ethanporcaro/eric-fulltext-meta huggingface dataset:
Classroom Management Idea Book. ICE No. M0088
Author: Peace Corps
Date: 2008-00-00
Type: Guides - Classroom - Teacher
Subjects: Classroom Techniques,Punishment,Cultural Context,Volunteers,Teaching Methods,Behavior Problems,Student Behavior,Cultural Influences,Student Motivation,Student Evaluation,Evaluation Methods,Grading,Teacher Effectiveness,School Culture,Resistance (Psychology),Resistance to Change,Classroom Environment,Student Participation,Cheating

This book was written in response to feedback from volunteer teachers who feel that the time spent dealing with classroom management issues detracts from the time they spend actually teaching the content. Volunteers and staff members provided practical strategies for dealing with the most commonly reported challenges. Chapters include teaching in a cross-cultural context, strategies for developing classroom procedures and rules, motivation, managing disruptive behavior, assessment, and grading. Sensitive and complicated questions, such as how to teach in a school where cheating and corporal punishment are common, are addressed. There are exercises to exchange information with host colleagues to gain mutual respect and understanding. Volunteers are advised to read this book before starting to teach, but it is equally useful once teaching. It will help volunteers think about their classrooms, students, and colleagues from new perspectives so they can adapt to a new teaching environment. Appended are: (1) "Culture and the Ideal Teacher/Classroom," a session that trainees and their supervisors/counterparts have done as a part of the end-of-  pre-service training supervisor/counterpart workshop; and (2) "Don't Hit and Don't Shout," a pamphlet for parents, teachers, head teachers, and principals. A list of resources is also included in this book.
Treatment of Children with Mental Illness: Frequently Asked Questions about the Treatment of Mental Illness in Children
Author: National Institute of Mental Health (DHHS)
Date: 2009-00-00
Type: Guides - General
Subjects: Mental Disorders,Children,Anxiety Disorders,Attention Deficit Hyperactivity Disorder,Schizophrenia,Pervasive Developmental Disorders,Eating Disorders,Depression (Psychology),Symptoms (Individual Disorders),Clinical Diagnosis,Psychiatric Services,Drug Therapy,Psychotherapy,Behavior Modification,Cognitive Restructuring,Parent Child Relationship,Parent School Relationship,Federal Legislation

Research shows that half of all lifetime cases of mental illness begin by age 14. Scientists are discovering that changes in the body leading to mental illness may start much earlier, before any symptoms appear. Through greater understanding of when and how fast specific areas of children's brains develop, we are learning more about the early stages of a wide range of mental illnesses that appear later in life. Helping young children and their parents manage difficulties early in life may prevent the development of disorders. Once mental illness develops, it becomes a regular part of your child's behavior and more difficult to treat. Even though we know how to treat (though not yet cure) many disorders, many children with mental illnesses are not getting treatment. This fact sheet addresses common questions about diagnosis and treatment options for children with mental illnesses. Disorders affecting children may include anxiety disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, bipolar disorder, depression, eating disorders, and schizophrenia.   The 21 questions addressed herein include: (1) What should I do if I am concerned about mental, behavioral, or emotional symptoms in my child? (2) How do I know if my child's problems are serious? (3) Can symptoms be caused by a death in the family, illness in a parent, family financial problems, divorce, or other events? (4) How are mental illnesses diagnosed in young children? (5) Will my child get better with time? (7) Are there treatment options for children? (8) What are psychotropic medications? (9) Are there treatments other than medications? (10) When is it a good idea to use psychotropic medications in young children? (11) Does medication affect young children differently than older children or adults? (12) How should medication be included in an overall treatment plan? (13) What medications are used for which kinds of childhood mental disorders? (14) What does it mean if a medication is specifically approved for use in children? (15) Why haven't many medications been tested in children? (16) How do I work with my child's school? (17) What resources are available from the school? (18) What special challenges can school present? (19) What else can I do to help my child? (20) How can families of children with mental illness get support? and (21) Where can I go for help? (Contains 4 citations.)
ETS Research Spotlight: Issue 2
Author: Johnson, Jeff, Ed.
Date: 2009-02-00
Type: Collected Works - Serial
Subjects: Basic Writing,Educational Testing,Research Reports,Measures (Individuals),Information Literacy,Evaluation Methods,Evaluation Research,Standard Setting,Group Testing,Case Studies,Research Methodology,Alignment (Education),Educational Research

