ethanporcaro/eric-fulltext-meta huggingface dataset:
2011 State Teacher Policy Yearbook. Maine
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Maine received a D- Overall 2011 Yearbook Grade. Maine ranks 34th among states and has made low progress compared to other states. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
2011 State Teacher Policy Yearbook. Maryland
Author: National Council on Teacher Quality
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Accountability,Beginning Teacher Induction,Beginning Teachers,Career Development,Compensation (Remuneration),Educational Change,Educational Objectives,Educational Policy,Elementary School Teachers,Elementary Secondary Education,Eligibility,Evidence,Instructional Effectiveness,Mathematics Instruction,Mathematics Teachers,Mentors,Merit Pay,Middle School Teachers,Professional Development,Reading Instruction,Reading Teachers,Retirement Benefits,Secondary School Teachers,School Districts,Science Instruction,Science Teachers,Social Studies,Special Education Teachers,State Government,State Regulation,State School District Relationship,State Standards,Student Teaching,Teacher Certification,Teacher Dismissal,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Effectiveness,Teacher Improvement,Teacher Persistence,Teacher Salaries,Teacher Shortage,Teaching (Occupation),Teaching Experience,Tenure

For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The &quot;2011 State Teacher Policy Yearbook&quot; includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the &quot;Yearbook&quot; includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Maryland received a D+ Overall 2011 Yearbook Grade. Maryland ranks 17th among states and has made moderate progress compared to other states. Highlights from recent progress in Maryland include: (1) Evidence of student learning in teacher evaluations; (2) Alternate route admissions and program requirements; and (3) State data system with the capacity to provide evidence of teacher effectiveness. (Contains 141 figures.) [For the full report, &quot;State Teacher Policy Yearbook, 2011. National Summary,&quot; see ED528825.]
Some Thoughts on Teaching Changes of State and Chemical Change
Author: Palmer, W. P.
Date: 1989-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Chemistry,Scientific Concepts,Concept Formation,Science Instruction,Science Education,Elementary Secondary Education,Teaching Methods,Scientific Attitudes,Textbooks,Instructional Effectiveness

Chemical change is a central theme of Chemistry which has itself been called the central science. This was the title of a popular American text book. I am thus putting forward the idea that chemical change is an idea central to science as a whole, so that it would be one of the ideas children should understand clearly whilst at school. This is both because that understanding is important to handle chemistry at higher levels and also because in the world outside schools it is essential to the understanding of the great issues of our time. The article goes on to consider methods of introducing the concept of physical and chemical change, comparing the differences between physical and chemical changes; it includes some literary and anecdotal evidence about physical and chemical change, children's science and other research about physical and chemical change, models of physical and chemical change and practical experiments to illustrate physical and chemical change. (Contains 5 figures.)
Outlook Number 374
Author: Council for American Private Education
Date: 2012-04-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,School Choice,Educational Change,Partnerships in Education,Budgets,National Security,Educational Quality,Educational Vouchers,Educational Policy

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Report on Education Reform Calls for Expanding School Choice; (2) National School Choice Leaders Meet with CAPE; (3) Budget Snubs DC OSP; and (4) CAPE Notes.
Outlook. Number 373
Author: Council for American Private Education
Date: 2012-03-00
Type: Collected Works - Serial
Subjects: Private Education,Charter Schools,Elementary Secondary Education,Educational Vouchers,School Choice,Budgets,Educational Finance,Religious Education,Federal Legislation,Educational Legislation,Federal Government,Presidents,Teacher Effectiveness

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) House Panel Approves Two ESEA Reauthorization Bills; (2) President Obama Proposes Budget for 2013; (3) Charter Schools Causing Collapse of Religious Schools; (4) Scholars Speak; and (5) CAPE Notes.
School Improvement Grants: Education Should Take Additional Steps to Enhance Accountability for Schools and Contractors. Report to Congressional Requesters. GAO-12-373
Author: Scott, George A.
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Federal Aid,Grants,Federal Programs,Program Implementation,Financial Support,Educational Improvement,School Effectiveness,Low Achievement,Educational Change,Outcomes of Education,Standardized Tests,Scores,Graduation Rate,Expertise,Evidence,Technical Assistance

