ethanporcaro/eric-fulltext-meta huggingface dataset:
Connecting to the World's Collections: Making the Case for the Conservation and Preservation of Our Cultural Heritage
Author: Stoner, Joyce Hill
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Conservation (Environment),Preservation,Cultural Background,Global Approach,Advocacy,Cultural Awareness,Seminars,Audiences,Museums,Library Services,Emergency Programs

Sixty cultural heritage leaders from thirty-two countries, including representatives from Africa, Asia, the Middle East, South America, Australia, Europe, and North America gathered in October 2009 in Salzburg, Austria, to develop a series of practical recommendations to ensure optimal collections conservation worldwide. Convened at Schloss Leopoldskron, the gathering was conducted in partnership by the Salzburg Global Seminar (SGS) and the Institute of Museum and Library Services (IMLS). The participants were conservation specialists from libraries and museums, as well as leaders of major conservation centers and cultural heritage programs from around the world. At the end of the seminar, the Fellows unanimously endorsed a Salzburg Declaration on the Conservation and Preservation of Cultural Heritage that affirmed the importance and value of cultural heritage to cultures and societies globally. Lonnie Bunch, the founding director of the new Smithsonian National Museum of African American History and Culture, delivered the keynote address, &quot;A Call to Remember: The Power of Preservation,&quot; which addressed the question &quot;Why Preserve?&quot; and noted the ability of objects to communicate complexity, pain, and memory to a wide array of audiences. The plenary sessions successfully combined presentations of general principles and case studies illustrating these principles and were followed by lengthy question-and-answer periods and further discussion. These plenary sessions are: (1) Advocacy and Public Awareness, moderated by Debra Hess Norris and presented by Simon Cane, Ch'ng Kim See, and Samuel Jones; (2) Education and Training, moderated by Vinod Daniel and presented by Kathy Dardes, Marcelle Scott, and Michele Cloonan; and Fireside Chat: Conservation in the Developing World, moderated by Vinod Daniel and presented by Alain Godonou, Faeza Hussain, Carolina Castellanos, Jasmin Simmons, and Loh Heng Noi; (3) Indigenous Communities, Access, and Cultural Rejuvenation, moderated by Vinod Daniel and presented by Miriam Clavir and Raseroka; (4) Emergency Preparedness, moderated by Debra Hess Norris and presented by Hanna Pennock, Franz Grupp, and Lawrence Reger; (5) Collaboration, moderated by Debra Hess Norris and presented by Tim Whalen, Catherine Antomarchi, and Wivian Diniz; and (6) Sustainability, moderated by Vinod Daniel and presented Jerry Podany, Cristina Sabbioni, and Anupam Sah. Working Group Recommendations List of Participants, Salzburg Declaration is appended.
Charter Schools and the Teacher Job Search in Michigan
Author: Cannata, Marisa
Date: 2010-00-00
Type: Reports - Research
Subjects: Charter Schools,Public School Teachers,Labor Market,Career Choice,Career Development,Decision Making,Longitudinal Studies,Barriers,Work Attitudes,Job Applicants,Job Search Methods,Elementary School Teachers,Interviews

This paper examines the position of charter schools in prospective elementary teachers' job search decisions. Using a labor market segmentation framework, it explores teacher applicants' decisions to apply to charter schools. The data come from a mixed-methods longitudinal study of prospective teachers looking for their first job. This paper finds moderate support that there is a segmented labor market for charter and traditional public school teachers. The institutional status of the school and teacher applicants' lack of familiarity with charter schools was related to their disinclination to apply to charter schools, there is no evidence that these barriers led to lesser qualified teachers in charter schools. Further, charter schools were desirable for prospective teachers that wanted to serve predominantly minority students. Initial Study Interview Protocol is appended. (Contains 6 tables.)
Digital Debates. WebWise Conference on Libraries and Museums in the Digital World Proceedings (10th, Capitol Hill, Washington, D.C, February 25-27, 2009)
Author: Zorich, Diane
Date: 2010-02-00
Type: Collected Works - Proceedings
Subjects: Schools,Audiences,Partnerships in Education,Cultural Centers,Museums,Public Libraries,Biographies,Reflection,Institutional Mission,Internet,Conferences (Gatherings),Higher Education,Social Networks,Workshops,Elementary Secondary Education,Electronic Libraries,Evaluation,Information Technology,Library Services

