ethanporcaro/eric-fulltext-meta huggingface dataset:
ARL Academic Law Library Statistics, 2008-2009
Author: Kyrillidou, Martha, Comp.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Law Libraries,Academic Libraries,Library Materials,Expenditures,Salaries,Wages,Library Personnel,Library Services,Electronic Publishing,Computers,Periodicals,Statistical Data,Questionnaires,Foreign Countries

This document presents results of the 2008-2009 Association of Research Libraries (ARL) Law Library Statistics Questionnaire. Out of 114 ARL university libraries, 72 responded to this survey. Law libraries reported median values of 355,922 volumes held and 7,274 gross volumes added. Also, these libraries employed the full-time equivalent of 2,057 staff members in the fiscal year 2008-2009. Responding libraries reported total expenditures of $213,618,759. As seen in the graph below, materials expenditures made up the largest portion of the total, with almost 47% of aggregated expenses falling under a materials-related category. Law libraries reported a total of $21,860,327 in electronic materials expenditures, or a median of almost 24% of their total materials budgets. This includes a total of $18,940,834 in electronic serials expenditures. A copy of the ARL questionnaire and instructions, as well as footnotes to the statistics, are included. A list of ARL member libraries as of June 1, 2010 is also included. [For &quot;ARL Academic Law Library Statistics, 2007-2008&quot;, see ED507414.]
Federal Higher Education Policy and the Profitable Nonprofits. Policy Analysis. No. 678
Author: Fried, Vance H.
Date: 2011-06-15
Type: Reports - Evaluative
Subjects: Higher Education,Undergraduate Study,Educational Finance,Federal Government,Government School Relationship,Nonprofit Organizations,Tax Credits,Government Role,Access to Education

Undergraduate education is a highly profitable business for nonprofit colleges and universities. They do not show profits on their books, but instead take their profits in the form of spending on some combination of research, graduate education, low-demand majors, low faculty teaching loads, excess compensation, and featherbedding. The industry's high profits come at the expense of students and taxpayer. To lower the cost of education, federal government policies should encourage competition. Regulations should not favor nonprofits over for-profits. Further, the accreditation process should be reformed so that any qualified institution can easily enter the industry. The financial-aid process should be redesigned to remove the bargaining advantage that colleges currently hold over prospective students. The higher-education industry is heavily subsidized by the federal government. These subsidies play a significant role in the high profitability of the industry and represent a massive transfer of wealth from the taxpayer to the industry. This should change. All tax credits and deductions should be eliminated immediately, as should all direct subsidies. The federal loan program should be restructured to eliminate the government subsidy and ensure that any deserving student can graduate from college without excessive debt, and eligibility for Pell grants should be tightened significantly. The net result of these changes would be greater efficiency and annual savings of $50 to $60 billion. To the extent that the federal government continues to play any role in higher education, its goal should be to ensure that all deserving students have access to higher education, not to maintain high industry profits. (Contains 3 tables and 37 notes.)
Institutional Variation in Credential Completion: Evidence from Washington State Community and Technical Colleges. CCRC Working Paper No. 33
Author: Scott-Clayton, Judith
Date: 2011-04-00
Type: Reports - Research
Subjects: Community Colleges,Technical Institutes,Comparative Analysis,Outcomes of Education,Graduation Rate,Vocational Education,Institutional Characteristics,Two Year College Students,Student Characteristics,Differences

