ethanporcaro/eric-fulltext-meta huggingface dataset:
The Dynamics and Consequences of Occupational Deprivation on Displaced Individuals
Author: Kharma, Maher M.
Date: 2010-03-20
Type: Information Analyses
Subjects: Refugees,Jews,African Americans,Slavery,Social Justice,Self Concept,Arabs,Relocation,Adjustment (to Environment),World History,Career Choice,Equal Opportunities (Jobs),Resistance (Psychology),Health,Environmental Influences,Models,Foreign Countries

Following wars and natural disasters, individuals and their families face displacement from their native land and relocate to a new location where they become refugees. As occupational beings, people find meaning in their environment and build their identity through engaging in meaningful occupations. The environment plays a role in shaping the behavior of individuals as it enables or constrains engagement in occupations. The displacement experience leads to depriving those individuals the ability to perform occupations that link them to the environment and allow them establish their identity. Using occupation-based, as well as non-occupation-based models, the author looks at the consequences that result from the occupational injustice that individuals experience following their displacement, and the various forms of adaptive behaviors they develop in order to restore their identity. In order to understand such dynamics, the displacement experience of three-populations is reviewed: African-Americans, Jews, and Palestinians. (Contains 1 diagram.)
A Collaborative Learning Model to Empower Teachers to Be Reflective Practitioners
Author: Tinsley, Ron
Date: 2009-10-15
Type: Reports - Descriptive
Subjects: Cooperative Learning,Models,Teacher Empowerment,Reflective Teaching,Case Studies,Transformative Learning,Teacher Education,Graduate Students,Elementary School Teachers,Secondary School Teachers

This paper introduces The Expanded Reflection Cycle for Transformative Professional Learning as a professional learning model for practicing teachers completing their graduate studies that includes expanded opportunities for peer support and collaborative reflection. Through the model, teachers engage in systematic self and collaborative reflection, questioning their own and each other's beliefs and assumptions. Two case studies are highlighted that illustrate how both new and veteran teachers entered the process at their own levels of readiness and transformed their teaching practices. This paper also introduces the concept of the zone of reflective capacity. Participants in this new professional learning model transform their own identities as teachers and empowered themselves to control their own learning and professional growth.
Not Funding the Evidence-Based Model in Ohio
Author: Edlefson, Carla
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Taxes,Tax Rates,Educational Finance,Case Studies,Program Descriptions,Models,Program Implementation,Evidence,Interviews,State Officials,Funding Formulas,Finance Reform,Fiscal Capacity,Politics of Education,State Legislation,Content Analysis,Position Papers

The purpose of this descriptive case study was to describe the implementation of Ohio's version of the Evidence-Based Model (OEBM) state school finance system in 2009. Data sources included state budget documents and analyses as well as interviews with local school officials. The new system was responsive to three policy objectives ordered by the Ohio Supreme Court in the DeRolph lawsuit: (a) a distribution formula based on student needs; (b) elimination of phantom revenue; and (c) decreased reliance on the property tax.  An examination of the distributional effects assuming full funding showed that the OEBM is designed to provide adequate funding from the state, when combined with a local property tax rate of just two percent. However, the OEBM was enacted with state appropriations far below full funding, and the new formula had no effect on distribution of state funds in 2009-10. Analysis of the distribution of all state funds for schools found that property tax reimbursement to public school districts and funding for choice schools were big competitors for the education dollar. (Contains 9 tables, 1 graph, and 2 endnotes.)
A Report on the Talent Search Program: 2007-08, With Select Comparative Data, 2002-07
Author: Office of Postsecondary Education (ED)
Date: 2009-09-00
Type: Numerical/Quantitative Data
Subjects: Outreach Programs,Talent,Disadvantaged,Comparative Analysis,Talent Identification,Federal Aid,Federal Programs,Program Budgeting,Educational Finance,Program Descriptions,Program Effectiveness,Participation,Middle Schools

The Talent Search (TS) program is one of the federal TRIO programs, a group of eight outreach programs funded by the U.S. Department of Education that are designed to support and assist students from disadvantaged backgrounds to progress through the academic  pipeline from middle school to attainment of a postbaccalaureate degree. (Contains 6 tables, 3 footnotes, and 5 figures.)
A Report on the Educational Opportunity Centers Program: 2007-08, with Select Comparative Data, 2002-07
Author: Department of Education (ED)
Date: 2009-09-00
Type: Numerical/Quantitative Data
Subjects: Awards,Outreach Programs,Disadvantaged,Educational Opportunities,Grants,Program Descriptions,Program Effectiveness,Federal Programs,Funding Formulas,Enrollment Rate,Participant Characteristics,Developmental Studies Programs,College Attendance,Comparative Analysis