Debates typically invoke an image of individuals arguing over the merits of opposing viewpoints. However, the term has a softer, more deliberative sense that connotes reflection, discussion, and consideration. The 2009 WebWise conference, titled &quot;Digital Debates,&quot; was conducted in this spirit, with panelists and attendees engaged in complex discussions about emerging digital media and their role in cultural and educational institutions. The discussions focused on key questions facing museums, libraries, and related organizations: How do institutions strike a balance between their own missions and the needs of communities when developing social media strategies? What are the rights and responsibilities of cultural institutions to their collecting missions and to their audiences? How can institutions collaborate to leverage resources and outreach without compromising organizational identity or brand? And in these uncertain economic times, what strategies are needed to balance innovation with the demands of maintaining core services? Experts addressed these issues in four major sessions whose formats varied from discussions to provocations to formal presentations. Serving as &quot;bookends&quot; to these sessions were two keynote addresses that explored the effect of cloud computing and the next generation of Internet users on cultural institutions. Woven throughout the formal program were impromptu debates posed during question and answer (Q&amp;A) periods and in a back-channel forum (&quot;Today'sMeet&quot;) where attendees contributed to a live, online comment stream. This report provides another, more traditional, format--that of a &quot;conference proceeding.&quot; It includes speaker biographies, information on project demonstrations, and full text of the keynote papers. It also includes a summary of all the WebWise sessions and the discussions they engendered about important digital debates within the cultural community. The sessions' topical pairings (e.g., online communities and institutions, rights and responsibilities, identity and collaboration, edge and core) provided a framework for exploring these debates and uncovering the continuing challenges and opportunities they pose for cultural organizations. (Contains 61 footnotes.) [The Pre-Conference Workshop section of this report was written by IMLS Senior Program Officer Charles Thomas.]
Department of Education: Teacher Incentive Fund. GAO-10-791R
Author: Cramer, Robert J.
Date: 2010-06-04
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Incentives,Teacher Motivation,Competition,Recordkeeping,Cost Effectiveness,Public Agencies,Compliance (Legal)

Pursuant to section 801(a)(2)(A) of title 5, United States Code, this is the author's report on a major rule promulgated by the Department of Education (Education), entitled &quot;Teacher Incentive Fund.&quot; The final rule establishes priorities, requirements, definitions, and selection criteria under the Teacher Incentive Fund (TIF) program, which will be used in two separate and distinct TIF programs, the Main TIF Competition and the TIF Evaluation competition. This paper presents an assessment of Education's compliance with the procedural steps required by section 801(a)(B)(i) through (iv) of title 5 with respect to the rule. The author's review of the procedural steps taken indicates that Education complied with the applicable requirements.
Numbers and Types of Public Elementary and Secondary Schools from the Common Core of Data: School Year 2008-09. First Look. NCES 2010-345
Author: Chen, Chen-Su
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: Elementary Schools,Secondary Schools,Public Schools,Charter Schools,Magnet Schools,Urban Schools,Suburban Schools,Rural Schools,Teacher Student Ratio,School Closing,Vocational Education,Nontraditional Education,Special Education,Federal Aid,Low Income Groups,Disadvantaged Schools,Tables (Data),School Statistics

This report presents findings on the numbers and types of public elementary and secondary schools in the United States and other jurisdictions in the 2008-09 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state education agencies to the National Center for Education Statistics through the U.S. Department of Education's ED&quot;Facts&quot; collection system. Because the purpose of this report is to introduce new data through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available when using the CCD rather than to discuss all of the observed differences. The Public Elementary/Secondary School Universe Survey reports the numbers and types of schools. Information about schools includes the type of school, its status (new, continuing, closed, etc.), and whether it is a charter school, magnet school, and/or Title I school. The survey also reports the numbers of students and the school's &quot;locale type,&quot; that is, whether it is in a city, suburban, town, or rural area. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 7 tables and 3 footnotes.)
Monitoring English Language Learners Reclassified as Fluent English Proficient
Author: Raiche, Janet G.
Date: 2010-06-00
Type: Information Analyses
Subjects: Federal Legislation,Second Language Learning,English (Second Language),Language Proficiency,Classification,Inspection,Qualitative Research,School Districts,English for Special Purposes,Academic Achievement

The No Child Left Behind Act of 2001 requires that English Language Learners, who are reclassified as Fluent English Proficient, be monitored for two years. Short of requiring states to annually submit numerical data on these students, there are no specific instructions on how this monitoring is achieved in practice and little has been written about the follow-up of students once they have been reclassified. This qualitative research report explores what monitoring entails during this two-year period; and whether this monitoring phase is viewed as sufficient and/or helpful in the opinion of the teachers that provide English language services. Given that NCLB may be reformulated, the paper also explores whether monitoring, in some form, should continue to be mandated. Research is based on interviews with experts on monitoring and information gathered from public schools in California. &quot;The Procedural Path of an ELL in a California School&quot; is appended.
From the Bottom Up: Reforming a Low Performing High School into One of Success
Author: Catchings, La Shonda S.
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: High Schools,Academic Achievement,Change Agents,Leadership Styles,Educational Change,Low Achievement,Educational Theories,Interviews,Principals,Effective Schools Research,Educational Development,Change Strategies,Success

