ethanporcaro/eric-fulltext-meta huggingface dataset:
Legislative Side-By-side for The AEEG Act of Congressmen Kennedy and Hinojosa. WIA I and II &amp; Related. To Advance the Recommendations of the National Commission On Adult Literacy and &quot;Reach Higher, America&quot;
Author: Council for Advancement of Adult Literacy
Date: 2009-05-10
Type: Reports - Evaluative
Subjects: Dislocated Workers,Adult Literacy,Accountability,Grants,Employment Programs,Training,Federal Legislation,Resource Allocation,Correctional Education,Eligibility,Planning Commissions,Strategic Planning,Position Papers,Research Reports,Comparative Analysis

The purpose of this report is to help advance the recommendations of the National Commission on Adult Literacy, for the Adult Education and Economic Growth Act under development by Congressmen Patrick Kennedy and Reuben Hinojosa. Current law is compared to National Commission amendments in such areas as: Adult and Dislocated Worker Employment and Training Activities; Reservation of Funds, Grants to Eligible Agencies, Allotments; Performance Accountability System; Programs for Corrections Education and Other Institutionalized Individuals;  and Grants and Contracts for Eligible Providers.
The Power of Technology to Transform Adult Learning: Expanding Access to Adult Education &amp; Workforce Skills through Distance Learning
Author: McCain, Mary L.
Date: 2009-10-21
Type: Reports - Evaluative
Subjects: Reading Readiness,Distance Education,Adult Education,Adult Learning,Measures (Individuals),Adult Literacy,Educational Improvement,Labor Force Development,Models,Outcomes of Education,Motivation,Persistence,Longitudinal Studies,Meta Analysis,Electronic Learning,Evaluation,Educational Environment,English (Second Language),Adult Programs,Foreign Countries

There is a highly compelling case for using technology on a large scale to increase access to and improve America's adult education and workforce skills enterprise. By the reckoning of the National Commission on Adult Literacy and others, the nation must reach many more millions of adults with effective college- and job-readiness skills programs in the next decade and beyond. The nation risks losing its economic viability, standard of living, and core democratic principles if it does not. The needed reform cannot be brought about without deploying technology on an unprecedented scale. As this paper makes clear, this means the extensive use of distance learning and all of the tools in this nations' distance learning arsenal. Fortunately, this nation does not need to start from scratch with programs and materials. All kinds of content is available as a foundation on which to build and a wide variety of existing and emerging technology (detailed in Appendices D and E) can be pressed into service. This paper offers five next-step recommendations for expanding access to adult education and workforce skills. Appendices include: (1) About the Study Director; (2) Professional Advisors; (3) Endnotes; (4) Tools of Technology; (5) Selected Programs and State Models; and (6) Bibliography. (Contains 60 endnotes.)
Rebuilding NIFL to Meet Future Needs: A New Innovative Agency with a Broader Mission. Discussion Paper
Author: Chisman, Forrest P.
Date: 2009-10-08
Type: Reports - Evaluative
Subjects: Strategic Planning,Private Sector,Discussion,National Security,Adult Basic Education,Adult Education,Governance,Adult Learning,Adult Literacy,Public Agencies,Federal Government,Public Sector,Accountability