As community colleges search for models of organizational success, new attention is being paid to technical colleges--institutions that primarily offer terminal programs in specific career-related fields rather than focusing on more general academic credentials and transfer programs as many comprehensive institutions do. Recent research observes that in some states, technical colleges have substantially higher completion rates than do comprehensive community colleges. Yet there is scant research available that systematically compares similar students in similar programs at technical and comprehensive colleges. This study uses administrative data from Washington State to compare the outcomes of young, career-technical students across institutions, with and without extensive controls for student characteristics, educational intent, and area of study. This generates three key findings: first, technical and comprehensive colleges tend to serve quite different populations, so a true apples-to-apples comparison requires limiting the analysis to a relatively small fraction (less than 10%) of students enrolled at either institution. Second, at least for this limited subset of career-technical students, technical schools have significantly higher certificate completion rates after three years, with no apparent deficit in associate degree completion. Our third main finding is that the differences in student outcomes &quot;within&quot; the two types of schools are much larger than differences &quot;between&quot; them. Even within this limited group, institution type alone explains a relatively small fraction of the overall variation in student outcomes across institutions. It would thus be unwise for research and policymakers to fixate on this one dimension of difference. (Contains 1 figure, 8 tables and 20 footnotes.)
ARL Annual Salary Survey, 2009-2010
Author: Kyrillidou, Martha, Comp.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Salaries,Professional Personnel,Library Personnel,Librarians,Academic Libraries,Research Libraries,Medical Libraries,Law Libraries,Minority Groups,Institutional Characteristics,Salary Wage Differentials,Race,Ethnicity,Sex,Questionnaires,Foreign Countries

The &quot;ARL Annual Salary Survey 2009-2010&quot; reports salary data for all professional staff working in ARL libraries. The Association of Research Libraries (ARL) represents the interests of libraries that serve major North American research institutions. Data for 10,207 professional staff members were reported this year for the 114 ARL university libraries, including their law and medical libraries (948 staff members reported by 73 medical libraries and 747 staff members reported by 76 law libraries). For the 10 nonuniversity ARL members, data were reported for 3,811 professional staff members. The tables are organized in seven major sections. The first section includes Tables 1 through 4, which report salary figures for all professionals working in ARL member libraries, including law and medical library data. The second section includes salary information for the 10 nonuniversity research libraries of ARL. The third section, entitled &quot;ARL University Libraries,&quot; reports data in Tables 7 through 25 for the &quot;general&quot; library system of the university ARL members, combining US and Canadian data but excluding law and medical data. The fourth section, composed of Tables 26 through 30, reports data on US ARL university library members excluding law and medical data; the fifth section, Tables 31-34, reports data on Canadian ARL university libraries excluding law and medical data. The sixth section (Tables 35-41) and the seventh section (Tables 42-48) report on medical and law libraries, respectively, combining US and Canadian data. Also included are: (1) University Library Questionnaire and Instructions; (2) Nonuniversity Library Questionnaire and Instructions; (3) Footnotes to the ARL Annual Salary Survey, 2009-2010; (4) ARL Member Libraries as of January 1, 2010; and (5) Table Numbering Changes for 1998-1999 to 1999-2000. (Contains 6 figures, 48 tables and 5 footnotes.) [For the &quot;ARL Annual Salary Survey, 2008-2009, see ED507105.]
Proposed Framework for Digitally Inclusive Communities. Final Report
Author: Institute of Museum and Library Services
Date: 2011-05-00
Type: Guides - Non-Classroom
Subjects: Community Benefits,Internet,Bibliographies,Access to Computers,Access to Information,Community Information Services,Public Libraries,Educational Principles,Change Strategies,Organizational Objectives,Strategic Planning,Program Descriptions,Program Design,Library Services,Community Development

Digital inclusion is the ability of individuals and groups to access and use information and communication technologies. Not all members of a community benefit equally, and some communities have been left out altogether. This paper is a guide for fostering digital inclusion throughout the United States so that everyone can take advantage of digital technologies. The Framework is structured around a vision for the future, principles that define digital inclusion, goals to make digital inclusion a reality, and sample strategies for achieving the goals. Specific strategies and implementing activities may vary from one community to another. A bibliography is included. Appended are: (1) Partner information; (2) Partner team members; and (3) Summary of research on digital inclusion. (Contains 2 figures and 4 footnotes.)
Unlocking Potential: Results of a National Survey of Postsecondary Education in State Prisons. Issue Brief
Author: Gorgol, Laura E.
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Institutionalized Persons,Correctional Education,Correctional Institutions,Access to Education,Educational Administration,Educational Finance,Financial Support,Enrollment,Graduation Rate,National Surveys,Educational Policy,Student Financial Aid,Eligibility,Federal Aid,Delivery Systems,State Aid