In four articles adapted from the Educational Testing Service (ETS) Research Report Series, Issue 2 of ETS Research Spotlight provides a small taste of the range of assessment-related research capabilities of the ETS Research and Development Division. Those articles cover assessment-related research aimed at developing models of student learning, applying standard-setting methodology, advancing equating methodology, and assessing information literacy. In the last section of this issue, the abstracts from all 2008 contributions to the ETS Research Report Series are included. This issue contains: (1) A Developmental Writing Scale (Yigal Attali and Donald Powers); (2) Using Standard-Setting Methodology for Linking Assessment Scores to Proficiency Scales: TOEFL[R] iBT and TOEIC[R] Assessment Exemplars (Richard J. Tannenbaum and E. Caroline Wylie); (3) Equating of Mixed-Format Tests in Large-Scale Assessments (Sooyeon Kim, Michael E. Walker, and Frederick McHale); and (4) Multiple Methods of Assessing Information Literacy: A Case Study (Irvin R. Katz, Norbert Elliot, Yigal Attali, Davida Scharf, Donald Powers, Heather Huey, Kamal Joshi, and Vladimir Briller). Each article contains tables, figures and references. (Contains 1 footnote.)
Seven Steps for States and Regions to Prepare for the American Recovery and Reinvestment Act
Author: Workforce Strategy Center
Date: 2009-03-11
Type: Reports - Descriptive
Subjects: Budgeting,Economic Development,Change Strategies,State Programs,Federal Regulation,Regional Planning,Job Development

Through the American Recovery and Reinvestment Act (ARRA) the federal government is pumping nearly $790 billion dollars into state and local coffers to strengthen the United States economy. In order to stimulate the economy as quickly as possible, states are being asked to invest much of this funding into regions within 30 days, and to have the funding obligated and spent within the next 18 months. In addition to getting the money out quickly, states and regions have the enormous challenge of having to figure out how to make the best and most strategic use of the funding. Most important, is how to do this so that low-income youth and adults can attain the postsecondary credentials they need to earn family sustaining wages. Presented in this paper are some basic steps states and regions might consider taking to determine how to use the stimulus. First, there are three points to keep in mind: (1) ARRA funding, and whatever system might be created with the stimulus and other available dollars, &quot;are the means to an end&quot;; (2) the goal is to get people jobs and jump start the economy; and (3) to have a sustained effect, short-term actions need to be part of a long-term plan.
Emergency Management Standards and Schools
Author: National Clearinghouse for Educational Facilities
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Educational Facilities,Crisis Management,Emergency Programs,Management Systems,Standards,Annotated Bibliographies,Hypermedia

This publication discusses emergency management standards for school use and lists standards recommended by FEMA's National Incident Management System (NIMS). Schools are encouraged to review these standards carefully and to adopt, where applicable, those that meet their needs. The lists of standards, resources, and references contained herein link to online websites. (Contains 2 footnotes.)
Employers, Low-Income Young Adults, and Postsecondary Credentials: A Practical Typology for Business, Education, and Community Leaders
Author: Bozell, Maureen R.
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Young Adults,Disadvantaged Youth,Institutes (Training Programs),Educational Attainment,Postsecondary Education,Credentials,Educational Certificates,Associate Degrees,Employment,Industry,Leadership,Community Leaders,Profiles,Career Development,Career Guidance,Program Evaluation

