,Institutional Mission,Educational Assessment,Educational Indicators,Statewide Planning

This handbook contains eight sections and thirty-four short chapters on topics related to being a member of a California community college governing board. The eight sections are: (1) California Community Colleges; (2) The Governing Board; (3) Toward An Effective Board; (4) Policy, Planning and Monitoring; (5) The Board and the CEO; (6) Board/Staff Relationships; (7) Fiscal Responsibilities; and (8) Resources. The handbook is updated annually and provided to all who attend the Trustee Orientation Workshop. It is also sent to all newly elected and appointed trustees. [Scott Lay assisted in the production of this handbook with updates.]
Higher Education Accreditation in View of International Contemporary Attitudes
Author: Sywelem, Mohamed M-Ghoneim
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Accreditation (Institutions),Quality Control,Models,State Departments of Education,Student Recruitment,Competition,Self Evaluation (Groups)

Accreditation can be seen as one of several complementary measures in a quality assurance system, and the starting point is the need to maintain and improve good quality in institutions of higher education. Accreditation can play a more or less dominant role in the field of different measures that aim at monitoring, steering, recognizing and ensuring quality assurance in higher education. The frameworks for accreditation and external quality assurance vary from country to country, but generally follow three basic forms: the European model of central control of quality assurance by state educational ministries (Egypt follows this model); the United States (US) model of decentralized quality assurance combining limited state control with market competition; and, the British model in which the state essentially ceded responsibility for quality assurance to self-accrediting universities. (Contains 1 table.)