ethanporcaro/eric-fulltext-meta huggingface dataset:
The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs. Executive Summary
Author: Fox, C.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Internet,Telecommunications,Information Technology,Educational Technology,Technology Uses in Education,Electronic Learning,State Action,Leadership,Federal Aid

It is a simple fact that access to high-speed broadband is now as vital a component of K-12 school infrastructure as electricity, air conditioning, and heating. The same tools and resources that have transformed educators' personal, civic, and professional lives must be part of learning experiences intended to prepare today's students for college and careers. College students rely on technology for academic success and to improve personal productivity. In the workplace, everyone from mechanics to accountants to physicians depends on technology to conduct their work, grow their businesses, and collaborate with their colleagues--both locally and globally. With easy access to reliable, robust, and cost-effective broadband, one can ensure that each student's school experience mirrors evolving societal expectations for public education. Access permits students to create engaging text and multimedia projects such as videos, collaboratively conduct research with students on the other side of the state or the world, take online courses not available locally, and talk directly with authors and experts. Teachers can collaborate with colleagues, participate in professional development online, and immediately analyze the results from online assessments to personalize instruction for each student. Given that bandwidth availability determines which online content, applications, and functionality students and educators will be able to use effectively in the classroom, additional bandwidth will be required in many, if not most, K-12 districts in this country in the coming years. If educators are serious as a nation about preparing all students for college and careers, a concerted national effort will be required to address both school-based bandwidth needs and out-of-school access for students and educators. Given current trends and the real-world experiences of states and leading districts, this executive summary offers four recommendations for policymakers and school leaders committed to charting a course for the future of K-12 education enabled by broadband. [For the full report, "The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs," see ED532313.]
The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs
Author: Fox, Christine
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Internet,Telecommunications,Information Technology,Educational Technology,Technology Uses in Education,Electronic Learning,State Action,Leadership,Federal Aid,Video Technology,Textbooks,Computer Assisted Testing,Handheld Devices,Laptop Computers,Computer Mediated Communication,Videoconferencing

It is a simple fact that access to high-speed broadband is now as vital a component of K-12 school infrastructure as electricity, air conditioning, and heating. The same tools and resources that have transformed educators' personal, civic, and professional lives must be part of learning experiences intended to prepare today's students for college and careers. College students rely on technology for academic success and to improve personal productivity. In the workplace, everyone from mechanics to accountants to physicians depends on technology to conduct their work, grow their businesses, and collaborate with their colleagues--both locally and globally. With easy access to reliable, robust, and cost-effective broadband, one can ensure that each student's school experience mirrors evolving societal expectations for public education. Access permits students to create engaging text and multimedia projects such as videos, collaboratively conduct research with students on the other side of the state or the world, take online courses not available locally, and talk directly with authors and experts. Teachers can collaborate with colleagues, participate in professional development online, and immediately analyze the results from online assessments to personalize instruction for each student. Given that bandwidth availability determines which online content, applications, and functionality students and educators will be able to use effectively in the classroom, additional bandwidth will be required in many, if not most, K-12 districts in this country in the coming years. If educators are serious as a nation about preparing all students for college and careers, a concerted national effort will be required to address both school-based bandwidth needs and out-of-school access for students and educators. Given current trends and the real-world experiences of states and leading districts, this paper offers four recommendations for policymakers and school leaders committed to charting a course for the future of K-12 education enabled by broadband. Appended are: (1) Terms and Definitions; (2) Select Federal Funding Sources; and (3) References. (Contains 57 endnotes.) [For &quot;The Broadband Imperative: Recommendations to Address K-12 Education Infrastructure Needs. Executive Summary,&quot; see ED532312.]
SETDA Case Studies 2012
Author: State Educational Technology Directors Association (SETDA)
Date: 2012-00-00
Type: Reports - Research
Subjects: Case Studies,School Districts,Grants,Federal Programs,Federal Legislation,Federal Aid,Program Implementation,Educational Innovation,Educational Technology,Technology Integration,Technological Literacy,Student Projects,Active Learning,Learner Engagement,Academic Achievement

