ethanporcaro/eric-fulltext-meta huggingface dataset:
21st Century Schooling: The Globalised Challenge
Author: Vacher, Kai, Ed.
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Educational Cooperation,Foreign Countries,Global Education,Educational Resources,Administrator Attitudes,Program Attitudes,Educational Innovation,Teaching Experience,Teacher Attitudes,Student Attitudes,Student Experience,Classroom Techniques,Best Practices,Educational Practices,Agenda Setting,Conference Papers,Educational Trends,Individualized Instruction

Schools are now re-designing their curricula to include knowledge and understanding of globalisation. For many schools this is a an extension of the curriculum innovation work focussed on providing more personalised learning pathways for their students. This publication is aimed to support school leaders and teachers in their journey to personalise learning for all their students. This publication has drawn together the perspectives of an impressive line-up of leading global commentators with the first time firsthand insights of teachers and students, to be a resource for educators in the UK. Together they bring alive why it is so essential to equip the young people who are students today to be the global citizens of tomorrow. A list of resources is included.
Making Cities Skilled. Civic Bulletin No. 40
Author: Glaeser, Edward L.
Date: 2006-03-00
Type: Opinion Papers
Subjects: Skilled Workers,Public Policy,Educational Policy,Recruitment,Economics,Educational Quality,School Effectiveness,Urban Areas,Urban Population,Safety,Municipalities

Throughout history, cities that have been centers of great learning have usually also taken their place as economic powerhouses. Here in America, economists have long noticed that educated cities--that is, cities with a greater percentage of knowledgeable and skilled residents--have fared better economically than their unskilled counterparts, but the exact relationship between these forces hasn't always been well understood. If anything, the debate over the role that skilled workers play in a city's success has become more heated and a bit more confusing in recent years. That's largely because a professor at Carnegie Mellon in Pittsburgh by the name of Richard Florida has dazzled the public policy world with his theory that skilled workers want to live in places that are hip, cool, bohemian, and gay-friendly, among other things. Into this debate strides Professor Edward Glaeser to bring some common sense to the discussion, though it is common sense backed up by the weight of impressive research. Professor Glaeser has, through a series of studies, traced the importance that skilled workers play in the economies of cities and what cities should do to attract and retain them. Drawing on his own work and that of others, Professor Glaeser warns policymakers that these workers still care deeply about what everyone cares about, such as the quality of a school system. He tells everyone that while skilled workers don't migrate exclusively to the lowest-tax communities, they still seek fair and balanced taxes, and, above all, they expect safe streets. After the frills and embellishments of the Florida agenda, Professor Glaeser urges a return to basics. (Contains 7 figures.) [This Civic Bulletin is adapted from the transcript of a Manhattan Institute luncheon held in New York City on January 10, 2006.]
No Strings Attached? Ensuring that &quot;CFE&quot; Funds Are Spent Effectively. Civic Report No. 42
Author: Domanico, Raymond
Date: 2004-07-00
Type: Reports - Descriptive
Subjects: Urban Schools,Public Schools,Educational Finance,Accountability,Educational Change,State Aid,Enrollment,Scores,Academic Achievement,National Competency Tests,Graduation Rate,Dropout Rate,Class Size,Expenditures,Teacher Placement,Contracts,Court Litigation,School District Wealth,Teacher Salaries,Special Education

The 2003 New York State Court of Appeals ruling in the &quot;Campaign for Fiscal Equity&quot; (&quot;CFE&quot;) case has created a historic opportunity to reform New York City's troubled schools. This opening was created because the court not only required changing the state aid formula to ensure a &quot;sound basic education&quot; for all New York City pupils, it also ordered that city schools be accountable for actually producing results. Unfortunately, as the deadline approached for presenting the trial judge with a plan to rectify the situation, state officials seemed focused on increasing funding statewide without mandating change in how the city manages its schools. Twenty years of evidence shows that increasing school aid without structural reforms will not improve city schools. Between 1982-83 and 2001-02, total revenues for public education in New York nearly tripled--and the state's share of education funding grew even faster in New York City than elsewhere. What did increased funding buy? More staff and higher salaries, mainly. Nonetheless, city schools did not improve, according to key pupil performance measures. The data point to the city's real problem: poor management. The teachers contract prevents administrators and principals from effectively using the increased number of teachers to significantly reduce class size. Contractual restrictions and budget allocation policies in the New York City school system help to ensure that the least experienced, lowest paid teachers are assigned to poorly performing schools. The author concludes that &quot;CFE&quot; can be the lever for changing a very flawed and wasteful approach to public school funding in New York State. But if the case simply results in a new cycle of &quot;leveling up&quot; spending across the board, on the same basis as the huge school aid increases since the early 1980s, it will be the latest cruel hoax to be foisted on both the state's most needy students and its taxpayers. (Contains 5 figures, 12 tables, and 38 endnotes.)
The Science of Reading Instruction and No Child Left Behind. Civic Bulletin No. 49
Author: Center for Civic Innovation at the Manhattan Institute
Date: 2007-09-00
Type: Opinion Papers
Subjects: Reading Achievement,Educational Finance,Reading Instruction,Reading Programs,Publicity,Reading Difficulties,Expertise,Reading Failure,Federal Legislation,Achievement Gains,Scores,Public Officials

