ethanporcaro/eric-fulltext-meta huggingface dataset:
Flexing the Faculty. Lumina Foundation Focus[TM]. Summer 2011
Author: Lumina Foundation for Education
Date: 2011-08-00
Type: Reports - Evaluative
Subjects: Higher Education,Productivity,State Colleges,State Universities,Community Colleges,Educational Finance,Budgeting,Retrenchment,Educational Change,Distance Education,Electronic Learning,Educational Innovation,Interdisciplinary Approach,College Faculty,Teacher Collaboration

The lingering economic downturn has affected virtually every American institution--perhaps none more significantly than the nation's higher education system. These days, facing significant revenue shortfalls that are widely recognized as the &quot;new normal,&quot; state-supported colleges and universities are looking, sometimes desperately, for answers. Staff at Lumina Foundation believe that that higher education must play a key role in fueling the recovery and ensuring long-term economic stability. In short, this nation needs millions more citizens with high-quality, relevant postsecondary degrees and credentials. The question is: How can the nation meet this growing demand in a time of shrinking resources? In short, how can the higher-ed system become more efficient, effective and productive? This issue of &quot;Lumina Foundation Focus&quot; tackles that question head on. It takes an in-depth look at the productivity push in higher education--the growing effort under way on campuses throughout the nation to provide many more students with a quality education but without increasing costs.
College, Rewired: Innovative Approaches Help Higher Education Connect to Productivity. Lumina Foundation Focus[TM]. Summer 2012
Author: Giegerich, Steve
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Innovation,Productivity,Urban Universities,Private Colleges,Community Colleges,Public Colleges,Acceleration (Education),At Risk Students,College Transfer Students,Student Centered Curriculum,Online Courses,Bachelors Degrees,Educational Cooperation,College School Cooperation,School Business Relationship,Education Work Relationship,Relevance (Education)

In many cases and more and more places, college just isn't what it used to be--and that's a very good thing. The fact is, the American system of higher education is changing, and staff at Lumina Foundation believe strongly that significant change is needed. True, the current system has served the nation well for decades--and in many ways set the global standard for much of the last half-century. These days, the higher education enterprise faces an unprecedented array of challenges: steeply rising costs, deep cuts in government funding, growing concern about the quality and relevance of college programs and credentials. The country must find ways to make college-level learning the norm for all Americans, particularly the growing numbers of 21st century students who constitute our future as a nation: students of color, working adults, first-generation students and low-income students. In short, Americans must make higher education more productive, so that it can provide many more students with rigorous, relevant, high-quality learning--but without increasing costs. This issue of &quot;Lumina Foundation Focus&quot; takes readers to a few places that have made that connection--institutions that are making real strides in the effort to improve college productivity by creating innovative new models for serving their students.
Enhancing Teaching Practices to Improve Language and Literacy Skills for Latino Dual-Language Learners. FPG Snapshot #62
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Teaching Methods,Faculty Development,Young Children,Early Childhood Education,Language Skills,Literacy Education,Second Language Learning,Bilingual Students,Preschool Teachers,Intervention,Teacher Competencies,Hispanic American Students

Early childhood is a critical time in the development of all children, but Latino children may also face the added challenge of developing language and literacy skills in an entirely new language. To complicate matters, many early childhood teachers are generally unprepared to effectively educate children who are dual language learners (DLLs). The Nuestros Ninos Early Language and Literacy Project at FPG developed and tested an intervention to improve language and literacy teaching practices for young DLLs. The researchers sought to answer an important question within the early childhood field: Are specific teaching practices learned through professional development programs effective for promoting language and literacy among DLLs? The findings suggest that initial attempts to design a professional development intervention produced better overall outcomes for the teachers, but more time and research may be needed to generate improvements in outcomes for DLLs.
U.S. Department of Education Chapter of Blacks In Government (BIG) Report: The Status of the African American Workforce at the U.S. Department of Education as of the First Quarter of 2013
Author: Gill, Wanda E.
Date: 2013-04-30
Type: Reports - Evaluative
Subjects: Federal Government,Public Agencies,Education,African Americans,Government Employees,Employment Patterns,Labor Force,Social Justice,Demography,Equal Opportunities (Jobs),Administrators,Career Development,Military Personnel,Veterans,Data,Racial Bias,Racial Discrimination,Black Colleges,Benchmarking,Presidents,Politics of Education,Sex,Comparative Analysis,Inclusion,Females,Males,Employees,Labor