The Educational Opportunity Centers (EOC) program is one of the federal TRIO programs, a group of eight outreach programs funded by the U.S. Department of Education that are designed to support and assist students from disadvantaged backgrounds to progress through the academic pipeline from middle school to attainment of a postbaccalaureate degree. In the past, the EOC program has funded projects through grant competitions held every four years; the program completed one grant cycle with the 2005-06 academic year and began a new cycle with the 2006-07 academic year. Although most grantees received four-year awards, the applicants whose peer review scores were in the top 10 percent received five-year awards, so there is some overlap between grant cycles. (Under the "Higher Education Opportunity Act," signed into law in 2008, in the future EOC and six other TRIO programs will award all grants for five-year periods and will therefore hold competitions every five years.) As appropriate, this report will examine program characteristics and outcomes at up to four points: the first year of the previous grant cycle (2002-03), the last year of the previous grant cycle (2005-06), the first year of the current cycle (2006-07), and the most recent year for which data is currently available (2007-08). (Contains 5 tables, 2 figures, and 1 footnote.)
The Importance of Agriculture Science Course Sequencing in High Schools: A View from Collegiate Agriculture Students
Author: Wheelus, Robin P.
Date: 2009-12-00
Type: Reports - Research
Subjects: Agriculture,High Schools,Science Curriculum,Agricultural Education,Sequential Approach,College Preparation,Curriculum Development,Developmental Continuity,Alignment (Education),Two Year Colleges,Universities,Student Attitudes,Educational Counseling

The objective of this study was to investigate the importance of Agriculture Science course sequencing in high schools, as a preparatory factor for students enrolled in collegiate agriculture classes.  With the variety of courses listed in the Texas Essential Knowledge and Skills (TEKS) for Agriculture Science, it has been possible for counselors, Agriculture Science Teachers, principals, or Career and Technology Education (CATE) directors to structure Agriculture Sciences courses offered based on personal preference, budgets or popularity among the students. In this study, students enrolled in agriculture courses at nine institutions across Texas were surveyed for their outlook on the importance of agriculture course sequencing in high school and if it had an effect on their preparation for agriculture curriculum in college. (Contains 6 tables and 9 figures.)
Self-Study Research: Surfacing the Art of Pedagogy in Teacher Education
Author: Cuenca, Alexander
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Education,Instruction,Art,Holistic Approach,Educational Research,Research Methodology,Epistemology,Self Evaluation (Individuals)

The term pedagogy has been appropriated in education discourse as simply strategies of  instruction. This instrumental understanding of pedagogy has reified the term both in the  vernacular of education and in research of teaching and teacher education, leading the scientific pursuit of pedagogy to exclude the relationship between pedagogy and pedagogue. Based on this concern, this paper will consider the artistic and relational dimensions of pedagogy in teacher education. Drawing on the perspective that pedagogy is akin to art, this paper seeks to sketch a more holistic understanding of pedagogy in teacher education. Afterwards, I suggest self-study of teacher education as a suitable epistemic frame to appreciate the artistry of pedagogy in higher education.
Enrollment in Postsecondary Institutions, Fall 2008; Graduation Rates, 2002 &amp; 2005 Cohorts; and Financial Statistics, Fiscal Year 2008. First Look. NCES 2010-152
Author: Knapp, Laura G.
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Enrollment,Graduation Rate,Student Financial Aid,Undergraduate Students,Student Characteristics,Income,Expenditures,Educational Finance,Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools

This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2009 data collection. This collection included five components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2008-09 academic year; Enrollment for fall 2008; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2002 at 4-year institutions or in 2005 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2000 at 4-year institutions or in 2004 at less-than-4-year institutions; and Finance for fiscal year 2008. Appended is the survey methodology and a glossary of IPEDS terms. Two appendixes are included: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 21 tables and 20 footnotes.)
&quot;A Language Teacher is Like...&quot;: Examining Malaysian Students' Perceptions of Language Teachers through Metaphor Analysis
Author: Nikitina, Larisa
Date: 2008-00-00
Type: Journal Articles
Subjects: Figurative Language,Language Teachers,Teacher Role,Student Attitudes,Undergraduate Students,Second Language Learning,Russian,Educational Philosophy,Gender Differences,Content Analysis,Statistical Analysis

This article examines metaphors about language teachers created by a group of 23 Malaysian  university students. The aims of the study are (1) to determine whether metaphors produced by language learners in the Asian educational context can fit into the four philosophical perspectives on education outlined by Oxford et al. (1998), and (2) to explore whether students' gender influences their metaphor production. This study employs both qualitative and quantitative methods of analysis. The results of the content analysis of 27 metaphors produced by the participants show that Oxford et al.'s (1998) typology of metaphors is applicable in the Malaysian educational context. In addition, the qualitative analysis reveals that the imagery used in the metaphors is, to some extent, gender-related. However, the results of statistical analysis indicate that there are no statistically significant differences in the perceptions of the teacher's role between the students of different genders. Pedagogical implications of the research findings are discussed. (Contains 3 tables.)
The Critical Book Review: How, Why, and When?
Author: Nevin, Ann I.
Date: 2010-03-26
Type: Reports - Evaluative
Subjects: Disabilities,Book Reviews,Teacher Educators,Educational Policy,Graduate Students,Teaching Methods,Student Attitudes

