ethanporcaro/eric-fulltext-meta huggingface dataset:
Working Together for Students: A Framework for Long Term Stability in Education toward a 10-Year Agreement with Public School Teachers
Author: Ministry of Education (British Columbia)
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Improvement,Public Education,Collective Bargaining,Labor Relations,Labor Demands,Government Role,Delivery Systems,Educational History,Labor Legislation,Teacher Role,Accountability,Barriers,Partnerships in Education,Teacher Associations,Educational Policy,Strikes,Arbitration,Educational Finance,Financial Support,Teacher Salaries,Budgets,Negotiation Agreements

In October 2012, Premier Christy Clark announced government would consult with the education partners for the purpose of reviewing teacher bargaining structures and processes with the goal of providing a more stable learning environment for British Columbia students. The review looked for opportunities to achieve two priorities: (1) Create long-term stability for students and families, as well as the education system as a whole; and (2) Improve how government interacts and works with the British Columbia Teachers Federation (BCTF) to help reduce the stress and disruption during and outside of contract negotiations. Government's view was informed by submissions from key education partners--most importantly, the BCTF--but also from previous reviews of teacher bargaining in B.C. and research into other potential bargaining models. The result is a proposed new framework for teacher bargaining and a more effective way of working together. With the goal of securing a 10-year agreement with the BCTF, government proposes a new teacher collective bargaining framework based on four key elements: (1) A dedicated Priority Education Investment Fund (PEIF) to address education priorities; (2) A new Education Policy Council (EPC) of representatives from government, the BCTF and boards of education trustees to advise government on public education policy priorities, including allocation of the PEIF; (3) Indexing of teachers' compensation to an average of other major public sector increases; and (4) A new structured and transparent bargaining process. Two appendices are included: (1) New Bargaining Process; and (2) Summary of Partner Recommendations.
Income, Poverty, and Health Insurance Coverage in the United States: 2012. Current Population Reports P60-245
Author: DeNavas-Walt, Carmen
Date: 2013-09-00
Type: Reports - Research
Subjects: Census Figures,National Surveys,Income,Poverty,Health Insurance,Well Being,Economic Factors,Family Characteristics,Individual Characteristics,Racial Differences,Ethnicity,Age Differences,Geographic Regions,Disabilities,Place of Residence,Wages,Work Experience,Tables (Data),Taxes

This report presents data on income, poverty, and health insurance coverage in the United States based on information collected in the 2013 and earlier Current Population Survey Annual Social and Economic Supplements (CPS ASEC) conducted by the U.S. Census Bureau. For most groups, the 2012 income, poverty, and health insurance estimates were not statistically different from the 2011 estimates. There were a few exceptions. Households in the West and those residing inside principal cities of metropolitan statistical areas experienced increases in median household income. The poverty rate in the West went down in 2012. For health insurance, the uninsured rate for Asians and Hispanics decreased. These results are discussed in more detail in the three main sections of this report--income, poverty, and health insurance coverage. Each section presents estimates by characteristics such as race, Hispanic origin, nativity, and region. Other topics covered are earnings, family poverty rates, and health insurance coverage of children. The following are appended: (1) Estimate of Income; (2) Estimates of Poverty; (3) Estimates of Health Insurance Coverage; (4) Replicate Weights; and (5) Additional Data and Contacts.
Data-Based Individualization: A Framework for Intensive Intervention
Author: National Center on Intensive Intervention (NCII) at American Institutes for Research
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Intervention,Behavior Modification,Student Behavior,Academic Support Services,Individualized Instruction,Student Needs,Learning Problems,Response to Intervention,Positive Behavior Supports,At Risk Students,Evidence Based Practice,Student Evaluation,Evaluation Utilization,Progress Monitoring

The term &quot;intensive intervention&quot; is not commonly understood, and variations abound in the literature regarding both its definition and implementation. This document introduces and describes the data-based individualization (DBI) process, a framework for addressing the needs of students who require intensive intervention in academics and/or behavior. DBI involves a dynamic, continuous interplay between assessment and intervention. It is a research-based method for individualizing validated intervention programs to improve outcomes for students with the most severe and persistent learning and/or behavior needs. Although the intended audience for this document includes anyone interested in learning about intensive intervention and DBI, it assumes a basic understanding of multi-tiered systems of support, such as Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), which form the foundation upon which intensive intervention is typically implemented. The information in this document is organized according to these three key questions: (1) Who needs intensive intervention? (2) What is the National Center on Intensive Intervention's approach to intensive intervention? (3) How is intensive intervention delivered?
Implementing Intensive Intervention: Lessons Learned from the Field
Author: National Center on Intensive Intervention (NCII) at American Institutes for Research
Date: 2013-10-00
Type: Reports - Research
Subjects: Intervention,Program Implementation,School Districts,Educational Planning,Definitions,Performance Factors,School Effectiveness,High Achievement,Accessibility (for Disabled),Focus Groups,Multivariate Analysis,Special Education Teachers,Caseworkers,Teacher Attitudes,Administrator Attitudes,Content Analysis,Student Responsibility,Progress Monitoring,Diagnostic Tests,Expertise,Capacity Building,Flexible Scheduling,Family School Relationship,Partnerships in Education,Family Life,Change Strategies,Educational Practices,Elementary Secondary Education,Semi Structured Interviews