In December 2012, the &quot;U.S. Department of Education Chapter of Blacks In Government (BIG) Report: The Status of the African American Workforce at the U.S. Department of Education&quot; (ED538186) described racial and demographic data by grade levels for Pay Period 11 in 2012 compared to similar data towards the end of the Bush administration. At that time, the evidence indicated shortages of African Americans at the SES [Senior Executive Service] and senior grade levels. Despite increases in employees in most racial categories during the first term of the Obama administration, the number of White and African American women declined. This report included selected Executive Orders and White House Initiatives mentioned in the narrative and in the appendices. The current report highlights federal permanent workforce data in the first quarter of the second term of the Obama administration. Of particular note is the continuing decline in the number of White and Black women at ED. Unlike the first report, this report describes agency benchmarks for different racial groups. The use of National Civilian Labor Force data as a benchmark is challenged because of ED's geographical location with large populations of African Americans and because of the pool of Black college graduates from HBCUs [Historically Black Colleges and Universities]. Compounding problems with the use of National Civilian Labor Force data is the high national unemployment rate of Blacks and the high rate of incarceration. Three recommendations are presented for agency consideration of more innovative ways to consider the data and benchmarks. The following appendixes are included: (1) U.S. Department of Education Employees by Work Schedule, Office and Grade as of March 11, 2013; (2) U.S. Department of Education Quarterly Report to Region XI; and (3) U.S. Department of Education Chapter of Blacks In Government's Reaction to the EEOC African American Workgroup Report. (Contains 7 tables, 15 figures, 38 endnotes, and 18 footnotes.)
Explaining the Black-White Achievement Gap in the Context of Family, Neighborhood, and School. FPG Snapshot #64
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2011-12-00
Type: Reports - Research
Subjects: Achievement Gap,Mathematics Achievement,Reading Achievement,African American Students,Racial Segregation,Minority Group Students,Child Development,Neighborhoods,Racial Differences,Academic Achievement,White Students,Social Influences,Racial Bias,Family Environment,Educational Environment,At Risk Students,Elementary School Students

In the United States, Black children start school behind their White peers on standardized reading and mathematics tests, and racial disparities in achievement increase during each subsequent year of primary and secondary education. To formulate an appropriate policy response to this enduring problem, a careful and comprehensive understanding of the factors that contribute to the achievement gap is needed. The "integrative model of development in context" is a framework that can help researchers explore ethnic or racial group differences in child development and achievement. The model considers ways in which social position, racism, and segregation influence children's experiences in the three crucial contexts of family, neighborhood, and school. Results showed that at the neighborhood and school levels, Black children lived in more disadvantaged neighborhoods and attended schools with a higher proportion of poor or minority students. In unadjusted models White children scored higher on average than Black children at all ages in reading and mathematics. The study's results provide further evidence regarding the long-term impacts of racism and differential treatment on the development of children of color in the U.S. and suggest the following policy implications: (1) Programs to address the achievement gap should begin early. Existing prekindergarten programs, while helpful, probably begin too late in children's development to  prevent race differences in school achievement; (2) During the infant, toddler, and preschool years, programs should focus on both parenting skills and high-quality child care; and (3) During the school years, programs should emphasize improvements in instructional quality.
Toolkit: Becoming a Science, Technology, Engineering, and Math (STEM) Mentor
Author: Corporation for National and Community Service
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: STEM Education,Mentors,Guides,Goal Orientation,Partnerships in Education,Teamwork

President Obama has recognized the need to move students from the middle to the top of the pack in math and science as a national priority. Mentorship is often cited as a key strategy for exciting, supporting, and keeping students and young scientists and engineers in the fields of science, technology, engineering, and math (STEM). This is particularly true for individuals who haven't historically participated in these areas--such as young women and underrepresented minorities. Many community-based organizations do not have enough capacity to manage a large number of volunteers, so they need you to organize yourself in coordination with them. This tool kit is designed to either help you organize a group and be a positive addition to a community-based organization, or, if such an organization does not exist, to be a well-organized independently-run group that fills a needed gap in the community. (Contains 5 footnotes and 9 resources.)
Influence of Scientific Stories on Students Ideas about Science and Scientists
Author: Erten, Sinan
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Scientists,Work Environment,Elementary School Students,Grade 5,Student Attitudes,Laboratories,Science Equipment,Scientific Methodology,Scientific Principles,Story Telling,Intervention,Attitude Change