As policymakers consider ways to increase educational attainment, generate future economic growth, and reduce public expenditures, educational opportunity for the incarcerated population should be a meaningful component of policy strategies. Designed to increase knowledge about how states are providing postsecondary education to incarcerated individuals, this brief rests on results of a national survey of state correctional education administrators (CEAs), presenting unique policy relevant information on the availability, administration, and funding of postsecondary correctional education (PSCE) in state prison systems. A central purpose of the brief is to elevate the policy attention paid to postsecondary opportunity for incarcerated persons. The data for this brief were gathered from a 19-item Web-based national survey of correctional education administrators (CEAs). Forty-three states responded, for an 86 percent response rate. Findings and discussion of the survey highlight student enrollments and completions, instructional methods, eligibility requirements, and funding sources of postsecondary education programs in state prison systems. On the basis of the findings of this study, the author offers three recommendations to facilitate effective policy innovations in the area of PSCE. Following these recommendations would advance public policy goals of increasing skill and educational acquisition for incarcerated persons and reducing unsustainably high recidivism rates. Prisoner Access to Postsecondary Education Survey is appended. (Contains 2 figures, 4 tables and 8 footnotes.)
Morbidity and Mortality Weekly Report. Volume 60, Number 23
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2011-06-17
Type: Collected Works - Serial
Subjects: High School Students,Physical Activity Level,Immunization Programs,Disease Control,Health Behavior,Adults,Mortality Rate,Diseases

The "Morbidity and Mortality Weekly Report" ("MMWR") Series is prepared by the Centers for Disease Control and Prevention (CDC). Data presented by the Notifiable Disease Data Team and 122 Cities Mortality Data Team in the weekly "MMWR" are provisional, based on weekly reports to CDC by state health departments. This issue of "Morbidity and Mortality Weekly Report" includes the following reports: (1) Physical Activity Levels of High School Students--United States, 2010 (Janet E. Fulton, Dianna D. Carroll, Deborah A. Galuska, Sarah M. Lee, Danice K. Eaton, Nancy D. Brener, and MinKyoung Song); (2) Beverage Consumption Among High School Students--United States, 2010 (Nancy D. Brener, Caitlin Merlo, Danice Eaton, Laura Kann, Sohyun Park, and Heidi M. Blanck); and (3) Place of Influenza Vaccination Among Adults--United States, 2010-11 Influenza Season (Erin D. Kennedy, Tammy A. Santibanez, Leah N. Bryan, Pascale M. Wortley, Gary L. Euler, James A. Singleton, Carolyn B. Bridges, Cindy W. Weinbaum, Lisa M. Koonin). Also included are: (1) Notes from the Field; (2) Announcement; (3) Errata: Vol. 60, No. 21; and (4) QuickStats. Individual reports contain tables and references.
Community Support for Visual Arts Programs: Artist-in-Residence in a K-6 Elementary School
Author: Jacobson, Monica Kuhlman
Date: 2011-08-00
Type: Reports - Research
Subjects: Art Education,Visual Arts,Artists,Art Teachers,Elementary Schools,Community Support,Private Financial Support,Public Schools,Parent Associations,Outreach Programs,Elementary School Students,Student Attitudes