Reading First, part of the 2001 No Child Left Behind Act, seeks to lift reading achievement by encouraging the use of reading programs that have been scientifically proven to work. Reading First, which accounts for just 2 percent of federal education spending, is helping many districts to achieve promising results--including Richmond, Virginia, where test scores have risen dramatically. But negative publicity stemming from recent reports by the Department of Education's Office of Inspector General could put Reading First under a cloud when NCLB comes up for Congressional reauthorization. That would be tragic for millions of children at risk for reading failure. To see clearly what's at stake in the reauthorization battle, the Manhattan Institute gathered a panel of experts on the science of reading instruction. As their luncheon speaker, U.S. Secretary of Education Margaret Spellings then discussed the prospects for reauthorization of No Child Left Behind. This paper presents a transcript of their discussion. (Contains 5 figures.) [This bulletin is adapted from a transcript of a Manhattan Institute forum held in New York City on May 22, 2007.]
ITRI Informational Text Reading Inventory: Grade 5 Teacher Guide
Author: Indiana University, Center for Innovation in Assessment
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Grade 5,Elementary School Students,Content Area Reading,Textbooks,Reading Instruction,Reading Tests,Diagnostic Tests,Reading Comprehension,Testing,Sequential Approach,Inferences,Visual Aids,Vocabulary,Teaching Guides,Scoring,Academic Standards

The Grade 5 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 5 students encounter when reading their textbooks and other informational text. In fifth grade, students are expected not only to comprehend difficult passages, but also to extend their comprehension through drawing inferences and critically evaluating the materials they read. This booklet contains all the information teachers need to use the Grade 5 ITRI materials, including assessments, lessons, concluding projects, answer keys, student scoring sheets, and a survey of the scientifically-based reading research that is foundational to ITRI. Because all Grade 5 ITRI content comes from &quot;Indiana's Standards&quot; for grade 5, the ITRI materials will enhance the subject matter teachers already teach. Students learn the reading skills within the context of their content area curriculum. Appended are: (1) The Scientifically-Based Reading Research (SBRR) Behind Grade 5 ITRI; (2) Chart of Academic Standards Addressed Across the Curriculum; (3) Scoring Sheet: ITRI Assessments; (4) Scoring Sheet: Grade 5 ITRI Lessons; (5) Preparing Students for Research Projects; and (6) ITRI Acknowledgments. A glossary is included.
ITRI Informational Text Reading Inventory: Grade 3 Teacher Guide
Author: Indiana University, Center for Innovation in Assessment
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Grade 3,Elementary School Students,Content Area Reading,Textbooks,Reading Instruction,Reading Tests,Diagnostic Tests,Surveys,Reading Strategies,Reading Comprehension,Testing,Prediction,Vocabulary,Teaching Guides,Instructional Materials

The Grade 3 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 3 students encounter as they move from reading largely narrative textbooks in grade 2 to being expected to read and comprehend more dense and content-driven text in grade 3. This booklet contains all of the information teachers need to use the Grade 3 ITRI materials, including assessments, lessons and graphic organizers, answer keys, student scoring sheets, and a survey of the scientifically-based reading research that is foundational to ITRI. Because all Grade 3 ITRI content comes from &quot;Indiana's Academic Standards&quot; for grade 3, the ITRI materials will enhance the subject matter teachers already teach. Students will always learn the reading skills within the context of their content area curriculum. Appended are: (1) Critical Differences in Grade 2 and Grade 3 Textbooks; (2) The Scientifically-Based Reading Research (SBRR) Behind Grade 3 ITRI; (3) Chart of Academic Standards Addressed Across the Curriculum; (4) Metacognitive Reading Survey Scoring Key; (5) Scoring Sheet: ITRI Assessments; (6) Scoring Sheet: Grade 3 ITRI Lessons; (7) Instructions for Using the Graphic Organizers with Hop To It; and (8) ITRI Acknowledgements. A glossary and an index are included.
First Grade Pre-Screening
Author: Indiana University, Center for Innovation in Assessment
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Grade 1,Elementary School Students,Screening Tests,Alphabets,Computation,Classification,Phonemic Awareness,Word Recognition,Decoding (Reading),Numbers,Addition,Subtraction,Phonics,Comprehension

