ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Burnout: Causes, Cures and Prevention
Author: Bousquet, Sarah
Date: 2012-08-07
Type: Reports - Evaluative
Subjects: Teacher Burnout,Psychological Patterns,Environmental Influences,Teaching Conditions,Prevention,Stress Variables,Stress Management,Mental Health,Teacher Morale,Academic Achievement,Student Behavior

In a review of the literature, this study defines teacher burnout, explains the physiological and environmental causes of teacher burnout, and provides suggestions regarding how educators can prevent and recover from teacher burnout. The essay addresses the uniquely stressful experience of teaching and the psychological effects of the profession.
A National Study on Graduation Requirements and Diploma Options for Youth with Disabilities. Topical Report
Author: National Center on Secondary Education and Transition
Date: 2004-12-00
Type: Reports - Research
Subjects: Graduation,Disabilities,Exit Examinations,Graduation Requirements,Educational Change,Accessibility (for Disabled),Youth Opportunities,Educational Policy,Progress Monitoring,Policy Analysis,Correlation,State Policy,Performance Factors,Educational Trends,Trend Analysis,Alternative Assessment,Educational Assessment,Educational Indicators

The present study builds on the earlier work of Thurlow et al. (1995) and Guy et al. (1999). These earlier studies examined state graduation policies and diploma options across all 50 states and the District of Columbia. The purposes of these earlier studies were to: (1) provide policy makers and state education agency personnel information on the current cross-state status of graduation requirements, and (2) create a database to track changes in policy as states proceed to develop and change graduation policies. This study was undertaken to update the status of states' graduation policies. Three primary questions served as the focus of this national study of high school graduation requirements and diploma options for students with and without disabilities. These questions were:  (1) What is the range and variation in state graduation requirements and diploma options across the United States for students with and without disabilities?; (2) What are the intended and unintended consequences that result for students with disabilities when they are required to pass exit exams to receive a high school diploma?; and (3) What are the intended and unintended consequences of using single or multiple diploma options for students with disabilities? Respondents included the state directors of special education or their designees in all 50 states and the District of Columbia. As illustrated within this study, as well as those cited in this report, the range and variation in state graduation requirements for students with and without disabilities is extensive. Changes in graduation policies and requirements are also occurring frequently across states. Further, many states have opted to create an array of alternative or differentiated diplomas in response to a variety of needs and pressures. The meaning and value of all of these graduation requirements are, however, not well understood. &quot;High-stakes&quot; testing also continues to increase as an accountability strategy to ensure that students graduate with a diploma that acknowledges what they have learned. These trends in state policies and practices are all moving forward without careful study or examination of their consequences for students, families, professionals, or school systems. Offered in this paper are several recommendations that may help to guide state and local district decision-making when adopting state graduation requirements and alternative diploma options. (Contains 11 tables.)
The National Center on Secondary Education and Transition: Its Mission, Structure, and Activities. Transcript of NCSET Conference Call Presentation
Author: Johnson, David R.
Date: 2001-02-27
Type: Speeches/Meeting Papers
Subjects: Secondary Education,Disabilities,Institutional Mission,Technical Assistance,Longitudinal Studies,High School Students,Teleconferencing,Federal Programs,Special Education,Special Needs Students,Transitional Programs,Program Descriptions,Program Development,Organizational Objectives,Organizations (Groups),Federal Aid,Access to Education

This paper presents a transcript of a National Center on Secondary Education and Transition (NCSET) teleconference call held on February 27, 2001. David R. Johnson and Bonnie Jones talked about the mission, structure, and activities of NCSET. The presenters also provided an overview of OSEP (Office of Special Education Programs) perspective about the Center.
Bullying and Teasing of Youth with Disabilities: Creating Positive School Environments for Effective Inclusion. Issue Brief. Volume 2, Issue 3
Author: Hoover, John
Date: 2003-12-00
Type: Reports - Descriptive
Subjects: Bullying,Disabilities,Intervention,Victims,Youth,Antisocial Behavior,Educational Legislation,Federal Legislation,Prevention,Educational Environment

