ethanporcaro/eric-fulltext-meta huggingface dataset:
"Action This Day"
Author: National Math and Science Initiative
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Mathematics Education,Science Education,Advanced Placement Programs,Teacher Education Programs,Competition,Educational Trends

The U.S. has had a proud history of inventions and innovations since colonial times, but the future of its intellectual capital is now at risk. America's size, natural resources and historical role as a superpower are no longer enough to ensure its economic future. In today's global economy, the U.S. is losing many of its previous competitive advantages. Upgrading the knowledge and skills of its workforce is critical. U.S. students must have the relevant knowledge of science, technology, engineering and math (STEM) to become a more competitive workforce. Until 2007, there was no organized national response from the private sector to this competitiveness challenge. The National Math and Science Initiative (NMSI) was launched in March 2007 by top leaders in American business, education and science in response to the call for action by the National Academies in "Rising Above the Gathering Storm," which found that low performance in math and science is hurting the United States' global competitiveness. Today, NMSI is helping remedy this drastic decline in math and science education by replicating proven programs on a national scale. Through its Advanced Placement Training and Incentive Program (APTIP), NMSI has awarded more than $79 million in grants to non-profits in six states to promote student participation in Advanced Placement math, science and English courses. In addition, NMSI has issued nearly $30 million in grants to 13 colleges and universities across the country to replicate the UTeach program. More than 1,000 students now are enrolled in UTeach programs to train math and science teachers. APTIP and UTeach are exactly the kind of public-private cooperation that the country needs to ensure more students are college ready and work ready. They are educating a new generation for the challenges of tomorrow so the country can compete in the high-tech, high-stakes global economy.
Rebooting Education in America. National Math and Science Initiative Annual Report, 2009
Author: National Math and Science Initiative
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Mathematics Education,Science Education,Advanced Placement Programs,High School Students,Achievement Gains,Teacher Education Programs,Mathematics Teachers,Science Teachers,Educational Change,Program Effectiveness

This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2009. 2009 has been a tremendous year for the NMSI. The team members are working as an agent of change in the U.S. public education system, dramatically improving math and science education for young people. Its AP Training and Incentive Program (APTIP) has already produced impressive results. In the first year, the program schools in its six states produced a 52 percent increase in the number of AP courses passed in math, science, and English (MSE). One of the keys to success in APTIP is providing high-quality professional development for the existing teacher corps. In 2009, NMSI provided AP training to 478 teachers across the country. The second program, UTeach, works to build the quality of the future teacher corps. UTeach is bringing a new generation of math and science majors into the field of teaching. The heart of this program is ensuring the new teachers have deep math and science knowledge; the pedagogy in the program focuses specifically on how to teach math and science effectively. In the first year of replicating UTeach, the members have implemented the program in 13 universities nationwide--from coast to coast. The "freshman" class drew 1,100 students, and that enrollment has nearly doubled its second year. A list of funders for this program is included. [For 2008 annual report, see ED537890.]
America's Answer
Author: National Math and Science Initiative
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Advanced Placement,Academic Achievement,College Graduates,Majors (Students),Educational Quality,Public Schools,Employment Patterns,Labor Market,Science Careers,Employment Opportunities,Career Readiness,College Readiness,Teacher Education,Mathematics Teachers,Science Teachers

The U.S. arm of technology giant Siemens Corp. recently reported it has 3,000 jobs open because of the dearth of skilled workers. More than half of those open jobs require science, technology, engineering and math (STEM) skills. A recent study by ManpowerGroup found that a record 52 percent of U.S. employers have difficulty filling critical positions within their companies--up from 14 percent in 2010. Many of these jobs require a strong background in STEM, but American colleges are producing fewer math and science graduates. This has led to a skills mismatch in our country. The bottom line is that STEM workers are more likely to be employed and more likely to earn better pay. The unemployment rate for workers who only have a high school degree is twice that of college graduates. Graduates in STEM fields are in increasing demand--eight of the 10 fastest-growing job markets require knowledge of math and science. Since 2007, the National Math and Science Initiative (NMSI) has made educational excellence its primary mission. With the support of leaders in business, education and government, NMSI is raising the academic bar in public schools. It is expanding opportunities for success in America, particularly for traditionally underrepresented students. NMSI's goal is to get more American students college-ready and prepared for the jobs of the future. NMSI's can achieve this goal: (1) By dramatically increasing their success in Advanced Placement math, science and English classes in high school; and (2) By expanding the highly successful UTeach program to train STEM majors to become teachers in America's public schools, so they can inspire and equip more American students.
Development of a Scale to Investigate Cybervictimization among Online Social Utility Members
Author: Akbulut, Yavuz
Date: 2010-00-00
Type: Journal Articles
Subjects: Bullying,Victims,Measures (Individuals),Internet,Computer Mediated Communication,Social Networks,Online Surveys,Factor Analysis,Factor Structure,Foreign Countries