A sustainable plan for arts education is not allocated in the operating costs of many elementary school districts. Arts education is becoming expendable, as budgets become tighter and emphasis is placed on test scores in accountable subject areas. High stakes testing, pre-identified supposed outcomes, and public concern about school productivity has resulted in a focus on the student's ability to test rather than the child's relationship with learning. Arts education has been linked with critical thinking skills, higher student engagement, positive self-esteem, conceptual and perceptual thinking and creative cognition. Studying the arts contributes to differentiated thinking, concept formation and imagination. As public schools are cutting funding for arts education, local communities are finding themselves responsible for providing the resources to fund school arts programs. Assets are found in the private sector, through parent organization fund raising, grants, community arts education advocate associations and museum outreach. This paper examines a community effort to support the arts in a local public school with the combined effort of a pilot outreach program and a parent run foundation.
Pacific Visions: Finding, Selecting, and Using Resources for Your Libraries, Archives, and Museums. Selected Papers from PIALA 2009, Pacific Islands Association of Libraries, Archives, and Museums Annual Conference (19th, Pohnpei, Federated States of Micronesia, November 16-21, 2009)
Author: Drake, Paul B., Ed.
Date: 2011-00-00
Type: Collected Works - Proceedings
Subjects: Libraries,Archives,Museums,Films,Marketing,Medical Libraries,Hospitals,Food,Academic Libraries,Information Systems,Library Services,Professional Associations,Benchmarking,Literacy,Librarian Teacher Cooperation,School Libraries,Foreign Countries

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 19th annual conference was held in Pohnpei, Federated States of Micronesia, November 16-21, 2009. The volume begins with a listing of the members of the PIALA 2009 Planning Committee and PIALA Officers and Executive Board, Acknowledgements, and the Conference program schedule. Fr. Francis X. Hezel of the Micronesian Seminar presented the keynote address &quot;Pacific Visions: Finding, Selecting, and Using Films for  Your Libraries, Archives, &amp; Museums.&quot; The presentations include: Library Marketing that Works (Megan Beard); Hospital Medical Libraries Populating the Micronesian Islands (Arlene Cohen); SPC Library's Most Useful and Interesting Resources (Eleanor Kleiber); Go Local: Sharing Knowledge on Local Foods, by the Island Food Community of Pohnpei group (Lois Englberger, Rainer Jimmy, and Adelino Lorens); Switching Library Management Software for the Better: The Experience of The University Of Goroka Library (Leah Kalamoroh); Finding Excellence With a Personal Touch: A Look at Service Benchmarking (Paul B. Drake); Entity Reports from Republic of Palau, Territory of American Samoa, Chuuk State FSM, Territory of Guam, and Commonwealth of the Northern Mariana Islands; Introducing PARBICA (Naomi Ngirakamerang); Boost Literacy @ Your Library: Working Together to Promote Literacy, (Imengel Mad and Cerilla Michael); A Tribute to Lifetime Achievement Award (recipient Iris Falcam); and attendee group photograph. The volume ends with an appended chronology of PIALA conferences and link to fulltext availability. (Individual papers contain references.)
NCES Handbook of Survey Methods. NCES 2011-609
Author: Burns, Shelley, Ed.
Date: 2011-06-00
Type: Guides - Non-Classroom
Subjects: National Surveys,Data Processing,Statistical Data,Data Collection,Data Analysis,Evaluation Utilization,Research Design,Research Methodology,Private Schools,Public Schools,Statistical Analysis,Higher Education,Elementary Secondary Education

Since its inception, the National Center for Education Statistics (NCES) has been committed to the practice of documenting its statistical methods for its customers and of seeking to avoid misinterpretation of its published data. The reason for this policy is to assure customers that proper statistical standards and techniques have been observed, to guide them in the appropriate use of information from NCES, and to make them aware of the known limitations of NCES data. This second edition of the &quot;NCES Handbook of Survey Methods&quot; continues this commitment by presenting descriptions of how each survey program in NCES obtains and prepares the data it publishes. This handbook aims to provide users of NCES data with the most current information necessary to evaluate the suitability of the statistics for their needs, with a focus on the methodologies for survey design, data collection, and data processing. It is intended to be used as a companion report to &quot;Programs and Plans of the National Center for Education Statistics,&quot; which provides a summary description of the type of data collected by each program at the Center. Appended are: (1) Glossary of Statistical Terms; (2) Ordering NCES Publications and Data Files; (3) Web-based and Standalone Tools for Use with NCES Survey Data; (4) NCES Survey Web Site Addresses; and (5) Index. Individual chapters contain footnotes. (Contains 25 tables.) [For the companion report, &quot;Programs and Plans of the National Center for Education Statistics. 2005 Edition. NCES 2005-113,&quot; see ED485373.]
What Videogame Making Can Teach Us about Literacy and Learning: Alternative Pathways into Participatory Culture
Author: Peppler, Kylie A.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Video Games,Ethnography,Ethics,Literacy,Learning,Computer Software,Computer Assisted Design,Urban Youth,Case Studies,Educational Technology