One major report after another shows that the United States needs a large, innovative, and effective adult education and workforce skills system. It is essential to the national security, economic stability, and democratic way of life. To address this need fully a leadership agency focused on a singular national goal is required, one with a legislative mandate to perform strategic planning and other coordination functions between and among federal agencies and public and private sector groups. Such an agency can accomplish its mission only if it is supported by a strong governance structure. The Council for Advancement of Adult Literacy (CAAL) proposes that the National Institute for Literacy (NIFL) be reauthorized with a new and broader mission, mode of operation, and governance structure, and that these transformational elements be clearly set forth in the reauthorizing legislation. This will effectively create a new agency (with a new name, National Institute for Adult Learning, NIFAL) in place of the current National Institute for Literacy. NIFL, as chartered by the 1991 and 1998 Acts, might have been an important agency in the adult education field, but it was handicapped from the outset. Redeveloped as discussed in this paper, NIFAL will be able to take on the essential and far larger task of building an adult education and workforce skills system to meet the nation's 21st Century needs. About the Authors and NIFAL Working Group are appended. (Contains 7 notes.)
Testimony of Morton Bahr for the National Commission on Adult Literacy to the House Subcommittee on Education and Labor
Author: Bahr, Morton
Date: 2009-02-12
Type: Opinion Papers
Subjects: Adult Education,Adult Literacy,Basic Skills,Hearings,Federal Legislation,Planning Commissions,Educational Needs,Second Language Learning,English (Second Language),Limited English Speaking,Change Strategies,Educational Change,Education Work Relationship,Economic Development,Labor Force Development

It is no secret that America is at risk of losing its place as a world leader in education. Some 88 million adults in America need help with their English as a Second Language (ESL) and basic skills, yet the nation is currently providing services to only 3 million people. The Commission on Adult Literacy calls for bold change at the state and federal levels to address this challenge. The author offers two overarching recommendations: (1) Congress should transform the adult education and literacy system as it is now known into an adult education and workforce skills system with the capacity to effectively serve 20 million adults annually by the year 2020; and (2) Congress and state governments should make readiness for postsecondary education and workforce the primary mission of the adult education and workforce skills system. The recommended federal and state actions offered in this paper aim to increase dramatically the number of adult Americans with limited basic skills who receive basic skills instruction as defined in the Act. They should result in &quot;seamless pathways of instruction&quot; from the lowest levels of proficiency to attainment of a General Educational Development (GED) and/or readiness for occupational and/or postsecondary education. (Contains 3 footnotes.)
Affecting Positive Political Change for Texas Teacher Educators: Preservice Teachers' Perceived Efficacy toward the Political Process
Author: Estes, L. Karen
Date: 2010-01-00
Type: Reports - Research
Subjects: Self Efficacy,Advocacy,Correlation,Political Attitudes,Student Teacher Attitudes,Preservice Teacher Education,Attitude Change,Attitude Measures,Intervention,Teacher Workshops,Questionnaires,Pretests Posttests

The purpose of this study was to determine if a correlation exists between politically-oriented experiences and teacher candidates' sense of efficacy for political advocacy. Pre-service teacher candidates in a Texas university completed the Political Advocacy Scale of Efficacy for Teachers (PASET), a survey instrument designed to measure one's degree of efficaciousness toward political advocacy. Following this, students attended an international conference on education, which included a specific workshop on political advocacy and met with politicians in a variety of settings. Data collected from the post administration of the PASET suggested that targeted interventions may affect a pre-service teacher's sense of efficacy for political advocacy. Given a pervasive culture among Texas teachers that does little to positively impact political decisions which affect education, changing preservice teachers' efficacy toward political advocacy could benefit education as a whole. (Contains 1 figure.)
ERP and Knowledge Management Integration: The Case of Malaysian Business Firms
Author: Supramaniam, Mahadevan
Date: 2010-02-28
Type: Reports - Research
Subjects: Knowledge Management,Business,Success,Planning,On the Job Training,Computer Software,Objectives,Surveys,Foreign Countries

