ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Problem Solving to College Students
Author: Malouff, John M.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Feedback (Response),College Students,Problem Solving,Foreign Countries,Teaching Methods,Student Motivation,Skill Development,Behavior Modification,Psychology

This article describes steps of teaching problem solving to college students and provides examples in the context of a university course. The steps involve (1) identifying the types of problems and types of problem solving methods to be covered, (2) instructing the students in problem-recognition and problem solving methods, along with ways of choosing appropriate methods for different types of problems, (3) modeling how to apply the methods, (4) giving the students practice solving problems that reasonably represent the range of problems they will encounter after graduation, (5) giving the students feedback on their performance, (6) using teaching methods that help motivate students to learn, and (7) evaluating the results of the training in problem solving. [A version of this article was presented at the University Learning and Teaching Futures Colloquium, Armidale NSW, Australia, 2011.]
Assessing Success in School Finance Litigation: The Case of New Jersey. Education, Equity, and the Law. No. 1
Author: Goertz, Margaret E.
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Educational Finance,Court Litigation,Finance Reform,Public Education,State Legislation,Tax Rates,Academic Achievement,Funding Formulas,Urban Schools,Budgets,Educational Policy,Financial Policy,Educational Equity (Finance),State Aid,Expenditure per Student,National Competency Tests,Financial Support

Education finance policy in New Jersey has been shaped by over 30 years of school finance litigation. Through its decisions in &quot;Robinson v. Cahill&quot; (1973-1976) and &quot;Abbott v. Burke&quot; (1985-2005), the justices of New Jersey's supreme court have defined the state's constitutional guarantee of a &quot;thorough and efficient&quot; education, set parameters for how the state's urban schools should be funded, and provided guidance on how education dollars should be spent in these communities (the so-called Abbott districts). In January 2008, the legislature enacted a new funding formula, the School Finance Reform Act of 2008, which jettisons the court's remedies. The court upheld the constitutionality of this law in its 20th &quot;Abbott&quot; ruling issued in May 2009. The purpose of this paper is to examine the impact of court-mandated school finance reform in New Jersey and describe the School Finance Reform Act (SFRA) of 2008 and its potential impact. The first section of this paper provides the demographic and economic context for education policy in New Jersey. The second and third sections describe how the court has defined educational &quot;success&quot; or &quot;adequacy&quot; over the last 30 years and how New Jersey measures an adequate education. The fourth section looks at the impact of school finance reform on education spending, taxation, and student achievement. The fifth section describes SFRA and its impact and the most recent round of litigation. Appended are: (1) Regular Education Budget per Pupil, Districts Grouped by Property Wealth per Pupil, 1975-76 through 2007-08, CPI Adjusted; (2) Regular Education Budget per Pupil, Districts Grouped by Property Wealth per Pupil, 1984-85 through 2007-08, Abbott Districts Separated, CPI Adjusted; and (3) School Tax Rates, Districts Grouped by Property Wealth per Pupil, 1984-85 through 2007-08, Abbott Districts Separated, CPI Adjusted. (Contains 6 figures, 7 tables and 17 footnotes.)
Class-Size Reduction: Policy, Politics, and Implications for Equity. Equity Matters. Research Review No. 2
Author: Ready, Douglas D.
Date: 2008-04-00
Type: Reports - Evaluative
Subjects: Class Size,Equal Education,Minority Group Children,Educational Change,Educational Policy,Politics of Education,Program Descriptions,Theory Practice Relationship,Cost Effectiveness,Change Strategies,Academic Achievement,Economic Impact,Educational Methods,Educational Practices,Elementary Education,Meta Analysis

Over the past several decades, researchers, politicians, and corporate leaders have focused reform efforts on the size of educational contexts. Hundreds of billions of public and private dollars have been invested to reduce the size and scope of both classrooms and schools (Lee &amp; Ready, 2007). Unlike many education reforms, these downsizing plans have attracted support from virtually every quarter, and a united front of stakeholders has coalesced behind the notion that &quot;smaller is better.&quot; Efforts to reduce elementary-school class sizes have garnered particularly strong popular and political support. Indeed, the American public feels that creating smaller class sizes is the most effective way to recruit and retain highly qualified teachers (Rose &amp; Gallup, 2007). Thirty-two states now fund either voluntary or mandated class-size reduction programs, with California and Florida together investing almost $20 billion to reduce class sizes. The author organizes this interpretive and analytic review into three main sections, each of which focuses on the potential links between elementary-school class size and educational equity. In the first section he discusses findings from the three distinct analytic approaches employed in class-size research: randomized experiments, quasi-and nonexperiments, and meta-analyses. The second section moves from research to practice, and describes the large-scale class-size reduction programs currently operating in California and Florida, and what individuals have learned from these programs in relation to educational equity. The third section addresses the financial and opportunity costs associated with universal class-size reduction policies, particularly how these costs influence the educational experiences of low-income and minority children. (Contains 14 notes.)
Building a Sustained School Facilities Remedy: Arizona's Innovative Blueprint for Capital Funding. Education, Equity, and the Law. No. 3
Author: Hunter, Molly A.
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Equal Education,School Construction,State Courts,Court Litigation,School Buildings,Financial Support,Statewide Planning,Educational Facilities,Innovation,Educational Quality,State Standards,Role,Guidelines,Decision Making,Accountability,Academic Achievement,Political Influences