In this paper we articulate an alternative approach to look at video games and learning to become a creator and contributor in the digital culture. Previous discussions have focused mostly on playing games and learning. Here, we discuss game making approaches and their benefits for illuminating game preferences and learning both software design and other academic content. We report on an ongoing ethnographic study that documents youth producing video games in a community design studio. We illustrate how video game making can provide a context for addressing issues of participation, transparency and ethics. (Contains 1 table and 2 figures.)
Instructional Accommodations for Students with Asperger Syndrome in the General High School Classroom
Author: Baylis, Myrna
Date: 2011-06-00
Type: Tests/Questionnaires
Subjects: Educational Strategies,General Education,Asperger Syndrome,Secondary School Teachers,Classroom Environment,Academic Accommodations (Disabilities),Mainstreaming,Inclusion,Pervasive Developmental Disorders,Teacher Responsibility,Teacher Qualifications,Teaching Methods,Interviews,Teacher Attitudes,Faculty Development

General education teachers in the secondary sector are held responsible for adapting their lessons and classroom environment for students with Asperger Syndrome.   With the growing number of students with Autism Spectrum Disorder being placed in general education classrooms, teachers are faced with yet another challenge in making their curriculum inclusive.  It has been my observation that teachers who have no prior training or knowledge of Asperger Syndrome struggle with making instructional accommodations to ensure these students reach their greatest potential.  This study is intended to describe what secondary high school teachers are doing to differentiate instruction for their students with Asperger Syndrome and to identify some of their struggles and concerns.  From the literature on the topic, it is evident that teachers feel they lack the support and training in adapting their instructional strategies for students with Asperger Syndrome.  What are the instructional strategies that general education teachers can make to help high school students with Asperger Syndrome successfully achieve their full potential?  Interview analysis revealed that general education teachers feel that they need additional training when they are working with students with Asperger syndrome. They suggested that this could take the form of a professional development class with a focus on dealing with children with special needs. Appendix A contains Interview Questions.
Programming by Choice: Urban Youth Learning Programming with Scratch
Author: Maloney, John
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Programming Languages,Programming,Urban Youth,Children,Adolescents,Clubs,After School Programs,Student Projects,Student Motivation,Computer Software,Disadvantaged Youth,African Americans,Hispanic Americans

This paper describes Scratch, a visual, block-based programming language designed to facilitate media manipulation for novice programmers. We report on the Scratch programming experiences of urban youth ages 8-18 at a Computer Clubhouse--an after school center--over an 18-month period. Our analyses of 536 Scratch projects collected during this time documents the learning of key programming concepts even in the absence of instructional interventions or experienced mentors. We discuss the motivations of urban youth who choose to program in Scratch rather than using one of the many other software packages available to them and the implications for introducing programming at after school settings in under served communities.
BeeSim: Leveraging Wearable Computers in Participatory Simulations with Young Children
Author: Peppler, Kylie
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Use Studies,Visual Stimuli,Auditory Stimuli,Phonetics,Young Children,Group Dynamics,Control Groups,Computation,Simulation,Entomology,Information Technology,Children,Behavior,Games,Elementary School Students

New technologies have enabled students to become active participants in computational simulations of dynamic and complex systems (called Participatory Simulations),  providing a "first-person"perspective on complex systems. However, most existing Participatory Simulations have targeted older children, teens, and adults assuming that  such concepts are too challenging for younger age groups. This paper, by contrast, presents a design for a Participatory Simulation, called BeeSim, which makes use of wearable computers and targets young children (7-8 years old) to model the behaviors of honeybee nectar collection. In our preliminary user studies, we found that BeeSim contributed to systems understanding and more easily managed group dynamics. (Contains 3 figures.)