Disability Studies in Education (DSE) offers a framework that (a) grounds policy/practice in the experiences [and] perspectives of people with disabilities, (b) challenges practices/policy that isolate, de-humanize individuals, and (c) leads to new questions to pose. In this session, pedagogy for critical book reviews from a DSE perspective is described. In writing a critical book review, we posed the following questions to guide the process. What is a DSE perspective? Why is this theoretical lens important for 21st century teacher educators? What is a critical book review from a DSE perspective? What did we discover? (Contains 4 tables.)
Visual and Plastic Arts in Teaching Literacy: Null Curricula?
Author: Wakeland, Robin Gay
Date: 2010-00-00
Type: Opinion Papers
Subjects: Literacy Education,Curriculum,Educational History,American Indian Education,Culturally Relevant Education,Industrial Arts,Visual Arts,Art Education

Visual and plastic arts in contemporary literacy instruction equal null curricula. Studies show that painting and sculpture facilitate teaching reading and writing (literacy), yet such pedagogy has not been formally adopted into USA curriculum. An example of null curriculum can be found in late 19th - early 20th century education the USA government provided for indigenous Navajo Dine people. Weaving, metalwork and associated design skills, as well as language arts, were ignored when educational experts advised teaching them. Contemporary studies as well as these historical events provide teachers with methods and content using visual and plastic arts to teach literacy. Appendixes include: a selection from an 1890 report to the Commissioner of Indian Affairs; six photographs; 1928 findings of the Meriam Report, Eastern Association of Indian Affairs, Inc. &quot;Bulletin&quot; 17; 1946 US Senate sub-committee on Indian Affairs hearing, &quot;Navajo Indian Education&quot;; and &quot;A booklet of Catholic prayers: Navajo-English, Circa 1910.&quot;
Trends in the Use of School Choice: 1993 to 2007. Statistical Analysis Report. NCES 2010-004
Author: Grady, Sarah
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Private Schools,Home Schooling,School Choice,Statistical Analysis,Enrollment Trends,Enrollment,Public Schools,Parent Attitudes,Parent Participation,Satisfaction,Parent School Relationship,National Surveys,Educational Trends,Elementary Secondary Education,Student Characteristics,Demography

This report updates two previous reports: &quot;Trends in the Use of School Choice: 1993 to 1999&quot; (Bielick and Chapman 2003) and &quot;Trends in the Use of School Choice: 1993 to 2003&quot; (Tice et al. 2006). Using data from the National Household Education Survey (NHES) of the U.S. Department of Education's National Center for Education Statistics (NCES), this report examines enrollment trends in public schools (assigned and chosen) and private schools (religious and nonsectarian), from 1993 to 2007, as well as the characteristics of students in these schools in 2007. Additionally, the report describes student enrollment in charter schools in 2007 and demographic characteristics of homeschooled students in 2007. The report also examines parents' satisfaction with and involvement in their children's schools. This report represents the third in a series of reports from NCES that use data from the NHES to analyze school choice. The data presented here on school choice have been collected in five administrations of the NHES starting in 1993, then again in 1996, 1999, 2003 and 2007. The report provides information on the following six topics: (1) Trends in the distribution of enrollment in public schools (assigned and chosen) and private schools (religious and nonsectarian) between 1993 and 2007; (2) Demographic characteristics of students enrolled in public schools (assigned and chosen) and private schools (religious and nonsectarian) in 2007; (3) Demographic characteristics of students enrolled in public charter schools in 2007; (4) Demographic characteristics of students who were homeschooled in 2007; (5) Demographic characteristics of students whose parents report there are public school choice options available in their district in 2003 and 2007; and (6) Associations between the kind of school a student attends and parental satisfaction with and involvement in that school between 1993 and 2007. Appendices include: (1) Technical Notes; (2) Standard Error Tables; and (3) Supplemental Table. (Contains 11 tables, 10 figures, and 23 footnotes.) [For the report, &quot;Trends in the Use of School Choice: 1993 to 1999&quot;, see ED480216. For the report, &quot;Trends in the Use of School Choice: 1993 to 2003&quot;, see ED494309.]
Overview: Texas College and Career Readiness Standards
Author: Texas Higher Education Coordinating Board
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Higher Education,State Standards,Secondary School Teachers,Graduation Requirements,Alignment (Education),Secondary Education,Public Opinion,Employment Opportunities,Skilled Workers,Skilled Occupations,School Readiness,College Bound Students