The School Improvement Grant (SIG) program funds reforms in low performing schools. Congress provided $3.5 billion for SIG in fiscal year 2009, and a total of about $1.6 billion was appropriated in fiscal years 2010-2012. SIG requirements changed significantly in 2010. Many schools receiving SIG funds must now use the funding for specific interventions, such as turning over certain school operations to an outside organization (contractor). GAO examined (1) what, if any, aspects of SIG pose challenges for successful implementation; (2) how Education and state guidance and procedures for screening potential contractors and reviewing contractor performance compare with leading practices; and (3) to what extent Education's technical assistance and oversight activities are effectively supporting SIG implementation. GAO surveyed SIG directors in all 50 states and the District of Columbia; analyzed Education and state documents; and interviewed officials from 8 states and school districts in those states, SIG contractors, and education experts. GAO recommends that Education (1) provide additional support to states about making evidence-based grant renewal decisions and (2) ensure that contractor performance is reviewed. Education generally supported our first recommendation but disagreed with the second. We modified our recommendation to address some of Education's concerns. Appended are: (1) Objectives, Scope, and Methodology; (2) Comments from the Department of Education; and (3) GAO Contact and Staff Acknowledgments. (Contains 3 figures and 30 footnotes.)
Birth Rates for U.S. Teenagers Reach Historic Lows for All Age and Ethnic Groups. NCHS Data Brief. Number 89
Author: Hamilton, Brady E.
Date: 2012-04-00
Type: Numerical/Quantitative Data
Subjects: Ethnic Groups,Birth Rate,Adolescents,Early Parenthood,Racial Differences,Age Differences,Trend Analysis,Whites,African Americans,Hispanic Americans,Asian Americans,Pacific Islanders,American Indians,Alaska Natives

Teen childbearing has been generally on a long-term decline in the United States since the late 1950s. In spite of these declines, the U.S. teen birth rate remains one of the highest among other industrialized countries. Moreover, childbearing by teenagers continues to be a matter of public concern because of the elevated health risks for teen mothers and their infants. In addition, significant public costs are associated with teen childbearing, estimated at $10.9 billion annually. The most current data available from the National Vital Statistics System (NVSS), the 2010 preliminary file, are used to illustrate the recent trends and variations in teen childbearing. (Contains 6 figures.)
2006 Mississippi Curriculum Framework: Postsecondary Dental Assisting Technology. (Program CIP: 51.0601 - Dental Assisting/Assistant)
Author: Addison, Emily
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Allied Health Personnel,Dentistry,Allied Health Occupations Education,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills,National Standards,Technological Literacy

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Dental Assisting Technology curriculum is a one-year program of study designed to prepare the student for employment and advancement in the dental assisting field. The curriculum requires a minimum of 46 semester hours of courses with a certificate granted upon completion of the program. CPR--Health Care Provider is a prerequisite for the program. If the student desires, an Associate of Applied Science degree may be obtained by completing additional prescribed courses. The program includes lecture hours, lab hours, and supervised clinical experiences. In the clinical experiences, the student will assist the dentist at chairside in private offices, clinics, and state facilities, as applicable. Upon graduation from the program, the student will automatically receive a radiology permit which is necessary for taking x-rays in a dental office. Also having successfully completed the program, the student is eligible to take the Dental Assisting National Board Certification Exam. Industry standards are based on the &quot;Dental Assisting National Board Certified Dental Assistant Examination Topics.&quot; Appended are: (1) Dental Assisting National Board Certified Dental Assistant Examination Topics; (2) Related Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 4 footnotes.)
2011 Mississippi Curriculum Framework: Postsecondary Dental Assisting Technology. (Program CIP: 51.0601 - Dental Assisting/Assistant)
Author: Addison, Emily
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Allied Health Personnel,Dentistry,Allied Health Occupations Education,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Career-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career-technical programs. The Dental Assisting Technology curriculum is a one-year program of study designed to prepare the student for employment and advancement in the dental assisting field. The curriculum requires a minimum of 46 semester hours of courses with a certificate granted upon completion of the program. CPR--Health Care Provider is a requirement to be completed during the program. If the student desires, an Associate of Applied Science degree may be obtained by completing additional prescribed courses. The program includes lecture hours, lab hours, and supervised clinical experiences. In the clinical experiences, the student will assist the dentist at chairside in private offices, clinics, and state facilities, as applicable. Upon graduation from the program, the student may make application for a Radiology permit which is necessary for taking x-rays in a dental office. While in the program or following completion of the program, the student is eligible to sit for the Dental Assisting National Board Certification Exam. Industry standards are based on the &quot;Dental Assisting National Board Certified Dental Assistant Examination Topics.&quot; Appended are: (1) Dental Assisting Standards; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2011 Mississippi Curriculum Framework: Postsecondary Dental Hygiene Technology. (Program CIP: 51.0602 - Dental Hygienist)
Author: Alexander, Nick
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Allied Health Personnel,Dentistry,Allied Health Occupations Education,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills,National Standards