The purpose of this study was to examine the leadership style of Mr. Stanley Blackmon, former principal of Lanier High School and to compare his leadership style to an existing educational theory. To obtain this information, an interview was conducted with Mr. Blackmon in December of 2009. Research was also done in order to find an educational theory most compatible to Mr. Blackmon's leadership style, as well as the history of Lanier High School, from its beginnings to its current status. Results indicated that Mr. Blackmon's leadership style was most compatible with Kurt Lewin's change management model. As a result of exercising this theory, Mr. Blackmon was able to transform Lanier High School from the lowest performing high school in the district, to one of its highest. Results show that "unfreezing" the negative mindset of the teachers, students, and community; making necessary changes within the operations of the school; and implementing those changes so that they may become systematic are key to increasing student achievement. Mr. Blackmon is a clear example of how school leaders have a tremendous responsibility with day-to-day operations of a school, it is imperative that they are visible in the classrooms and community in order to be effective change agents.
An Exploratory Survey of Prospective Childcare Givers' Entrepreneurial Potential in Taiwan
Author: Lee, Lung-Sheng
Date: 2010-07-06
Type: Speeches/Meeting Papers
Subjects: Child Caregivers,Motivation,Foreign Countries,Child Care,Entrepreneurship,Caregiver Attitudes,Minimum Competency Testing,Competence,College Students,Skill Analysis,Employment Opportunities,Occupational Surveys

Prospective child care givers need to prepare themselves not only for employment but also for entrepreneurship in the field of child care service. In order to explore the entrepreneurial potential of prospective child care givers, an exploratory survey was conducted to survey 68 senior students of a department of child care in a public university/college of technology. As a result, it is found: (1) Prospective child care givers have moderate entrepreneurial potential; (2) There is no significant difference in entrepreneurial potential between 2-year-program and 4-year-program students; (3) &quot;Collaborative,&quot; &quot;be comfortable with partnerships,&quot; and &quot;family and friends are supportive,&quot; under the categories Motivation, Capacity, and Support, respectively, are the top three entrepreneurial skills; and (4) &quot;Innovative&quot; under Motivation, &quot;have two or more partnerships&quot; under Capacity and &quot;community is actively helpful&quot; under Support are the bottom three skills. Based upon the above findings, the following three interlocking conclusions and implications are made: (1) Prospective child care givers need to increase their entrepreneurial potential; (2) Multi-skills have to be addressed to increase prospective child care givers' entrepreneurial potential; and (3) More subjects and aspects should be surveyed to increase the generaliability and validity. A complete list of questionnaire questions is appended. (Contains 2 tables.)
Leadership in Mathematics Curriculum Development
Author: Alford, Kenneth Ray
Date: 2010-06-16
Type: Reports - Evaluative
Subjects: Mathematics Curriculum,Curriculum Development,Leadership Styles,Leadership,Principals,Educational History,Models,Educational Change,Administrator Role,Leadership Effectiveness,Teacher Administrator Relationship,Change Strategies,Secondary School Mathematics

This paper discusses mathematics curriculum development throughout the past century and incorporates a discussion of appropriate leadership style needed to bring about effective change. School leaders must be cognizant of the commitment and competence of the faculty within their school for successful curriculum development to take place. McGregor's Theory X and Theory Y concepts are applied to help the school leader identify the appropriate leadership model that will guide him or her to bring about effective change. Without buy-in from the faculty regarding the change initiative, groups can form that will hinder the mission of the school.
WWC Quick Review of the Report &quot;When Schools Close: Effects on Displaced Students in Chicago Public Schools&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: School Closing,Public Schools,Urban Schools,Elementary Schools,Educational Research,Reading Achievement,Mathematics Achievement,Comparative Analysis