The National Center on Intensive Intervention (NCII) has a mission to build district and school capacity to implement intensive intervention that will improve reading, mathematics, and behavioral outcomes for students with disabilities in Grades K-12 who have severe and persistent learning and/or behavioral problems. The purpose of this document is to present findings from an exploratory study of how five high-performing districts, which are referred to as NCII's &quot;knowledge development sites,&quot; defined and implemented intensive intervention. The findings from this study reflect the most common themes that emerged from the data across all five districts, related to factors that facilitated or created challenges in the implementation of intensive intervention. The findings may offer lessons that other districts can learn from when planning for, implementing, and working to sustain their own initiatives to provide intensive intervention for students with the most severe and persistent learning and/or behavioral needs. The following are appended: (1) Data Collection Materials; and (2) Data Coding Guide.
An Analysis of States&apos; FFY 2011 Annual Performance Report Data for Indicator B2 (Dropout)
Author: Office of Special Education Programs (ED/OSERS)
Date: 2013-07-00
Type: Reports - Research
Subjects: Dropout Prevention,Disabilities,Dropouts,Special Education,Dropout Rate,Educational Improvement,Evidence Based Practice,Geographic Regions,Data Collection,State Programs,Change Strategies,Data Analysis,Evaluation,Educational Indicators,High School Students,Secondary School Students,Computation

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 2--Dropout--from the FFY 2011 Annual Performance Reports (APRs) and the revised State Performance Plans (SPPs), which were submitted to the Office of Special Education Programs (OSEP) in February of 2013. The text of the indicator is as follows: Percent of youth with IEPs dropping out of high school. This report summarizes the NDPC-SD's findings for Indicator 2 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. [For &quot;An Analysis of States' FFY 2010 Annual Performance Report Data for Indicator B2 (Dropout),&quot; see ED575717.]
An Analysis of States&apos; FFY 2011 Annual Performance Report Data for Indicator B1 (Graduation)
Author: National Dropout Prevention Center for Students with Disabilities (NDPC-SD)
Date: 2013-07-00
Type: Reports - Research
Subjects: Dropout Prevention,Disabilities,Dropouts,Special Education,Dropout Rate,Educational Improvement,Geographic Regions,Data Collection,Graduation Rate,State Programs,Computation,Data Analysis,Evaluation,Educational Indicators,High School Students,Secondary School Students,Individualized Education Programs

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 1--Graduation--from the FFY 2011 Annual Performance Reports (APRs) and amended State Performance Plans (SPPs), which were submitted by states to the Office of Special Education Programs (OSEP) in February of 2013. The text of the indicator is as follows: Percent of youth with IEPs graduating from high school with a regular diploma. This report summarizes NDPC-SD's findings for Indicator 1 across the 50 states, commonwealths, and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies.
Science, Technology, Engineering, and Mathematics (STEM) Participation among College Students with an Autism Spectrum Disorder
Author: Wei, Xin
Date: 2013-00-00
Type: Reports - Research
Subjects: STEM Education,College Students,Autism,Pervasive Developmental Disorders,Social Attitudes,Longitudinal Studies,Special Education,Student Participation,Enrollment Rate,Disproportionate Representation,Gender Differences,Family Income,Cognitive Ability,Disabilities,Transitional Programs

Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed. [This paper was published in the &quot;Journal of Autism and Developmental Disorders&quot; (EJ1037816).]
Early Predictors of ASD in Young Children Using a Nationally Representative Data Set
Author: Jeans, Laurie M.
Date: 2013-12-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Predictor Variables,Young Children,Early Intervention,Disability Identification,Longitudinal Studies,Disabilities,Comparative Analysis,Regression (Statistics),Individual Characteristics,Infants,Self Control,Sleep,Communication Skills,Language Skills,Cognitive Ability,Psychomotor Skills,Social Development,Interaction,Toddlers,Clinical Diagnosis,Interviews,Parent Attitudes,Observation,Coding,Child Health,Child Development,Children,Surveys