The First Grade Pre-Screening is designed to be used at the start of the first grade school year so that teachers can obtain information about their incoming students. This information is intended to give teachers insight about what math and reading skills a student may or may not have at the beginning of the year. The information can aid teachers in planning instruction that will meet the needs of each student. The First Grade Pre-Screening is designed to be given in a short amount of time and to provide a simple snapshot of a student's skills. It is a first step in a relationship between the student and the first grade teacher. As the school year begins, daily interactions will allow the teacher to learn even more about the student. This will allow him or her to tailor instruction most appropriately. The First Grade Pre-Screening addresses skills based on &quot;Indiana's Academic Standards--Kindergarten.&quot; The inventory covers skills in: (1) Counting; (2) Sorting and Classifying; (3) Patterns; (4) Phonemic Awareness; (5) Decoding and Word Recognition; (6) Identifying Numerals; (7) Adding and Subtracting; (8) Identifying Letters; (9) Phonics; and (10) Comprehension.
Pre-KIDS: Pre-Kindergarten Inventory of Demonstrated Skills
Author: Indiana University, Center for Innovation in Assessment
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Measures (Individuals),Kindergarten,Young Children,Skills,Screening Tests,Oral Language,Alphabets,Phonemic Awareness,Psychomotor Skills,Memory,Numbers,Mathematical Concepts

The Pre-Kindergarten Inventory of Demonstrated Skills (Pre-KIDS) is designed to be used before the school year begins so that teachers and staff can obtain information about incoming kindergarten students. This information is intended to give teachers insight about what skills a student may or may not have before entering their classrooms. This information can aid teachers in planning instruction that will meet the needs of each student. Pre-KIDS is designed to be given in a short amount of time to provide a simple snapshot of a student. Pre-KIDS is a first step in a relationship between the student and school. As a student enters Kindergarten, daily interactions will allow the teacher to learn even more about the student in order to tailor instruction appropriately. Pre-KIDS addresses skills based on the &quot;Foundations to the Indiana Academic Standards for Young Children from Birth to Age 5&quot; and &quot;Indiana's Academic Standards--Kindergarten.&quot; The inventory covers skills in: (1) Oral language; (2) Letter knowledge; (3) Phonemic awareness; (4) Fine motor; (5) Visual and auditory memory; and (6) Number sense and other math concepts.
First Grade Baseline Evaluation
Author: Indiana University, Center for Innovation in Assessment
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Grade 1,Elementary School Students,Screening Tests,Alphabets,Phonemic Awareness,Reading Comprehension,Listening Comprehension,Word Recognition,Verbal Communication

The First Grade Baseline Evaluation is an optional tool that can be used at the beginning of the school year to help teachers get to know the reading and language skills of each student. The evaluation is composed of seven screenings. Teachers may use the entire evaluation or choose to use those individual screenings that they find most beneficial for their students. The information can aid teachers in planning instruction that will meet the needs of each student. The First Grade Baseline Evaluation is designed to be given individually to students. It can be used to provide a baseline of a student's reading skills at the beginning of the school year. Because the assessed skills will continue to develop over time, this evaluation may be used multiple times throughout the year to monitor progress. This will allow a teacher to tailor instruction most appropriately. The First Grade Baseline Evaluation addresses skills based on &quot;Indiana's Academic Standards--Grade 1.&quot; The evaluation covers skills in: (1) Letter Identification; (2) Letter Sound Identification; (3) Phonemic Awareness; (4) Sight Word Identification; (5) Dictation; (6) Reading Comprehension; and (7) Listening Comprehension.
Initial and Continuing Staff Development for Teaching Staff in Scottish Further Education Colleges
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2005-02-00
Type: Reports - Evaluative
Subjects: Evidence,Adult Education,Professional Development,Teacher Attitudes,Staff Development,Interviews,Program Effectiveness,Program Implementation,Foreign Countries,Educational Needs,Theory Practice Relationship,Vocational Education