For over ten years, the State of Arizona has implemented an innovative statewide process for financing and building school facilities and purchasing other capital items for its schools. Spawned by an education quality lawsuit, the 1998 Students FIRST Act established the School Facilities Board, which succeeded in helping rural, suburban, and urban communities build and improve their school buildings. This was no small task because Arizona has been one of the fastest growing states in the nation during these years. In a state whose population increased from 5.1 to 6.5 million people from 2000 to 2008, the growing number of school-aged children fueled construction at the average rate of 35 new schools every year. This article briefly recounts the education quality litigation and remedy that led to a novel standards-based school facilities boon in Arizona. It documents the subsequent years of implementation, including standards setting, financing, assessment, deficiency corrections, and related initiatives. Weaknesses that have emerged in the remedy--primarily underfunding--are also summarized. Finally, this article considers the success of the Arizona education quality litigation and its remedy by applying the &quot;successful-remedies model&quot; postulated by Michael A. Rebell in his book, &quot;Courts and Kids: Pursuing Educational Equity Through the State Courts.&quot; Using this framework facilitates analysis of the Arizona experience as to the role of the courts and examination of the impact of the state's changes to facilities financing and decision making on standards, funding, accountability, public involvement, and student performance. (Contains 1 figure, 4 tables and 92 footnotes.)
Can After-School Programs Help Level the Academic Playing Field for Disadvantaged Youth? Equity Matters. Research Review No. 4
Author: Gardner, Margo
Date: 2009-10-00
Type: Information Analyses
Subjects: Economically Disadvantaged,Disadvantaged Youth,After School Programs,At Risk Students,Minority Group Students,Student Participation,Academic Support Services,Outreach Programs,Access to Education,Educational Benefits,Educational Policy,Change Strategies,Educational Change,Research Needs,Performance Factors,Achievement Gap

As schools struggle to meet federal achievement standards, after-school programs are increasingly viewed as a potential source of academic support for youth at risk of school failure. The hope among youth advocates and policymakers is that after-school programs can partially compensate for the inequities that plague the nation's schools and play a role in efforts to narrow gaps in achievement between more and less advantaged students. As this review of research suggests, however, rates of participation in after-school programs remain relatively low among disadvantaged and minority youth--the very youth who may be most in need of academic assistance. The authors highlight potential reasons for these low participation rates and examine the proposition that increasing rates of after-school participation among economically disadvantaged and minority youth will lead to more equitable academic outcomes. The authors (a) describe the current state of after-school programs, including rates of participation across different socioeconomic groups, (b) review evidence on the academic benefits of participating in after-school programs, (c) discuss steps that could be taken to increase access to high quality, sustainable after-school programs, (d) attempt to quantify the potential impact of increasing disadvantaged youths' rates of after-school participation on achievement gaps, and (e) make recommendations for future research and policy. (Contains 1 table and 13 notes.)
Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap. Equity Matters. Research Review No. 6
Author: Basch, Charles E.
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Child Health,Achievement Gap,School Restructuring,Play,Physical Activities,Educational Objectives,Outcomes of Education,Public Health,Hyperactivity,Pregnancy,Student Motivation,Learning Motivation,Urban Youth,Minority Groups,Intervention,Role,Incidence,Attribution Theory,Correlation,Diseases,Vision,Aggression,Violence,Eating Habits,Attention Deficit Disorders,Health Education,Health Promotion