Bullying has been proven by numerous studies to be a serious problem nationwide. Harassment of youth with disabilities in particular has been steadily increasing. Whole-school antibullying/antiviolence programs are necessary to address this problem effectively. This brief provides definitions of bullying, teasing, and disability harassment. This brief also discusses several ways to address this problem such as: creating caring communities, comprehensive whole-school antibullying programs, and employing Dan Olweus' (author of &quot;Bullying at School&quot; and a leading authority on bullying and victimization) intervention program. (Lists 4 resources.)
Gender Gaps: Where Schools Still Fail Our Children. Executive Summary
Author: American Association of University Women Educational Foundation
Date: 1998-09-00
Type: Reports - Research
Subjects: Equal Education,Females,Sex Fairness,Gender Issues,Gender Differences,Gender Bias,Elementary Secondary Education,Mathematics Achievement,Science Achievement,Influence of Technology,Scores,Advanced Placement Programs,At Risk Students,Career Readiness

In 1992 the American Association of University Women Educational Foundation (AAUW) Educational Foundation published &quot;How Schools Shortchange Girls,&quot; a landmark report providing overwhelming evidence that girls were often ignored in the classroom and neglected in the curriculum. This report brought gender equity to the forefront of educational reform. Six years later, on the verge of a new millennium, &quot;Gender Gaps: Where Schools Still Fail Our Children&quot; examines how far the nation has come toward educational equity. What is different for girls in America's schools? What gaps still need to be addressed? Based on an analysis of approximately 1,000 research documents published between 1990 and 1998, &quot;Gender Gaps&quot; reveals good news and bad news. Girls have made great strides in education and probably receive a fairer education today than in 1992. While gender gaps in areas such as math and science have narrowed, other gaps--some favoring boys and some favoring girls--have persisted or emerged. For girls, an equitable education is in many respects still an elusive goal, in sight yet out of reach. This executive summary presents findings from the &quot;Gender Gaps: Where Schools Still Fail Our Children&quot; study. A selected bibliography is included. (Contains 8 tables.) [For the main report, &quot;Gender Gaps: Where Schools Still Fail Our Children,&quot; see ED427390.]
Pathways to the Diploma. Transcript of NCSET Conference Call Presentation
Author: Gronewold, Sue
Date: 2004-09-16
Type: Speeches/Meeting Papers
Subjects: Disabilities,Public Education,Special Education,Graduation,High School Students,Graduation Requirements,Individualized Education Programs,State Regulation,Federal Legislation,Educational Legislation

New Mexico defines a pathway as a planned program of study (course, Individualized Education Program [IEP] goals, objectives, and benchmarks) designed to address the needs of individual students. Students receiving special education services are able to earn their high school diploma option by following one of three pathways: Standard, Career Readiness, and Ability Pathways. Successful completion of the selected pathway earns the student a high school diploma and the right to participate equally in all graduation activities. During this teleconference, Sue Gronewold, Educational Administrator with the Special Education Bureau of the New Mexico Public Education Department, explained each of these three pathways and their implications for students with disabilities.
Youthhood.org: NCSET's New Interactive Curriculum for Youth. Transcript of NCSET Conference Call Presentation
Author: Stenhjem, Pam
Date: 2005-06-29
Type: Speeches/Meeting Papers
Subjects: Young Adults,Curriculum,High School Students,Web Based Instruction,Web Sites,Educational Technology,Disabilities,Teleconferencing,Federal Programs,Special Education,Special Needs Students,Transitional Programs,Individualized Education Programs,Program Descriptions,Program Development