Current clinical diagnosis of Autism Spectrum Disorders (ASD) occurs between 3 and 4 years of age, but increasing evidence indicates that intervention begun earlier may improve outcomes. Using secondary analysis of the Early Childhood Longitudinal Study-Birth Cohort data set, the current study identifies early predictors prior to the diagnosis of ASD at 4 years for approximately 100 children. Children with ASD were compared with children with other disabilities and children who were typically developing. Multinomial logistic regression analyses identified limited unique characteristics (e.g., self-regulation and sleep patterns) at the 9-month time point. A majority of the differences in communication and language, mental/cognitive function, motor function, social interaction, and self-regulation were found at the 2-year time point. Implications for research and practice are presented. [This paper was published in &quot;Journal of Early Intervention&quot; (EJ1040301).]
The Public Sphere and Online Social Media: Exploring the Use of Online Social Media as Discursive Spaces in an Irish Context
Author: English, Claire
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Social Media,Web 2.0 Technologies,Qualitative Research,Young Adults,Discourse Analysis,Citizenship,Computer Mediated Communication,Debate,Semi Structured Interviews,Observation,Diaries,Participation

Online social media have become integral to individuals' media and communication repertoires globally. They provide spaces to meet with friends, reconnect with old acquaintances and gather around shared topics of interest. This chapter presents findings from a qualitative study into the role of online social media in the lives of 25 to 30 year olds in Ireland. The wider research project asks how these sites are enmeshed into everyday life. This chapter focuses on the use of these online social media sites for discursive practices associated with Habermas's (1989) conception of the public sphere, as a space of rational debate among private individuals. Here I report on empirical research carried out between 2008 and 2012 drawing on insights gained from semi structured interviews and online observation carried out with eleven participants. The study aims to gain an insight into their use of online social media focusing here on their attitudes towards posting, online discussion and conceptions of online social media as a discursive space. [For the complete book, &quot;Internet Research, Theory, and Practice: Perspectives from Ireland,&quot; see ED575997.]
Ethical Issues in Internet Research: International Good Practice and Irish Research Ethics Documents
Author: Felzmann, Heike
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Ethics,Internet,Privacy,Access to Information,Informed Consent,Confidentiality,Information Security,Risk Assessment

This chapter discusses the main research ethical concerns that arise in internet research and reviews existing research ethical guidance in the Irish context in relation to its application to internet research. The chapter begins with a brief outline of high profile cases in the early history of the internet that highlighted specific emerging ethical concerns regarding the new medium and the first development of ethical guidance in this context. Important research ethical concerns in internet research are then presented. These include: (i) understanding the specific relationship between researchers, participants and the online materials, and the ethical significance of contributors' potential lack of awareness of research conducted on their online interactions, (ii) clarifying privacy expectations and ethical requirements regarding the access to and use of online materials, (iii) implementing ethically appropriate consent processes in the online medium, (iv) doing justice to confidentiality, anonymity and data protection requirements and (v) clarifying vulnerability of participants, and potential risks and benefits arising from research participation. In the final part of the chapter existing Irish research ethical guidance documents are reviewed in relation to the relevance of their guidance for the conduct of internet research. [For the complete book, &quot;Internet Research, Theory, and Practice: Perspectives from Ireland,&quot; see ED575997.]
Information and Communication Technology in Foreign Language Teaching: Leveraging the Internet to Make Language Learning Real
Author: Watson, Etáin
Date: 2013-00-00
Type: Reports - Research
Subjects: Information Technology,Technology Uses in Education,Second Language Instruction,Internet,Action Research,Italian,Vocabulary Development,Inferences,Semantics,Web Sites

The internet is the largest communications network in the world. It has become the virtual backbone of all communication. Therefore, it seems natural to leverage it as a major tool in any education involving communication skills, especially language skills. This chapter outlines a practitioner's experience on how this can be done in a foreign language classroom. It outlines the reasoning for use of various tools, and the practical aspects linked to language learning. The methodology of this investigation follows the pattern of Action Research outlined by Stringer (2007), an informal recursive approach that allows the researcher to select a research question and a method for testing it, then to analyse the results, change the method of testing or modify the question and test again until a satisfactory result is reached. Examples used are for &quot;ab-initio&quot; Italian, and all suggested activities were used with the author's students in live classes. [For the complete book, &quot;Internet Research, Theory, and Practice: Perspectives from Ireland,&quot; see ED575997.]
The Born Digital Graduate: Multiple Representations of and within Digital Humanities PhD Theses
Author: Webb, Sharon
Date: 2013-00-00
Type: Reports - Research
Subjects: Graduate Students,Student Research,Online Searching,Humanities,Doctoral Dissertations,Theses,Scholarship,Electronic Publishing,Computer Software,Metadata,Programming Languages,Models