This study was conducted to determine whether a lesson, in which context-based learning approach and scientific stories were used, changed stereotypical images of students (aged 11-12) about science and scientists. Data was collected from two separate sources: Interviews conducted with six students and Draw a Scientist Test (DAST) document that was given to 80 students (before and after the intervention). In the study, context-based learning approach with scientific stories was used as intervention after which a change in students' ideas about science and scientists was observed. At the end of the study, changes were observed in various categories of stereotypical images of scientists, such as use laboratory tools (test tubes, glass bottles, magnifying glasses, chemicals, etc.), use of technological appliances (computers, microscopes, telescopes, machines, robots, etc.), scientists who study living things (plants, animals, humans), scientists who study inside a laboratory, scientists who study outdoors (nature, space, etc.). At the same time, changes in understanding of nature of science by students were observed. After the intervention, clues about student ideas such as, there is more than one scientific method, there is no single criteria for doing science, scientists use their imagination in their studies, and science studies are not limited to one field were observed. In the course of the study, student ideas about science changed from a positivist philosophy toward a heuristic philosophy. (Contains 3 tables and 2 figures.)
Survey of Educational Institutions of the State of Washington. Bulletin, 1916, No. 26
Author: Department of the Interior, Bureau of Education (ED)
Date: 1916-00-00
Type: Historical Materials
Subjects: Secondary Schools,Elementary Schools,Teacher Salaries,Expenditures,Standards,Colleges,State Colleges,Enrollment Trends,State Surveys,School Maintenance,Equipment,Visual Aids,Public School Teachers

This bulletin contains the report of a survey of education in the State of Washington, made under the direction of the Commissioner of the Bureau of Education at the request of the Commission of Educational Survey created by the legislature of the State. The survey includes the State institutions of higher education, the University of Washington at Seattle, the State College of Washington at Pullman, and the three normal schools at Cheney, Ellensburg, and Bellingham, and such a study of the elementary and secondary schools of the State and of the preparation of teachers in these schools as was necessary to an intelligent consideration of the functions and standards of the higher schools. Preceding this report is a report of the findings and recommendations of the Commission of Educational Survey as submitted to the governor of the State of Washington. Accompanying the report are a summary of recommendations relating to the normal schools, and a summary of recommendations of the survey committee. Four appendices cover: (1) Salaries and student clock hours; (2) Analysis of expenditures in State higher institutions; (3) Instructors and students in public normal schools; and (4) Statement of maintenance, physical equipment, and urgent needs of the three normal schools. An index is also provided. (Contains 62 footnotes, 21 diagrams, 5 maps, and 43 tables.) [Best copy available has been provided.]
State Higher Educational Institutions of North Dakota. A Report to the North Dakota State Board of Regents of a Survey Made under the Direction of the United States Commissioner of Education. Bulletin, 1916, No. 27
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: Governing Boards,Agricultural Engineering,Agricultural Colleges,Forestry,Government Libraries,Educational Change,Public School Teachers,Income,Educational Legislation,Higher Education,Industrial Education,State Surveys,Rural Areas,State Aid,Resource Allocation,School Buildings,Equipment,State Universities

The bulletin provides the report of a survey of the system of higher education of the State of North Dakota, including the University of North Dakota; the North Dakota Agricultural College; the normal schools at Mayville, Valley City, and Minot; the Normal and Industrial School at Ellendale; the School of Science at Wahpeton; the School of Forestry at Bottineau; and the State Library Commission, which has its offices in the Capitol at Bismarck. The survey has been made under the direction of the Commissioner of Education of the Bureau of Education, at the request of the State board of regents. In this report no attempt has been made to appraise the ability of any individual teacher, the work of any department, or the contents of any particular course of study; only the spheres and functions of the several institutions have received primary consideration. An appendix to this bulletin documents: (1) The Most Important Provisions in the Act Creating the State Board of Regents, Session Laws, 1915; (2) Constitutional Provisions and Educational Legislation in North Dakota; (3) Distribution of Courses among the Institutions; (4) Agricultural Engineering and Rural Arts; (5) State Appropriations for Educational Institutions, 1901-1915; (6) The University of North Dakota--Educational Service; (7) University Plant; (8) Itemized Statement of Income of the University, 1915-16; (9) Buildings, Equipment, and Income of North Dakota Agricultural College; (10) Public School Teachers in North Dakota; and (11) Courses for Which There is Little Demand. An index is also provided. (Contains 39 footnotes, 56 tables, and 26 figures.) [Best copy available has been provided.]
The Social Studies in Secondary Education: A Six-Year Program Adapted Both to the 6-3-3 and the 8-4 Plans of Organization. Report of the Committee on Social Studies of the Commission on the Reorganization of Secondary Education of the National Education Association. Bulletin, 1916, No. 28
Author: Dunn, Arthur William, Comp.
Date: 1916-00-00
Type: Historical Materials
Subjects: Scholarship,Social Studies,Democracy,Secondary Education,Secondary School Teachers,History Instruction,Educational Change,Advisory Committees,Citizenship,Teaching Methods,Teacher Responsibility,Student Attitudes,Definitions,Geography,Educational Planning,Standards,Teacher Education