This paper presents a transcript of a National Center on Secondary Education and Transition's (NCSET's) teleconference call held on June 29, 2005. Presenters Pam Stenhjem and Megan Dushin described the Youthhood Web site (http://www.youthhood.org), NCSET's interactive Web-based curriculum developed to help young adults plan for life after high school. The presenters provided background information on the development of the site, an overview of its contents and features, and information on how to utilize the site to help all youth plan for life after high school.
An Introduction to English Teaching, A Textbook for English Educators
Author: Lin, Grace Hui Chin
Date: 2010-04-25
Type: Books
Subjects: English (Second Language),Second Language Instruction,Global Approach,Global Education,Educational History,Teaching Methods,Pronunciation Instruction,Vocabulary,Grammar,Listening,Communicative Competence (Languages),Reading Instruction,Oral English,Communication Strategies,Translation,Interlanguage,Language Tests,Writing Instruction,Peer Evaluation,Writing Evaluation,Computer Assisted Instruction,College Instruction,College Second Language Programs,Foreign Countries

Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily globalized world, teaching English as a common communication tool has become even more significant than half century ago. For introducing the history, research methodologies, and teaching pedagogies of teaching English as a Second/Foreign/International Language, this book is composed as a reference for present English teachers under trend of globalization. This book can be a study, which deals with the preparations and professional developments for professional English teachers, which contains diverse ideologies for teaching pedagogies. Based on sufficient theoretical schools of Teaching English, provided by this book, you might be able to find appropriate pedagogies of teaching and methodologies of conducting researches and fieldworks in order to interpret the terminology of English Teaching according to your own personality. At the same time, you will obtain an access to comprehend the other English teachers' particular ways of teaching. Beside identifying the terms and types of Teaching English as a Second Language and as a Foreign Language, this book explains for you what are the general issues in the area of teaching English. The history of teaching English from the Ancient time to the beginning of our third millennium will be described. Traditionally, how English were originally taught and alternatively it was recommended in the present time will be mentioned in this book. After reading this book, you should be able to acquire most of the important familiarities of this academic ground and updated theoretical and empirical discoveries of English Teaching. An index is included. (Individual chapters contain references, figures, tables, and appendixes.)
Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference (26th, Tarrytown, New York, March 23-24, 2012)
Author: Howell-Carter, Marya, Ed.
Date: 2012-08-21
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Psychology,Bachelors Degrees,Majors (Students),Affirmative Action,Undergraduate Students,Introductory Courses,Core Curriculum,Internship Programs,Industrial Psychology,College Instruction,Social Influences,Religion,Taxonomy,Occupational Therapy,Physical Therapy,Allied Health Occupations Education,Feedback (Response),Grading,Sex Role,Beliefs,Homosexuality,Social Bias,Males,Females,Predictor Variables,Geriatrics,Death,Humanistic Education,College Curriculum,Teaching Methods,Learning Activities,Student Evaluation,Computer Uses in Education,Handheld Devices,Writing Skills,Memory,Critical Thinking,Information Literacy,Metacognition,Learning Strategies,Cognitive Style,Liberal Arts,Student Attitudes,Student Evaluation of Teacher Performance,Guidelines,Assignments,Periodicals,Cultural Pluralism,Grade Inflation

Included herein is the conference proceedings of the 26th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2012 was: The value of an undergraduate degree in psychology: Why psychology--Why now?. The Conference featured a keynote address by Jane Halonen, Ph.D. of the University of West Florida. The talk was entitled: Can There Be Too Many Psychology Majors? Also highlighted was an invited address, Getting Published in the Teaching Literature: Wisdom, Sage Advice, and Helpful Hints, offered by Andrew Christopher, Ph.D., editor of the "Teaching of Psychology" journal. The Conference featured our 3rd Annual Student Research Poster Session with six undergraduate student poster presentations. Conference participants also had 24 workshops, discussions and oral presentations from which to choose and many colleagues, new and old, with whom to network. Ten of these proposals or presentations are included in the proceedings. Papers (Individual papers contain references.) [For the 2011 proceedings, see ED521107.]
Making Loans Work: How Community Colleges Support Responsible Borrowing
Author: Burdman, Pamela
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Student Financial Aid,Student Loan Programs,Federal Programs,Two Year College Students,Access to Information,Guidance,Academic Achievement,Counseling,Automation,Loan Default