In order to compete in a global environment, Malaysian business firms need to improve their products and services through best practices. This paper aims to investigate the critical success factors to adopt Enterprise Resource Planning (ERP) with knowledge management (KM) strategies among Malaysian business firms. In order to achieve the research aim, four-hundred eighty eight ERP with KM using firms were surveyed using questionnaires form. A total of 151 firms responded to the survey by indicating that successful ERP implementation lie at firms' capacity to train their staff on ERP software, meeting clear goals and objectives as well as top management support. This paper provides advice to management on how best to utilize their limited resources to choose those CSFs that are most likely to have an impact during the implementation of the ERP with KM strategies. These processes if deployed effectively, can lead toward successful ERP implementation and leveraging the knowledge kept in the organizations. This is one of the first papers that investigate the CSF for ERP with KM strategies for Malaysian business firms. (Contains 8 tables.)
Challenges in Fibromyalgia Management: A Study of Anxiety, Depression, and Motivation Using Distance Learning and Social Networking
Author: Caines, Matthew J.
Date: 2010-02-07
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Grounded Theory,Education Courses,Fatigue (Biology),Health Education,Pain,Distance Education,Health Personnel,Patients,Depression (Psychology),Diseases,Psychological Patterns,Symptoms (Individual Disorders),Health Services,Computer Mediated Communication,Social Networks,Anxiety,Aging (Individuals),Chronic Illness

Patients with fibromyalgia have difficulty managing symptoms (e.g., fatigue, chronic pain). The challenges in fibromyalgia management may vary from patient to patient, from painful physical exercise to pharmaceutical side-effects. Since the management of fibromyalgia greatly varies, there seems to be an individualist or personal component to symptom management in this patient population. Perhaps, the riddle of fibromyalgia management may be solved by realizing that a golden method for the patient population does not exist. Health professionals have had a marginal effect on fibromyalgia management with participants in health education programs (Alvarez, et al., 2009), even when using a multimodal curriculum. The struggle for finding a golden method for fibromyalgia management may be a result of cost and population dynamics (e.g., pain disrupting schedule). It is important for health educators to devise cost-effective and practical tools for the fibromyalgia population. This study details a solution for fibromyalgia symptom management health education. In this study, a distance learning environment was used to deliver a health education course using social networking. The distance learning model resolves issues related to population dynamics. A free social networking site was used for discussion boards, course material distribution, and communication (e.g., email, chat). Therefore, this study used a no-cost solution for health educators assisting fibromyalgia patients. This approach to the health education of fibromyalgia patients enables the patient population to learn asynchronously (e.g., discussion boards) or synchronously (e.g., chat) without canceling participation due to pain or fatigue. The Beck Anxiety Inventory was administered before and after the health education course. The results of this study showed that distance learning correlates with improved anxiety levels, demonstrating that a clinical outcome may be obtained via distance learning. The Beck Depression Inventory was administered before and after the health education course. Results were inconclusive. In order to assess the various population dynamics, intensive interviews were conducted upon completion of the course. The qualitative data was analyzed using the grounded theory methodology. (Contains 18 tables and 15 figures.)
A Systematic Comparison of the American Diploma Project English Language Arts College Readiness Standards with those of the ACT, College Board, and Standards for Success. Issues &amp; Answers. REL 2010-086
Author: Rolfhus, Eric
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: School Readiness,Language Arts,Interrater Reliability,Measures (Individuals),English,State Standards,Comparative Analysis,Alignment (Education),Elementary Secondary Education,Evaluation,Rating Scales,Academic Achievement,Federal Legislation,Teachers