This chapter examines the production and utilisation of digital tools to create and present a born-digital theses, and in so doing, considers the changing function of traditional theses. It asks how (relatively) new technologies and methodologies should affect the representation and function of graduate scholarship in the Digital Humanities (DH), and moots an alternative to the print thesis, proposing instead two alternative texts: one a static PDF (representative of a traditional print thesis), and another enriched version, congruent with DH methods and tools, which incorporates functional boundary objects such as interactive timelines, and also explicitly documents the use of historical sources. These objects serve both to enhance the readers' experience, and to expose the scholarly process. An overview is provided of the methodology used to generate the multi-format digital thesis--derived, modified, transformed and visualised from XML--encoded scholarship. As such, we consider the implications of the creation of this single base XML encoding that, combined with software processing tools, can generate multiple representations of research. This chapter is based upon the working methodology of Webb's (2011) PhD thesis. [For the complete book, &quot;Internet Research, Theory, and Practice: Perspectives from Ireland,&quot; see ED575997.]
Internet-Based Textual Interventions and Interactions: How Language Learners Engage Online in a Written Task
Author: Thouësny, Sylvie
Date: 2013-00-00
Type: Reports - Research
Subjects: Internet,Web Based Instruction,Second Language Learning,French,College Students,Foreign Countries,Word Processing,Writing (Composition),Writing Assignments,Teacher Student Relationship,Learning Activities,Interaction,Writing Evaluation,Feedback (Response),Intervention

Computer and Internet literacy is often taken for granted in the case of young adults born into the digital world; it is generally assumed that they can all use technology effectively. However, as mentioned by Fowley (2011), &quot;it is easy to forget that in Ireland for example, many of the young people whom we routinely call digital natives have only lived online since 2005 or 2006&quot; (p. 20). This situation is considered a drawback, especially when making use of Internet-based applications such as word processors in an educational setting. This chapter investigates learners' use of &quot;Google Drive,&quot; and more precisely &quot;Google Documents,&quot; an Internet-based word processing tool, while engaging in a written task. More specifically, it observes how twenty learners of French at university level intervened and interacted with their teacher, after being provided with comments on their written performance, while completing a &quot;bilan&quot;, i.e., a written account of their autonomous learning activities and a reflection on their learning outcomes. Findings show that although Internet-based tools are useful in theory to assist learners during a written task, in practice, their functionalities are not systematically exploited by learners who are occasionally reluctant to engage and collaborate. [For the complete book, &quot;Internet Research, Theory, and Practice: Perspectives from Ireland,&quot; see ED575997.]
A Second Level Pictorial Turn? The Emergence of Digital Ekphrasis from The Visuality of New Media
Author: Shiel, Nina
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Visual Aids,Rhetoric,Rhetorical Theory,Social Media,Fiction,Electronic Publishing,Literature,Prose,Internet,Mass Media

The increasing visuality of our culture was observed in 1994 by Mitchell, who coined the term &quot;pictorial turn&quot; to describe the interest in the visual taking place in culture and discourse (Mitchell, 1994). Since then, this process has increased further, particularly in all the areas of digital/new media. This chapter will consider this development from the perspective of literary studies. Its approach will be centred on the concept of ekphrasis, usually defined as a textual representation of a visual representation. This essay will expand from theories of ekphrasis towards a little researched area of visual/textual studies: computergenerated graphics and their representation. Briefly touching on examples from social media, interactive fiction (IF) and electronic literature, this chapter will proceed to consider the representation of the digital visual in print texts. Brief examples in terms of prose fiction will be taken from Stephenson's (1992) &quot;Snow Crash&quot; and (2011) &quot;REAMDE.&quot; Finally, the essay will analyse Redmond's (2008) poem &quot;MUDe&quot; as an example of digital ekphrasis that brings most of its features together. It will be argued that in a digital context, ekphrasis must move beyond the visual and, instead, represent the entire experience, thereby bringing the word and image closer together. [For the complete book, &quot;Internet Research, Theory, and Practice: Perspectives from Ireland,&quot; see ED575997.]