To ensure that students have access to the full range of financial aid they may need to succeed, colleges must be able to confidently and responsibly offer federal student loans. The Institute for College Access &amp; Success (TICAS) and the California Community Colleges Student Financial Aid Administrators' Association (CCCSFAAA)  support colleges in this goal. However, to date, there has been very little independent research or analysis of loan program practices, particularly at community colleges. To help fill that void, TICAS and CCCSFAAA have come together to highlight practices that colleges are pursuing to encourage responsible borrowing. The size and diversity of the California community college system make it a particularly interesting and useful focus for this study. California's 112 community colleges enrolled about 2.5 million students in 2010-119--more than one in five community college students nationally, and about one out of every ten undergraduate students at all colleges combined. The community college system also enrolls the vast majority of low-income and underrepresented students within California. Interviews with a dozen community college financial aid officials in California, supplemented by research at the national level, revealed a range of ways that colleges are promoting responsible borrowing. Interviews for this report were conducted in late 2011, and practices described in this report reflect college practices for the 2011-12 academic year. In summary, TICAS &amp; CCCSFAAA encourage colleges to: (1) Ensure students know that loans are available; (2) Provide guidance to help students understand the implications of their borrowing decisions; (3) Coordinate with other student services professionals and faculty to make students' academic success the top priority; (4) Require additional counseling for students who may be at risk; (5) Deny individual loans when appropriate; (6) Automate processes to maximize staff time with students and identify students needing outreach; and (7) Help students avoid default, but keep concerns about default rates in perspective. Appended are: (1) Santa Rosa Junior College's &quot;Worksheet for Student Borrowers,&quot; 2011-12; (2) Northern Virginia Community College's &quot;Student Loan Policies and Procedures at NOVA,&quot; 2011-12; and (3) Federal Financial Aid and Enrollment Data by Race/Ethnicity at California Community Colleges, 2010-11. (Contains 19 footnotes.) [This paper was commissioned by the California Community Colleges Student Financial Aid Administrators Association (CCCSFAAA).]
Toward Meaningful Assessment: Lessons from Five First-Grade Classrooms. Occasional Paper Series 26
Author: Kates, Laura R.
Date: 2011-05-00
Type: Reports - Research
Subjects: Urban Schools,Performance Based Assessment,Program Effectiveness,Reading Instruction,Elementary School Teachers,Grade 1,Evaluation Methods,Student Evaluation,Educational Policy,Literacy Education,Reading Skills,Observation,Interviews

Are teachers who are faced with mandated assessments more likely or less likely  to explore their students' performance in depth and use their discoveries to enrich  learning? This is the story of how six first-grade teachers in New York City responded to a mandated performance assessment--and how that response compared to a set of informal, self-selected assessments they'd identified collaboratively. This study traces the ways in which the teachers came to socially construct the mandated assessment as a bureaucratic burden rather than as the rich resource for instructional improvement its developers intended it to be. Although the assessment they were compelled to use was extremely similar to the ones they chose to use, the teachers perceived the voluntarily administered instruments to be highly pertinent to instructional decision-making, while they saw the mandated instruments as irrelevant and burdensome. The teachers' responses to the mandate call attention to the fact that the policy environments' current emphasis on scrutiny and punishment diminishes rather than enhances assessment's potential to bolster teacher learning and student achievement. From 1998 to 2003 (and, in a highly revised form, for several years thereafter), the administration of the Early Childhood Literacy Assessment System (ECLAS) to every K-2 student was mandated throughout the New York City school system. Developed by a team of local educators, and deliberately devoid of any mechanism for reporting out, ECLAS was intended to help teachers identify children's strengths and needs in order to inform classroom instruction. In the school the author studied, ECLAS--despite its teacher-centered aims--set off a chain of interpretations and actions that ran counter to its goal of operating as a catalyst for improvement in practice. The teachers came to define ECLAS as a tool of bureaucratic control rather than as the user-friendly set of materials for informing instruction its developers intended it to be. Once ECLAS was so defined, the teachers neither analyzed it nor talked about it in ways that extended their own or their students' learning. This study bears evidence, then, to how extensively the situated meaning that is made of mandates shapes the ways in which they will be used and understood. Appended are: (1) Overview of ECLAS Strands; (2) Leveling Correlation Grid; (3) Example of ECLAS Reading Record Materials; (4) Example of ECLAS Reading Record Materials; and (5) Example of a Running Record. (Contains 1 footnote.)
Challenging the Politics of the Teacher Accountability Movement: Toward a More Hopeful Educational Future. Occasional Paper Series 27
Author: Bank Street College of Education
Date: 2012-00-00
Type: Collected Works - General
Subjects: Politics of Education,Accountability,Teacher Effectiveness,Educational Change,Public Education,Anti Intellectualism,Democracy,Public Schools,Urban Schools,Educational Trends,Futures (of Society),Teacher Recruitment,Preservice Teacher Education,Faculty Development,Federal Programs,Federal Legislation,Educational Legislation,Elementary Secondary Education