This study aimed to develop a scale to investigate cybervictimization among the members of an online social utility. Eight hundred ninety-six participants were recruited with a 36-item web-based survey, which was developed through literature review and expert opinions. The dataset was used for an exploratory factor analysis. After dysfunctional items were eliminated, a 28-item set emerged with a very high internal consistency coefficient explaining half of the total variance with a single-factor structure. The second administration was realized with 200 new participants to confirm the single-factor structure. Along with acceptable fit indices, higher values of internal consistency coefficient and explained variance were observed. It was confirmed that different forms of cyberbullying identified in the literature were included in the questionnaire such as flaming, harassment, cyberstalking, denigration, masquerade, outing and trickery, and exclusion. Receiving religious or politic messages, and unwanted behaviors specifically directed at participants were within the factor structure of the scale. When unwanted behaviors were directed at a larger set of audience, or when the exact target was not the users themselves, such behaviors were not within the factor structure even though somebody else was mistreated. Preliminary findings were discussed followed by implications and suggestions for further research. (Contains 4 tables.)
The Effects of Readers' Theatre-Based and Tradition-Based Instruction on Sixth-Grade Students' Comprehension at a Selected Middle School
Author: Kariuki, Patrick N.
Date: 2012-11-00
Type: Reports - Research
Subjects: Middle School Students,Grade 6,Reading Instruction,Theater Arts,Conventional Instruction,Instructional Effectiveness,Reading Comprehension,Reading Fluency

The purpose of this study was to investigate the effects of readers' theatre-based and tradition-based instruction on sixth-grade students' comprehension at a selected middle school. A sample of 10 students from sixth grade was randomly selected for each of the experimental and control groups. The experimental group was taught using readers' theatre-based instruction, while the control group was taught using traditional-based instruction. Data were analyzed using independent T-tests at a 0.05 level of significance. The results indicated significantly higher comprehension scores for the students in the experimental group, t(18) = -1.897, P = 0.037, ES = 0.848. The results suggest that the use of readers' theatre-based instruction increases the comprehension scores of students. (Contains 1 table.)
School Help Professionals' Ideas on Child Abuse and Neglect
Author: Usakli, Hakan
Date: 2012-00-00
Type: Journal Articles
Subjects: Child Abuse,Qualitative Research,School Counselors,Child Neglect,Semi Structured Interviews,Foreign Countries,Counselor Role,Student Needs,Competence,Knowledge Level,Family Violence,Mental Health,Parent Role,Teacher Characteristics,Symptoms (Individual Disorders)

Method: In this study, a qualitative research has been carried out; there were interviews with 50 school counselors working in Sinop; they stated their ideas on child abuse and neglect.  Analysis: Data collected via semi constructed interviews have been subjected to descriptive and content analysis.The participant counselors were asked three questions. Findings: In this study, the counselors have been able to differentiate features and to determinate the negligence and abuse cases. However, it has been determined that the counselors' information on intervention is limited. Conclusion: Although counselors have enough information on features and about the neglected and abused child they think that their knowledge is insufficient. Counselors should participate in conferences, seminars, symposiums or any information sharing process on child negligence and abuse. (Contains 5 tables.)
Teacher Experience: What Does the Research Say?
Author: TNTP
Date: 2012-03-00
Type: Reports - Research
Subjects: Academic Achievement,Teaching Experience,Teacher Effectiveness,Student Surveys