This report is the result of three years of continuous inquiry by the Committee on Social Studies of the National Education Association's Commission on the Reorganization of Secondary Education. The committee as a whole met at various times in each of these years, subcommittees met on other occasions, and individual members designated by the committee have made specific contributions to the report. Secondary school teachers of social studies have a remarkable opportunity to improve the citizenship of the land. This opportunity is also a responsibility which can be realized only by the development in the pupil of a constructive attitude in the consideration of all social conditions. In facing the increasing complexity of society, it is most important that our youth be steadied by an unwavering faith in humanity and by an appreciation of the institutions which have contributed to the advancement of civilization. This report contains four parts: (1) Introduction, including definition and aims of "social studies," committee viewpoints, general outline of secondary schools' social studies, cycle plan of organization, differentiation of courses, and adaptation to 6-3-3 and 8-4 plans; (2) Social studies for the seventh, eighth, and ninth years, including administrative features, geography and history in years seven and eight, and civics in the years seven through nine; (3) Social studies for the tenth, eleventh, and twelfth years, including administrative features, history (principles of organization, and principles underlying history instruction), and problems of American democracy; and (4) A general section comprising standards by which to test methods, preparation of the teacher, and availability of text material. (Contains 5 footnotes.) [Best copy available has been provided.]
Educational Survey of Wyoming. Bulletin, 1916, No. 29
Author: Monahan, A. C.
Date: 1917-00-00
Type: Historical Materials
Subjects: Comparative Analysis,Educational History,State Surveys,Educational Legislation,Public Schools,Educational Improvement,Laws,Information Dissemination,Financial Support,School Supervision,Teaching Methods,Statistical Data

This bulletin reports the results of a survey and study of the public-school system of Wyoming, with recommendations concerning the legislation needed for its improvement. The work was undertaken by the Bureau of Education as a result of a request for assistance from the State of Wyoming subsequent to the general assembly enacting a law which provided for the formation of a school code committee to make a thorough investigation into the needs of the public schools of Wyoming and the laws under which they are organized and operated; to make a comparative study of such other public schools as may be advisable; and to recommend to the legislature a revised code of school laws. A code committee was established which included Wyoming educators and administrators, and representatives from the Bureau of Education; and a survey of educational conditions in the State was developed and implemented. A subcommittee was further established to discuss the recommendations submitted by the committee, disseminate information concerning them, and to generate public interest in better school conditions for Wyoming. The material collected by the committee and other workers was turned over to the Bureau of Education. The resulting report is made on the basis of these, of supplementary studies on Wyoming and education in Wyoming from all available sources, and on personal observations of instruction, supervision, and general educational conditions. Contents include: (1) A sketch of the history of education in Wyoming; (2) Education in the State; (3) Revenue for the support of schools; (4) Movements in other States as outlined in recommendations for Wyoming; (5) Recommendations; and (6) Appendix: statistical comparisons. An index is also included. (Contains 24 footnotes 21 tables, 8 plates, and 2 figures.) [Best copy available has been provided.]
University Training' for Public Service: A Report of the Meeting of the Association of Urban Universities, November 15-17, 1915. Bulletin, 1916, No. 30
Author: Department of the Interior, Bureau of Education (ED)
Date: 1916-00-00
Type: Historical Materials
Subjects: Cooperative Education,Public Service,Conferences (Gatherings),Urban Universities,Meetings,Training Objectives,Training Methods,Conference Papers,Government School Relationship,Agency Cooperation,Field Instruction,Capacity Building,Outcomes of Education,Municipalities,School Business Relationship,School Community Relationship,Institutional Characteristics,Educational Demand,Fiscal Capacity,Investigations,Performance Factors,Foreign Countries

The Association of Urban Universities held its second conference in Cincinnati, November 15-17, 1915. The program, focusing on a consideration of training for public service, had three subdivisions: (1) the needs for cooperation between the university and the city governments in providing training for public service; (2) methods of training; and (3) the results of cooperative training. This bulletin provides abridged forms of some of the papers read at the conference. It also includes welcoming remarks by the city's Mayor and responses by the chancellors of the University of Buffalo and the University of Toronto; and supplementary reports of six typical urban universities: Municipal University of Akron; Brown University; University of Denver; The University of Minnesota; Syracuse University; and Western Reserve University. Appended is a substantial bibliography with special reference to the problems, field work, and community duties of urban universities (Harry A. Rider). (Contains 1 footnote.) [Best copy available has been provided.]