Guest editors Gail Boldt and William Ayers have asked 14 leading educators to address the politics of the teacher accountability movement in America. Who benefits and who is hurt? What is gained and what is lost? How can we move forward with a more hopeful and inclusive vision of our educational future? All of the contributors are motivated by an abiding commitment to democratic ideals and respect for the complex work of teachers even as they encourage the reader to take back the conversation about school reform in America. This publication begins with a preface by Gail M. Boldt and an introduction by William Ayers. Part I contains: (1) Accountability and the Contemporary Intellectual (Greg Dimitriadis and Marc Lamont Hill); (2) The Teacher Accountability Debate (Diane Ravitch); and (3) Educational (Reform) Revolution (Peter Taubman). Part II contains: (4) Racing to the Top: Who's Accounting for the Children? (Celia Genishi and Anne Haas Dyson); (5) &quot;If We Look to Buy the Cheapest Paper, Why Not the Cheapest Teachers?&quot; (Fred Klonsky); (6) Schooling of and for Democracy (Deborah Meier); and (7) The New Orleans Reformed Public School System: National Model? (Raynard Sanders). Part III contains: (1) Silver Linings (Gil Schmerler); (2) Creating the Schools We Need (Pedro A. Noguera); (3) A Glass Half Full (Jeff Duncan-Andrade); and (4) Flip the Script (Kevin K. Kumashiro and Erica R. Meiners). &quot;Coda&quot; by Gail M. Boldt is also included. Individual papers contain references and footnotes.
How to Motivate Your Students
Author: Girmus, Ronald L.
Date: 2012-05-00
Type: Reports - Research
Subjects: Educational Strategies,Elementary Secondary Education,Motivation Techniques,Goal Orientation,Student Motivation,Teacher Surveys,Teacher Attitudes,Classroom Techniques,Rewards,Interpersonal Relationship,Interaction,Personal Autonomy,Student Participation,Student Interests,Competition,Relevance (Education),Incentives

Student motivation is critical for learning. Psychological and neuroscientific evidence demonstrate that motivation and cognition are inextricably linked. In field research, 660 k-12 teachers were surveyed to self-identify the most successful strategies and activities they used to motivate students. A literature review that included 190 education research articles and meta-analytical reviews on student motivation was also conducted. Seven general instructional strategies were co-identified in the field survey work and literature review as strategies that teachers use to generate motivation and engagement of students in academic tasks and learning. These seven motivational strategies include: (1) Extrinsic rewards, (2) Social interactions, (3) Student autonomy and choice, (4) Situational interest, (5) Goal setting, (6) Competition, and (7) Relevancy and meaning-making. This research highlights the importance of student motivation in academic settings and suggests that teachers use motivational practices to improve academic achievement in their classrooms. [This paper was also presented at: (1) The New Mexico State University-Grants Round-Up Conference (Grants, NM, Sep 30-Oct 1, 2011); and (2) The New Mexico Higher Education Assessment and Retention Conference (Albuquerque, NM, Feb 23-24, 2012).]