Experience makes a difference--especially at the beginning of a teacher's career. On average, teachers with some experience are more effective than brand new teachers. Teachers improve the most early in their careers. One study found that "close to half of the teacher achievement returns to experience arise during the first few years of teaching." However, most teachers reach their peak after about five years in the classroom. Teachers gradually reach a plateau after 3-5 years on the job. As one study put it, "there is little evidence that improvement continues after the first three years." Another found that, on average, teachers with 20 years of experience are not much more effective than those with 5 years of experience. Teacher performance varies at all levels of experience. Individual teachers tend to improve with experience, but not all teachers begin their careers with the same skills or rise to the same level. The fact that a fifth-year teacher is more effective than she was in her first year doesn't mean she's more effective than all first-year teachers. The bottom line is experience helps, but it doesn't tell the full story--and it doesn't guarantee excellence. As one study of more than a half-million students concluded, "experience is not significantly related to achievement following the initial years in the profession." (Contains 14 footnotes.)
Key Reforms under the No Child Left Behind Act--The Civil Rights Perspective: Research-Based Recommendations to Improve NCLB
Author: University of California, Berkeley, Chief Justice Earl Warren Institute on Race, Ethnicity and Diversity
Date: 2007-11-16
Type: Reports - Descriptive
Subjects: Minority Group Students,Civil Rights Legislation,Educational Change,Limited English Speaking,Federal Legislation,Educational Legislation,Equal Education,Social Justice,Accountability,Achievement Gap,Low Income Groups,Disabilities,Disadvantaged Youth,Intervention,Evaluation Methods,Best Practices,Achievement Gains,Language Proficiency,Grievance Procedures

Whatever else might be said about the No Child Left Behind Act, it has the potential to be one of the most important pieces of education civil rights legislation in a generation. Its goals are an indispensable component of a renewed commitment to promoting racial and ethnic justice. The emphasis on accountability gives essential urgency and attention to the shameful achievement gaps of poor and minority students and students with limited English proficiency and disabilities. For NCLB to achieve its ultimate promise, serious, thoughtful changes are needed that: (1) maintain NCLB's focus on the most disadvantaged students, and especially the narrowing of achievement and attainment disparities; (2) capitalize on the momentum NCLB has generated at all levels around systemic reform and effective interventions; and (3) carefully and constructively improve the law by building on its strengths, reducing its weaknesses, and trying to address several problems created as a result of its implementation rather than the law itself. However, according to the research presented here and elsewhere, it has become clear that NCLB &quot;as implemented&quot; does not always lead to accurate assessments of student learning and has not always led to the kind of rich and enduring learning gains that parents expect for their children. Civil rights and education advocates now confront a difficult challenge: how to amend NCLB to allow the flexibility and support necessary to foster creativity and excellence, without returning so far back to the past that minority student underachievement is once again ignored or hidden. Drawing on extensive research on NCLB, this paper offers recommendations which reflect an attempt to achieve this kind of constructive change. They do not encompass all desirable amendments, but are limited to research-based recommendations flowing from the Warren Institute's recent work. (Contains 4 footnotes.)
Taking Successful Programs to Scale and Creating Lasting Results
Author: National Math and Science Initiative
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Mathematics Education,Science Education,Advanced Placement Programs,Teacher Education Programs,Program Effectiveness,Financial Support,Cost Effectiveness,Program Evaluation,Models

Scaling Effective Programs is a category of giving that is quite unique. Philanthropists have many different interests that guide their giving, but Scaling Effective Programs offers an approach that can produce lasting transformation. This guide speaks to funders who: (1) view their giving as venture capital that stimulates other giving; (2) want to support a program for a limited time, rather than an open-ended commitment; and (3) want their giving to have significant and lasting effects that can be measured. Scaling Effective Programs is based on the principle that a limited period of investment giving can be structured successfully to create the greatest chance of having programs spread to more locations and be sustained long after the initial investment. This approach allows funders to move on to supporting other programs, or support the same program in new locations without being indefinitely tied to supporting a local implementation. Scaling Effective Programs incorporates planned withdrawal of support and program self sufficiency, which avoids abruptly "abandoning" a project. The purpose of this guide is to describe the model for those who desire a lasting effect for their investment. The model itself is not complicated, but it requires a level of focus and discipline not always found in the philanthropic world.
Advancing Diversity at the University of California, Berkeley under Proposition 209
Author: Palmer, Scott
Date: 2006-10-27
Type: Reports - Descriptive
Subjects: Higher Education,Evidence,Affirmative Action,Race,Student Diversity,Institutional Mission,Public Sector,State Legislation,College Students,Racial Factors,Federal Legislation,Court Litigation