The State Educational Technology Directors Association (SETDA) published a series of case studies from 28 states to showcase examples of how ARRA EETT (&quot;American Recovery and Reinvestment Act of 2009 Enhancing Education Through Technology&quot;) grant funds have impacted teaching and learning. SETDA collected data for the case studies through a variety of mechanisms, including a detailed survey of the participating Local Education Agencies (LEAs), personal interviews with grant managers and teachers, and reviews of state and local program evaluations. The case studies in this paper highlight powerful examples of innovations resulting from the federal state/local partnerships created by the EETT program. They illustrate what can happen when &quot;seed money&quot; in the form of federal grants is leveraged by states, local school districts, and individual schools. Teachers and students across the country continue to benefit from these innovative programs as shown by higher formative and standardized test scores, increased technology literacy and technology integration, improved access to both digital curriculum resources and project-based learning initiatives, and increased student engagement.
The Condition of Education 2012. NCES 2012-045
Author: Aud, Susan
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,School Statistics,Educational Indicators,Enrollment Rate,Student Participation,School Districts,Academic Achievement,Enrollment,Educational Attainment,Enrollment Trends,Charter Schools,Disabilities,Federal Legislation,Educational Finance,Mathematics Instruction,Reading Instruction,Grade 4,Grade 8,Ethnic Groups,Postsecondary Education,Outcomes of Education,Undergraduate Students,College Students,Grade 12,High School Students,Private Schools,English Language Learners

To ensure reliable, accurate, and timely data, which are necessary to monitor the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, &quot;The Condition of Education.&quot; This year's report summarizes important developments and trends in education using the latest available data. The report presents 49 indicators on the status and condition of education, in addition to a closer look at high schools in the United States over the past twenty years. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2012 print edition includes indicators in three main areas: (1) participation in education; (2) elementary and secondary education and outcomes; and (3) postsecondary education and outcomes. Appended are: (1) Tables; (2) Guide to sources; (3) Notes; (4) Glossary; (5) Ebibliography; and (6) Index. (Contains 100 tables, 106 figures and 2 footnotes. ) [For &quot;The Condition of Education 2011. NCES 2011-033,&quot; see ED520001.]
Fault Lines in Our Democracy: Civic Knowledge, Voting Behavior, and Civic Engagement in the United States
Author: Coley, Richard J.
Date: 2012-04-00
Type: Numerical/Quantitative Data
Subjects: Citizen Participation,Democracy,Citizenship Education,Civics,Knowledge Level,National Competency Tests,Grade 4,Grade 8,Grade 12,Voting,Educational Attainment,Income,Age Differences,Young Adults,Adolescents,Political Attitudes,Interests,Adolescent Attitudes

As the 21st century unfolds, the United States faces historic challenges, including a struggling economy, an aging infrastructure and global terrorism. Solutions will have to come from educated, skilled citizens who understand and believe in our democratic system and are civically engaged. This incisive new report examines these fault lines and offers ideas about how to keep our democracy vital and strong. (Contains 11 tables, 15 figures and 50 footnotes.) [For the &quot;Fault Lines in Our Democracy: Civic Knowledge, Voting Behavior, and Civic Engagement in the United States. Highlights&quot;, see ED532317.]
Fault Lines in Our Democracy: Civic Knowledge, Voting Behavior, and Civic Engagement in the United States. Highlights
Author: Coley, Richard J.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Citizen Participation,Democracy,Citizenship Education,Civics,Knowledge Level,Voting,Educational Attainment,Income,Age Differences,Political Attitudes,Adolescent Attitudes

As the 21st century unfolds, the United States faces historic challenges, including a struggling economy, an aging infrastructure and global terrorism. Solutions will have to come from educated, skilled citizens who understand and believe in our democratic system and are civically engaged. This incisive new report examines these fault lines and offers ideas about how to keep our democracy vital and strong. [For the full report, "Fault Lines in Our Democracy: Civic Knowledge, Voting Behavior, and Civic Engagement in the United States", see ED532316.]
easyCBM[R] Slope Reliability: Letter Names, Word Reading Fluency, and Passage Reading Fluency. Technical Report #1111
Author: Patarapichayatham, Chalie
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Reading Fluency,Curriculum Based Assessment,Scores,Reliability,Alphabets,Reading Tests,Response to Intervention