This report examines the current position in Scottish further education colleges regarding professional development for those staff whose roles include teaching and the management of teaching and learning. The report: (1) identifies general categories of professional development in which it is appropriate for these staff to participate; (2) describes how colleges identify and meet staff development requirements to enable staff to carry out their professional roles effectively; (3) explores how effective colleges are in making appropriate staff development opportunities available to their staff; (4) explores how colleges evaluate the impact of staff development, and (5) makes recommendations for future action. In preparing the report HMIE drew on evidence from: (1) visits to six colleges in October and November 2004, in which HMIE staff interviewed senior managers and groups of staff and examined documentation; (2) evidence from the 13 college reviews which took place in the year 2003-04, and (3) Professional Development Award (PDA) reports for 2003-04 submitted to the FE Professional Development Forum. Overall, colleges had robust and effective arrangements for initial and continuing professional development for teaching staff and those managing the teaching process. A substantial number of colleges had well-developed and fully-implemented arrangements. The remainder had at least adequate arrangements and were at various stages of improving them. All colleges had appropriate strategies for developing their arrangements. Examples of good practice are appended.
Overcoming Barriers; Enabling Learners: Planning, Designing and Delivering the Full-Time FE Curriculum in Scotland's Colleges
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Adult Education,Lifelong Learning,Learning Strategies,Curriculum Design,Curriculum Development,Delivery Systems,Partnerships in Education,Secondary Education,Employment

The further education (FE) curriculum in Scotland's colleges aims to enable people to develop skills and capacities which will improve the quality of their working, personal, family and community life. To achieve this aim people need assistance to overcome barriers constraining their confidence and ability to take part in learning situations and equip them with new skills that enable them to progress to employment or further learning. The Lifelong Learning Strategy for Scotland, &quot;Life Through Learning, Learning Through Life&quot; highlighted the need for education providers to deliver responsive, relevant services to learners which enable them to make transitions to further learning or employment. The report by HMIE for SFEFC, &quot;Student Learning in Scottish Further Education Colleges&quot; (February 2004) built on this focus by exploring the learning and teaching implications arising from the Scottish Executive's successful drive towards widening access and engagement of learners who previously may have been excluded from learning after the compulsory stages. It also examined some issues concerning retention and achievement. The present report seeks to identify effective curricular approaches and developments in full-time FE provision. It draws on evidence from the last five years of reviews of colleges by HMIE and recent fieldwork carried out in six colleges. Appended are: (1) Colleges visited for the task; (2) What did learners think about their college experience?; and (3) Bibliography and useful links. (Contains 4 footnotes.)
A Subject-Based Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council: Life Sciences
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-09-10
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Human Capital,Government School Relationship,Program Evaluation,Scholarship,Instruction,Learning,Science Laboratories,College Science

The HM Inspectorate of Education (HMIE) publication, &quot;External quality arrangements for Scotland's colleges, September 2008,&quot; specifies that HMIE will produce a number of subject aspect reports over the four years 2008-2012. These reports complement in a subject-specific context the generic evaluations of learning and teaching in HMIE's reports of colleges. College inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges, and will wish to discuss issues arising from subject reports during annual engagement visits. In preparing this report, inspectors visited a sample of eight colleges, drew on the findings of published HMIE reviews of colleges, and examined other relevant publications and reports. They consulted with key stakeholders, including employers and professional bodies. This report evaluates college programmes within the life sciences curriculum area. Programmes covered by this report are offered at levels 4 to 8 of the Scottish Credit and Qualifications Framework (SCQF). These programmes provide education and training for an industry sector that is making an increasingly important contribution to Scotland's economy. This report recommends that colleges should: (1) support teaching staff to develop a broader range of teaching strategies and approaches that encourage more active learning and engage learners more fully; (2) improve learning and teaching approaches to involve learners more actively in planning and managing their own learning; (3) ensure that science laboratories and facilities are fit for purpose and reflect industry standards; and (4) improve success levels for learners on full-time science programmes through rigorous analysis of underlying reasons for low performance and implement measures of improvement. Appended are: (1) Colleges visited in fieldwork for this report; (2) Table 1: Life sciences programmes: Summary of data over three years; (3) Portraits of excellent practice; and (4) Glossary of terms. (Contains 1 table and 4 footnotes.)
Dynamic Learning and Practice. HMIE Early Years Good Practice Conference (December 3, 2007). Conference Report
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-12-03
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Preschool Education,Active Learning,Educational Policy,Teaching Methods,Theory Practice Relationship,Reflection,Outcomes of Education,Educational Quality,Context Effect

This is the third in a series of Early Years Good Practice conferences provided by Her Majesty's Inspectorate of Education (HMIE). The purpose of these is to support early years practitioners from pre-school and the early years of primary school to share ideas and learn from one another about the practical aspects of managing the continuity of children's learning from pre-school provision into primary school. Staff from primary schools, nurseries and education authorities have delivered seminars at each conference. They have provided delegates with first hand information about good teaching practice. The keynote address for this conference and for last year's was given by Professor Ferre Laevers from the University of Leuven in Belgium. His research into how children learn and how learning can be monitored and extended by the adults around them has been central to many developments within Scotland and in many other countries across the world. His enthusiastic commitment to the development of early years' services has been recognised and welcomed warmly by delegates.