The Texas College and Career Readiness Standards define what students should know and be able to accomplish in order to succeed in entry-level college courses or skilled workforce opportunities upon graduation from high school. This paper answers the following questions: (1) Who developed the Texas College and Career Readiness Standards?; (2) What role did the Texas Higher Education Coordinating Board have in developing the Texas College and Career Readiness Standards?; (3) Why does Texas needs college and career readiness standards?; (4) How are the adopted Texas College and Career Readiness Standards Different from high school graduation standards?; (5) What is the difference between the Report of the Commission for a College Ready Texas and the Texas College and Career Readiness Standards; (6) How are the Texas College and Career Readiness Standards organized?; (7) Are the sample performance indicators provided in the Texas College and Career Readiness Standards prescriptive for all public high school teachers?; (8) How much of the knowledge and skills outlined in the Texas College and Career Readiness Standards must be mastered in order to be deemed college-ready?; (9) Before adopting the standards, did the Texas Higher Education Coordinating Board and Commissioner of Education consider input from the public?; and (10) What are the next steps now that the Texas Higher Education Coordinating Board and the Commissioner of Education have adopted the Texas College and Career Readiness Standards?
Overview: Research Funding in Texas
Author: Texas Higher Education Coordinating Board
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Higher Education,Research and Development,Cancer,Engineering,Grants,Scientific Research,State Aid,Federal Aid,Expenditures,State Legislation,Medical Research,Technological Advancement,Public Colleges

Obtaining more federal funds is the expressed research goal in &quot;Closing the Gaps by 2015.&quot; It states: By 2015, increase the level of federal science and engineering research and development obligations to Texas institutions to 6.5 percent of obligations to higher education institutions across the nation. In 2006, Texas institutions of higher education ranked sixth in federal obligations for science and engineering research and development. Texas ranked fourth in federal research expenditures for 2007. The National Institutes of Health provided Texas higher education institutions with 64 percent of the federal research support for science and engineering received in 2006. Other sources include the Department of Defense, the National Science Foundation, and the National Aeronautics and Space Administration (NASA). Texas employs multiple programs and strategies to increase research activity, including the Norman Hackerman Advanced Research Program/Advanced Technology Program, retention of overhead portion of research grants, the Research Development Fund, the Texas Emerging Technology Fund, the Competitive Knowledge Fund, the Cancer Prevention and Research Institute of Texas, and the Academy of Medicine, Engineering and Science of Texas. This article provides information on these research programs.
Overview: Tuition Deregulation
Author: Texas Higher Education Coordinating Board
Date: 2009-04-00
Type: Numerical/Quantitative Data
Subjects: Tuition,Public Colleges,Student Costs,Fees,College Students,Educational Finance,Accountability,State Regulation,Student Financial Aid

Prior to 2003, the Texas Legislature had the regulatory authority to set tuition rates, generally mandating that the same statutory and designated tuition rate be charged across the state. Tuition deregulation became effective September 1, 2003, and universities began increasing designated tuition in spring 2004. This article answers the following questions: (1) What other academic charges are paid by students?; (2) How much have tuition and fees increased since tuition deregulation?; (3) What financial assistance set-asides were required in HB 3015?; (4) What have universities reported on spending the additional tuition revenue?; and (5) How are universities held accountable for deregulated tuition? [Contains a chart: Academic Charges, (Tuition, Mandatory Fees, and Average College and Course Fees) Fall 2003-Fall 2008, for Resident Undergraduates at Texas Public Universities (15 SCH).]
Overview: Permanent University Fund (PUF)/Higher Education Fund (HEF)
Author: Texas Higher Education Coordinating Board
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Finance,Funding Formulas,State Aid,Financial Support,Financial Policy

All public institutions of higher education except community colleges and the Texas A&amp;M University System College of Dentistry receive funding for construction and other capital purposes from the Permanent University Fund (PUF) or the Higher Education Fund (HEF) (sometimes referred to as the Higher Education Assistance Fund or HEAF). The Higher Education Fund includes a dedicated endowment designed to provide HEF funding in the future. Most long-time institutions in The University of Texas System and the Texas A&amp;M University System benefit from the PUF; other institutions, including newer UT System and A&amp;M system institutions, benefit from the HEF. The amount of funds allocated for each PUF institution is determined by the Boards of Regents of The University of Texas System and Texas A&amp;M University System each year. The allocation of HEF funds to each institution is determined by the Legislature and may be revised every five years. The Texas Higher Education Coordinating Board makes recommendations to the Legislature regarding these allocations based on recommendations of an advisory committee comprised of representatives of HEF institutions. This article provides an overview of the Permanent University Fund and the Higher Education Fund.