Within a response to intervention (RTI) framework, students are administered multiple tests of equivalent difficulty. Changes in students' scores over time are then attributed to changes in learning. In the current study, we evaluated the reliability of score changes (i.e., slope) for the easyCBM[R] letter names, word reading fluency, and passage reading fluency measures. Data came from a sample of convenience and included students taking at least three tests of one measure type during one academic year (up to 38 weeks). Data were organized into bi-weekly segments and a growth model for two parallel processes was conducted, with "A" weeks (2A, 3A, 4A, 5A, 6A, 7A, 8A, and 9A) in one process and "B" weeks (2B, 3B, 4B, 5B, 6B, 7B, 8B, and 9B) in the other. A linear growth model was conducted in each process and the individual slopes were estimated within the growth modeling framework. Then, the reliability of the slope was estimated as the correlation between individual slopes from the two parallel processes with a correction by the Spearman-Brown formula. (Contains 15 tables.)
An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Passage Reading Fluency Assessments: Grade 4. Technical Report #1219
Author: Park, Bitnara Jasmine
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Test Reliability,Generalizability Theory,Curriculum Based Assessment,Elementary School Students,Reading Tests,Reading Fluency,Grade 4

This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest. Due to the length of the results, we present results of each grade level's analysis in its own technical report, sharing a common abstract, introduction, and methods section, while differing in the results and conclusions. Appended are: (1) Full test form administration order; and (2)Test forms used in G-Theory analyses. (Contains 4 tables.)
An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Word and Passage Reading Fluency Assessments: Grade 3. Technical Report #1218
Author: Park, Bitnara Jasmine
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Test Reliability,Generalizability Theory,Curriculum Based Assessment,Reading Tests,Reading Fluency,Elementary School Students,Grade 3

This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest. Due to the length of the results, we present results of each grade level's analysis in its own technical report, sharing a common abstract, introduction, and methods section, while differing in the results and conclusions. (Contains 10 tables.)
An Examination of Test-Retest, Alternate Form Reliability, and Generalizability Theory Study of the easyCBM Reading Assessments: Grade 5. Technical Report #1220
Author: Lai, Cheng-Fei
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Test Reliability,Generalizability Theory,Curriculum Based Assessment,Elementary School Students,Reading Tests,Reading Fluency,Grade 5

This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest. Due to the length of the results, we present results of each grade level's analysis in its own technical report, sharing a common abstract, introduction, an methods section, while differing in the results and conclusions. Tables for the full test form administration order are appended. (Contains 4 tables.)
Instrument and Survey Analysis Technical Report: Program Implementation Survey. Technical Report #1112
Author: Alonzo, Julie
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Surveys,Program Implementation,Curriculum Based Assessment,Sampling,Material Development,Measurement,Models,Teacher Surveys,Self Efficacy,Secondary School Teachers,Student Diversity,Factor Analysis,Goodness of Fit

This technical document provides guidance to educators on the creation and interpretation of survey instruments, particularly as they relate to an analysis of program implementation. Illustrative examples are drawn from a survey of educators related to the use of the easyCBM learning system. This document includes specific sections on considerations related to sampling plans; instrument creation; and gathering, analyzing, and reporting of survey results. Appended are: (1) Feedback Form Used During Content Review; (2) Technical Specifications of Survey; (3) Survey Used in Pilot Study; (4) MPLUS Output Files for Measurement Model; and (5) Revised Survey (Post Pilot Study). (Contains 24 tables, 2 figures and 1 footnote.) [Funds for this data set used to generate this report come from Oregon Department of Education.]
Systems in Tension: Perceptions of Business and Education in Partnership
Author: Despres, Blane Rolland
Date: 2003-03-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Partnerships in Education,Performance Factors,Influences,School Business Relationship,Group Dynamics,Stakeholders,Systems Analysis,Program Attitudes,Work Environment,Administrator Attitudes,Student Attitudes,Teacher Attitudes,Educational Objectives,Expectation,Resistance (Psychology),Profiles,Change Strategies,Organizational Change,Organizational Theories,Conflict,Institutional Cooperation