This report investigates a number of education and training programs involving employers in efforts to help disadvantaged young adults attain post-secondary credentials leading to career track employment. For the purposes of this report, the authors define credentials to mean credit and non-credit industry-recognized certifications, associate degrees, and bachelor's degrees. To better understand the programs, they divided them into categories according to the type of organization that leads them. They chose a number of fundamental characteristics to examine each model. Finally, motivated by their intent to inform business, education, and community leaders, as well as funders interested in replicating such endeavors, they explored the aspects of the programs believed to be of greatest interest to these audiences. To do so, they captured the common characteristics across model programs, the key challenges and how they were addressed, and the lessons learned. What has resulted is a document that is part typology report and part practical guide. Profiles of each model detailing their defining characteristics as well as contact information appear as appendices. Two appendices are included: (1) Model Profiles; and (2) Programs Featured in the Report. (Contains 2 tables and 7 footnotes.)
Test and Score Data Summary for TOEFL[R] Internet-Based and Paper-Based Tests. January 2008-December 2008 Test Data
Author: Educational Testing Service
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: English (Second Language),Language Proficiency,Language Tests,Computer Assisted Testing,Internet,Scores,Data,Undergraduate Students,Graduate Students,Males,Females,Languages,Geographic Regions,Foreign Countries

The Test of English as a Foreign Language[TM], better known as TOEFL[R], is designed to measure the English-language proficiency of people whose native language is not English. TOEFL scores are accepted by more than 6,000 colleges, universities, and licensing agencies in 130 countries. The test is also used by governments, and scholarship and exchange programs worldwide. This edition of the &quot;TOEFL Test and Score Data Summary&quot; contains data on the performance of examinees who took the TOEFL Internet-based test (TOEFL[R]iBT) or the TOEFL paper-based test (TOEFL PBT) between January and December 2008. (Contains 21 tables.)
Effective Employer Engagement: The Year Up Model
Author: Workforce Strategy Center
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Employment Programs,At Risk Persons,Youth Opportunities,Youth Programs,Models,Institutional Role,Labor Force Development,Youth Employment,Skill Development,Change Strategies,Labor Relations,Organizational Effectiveness,School Business Relationship,Institutional Advancement

It is hard to imagine a more critical time for helping the low-skilled and disenfranchised youth in our communities to become gainfully employed. Even as the nation suffers through its worst economic downturn in decades, America's business and industry leaders are predicting an unprecedented shortage of educated and skilled workers to meet the increasing pressures of global competition. According to the Bill and Melinda Gates Foundation, the United States is facing a possible shortage of 14 million workers with college-level skills by 2020. The Annie E. Casey Foundation reports that in 2006 nearly 1.4 million teens between the ages of 16 and 19 were neither enrolled in school nor working. To develop America's future workforce, policymakers and youth development practitioners across the country must engage employers directly and meaningfully at the outset and throughout their efforts to employ at-risk youth. Year Up, an organization that seeks to prepare urban young adults for thriving careers and higher education, has enjoyed tremendous success in engaging and meeting the workforce needs of employers. Its program model is premised on simple business principles: (1) develop a relationship with your customers; (2) understand their needs; (3) offer a top-quality solution; and (4) institute a management strategy of continuous improvement. The Year Up organization takes an entrepreneurial approach to employer engagement that goes beyond the rhetorical as demonstrated by its strength of commitment to providing a value-added service. It presents a viable model for youth and workforce development organizations to study, learn from, and use. For serving this select population of students, its results are not only worthy of note for these organizations, but also for potential funders and policymakers. (Contains 5 footnotes.)
Teacher Dispositions: Finding a Way to Identify with Struggling Language Learners
Author: Li, Loretta F.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Schools of Education,Multicultural Education,Elementary Secondary Education,Personal Narratives,Teacher Attitudes,Reflective Teaching,Study Abroad,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Behavior,Standards,Teacher Education,Bilingual Education,Educational Benefits,Intercultural Communication,Language Variation,Foreign Countries,Teaching Methods