This study of four national English language arts college readiness standards sets compares content alignment and level of alignment of the standards statements in three comparison sets to a benchmark set, the American Diploma Project (ADP), and analyzes the cognitive complexity of all four sets. Specifically, this report addresses two primary research questions: (1) For what percentage of content statements in the American Diploma Project college readiness standards set (the benchmark) is there a completely or partially aligned content statement in each of the other three sets of comparison standards (ACT, College Board, Standards for Success); and (2) For each standards set what is the distribution of content statements across the four levels of a cognitive complexity (cognitive demand) scale? Standards statements in the comparison sets align completely or partially to varying proportions of the ADP benchmark's 62 standards statements--77 percent for the College Board College Readiness Standards, 68 percent for Standards for Success, and 34 percent for the ACT College Readiness Standards. Only 5 percent of the ADP statements completely align with content in all three comparison sets, a share that rises to 27 percent when partial alignment is also considered. A majority of statements in the four sets (53-68 percent) were rated level 3 on a four-level cognitive complexity scale. Appended to this report are: (1) Methodology; (2) Reviewer Qualifications and Roles and Interrater Reliability;  (3) Content Alignment by American Diploma Project Strand; (4) Unaligned Standards Statements from Benchmark and Comparison Standards Sets; (5) Webb's Cognitive Complexity Level Descriptions; (6) Cognitive Complexity by Strand for All Four College Readiness Standards Sets; and (7) Alternate Content Alignment Methodologies. (Contains 1 box, 11 figures, 22 tables, and 12 notes.)
Collaborative Good Practice between Local Authorities and the Further Education Sector. LGA Research Report
Author: McCrone, Tami
Date: 2009-09-00
Type: Reports - Research
Subjects: Foreign Countries,Adult Education,School Districts,Young Adults,Adolescents,Partnerships in Education,Government School Relationship,Administrative Organization,Educational Research,Local Government,Vocational Education,Interviews,Guidance

In 2010 planning and funding responsibilities for 16-19 year olds will be transferred from the Learning and Skills Council (LSC) back to the local authorities (LAs). LAs will have responsibility for commissioning and funding all education and training for young people up to the age of 19, making them the strategic lead for all children's services from 0 to 19. This will create a unified and coherent system for young people aged 14-19 (and 14-25 for learners with learning difficulties and disabilities (LLDD)) at local, sub-regional and regional levels. The Local Government Association (LGA) commissioned the National Foundation for Educational Research (NFER) to undertake research in order to provide evidence of good practice in terms of collaborative partnerships between LAs and FE colleges where formal and informal relationships were perceived to have contributed to positive outcomes for young people in terms of progression and engagement in education. This paper presents key findings from nine case-study areas. In total 40 semi-structured interviews were conducted (21 at LA level and 19 at provider level) between April and July 2009. The evidence from this research has indicated that the key elements of effective collaboration have influenced the range of educational and training provision, transition support and information, advice and guidance (IAG). IAG which, in turn, have contributed to a positive impact on young people's outcomes. However, while this finding indicates successful collaboration has contributed to planning and enhancing the range and quality of provision and support for transition, there appeared to be less current emphasis on IAG at a time when comprehensive, independent, impartial guidance for young people might be viewed as essential due to the changes in 14-19 education and training provision. A technical appendix is included. (Contains 1 table and 1 figure.) [This report was sponsored by the Local Government Association.]
Evaluation of the 2008-09 DCSF-Funded Specialist Schools and Academies Trust STEM Pathfinder Programme
Author: Springate, Iain
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Program Evaluation,Science Education,Technology Education,Engineering Education,Mathematics Education,Teaching Methods,Instructional Effectiveness,Government School Relationship,Long Range Planning,Professional Development,Secondary Education

This evaluation aimed to provide: (1) findings on the effectiveness of different activities and approaches to delivering science, technology, engineering and mathematics (STEM), including leading practice and challenges; (2) a clear understanding of the impact of activities on pupils, teachers, the school and partners; and (3) a set of recommendations and learning points that will inform longer-term developments, including a possible STEM specialism. The report includes the following sections: (1) school context and activities undertaken; (2) impacts arising from STEM pathfinder activities; (3) lessons learned from undertaking STEM pathfinder activities; (4) schools' views of a STEM specialism; and (5) conclusions and recommendations. (Contains 2 tables and 1 box.)
Provision of Mental Health Services for Care Leavers: Transition to Adult Services. LGA Research Report
Author: Lamont, Emily
Date: 2009-10-00
Type: Reports - Research
Subjects: Foreign Countries,Young Adults,Adolescents,Mental Health,Health Services,Mental Health Programs,Transitional Programs,Human Services,School Districts,At Risk Persons,Mental Disorders,Counselor Client Relationship,Counselor Role,Cocounseling,Outcomes of Treatment

