ethanporcaro/eric-fulltext-meta huggingface dataset:
Profile of State High School Exit Exam Policies. Connecticut
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Connecticut's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Florida
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Florida's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Massachusetts
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Massachusetts' high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Arkansas
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Arkansas' high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Missouri
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Missouri's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Texas
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Texas' high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Washington
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Washington's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State High School Exit Exam Policies. Virginia
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Accountability,Alignment (Education),Disabilities,Educational Assessment,Educational Legislation,Educational Policy,English Language Learners,Exit Examinations,Federal Legislation,Grade 12,Graduation Requirements,High School Seniors,High Schools,Instructional Program Divisions,Profiles,Scores,State Programs

This individual profile provides information on Virginia's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [For the full report, &quot;State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
An Autobiography of Teaching and Teacher Evaluation in an Apartheid and Post-Apartheid South Africa -- Part One
Author: Naidu, Sham
Date: 2011-03-21
Type: Reports - Descriptive
Subjects: Foreign Countries,Teacher Evaluation,Racial Segregation,Whites,Blacks,Legislation,Racial Discrimination,School Segregation,Preservice Teacher Education,Teaching Experience,Indians,Autobiographies

Apartheid was a system of government in South Africa, abolished in 1994, which systematically separated groups on the basis of race classification. The Apartheid system of racial segregation was made law in South Africa in 1948, when the country was officially divided into four racial groups, White, Black, Indian and Coloureds (or people of mixed race, or non-Whites who did not fit into the other non-White categories). &quot;Homelands&quot; were created for Blacks, and when they lived outside of the homelands with Whites, non-Whites could not vote and had separate schools and hospitals, and even beaches where they could swim or park benches they could sit on. With regards to the education of non-Whites, Dr Hendrik Verwoerd stated that &quot;I just want to remind the Honourable Members of Parliament that if the native in South Africa is being taught to expect that he will lead his adult life under the policy of equal rights, he is making a big mistake. The native must not be subject to a school system which draws him away from his own community, and misleads him by showing him the green pastures of European society in which he is not allowed to graze&quot; (Republic of South Africa, 1953, 54-55). Thus began the era of apartheid education. The Bantu Education Act was introduced to Parliament in 1953; universities were segregated in 1959; a separate education system was set up for the &quot;coloureds&quot; in 1963; followed by Indian education in 1964; and an Education Act for whites was passed in 1967.
An Autobiography of Teaching and Teacher Evaluation in an Apartheid and Post-Apartheid South Africa -- Part Two
Author: Naidu, Sham
Date: 2012-03-21
Type: Reports - Descriptive
Subjects: Foreign Countries,Teacher Evaluation,Teaching Experience,Teacher Attitudes,Indians,Racial Segregation,Merit Rating,Awards,Teacher Promotion,Autobiographies

Evaluation of staff has always been a contentious issue in education and even more in South Africa where education and specifically schools were politicised during the years of struggle for a truly democratic dispensation. During this period teachers refused to participate in any form of evaluation or inspection as it was referred to then. Teachers believed that the evaluation system was forced on to them by the state. Furthermore, they regarded the system as totally unacceptable because it was undemocratic and non-participatory. Because the legitimacy of the evaluation system was doubted by the majority of teachers, it resulted in a decline in the quality of educational provision. The culture of teaching and learning in most Black schools was undermined to such an extent that hardly any bona fide evaluation took place during the latter stage of the struggle for freedom from White oppression namely, from the 1980s to the early 1990s (van der Bank, 2000). [For Part One, see ED530235.]
Nurse Educators' Lived Experiences with Values Changes in Baccalaureate Nursing Education
Author: Wenda, Skip
Date: 2012-03-13
Type: Reports - Research
Subjects: Nursing Education,Values Education,Hidden Curriculum,Undergraduate Study,College Faculty,Experience,Educational Change,Interviews

Values education in nursing can be a highly emotional topic. Values in nursing education can be linked to general societal values at any given point in time. Values are transmitted by nursing educators and institutions not only consciously in the nursing curriculum, but also unconsciously in the hidden curriculum. Each year many registered nurses are disciplined by their state board of nursing for failure to act appropriately when confronted with values-based decisions. These disciplinary actions are costly in terms of monies spent on nurse preparation, prohibiting practice of individuals in an era of a shortage of nurses, and investigatory costs associated with disciplinary actions. Since moral reasoning is a function of nursing education, this pilot study attempts to identify the values consciously taught, unconsciously transmitted via the hidden curriculum, and changes that might be made after identification during the course of the career of baccalaureate program nurse educators at a major Midwestern university. These values were identified by the nursing educator's lived experience reflecting on the instructor's nursing education practice. Naturalistic Inquiry is the paradigm of this research. An emergent design was used during face-to-face interviews. (Contains 2 tables.)
Use of the Metacognitive English Language Learning Strategies Based on Personality Traits
Author: Fazeli, Seyed Hossein
Date: 2012-03-00
Type: Journal Articles
Subjects: Metacognition,Personality Traits,English (Second Language),Second Language Learning,Learning Strategies,Females,College Students,Predictor Variables,Foreign Countries

The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs. (Contains 7 tables.)
Profile of State College and Career Readiness Assessments (CCR) Policy. North Dakota
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on North Dakota's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College Entrance Exam Policies. Kentucky
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Academic Achievement,College Bound Students,College Entrance Examinations,College Preparation,Educational Assessment,Educational Policy,Grade 11,Secondary Education,Graduation,High School Students,Instructional Program Divisions,Profiles,State Programs

This individual profile provides information on Kentucky's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college entrance exams; and (5) State financial support provided for students to take the college entrance exam. [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College and Career Readiness Assessments (CCR) Policy. Arkansas
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Career Planning,Career Development,Careers,College Preparation,College Readiness,College Bound Students,Educational Assessment,Educational Policy,Profiles,Readiness,State Standards

This individual profile provides information on Arkansas' college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College Entrance Exam Policies. Maine
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Academic Achievement,College Bound Students,College Entrance Examinations,College Preparation,Educational Assessment,Educational Policy,Grade 11,Secondary Education,Graduation,High School Students,Instructional Program Divisions,Profiles,State Programs

This individual profile provides information on Maine's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college entrance exams; and (5) State financial support provided for students to take the college entrance exam. [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College Entrance Exam Policies. Delaware
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Academic Achievement,College Bound Students,College Entrance Examinations,College Preparation,Educational Assessment,Educational Policy,Grade 11,Secondary Education,Graduation,High School Students,Instructional Program Divisions,Profiles,State Programs

This individual profile provides information on Delaware's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college entrance exams; and (5) State financial support provided for students to take the college entrance exam. [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College Entrance Exam Policies. Idaho
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Academic Achievement,College Bound Students,College Entrance Examinations,College Preparation,Educational Assessment,Educational Policy,Grade 11,Secondary Education,Graduation,High School Students,Instructional Program Divisions,Profiles,State Programs

This individual profile provides information on Idaho's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college entrance exams; and (5) State financial support provided for students to take the college entrance exam. [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]
Profile of State College Entrance Exam Policies. Tennessee
Author: Center on Education Policy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Academic Achievement,College Bound Students,College Entrance Examinations,College Preparation,Educational Assessment,Educational Policy,Grade 11,Secondary Education,Graduation,High School Students,Instructional Program Divisions,Profiles,State Programs

This individual profile provides information on Tennessee's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college entrance exams; and (5) State financial support provided for students to take the college entrance exam. [For the full report, &quot;The report, State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement,&quot; see ED530163.]