This article examines English as a Second/New Language teacher attitudes based on three personal stories and suggests study abroad as a way to foster necessary teacher dispositions. How can a teacher candidate master the array of teacher dispositions required by various sets of English as a Second Language (ESL) and Bilingual/Bicultural Education (BBE) teacher education standards? How can schools of education encourage these dispositions? Would study abroad be essential for these teachers? In this article, ESL and BBE teacher education standards are explored, and stories from personal experience while abroad are linked with mandated teacher dispositions. The reader is asked to consider the possibilities/benefits/advantages of K-12 ESL and/or BBE teachers studying abroad, and the ensuing benefits that would accrue to their students. [This article was published in the &quot;Journal for the Liberal Arts and Sciences,&quot; Volume 11, Number 3, pages 39-41.]
A Concurrent Validity Study of the 2008 &quot;HSTW&quot; Assessment Scores
Author: Young, John W.
Date: 2009-12-00
Type: Reports - Research
Subjects: Validity,Educational Improvement,Improvement Programs,High Schools,Program Effectiveness,Achievement Tests,Scores,Correlation,Academic Achievement,Grade Point Average,High School Students,College Entrance Examinations,Measurement,Mathematics Tests,Reading Tests,Science Tests,Student Motivation

&quot;High Schools That Work&quot; (HSTW) is a school improvement initiative that was inaugurated by the Southern Regional Education Board (SREB) in 1987. The main purpose of this concurrent validity study is to evaluate one or more measures by investigating their relationship to other commonly used and established measures given at or about the same time to a group of individuals. The results from these analyses provide strong empirical support for the concurrent validity of the new &quot;HSTW&quot; Assessment, given for the first time in 2008. The results showed that the scores from the &quot;HSTW&quot; Assessment are generally moderately to highly correlated with all of the other measures of student achievement, and that the correlations fit an expected pattern since the &quot;HSTW&quot; Assessment scores correlated more highly with state test scores in the same content area than with state test scores in a different content area or with high school GPA. In addition, all of the correlations between the &quot;HSTW&quot; Assessment scores and the corresponding section scores from both of the national college admissions tests are substantial, which appears to indicate that low student motivation was not an issue for the &quot;HSTW&quot; Assessment, at least for the subset of students in this study who also took the ACT or SAT. (Contains 5 tables.)
The Annual Condition of Iowa's Community Colleges, 2009
Author: Bassis, Vladimir
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment Trends,Enrollment,Two Year College Students,Economic Climate,College Credits,Student Characteristics,Demography,Educational Finance,Student Financial Aid,Tuition,Fees,Adult Literacy

Each fall, the Iowa Department of Education collects enrollment data from Iowa's community colleges on the 10th business day of the semester. The fall data collection contains data on the 2009-10 academic year (fiscal year 2010). This report is the only report on fiscal year 2010 until next year's &quot;Annual Condition of Iowa's Community Colleges.&quot; Fall enrollment grew 14.3 percent to a record high of 100,736 students in fiscal year 2010. College enrollment has grown for 12 consecutive years since enrollment slipped in fiscal year 1997. In the 45-year history of the modern community college system, enrollment has only fallen four times. This year's enrollment has accelerated at the fastest pace since 1975. In 2008, enrollment grew only 1.2 percent last year. Nevertheless, enrollment growth is outpacing the projected nationwide growth in community colleges (Hussar and Bailey, 2008: Table 16). Unlike the previous two years, full-time enrollment exceeded part-time enrollment. Slightly over half, 50.3 percent, of students were enrolled full-time--12 or more credit hours. The last two years, part-time enrollment exceeded full-time enrollment. That shift represented growing enrollment by working students and joint enrollment--high school students who enroll in community colleges. The growth in enrollment this year departs from the steady enrollment increases in the past. Enrollment during recessions tends to spike, but none have increased to this degree. The only larger increase in enrollment spiked 21.5 percent as community colleges began to expand in Iowa. Iowa's enrollment growth has traditionally been consistent. Enrollment decreased four times--1976, 1983, 1984, and 1997--during the entire 45-year history. Full-time enrollment decreased nine times over the same period, while part time enrollment only fell twice. The remainder of this report will break down credit enrollment by credit hours, by the programs in which students were enrolled, graphics, enrollment predictions, and data from other reporting sources. Appended are: (1) Glossary; (2) References; and (3) Index. (Contains 114 figures and 241 tables.) [This report was compiled with the assistance with Geoff Jones and edited by Stephanie Weeks.]
Fall Enrollment Report 2009
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2009-11-00
Type: Numerical/Quantitative Data
Subjects: Age,Community Colleges,High School Students,Gender Differences,Vocational Education,Two Year Colleges,Enrollment,Enrollment Trends