This study examined the effect of closing public schools in Chicago on the academic achievement of students who had attended those schools. The study analyzed data on nearly 3,800 students in 18 elementary schools that were closed between 2001 and 2006 and nearly 4,700 students from 18 comparison schools. Academic achievement in reading and math was measured using the Iowa Tests of Basic Skills. The study compared the achievement of students who attended closing schools with that of students attending similar comparison schools that were not closed. Comparison schools were selected on the basis of average student achievement and demographic characteristics. The study found that, approximately six months after the closings were announced, students in the closing schools were 1.5 months behind in reading and 0.6 months behind in math compared to students in the non-closing schools. In the school year following the closings, there were no statistically significant differences between the students whose schools had closed and those in the comparison schools. The WWC has reservations about these results because the groups of students and schools compared in the analysis may have differed from each other in ways not controlled for in the analysis. [The following study is the focus of this &quot;Quick Review&quot;: De la Torre, M., &amp; Gwynne, J. (October 2009). &quot;When schools close: Effects on displaced students in Chicago public schools&quot;. Chicago, IL: Consortium on Chicago School Research at the University of Chicago Urban Education Institute (ED510792).]
WWC Quick Review of the Report &quot;Charter School Performance in New York City&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Charter Schools,Academic Achievement,Attendance,Mathematics Tests,Measures (Individuals),Program Effectiveness,Scores,Mathematics Achievement,Reading Achievement,Reading Tests,Comparative Analysis,Public Schools,Standardized Tests,Elementary Education,Middle Schools

The study examined the effect of charter school attendance on annual student achievement growth in math and reading. The study analyzed data from a large sample of students in grades three through eight in New York City between 2003 and 2009. The authors matched charter school students to similar students attending traditional public schools based on test scores and demographic characteristics. Eighty-five percent of charter school students were successfully matched. The study examined changes in students' standardized reading and math test scores from one school year to the next. Effects were estimated by comparing the test score changes of charter school students to those of matched students attending traditional public schools. The study found that charter school student achievement growth was significantly higher than the achievement growth of comparison students--0.12 standard deviations higher in math and 0.06 standard deviations higher in reading. This is equivalent to an increase of about five scale score points in math and two scale score points in reading. The WWC has reservations about these results because charter school students may have been different from traditional public school students in ways not controlled for in the analysis. [The following study is the focus of this &quot;Quick Review&quot;: Center for Research on Education Outcomes. (January 2010). &quot;Charter school performance in New York City&quot;. Stanford, CA. ]
The World Is Our Big Backyard!
Author: Wenze, Gloria T.
Date: 2010-07-09
Type: Reports - Descriptive
Subjects: Standardized Tests,Academic Standards,Young Children,Experiential Learning,Climate,Literacy,Sustainable Development,Natural Resources,Conservation (Environment),Elementary Schools,Environmental Education,Interdisciplinary Approach,Consciousness Raising,Observation,Interpersonal Competence,Knowledge Level,Journal Writing

Sustainability is a contemporary term that calls attention to climate change and dwindling natural resources. Concerned about the urgency of sustainability and the long-range impact that non-sustainable efforts could have on the environment, and convinced that sustainable concepts could be taught to young children, the authors introduced an integrated thematic unit on "that big science word: Sustainability" to primary teachers and students. The teachers concurred with the need for sustainability education for young children, but were concerned whether such a unit would meet the state academic standards and prepare the children for the required standardized assessments. With an interdisciplinary child-centered, experiential learning approach, the students came to not only understand sustainability concepts but also learned ways to incorporate them into their daily behaviors. Results of the unit showed the children's increased interest in and awareness of their environment; increased observational skills; increased literacy skills via expressive and social skills; and, an expanded knowledge-base which aided in standardized testing and retention of concepts. The teachers gained valuable professional development in how to integrate sustainability concepts into the ongoing early childhood/primary curriculum, yet meet the rigor of academic standards and standardized testing.
The Academic Controversy Technique: Towards Cooperative Debates
Author: Jacobs, George M.
Date: 2010-07-12
Type: Reports - Descriptive
Subjects: Cooperative Learning,Teaching Methods,Educational Principles,Debate,Persuasive Discourse,Controversial Issues (Course Content),Teaching Models,Program Descriptions,Classroom Techniques,Instructional Effectiveness

The purpose of this paper is to introduce and explain a cooperative learning technique, Academic Controversy (Johnson, Johnson, & Smith, 1996), also known as Cooperative Controversy, Structured Controversy and Structured Academic Controversy, that has potential for use in education and other areas, and has support in both research and theory. Briefly, the technique involves a cooperative form of debate in which groups of four, divided into twosomes, take turns representing two opposing views on an issue before attempting to reach a consensus on the issue. The present article begins with a theory-based review of the potential educational benefits of controversy. Next, the Academic Controversy technique is described. In the next part of the article, Academic Controversy is viewed through the lens of selected cooperative learning principles. Finally, the last part of the article explains variations to the technique.