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Career-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career-technical programs. The Dental Hygiene Technology Program is a general education and clinical dental hygiene experience to prepare one for a career in the dental hygiene profession. All phases of dental hygiene education are covered and practiced by clinical experience. CPR-Health Care Provider is a prerequisite for the program. The curriculum requires a minimum of 85 semester hours of study. The program requires 50 hours of dental hygiene courses, 32-33 academic hours leading to an Associate Degree in Dental Hygiene, and an additional 3 hour elective. A graduate will be eligible to take the examination of the National Board of Dental Examiners as well as individual state board examinations for dental hygiene. Industry standards are taken from the Commission on Dental Accreditation's Accreditation  Standards for Dental Hygiene Education Programs (2011). Appended are: (1) Standards Based on the Commission on Dental Accreditation; (2) Related Academic Standards; and (3) 21st Century Skills.  A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2011 Mississippi Curriculum Framework: Postsecondary Conservation Law Enforcement Technology. (Program CIP: 03.0208 - Natural Resources Management and Policy, Other)
Author: Jones, Luke
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Law Enforcement,Conservation (Environment),Forestry,Criminology,Associate Degrees,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Courses,Academic Standards,Competence,Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Career-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career-technical programs. Conservation Law Enforcement Technology is a two-year program of study that prepares the graduate for entry-level employment as a Conservation Law Enforcement Officer (game warden) in the state of Mississippi. The program blends technical courses in forestry and academic courses in criminal justice with other academic courses, including the core. The Associate of Applied Science degree is earned upon successful completion of the program. After successfully completing the program, the student will be awarded an Associate of Applied Science Degree from the community/junior college. Industry standards are based on the National Agriculture, Food and Natural Resources (AFNR) Career Cluster Content Standards. Appended are: (1) Standards and Guidelines for Veterinary Education and Activities; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2009 Mississippi Curriculum Framework: Postsecondary Cardiovascular Technology. (Program CIP: 51.0901 - Cardiovascular Technology)
Author: Stanford-Means, Cynthia
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Allied Health Occupations Education,Allied Health Personnel,Heart Disorders,Equipment,Associate Degrees,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Cardiovascular Technology program trains technologists to operate sophisticated equipment in assisting physicians with diagnosing and treating patients with cardiac disease. The primary focus is on invasive cardiology procedures. The technologists are trained to work in a cardiac catheterization laboratory where they prepare patients for and assist the physician with a variety of diagnostic and therapeutic procedures usually performed via radiologically-guided catheters and other instrumentation. Most cardiovascular technologists work in hospital cardiology departments, while some work in cardiologists' offices, cardiac rehabilitation centers, or ambulatory surgery centers. This curriculum was written to meet the Commission on Accreditation of Allied Health Education Programs (CAAHEP) Standards and Guidelines for Cardiovascular Technologists. Graduates of this 2-year program will be awarded an Associate of Applied Science Degree in Cardiovascular Technology and are eligible to make application to sit for the Cardiovascular Credentialing International (CCI), Registered Cardiovascular Invasive Specialist (RCIS) Exam. Industry standards are based on the &quot;Cardiovascular Credentialing International&quot; (&quot;CCI&quot;), &quot;Registered Cardiovascular Invasive Specialist (&quot;RCIS&quot;) Examination Outline&quot;. Appended are: (1) Standards and Guidelines for Cardiovascular Technology Programs; (2) Related Academic Standards; and  (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 2 footnotes.)