The Children (Leaving Care) Act 2000 was designed to address the wide variation in local authority provision for care leavers and to promote a more multi-dimensional approach to the process of leaving care. Care leavers are likely to be at greater risk of mental health difficulties than other young people and the transitional period from leaving care is felt to be a phase during which care leavers experience additional stresses and may not have the continuity of support. This report examines the extent to which developments since the Act have improved outcomes for young people leaving care, particularly those with mental health difficulties. Perhaps the strongest finding to come out of the research is the crucial role of the leaving care team and, in particular, personal advisers, for ensuring the needs of care leavers with mental health difficulties are addressed. The findings suggest the personal adviser role has been fully implemented and is leading to positive outcomes for care leavers, including those with mental health difficulties. The value of the leaving care team and personal advisers is strongly voiced by the young people involved in the research. Overall, this research has highlighted that there are gaps in the support offered to care leavers with mental health difficulties. A larger-scale look at the situation would be beneficial and would assess the extent to which the points highlighted in this research are experienced nationwide. Six appendices are included: (1) Detail of the methodology; (2) The case-study local authorities and young people; (3) The audit template; (4) Service providers participating in the research; (5) Examples of the services accessed by young people; and (6) Examples of approaches to measuring outcomes. (Contains 4 tables.)
International Thematic Probe: The Influence of Relative Age on Learner Attainment and Development
Author: Sharp, Caroline
Date: 2009-02-00
Type: Reports - Research
Subjects: Foreign Countries,School Entrance Age,Age Differences,Learning Readiness,School Readiness,Educational Needs,Developmentally Appropriate Practices,Primary Education,Age Grade Placement,Special Needs Students,School Schedules

This rapid review of research evidence was commissioned by the Qualifications and Curriculum Authority (QCA) to investigate the issue of relative age in the international context. The review findings are drawn from 18 research studies published from 2000 to 2008 and carried out in Australia, Chile, the United Kingdom and the USA together with further information supplied by international contacts in 13 countries and states. All of the studies found evidence of statistically significant effects for relative age comparing the youngest to the oldest in the year group. The evidence suggests that the Government's attention should be focused on ensuring developmentally appropriate and positive experiences for relatively younger children in the primary school and also on ensuring that the process for identifying children with special educational needs takes account of relative age. This, together with taking account of relative age effects in assessment results, would help to ensure that that differences in children's birth dates do not become a continuing source of disadvantage for children and young people. Two appendices are included: (1) Search Parameters Strategy; and (2) Country Context for the Countries Reviewed. (Contains 1 figure, 3 tables and 13 footnotes.)
The Sustainable Communities Act: Analysis of Proposals Submitted by Councils. LGA Research Report
Author: Hetherington, Monica
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Local Government,Sustainable Development,Program Proposals,Change Strategies,Community Change,Community Development,Community Planning,Community Involvement,Professional Associations,Program Evaluation,Strategic Planning,Research Reports,Trend Analysis

The purpose of this report is to disseminate the findings from an analysis of the proposals submitted by English councils under the Sustainable Communities Act for England 2007 (SCA), conducted by the National Foundation for Educational Research (NFER) in August/September 2009, as requested by the Local Government Association (LGA). It aims to provide a snapshot of key patterns and trends emerging from the different types of local authorities (LAs) in the nine regions and with varying political control. The key findings of the report show that: (1) a total of 301 proposals were submitted by 90 lead authorities, with a further ten district councils contributing to the joint submissions; (2) the most common themes for proposals were Environmental Sustainability, Planning and Transport but proposals were often relevant to a number of themes; (3) the suggested approaches in relation to reform could be categorized into five levers for change; and (4) the local authorities engaged their communities, including voluntary and community groups, using existing and new people panels and a variety of other ways. Two appendices are included: (1) breakdown of proposals by region, type of authority and political control; and (2) breakdown of proposals mentioning partnerships or supporting organisations. (Contains 6 figures and 14 tables.)