No matter how well teachers are prepared to teach, no matter what accountability measures are put in place, no matter what governing structures are established for schools, educational progress will be profoundly limited if students are not "motivated and able to learn". Health-related problems play a major role in limiting the motivation and ability to learn of urban minority youth, and interventions to address those problems can improve educational as well as health outcomes. Healthier students are better learners. Recent research in fields ranging from neurosciences and child development to epidemiology and public health provide compelling evidence for the causal role that "educationally relevant health disparities" play in the educational achievement gap that plagues urban minority youth. This is why reducing these health disparities must be a fundamental part of school reform. School leaders must prioritize how to use scarce resources to address the critical health problems affecting youth. In this essay, three criteria were used for establishing priorities: prevalence and extent of health disparities negatively affecting urban minority youth; evidence of causal effects on educational outcomes; and feasibility of implementing proven or promising school-based programs and policies to address the health problem. Based on these criteria, seven educationally relevant health disparities were selected as strategic priorities: (1) "vision", (2) "asthma", (3) "teen pregnancy", (4) "aggression and violence", (5) "physical activity", (6) "breakfast", and (7) "inattention and hyperactivity". Many other health problems affecting youth are also important, and the particular health problems deemed most important in a given school or school district will vary. (Contains 1 footnote.)
Substantial and yet Not Sufficient: Kentucky's Effort to Build Proficiency for Each and Every Child. Education, Equity, and the Law. No. 2
Author: Weston, Susan Perkins
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Public Education,Educational Change,Educational Equity (Finance),Court Litigation,State Legislation,Politics of Education,Advocacy,Academic Achievement,Financial Problems,Outcomes of Education

Over the past several decades, Kentucky's efforts to build equity, adequacy, and excellence in public education have produced substantial results. The state has moved closer to delivering for all children, but it has not completed the effort. Instead, having set itself a 2014 deadline to deliver proficiency for all, despite progress, Kentucky is not on track to meet that deadline, and it will need new exertions and new strategies to change that trajectory. To describe Kentucky's journey, the authors first offer a brief account of the Kentucky experience, including Kentucky's early judicial action in &quot;Rose v. Council for Better Education,&quot; political mobilization for school reform, legislative action, statewide implementation, and recent fiscal difficulties. They then share their judgment on results to date, arguing that Kentucky's 1989 court ruling and 1990 legislation allowed the state to take giant steps toward a school system that delivers for all. Major work still lies ahead, but &quot;Rose&quot; unquestionably led to substantive improvement for students and the state. Based on their experience, the authors share a set of thoughts about what counts as successful work to build school systems that serve all students well. Those lessons include recommendations about the place of timelines, outcomes, and inputs in a definition of success; thoughts on the feasibility of relatively restrained judicial action with a vigorous legislative response; attention to the complexity of administering statutes once they are passed and the role of independent advocacy in maintaining each major initiative; and concern for sustaining and institutionalizing a system that can serve all students well. (Contains 8 tables and 39 footnotes.)
Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School
Author: Rothstein, Richard
Date: 2008-02-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Evaluation Methods,Youth Programs,Equal Education,National Competency Tests,Racial Bias,African American Students,White Students,Data Collection,Outcomes of Education,Academic Achievement,Thinking Skills,Critical Thinking,Social Development,Interpersonal Competence,Ethics,Work Ethic,Citizenship Education,Citizenship Responsibility,Physical Health,Mental Health,Art Education,Literature,Job Skills,Report Cards

This presentation summarizes two products of the ongoing work the authors are doing for the Campaign for Educational Equity. Part 1 of this presentation is a summary of &quot;A Report Card on Comprehensive Equity: Racial Gaps in the Nation's Youth Outcomes.&quot; This report estimates the black-white achievement gaps in each of these aspects of education and youth development, and illustrates the types of data gathering which should be undertaken for ongoing measurement of these gaps. Part 2 of this presentation is a summary of &quot;A Proposal for Expanded Data Gathering: How NAEP Can Monitor Equity on the Full Range of Education and Youth Development Outcomes.&quot; This report offers a proposal on redesign of the National Assessment of Educational Progress (NAEP), for the purpose of collecting data on the full range of youth outcomes to be sought by schools and other institutions of youth development.
Educational Inequality and the Latino Population of the United States
Author: Rivera-Batiz, Francisco L.
Date: 2008-02-00
Type: Numerical/Quantitative Data
Subjects: Equal Education,Outcomes of Education,Parent Participation,Educational Attainment,Parent School Relationship,Socioeconomic Background,Hispanic Americans,Social Bias,Social Status,Socioeconomic Influences,Family Influence,Preschool Education,Educational Experience,Educational Policy,Social Justice,Racial Differences,Reading Skills,Ethnic Groups,Immigrants,High School Graduates,Whites,African Americans,Asian Americans,Public Schools,Unemployment,Employment Level,Income,English (Second Language)