The importance of diversity and inclusion to higher education was the focus of intense legal and social scientific analysis in the decisions of the United States Supreme Court concerning affirmative action at the University of Michigan. The leadership of higher education and several other sectors of society offered overwhelming support, and a significant amount of evidence, for the proposition that student diversity--specifically the racial and ethnic diversity there at issue--is a compelling interest. The academic leaders of the University of California have similarly concluded that inclusion is central to its mission, and at Berkeley, Chancellor Robert J. Birgeneau has made it among his chief priorities. The immediate challenge is how to secure this dimension of institutional mission despite the constraints on means thought to be created by Proposition 209, which in 1996 amended California's constitution to prohibit most forms of voluntary public sector affirmative action, denominated &quot;preferences.&quot; The purpose of this brief report is to provide an analytical framework for evaluating diversity-related programs at the University of California-Berkeley in light of federal legal principles and applicable state law to help ensure that these programs effectively advance institutional goals, appropriately balance legal risk, and protect the rights of all persons. This report includes: (1) A summary and analysis of the prevailing federal and state legal standards applicable to the use of race in the higher education context, including Proposition 2094; and (2) A framework for cataloging and analyzing current and potential diversity-related programs with respect to their potential impact on diversity and their level of legal risk. (Contains 9 resources and 36 footnotes.) [Foreword by Christopher Edley, Jr.]
Multiply Your Child's Success: Math and Science Can Make Dreams Come True. A Parent's Guide
Author: National Math and Science Initiative
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Learning Activities,Parent Materials,Academic Achievement,Mathematics Instruction,Science Instruction,Parent Role,Parents as Teachers,Elementary Secondary Education,Parent Attitudes,Parent Student Relationship,Family Environment,Interpersonal Communication,Educational Quality,Student Motivation,Gender Issues,Reading Skills,Writing Skills,College Preparation,Career Development,College Entrance Examinations

In today's high-tech world, math and science matter. Of the 10 fastest growing occupations, eight are science, math or technology-related. Whatever a child wants to do--join the military, join the workforce, or go on to college--math and science skills will be important. Become part of the equation to help one's child succeed now and in the future. Parents have the power to make a tremendous difference in their child's success by staying informed and involved. This paper offers some ideas for how parents can help support math and science skills from elementary school through high school.
Ready, Fire, Aim: The College Campus Gunfight
Author: Birnbaum, Robert
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Violence,Weapons,Public Colleges,State Courts,State Legislation,Colleges,School Safety,Federal Legislation,Court Litigation,School Policy,Crime,Homicide,Compliance (Legal),Risk

Twenty-three State legislatures in 2011 considered bills to permit the carrying of firearms at their public institutions of higher education, and some public colleges in at least six states now allow weapons on college grounds or in college buildings.  The lawful possession of guns on campus is a recent and limited phenomenon, but decisions by the Supreme Court, State courts and legislatures, and institutional trustees suggest that many colleges and universities may soon have to decide whether, and under what conditions, firearms will be permitted.  This paper summarizes the current situation, analyzes the arguments both for and against weapons on campus, and presents recent data about gun ownership and violent campus crime including murder and manslaughter.  It concludes with a discussion of why bitter pro-gun and anti-gun arguments are likely to persist in the future even in the absence of empirical data to support either position. (Contains 3 tables and 17 notes.)
Homework: Too Much, Too Little? Research Brief
Author: Walker, Karen
Date: 2007-12-30
Type: Reports - Research
Subjects: Foreign Countries,Federal Legislation,Study Habits,Homework,Comparative Education,Educational Trends,Instructional Effectiveness,Educational Practices,Standardized Tests,Guidelines,Educational Policy,Educational Resources,Web Sites,Annotated Bibliographies,Educational Research,School Policy,Elementary Secondary Education

What is homework? What value and benefit does it have for students? Some common perceptions from the students' perspective is that it is busy work, it takes away from other activities (i.e. sports, clubs, hanging out with friends, jobs, etc.), and/or it prevents them from getting as much sleep as they would like. From the teachers' perspective: it develops responsibility and good study habits, it helps the students prepare for what they will experience in college, and/or it takes precious time to design, assign and grade. The amount of homework given to students has varied over the past century, however, the amount of time spent on homework is up 51% since 1981 (&quot;The myth about homework&quot;). With the advent of No Child Left Behind, daily homework time has increased substantially. Countries that outscore America on standardized tests such as Japan, Denmark and the Czech Republic assign less homework than do the U.S. schools. Conversely, countries that score low on standardized tests, such as Greece, Thailand and Iran, give a much higher amount of homework. Some research has found those who do homework tend to &quot;...outperform students who do not do it by 69%&quot; (&quot;Review of literature on homework&quot;). (Contains 27 resources.)