This report summarizes fall enrollment in Iowa's community colleges. Every year Iowa's 15 community college districts submit data on students enrolled on the 10th day of the fall semester. Highlights include: (1) Enrollment grew at its fastest pace since 1975 to a record high of 100,736 students; (2) Year-to-year growth was 14.3 percent, which is over twice the average rate of growth since 1965; (3) Full-time students outnumber part-time students for the first time since 2006; (4) Credit hours increased 15.3 percent since last year to a total of 966,945 credit hours this fall; (5) Average credit hours per student rose slightly to 9.59 credit hours, indicating that students are spending more time in courses; (6) Females still outnumber males, but the proportion of females dropped slightly from last year; (7) Students are older this year, the average age increased to 23 years old due to a disproportional increase in students between 25 and 65; (8) Community colleges still serve a large share of &quot;traditional age&quot; students, 72 percent of enrollees are under 25 years old; (9) Racial/ethnic minorities comprised 12 percent of fall enrollment; (10) Enrollment in college parallel programs increased 26 percent while career and technical education programs only increased one percent; (11) Health sciences is the largest career cluster, followed by business management and administration and manufacturing; (12) Enrollment of high school students grew 13 percent to 26,111 students; (13) On average, high school students enrolling in college courses enrolled in 5.13 credit hours; (14) Fall 2010 enrollment departed from projected enrollment; and (15) Enrollment is expected to increase approximately 3.5 percent next fall based on current conditions. (Contains 6 tables and 9 figures.)
Equity and Excellence in Education. CenterView
Author: Center for the Future of Teaching and Learning
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Excellence in Education,Teacher Competencies,Teacher Effectiveness,Change Strategies,Instructional Improvement,Teacher Distribution,Equal Education,Barriers,Educational Policy,Policy Analysis,Educational Indicators,Disadvantaged

California has made significant strides in reducing the numbers of underprepared teachers in the state's schools. Data indicate that measures put into place over the last few years to address the maldistribution of underprepared teachers are clearly working. However, the current budget crisis and the decrease in the numbers of those entering teaching put at risk those improvements. Inequities persist. Recognizing that challenges are still on the horizon, it is imperative that state policymakers remain focused on the problem. This paper recommends steps policymakers should take in order to address the problems on unprepared teachers. (Contains 5 figures and 1 footnote.)
Selecting Security Technology Providers
Author: Schneider, Tod
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Consultants,School Security,Technology Planning,Technical Support,Guidelines,Selection,Evaluation Criteria,Vendors,Contracts,Conflict of Interest

The world of security technology holds great promise, but it is fraught with opportunities for expensive missteps and misapplications. The quality of the security technology consultants and system integrators one uses will have a direct bearing on how well his school masters this complex subject. Security technology consultants help determine one's security technology needs. Systems integrators design and install the appropriate hardware and software to meet those needs. There is often overlap between consultants and integrators; most consultants were at some point integrators and installers themselves. The distinction is that a consultant acts as a neutral third party, serving as an advocate and protecting one's interests as he wades into the security technology maze. Select a consultant first; the consultant will help in finding the right systems integrator. This paper offers tips for selecting a security technology consultant and selecting a systems integrator. Appended are (1) Identifying Desired System Attributes; and (2) Identifying Desired System Components. (Contains 4 footnotes.)