This research report examines the comparative educational condition of Latinos in the United States. The report discusses the dramatic shortfalls that plague the educational outcomes of Latinos relative to other racial and ethnic groups. The outcomes studied include educational attainment, school and university enrollment, basic cognitive skills, student achievement and advanced academic skills, non-cognitive skills, political and civic participation, and labor market outcomes. The report then proceeds to examine the main reasons for these inequities, discussing the comparative status of Latinos in terms of the three basic forces or inputs affecting schooling: socioeconomic background, the family and parental involvement, and the condition of pre-schooling and schooling. The research report concludes with policy recommendations intended to bridge the existing shortfalls in the educational status of Latinos. From investments in pre-schooling to the design of school-to-work programs, the report presents a wide array of choices in educational policy arena. (Contains 26 tables and 2 figures.)
From English Language Learners to Emergent Bilinguals. Equity Matters. Research Review No. 1
Author: Garcia, Ofelia
Date: 2008-01-00
Type: Information Analyses
Subjects: Equal Education,Elementary Secondary Education,Federal Legislation,Legislators,Disadvantaged Youth,Community Involvement,Second Language Learning,Educational Policy,English (Second Language),Language Proficiency,Bilingualism,School Districts,Teaching Methods,Family Involvement,Program Descriptions,Educational Practices

One of the most misunderstood issues in pre-K-12 education today is how to educate children who are not yet proficient in English. When policymakers refer to these students as English language learners (ELLs)--as many school district officials presently do--or as limited English proficient students (LEPs)--as federal legislators did in the No Child Left Behind Act (NCLB)--it signals the omission of an idea that is critical to the discussion of equity in the teaching of these children. English language learners are in fact "emergent bilinguals". That is, through school and through acquiring English, these children become "bilingual", able to continue to function in their home language as well as in English, their new language and that of school. When officials and educators ignore the bilingualism that these students can and often must develop through schooling in the United States, they perpetuate inequities in the education of these children. The central idea that will emerge from this review of research is that there is a growing dissonance between research on the education of emergent bilinguals and policy enacted to educate them. As the authors will demonstrate, whereas research has consistently shown the importance of building on the children's first language as they develop English language proficiency, U.S. educational policy has often ignored these research findings. In Part I of this review the authors identify the students who are the subject of their attention: students they refer to as emergent bilinguals. In Part II, they briefly review the policies and practices targeted toward this group of students that have developed over the last 40 years. Finally, in Part III, they review what the research reveals about the educational programs, assessments, curriculum, pedagogy, resources, and family and community involvement necessary to educate these children equitably. In Part III, therefore, they also identify and describe the educational inequities that directly affect the education of these children. Most of these inequities stem from policymakers and often educators' lack of understanding of bilingualism itself. Thus, throughout the third part of this review, the authors will discuss how such misunderstandings of the nature of bilingualism have educational equity consequences for some of the most disadvantaged children. The authors end this review with some recommendations. (Contains 9 tables and 39 notes.)
Canada's Most Important Economic Investment: Increasing Access to College Education and Training. ACAATO Document
Author: Association of Colleges of Applied Arts and Technology of Ontario (ACAATO) (Canada)
Date: 2004-09-00
Type: Reports - Descriptive
Subjects: Skilled Workers,Foreign Countries,Vocational Education,Access to Information,Educational Opportunities,Outreach Programs,Community Education,Population Groups,Human Capital,Barriers,Change Strategies,Educational Change,Job Skills,Labor Needs,Skill Development,Literacy,Employment Opportunities

For Canada to succeed, all Canadians must have the opportunity to develop and use their skills and knowledge to the fullest. So said the government of Prime Minister Paul Martin in the Speech from the Throne that opened the 37th Parliament of Canada in February 2004: &quot;Investing in people will be Canada's most important economic investment.&quot; Such an investment is critical. The new economy demands an increasingly educated and skilled workforce. To remain globally competitive, Canada needs to invest in raising the overall level of education and skills across the country. As well, Canada faces a shortage of skilled workers over the next 10 years, due to both retirement and the country's low population growth rate. To replace the aging workforce, Canada needs to look beyond traditional sources for future employees. It needs to invest in increasing the education and skill levels of: (1) Aboriginal Canadians; (2) Canadians with disabilities; (3) Immigrants to Canada; (4) Youth and adults with low literacy or foundation skills; and (5) Canadians living in rural or remote areas of the country. With improved access to, and success through, postsecondary education and training, these groups represent opportunities for Canada's future workforce. Project examples are appended. (Contains 35 endnotes.)