The aim of this research project has been to map the range of perceptions of a sample of people concerning business in partnership with education. From the range of perceptions held by the participants in this dissertation, we can conclude that partnering is not a simple matter of two parties agreeing to some workable union between them for mutual benefits. Business-education partnerships are complex arrangements. The systems of business and education are comprised of factors that influence both the approach to, and the set up of, partnership arrangements. The failure of business-education partnerships is far more complex than to be caused solely by questionable business motives and practices. From the perceptions of the participants in this study it is evident that education alone in partnerships is a matter interpreted differently by its various stakeholders and practitioners. There are convergent and divergent perceptions that affect both education and its partnerships. A greater understanding of these points of view and the factors highlighted by the participants arguably provide the best starting place for dialogue between business and education about partnering benefits, drawbacks and possibilities. And finally I suggest that systemic thinking principles be used to coordinate these viewpoints and make for collaboration, and not merely sufferance. Six appendixes present: (1) Education and Business Coalitions Research Participant Consent Form; (2) Questionnaire and Interview Schedule; (3) General Chart of Types of Education Partnerships; (4) Workplace Characteristics; (5) Systemic Questions to Ponder Prior to Partnering; and (6) Culture: A Brief Discussion. (Contains 1 table and 63 footnotes.)
Training in Influencing Skills from Neuro-Linguistic Programming (Modelled from Hypnosis and Family Therapy), in Combination with Innovative Maths Pedagogy, Raises Maths Attainment in Adult Numeracy Learners
Author: Allan, F.
Date: 2012-07-00
Type: Reports - Research
Subjects: Neurolinguistics,Numeracy,Adult Students,Mathematics Achievement,Mathematics Instruction,Instructional Innovation,Adult Educators,Teacher Effectiveness,Pretests Posttests,Instructional Effectiveness,Language Patterns,Hypnosis,Nonverbal Communication,Family Counseling,Foreign Countries

Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and emotions (areas in which advocates of NLP claim effectiveness).  The present study investigated these claims and the combined effect of such approaches using a pre- and post-treatment test design with 173 adult numeracy learners. Teachers were randomly allocated to three conditions, these were: (1) teachers given no training (control condition); (2) teachers trained in innovative maths pedagogy (including more frequent higher-order questioning, challenge, problem solving and collaborative learning); and (3) teachers trained in both NLP and the innovative maths pedagogy. NLP training included suggestion using language patterns modelled from hypnosis, body language modelled from family therapy and spatial anchoring for emotional state management. A significant within-subject mean difference in maths test scores for the innovative maths pedagogy group (MD = 10.97, t(66) = 7.292, less than 0.0005, eta[superscript 2] = 0.446) was nearly twice that of the control (MD = 5.67, t(42) = 3.099, p = 0.003, eta[superscript 2] = 0.186).  Although an attainment gap between pre- and post- treatment scores for the innovative treatment group alone (without NLP) appeared to close over time post hoc between-group contrasts indicated differences between pre- and post-treatment means were not statistically significant (p = 0.404 and p = 0.689, respectively). However, with the addition of NLP training, post hoc contrasts showed mean maths attainment had significantly improved compared to the control (p = 0.040) with mean difference, pre- and post-treatment attainment, increased to over three times that of the control (MD = 18.35, t(62) = 9.552, less than 0.0005, eta[superscript 2] = 0.595).  CfBT Education Trust carried out this research with funding from the Learning and Skills Improvement Service. (Contains 2 endnotes, 3 tables, and 2 figures.) [Funding for this research was provided by the Learning and Skills Improvement Service.]
Perspectives of Key Central Office Staff and School Principals Regarding Resource Allocation Policies and Procedures--Technical Appendix. A Report Prepared for Pasadena Unified School District. SSFR Research Report #02 (PUSD)
Author: Chambers, Jay G.
Date: 2010-07-00
Type: Tests/Questionnaires
Subjects: Focus Groups,Interviews,School Districts,Principals,Resource Allocation,Central Office Administrators,Administrator Attitudes,Educational Policy,Administrative Principles,Research Reports,Information Sources,Strategic Planning,Educational Improvement,Improvement Programs,Funding Formulas,Educational Finance,Budgeting

The Strategic School Funding for Results (SSFR) interviews began in November of 2009 with focus group interviews of the Superintendent's Cabinet. Individual principal interviews were conducted between January 15 and January 22 of 2010. Two elementary, two middle-, and one high school principal were interviewed. The AIR/PLP (American Institutes for Research/Pivot Learning Partners) team asked district leaders to select principals that they felt had a good understanding of the current system and who could provide the authors with some thoughtful perspectives on how to evaluate its advantages and disadvantages. The principals in this report are by no means a random sample of individuals, and may not be representative of all principals in the district. This technical appendix presents the protocols that guided the interviews and focus groups. [For the full report, &quot;Perspectives of Key Central Office Staff and School Principals Regarding Resource Allocation Policies and Procedures. A Report Prepared for Pasadena Unified School District. SSFR Research Report #02 (PUSD),&quot; see ED532363.]