ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspectives from the Top--A Collection of Thoughts on Employee Learning and Development from Five CEOs. CAEL Forum & News
Author: Hoeppel, Kate
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Private Sector,Lifelong Learning,Experiential Learning,Employment,Higher Education,Interviews,Partnerships in Education,Cooperation,Leaders,Leadership,Technology

As part of its mission to remove the barriers to lifelong learning, CAEL (Council for Adult and Experiential Learning) launched WorkforceChicago2.0 in 2001 to help influence the culture and policies of the private sector regarding employee learning and development. One of the key goals of this initiative is creating a "voice" for the private sector regarding the importance of lifelong learning. Over the past two years, the program's director, Michelle Sanford, has conducted one-on-one interviews with five CEOs (chief executive officers) from prominent businesses involved with WorkforceChicago2.0. In these interviews, which have been published in the program's quarterly e-newsletter Smartwork, the CEOs have shared their unique perspectives on some of the issues facing the workforce, both now and in the future. Though each interview has had a distinctive focus or theme, in revisiting the discussions, there are a few topics that each leader has touched on: (1) The business imperative of investing in the workforce; (2) The importance of developing leadership at all levels; (3) The need for collaboration with higher education; and (4) The pervasive effect of technology on the learning and development landscape. This article explores these topics and, using the CEOs' own words, portrays their unique perspectives from the tops of their industries.
Regional Economic and Workforce Strategies: A Focus on the Mature Workforce--New Opportunities for Meeting Skill Needs
Author: Council for Adult and Experiential Learning
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Maturity (Individuals),Job Placement,Special Programs,Skilled Workers,Education Work Relationship,Career Centers,Educational Opportunities,Skill Development,Retraining,Adult Vocational Education,Vocational Rehabilitation,Educational Needs,Regional Programs,Entrepreneurship,Career Guidance,Best Practices,Public Policy,Change Strategies,Labor Force Development,Older Workers

Regions around the country are grappling with current and anticipated skills shortages and, in some cases, labor shortages. Economic prosperity depends heavily on the quality of the workforce, and yet far too few regions have recognized their best underutilized asset: the mature workforce. Because mature workers are nearing traditional retirement age, they may not seem to be the obvious target of choice for workforce and economic development strategies. However, many mature workers are, in fact, interested in working past retirement age, either out of financial necessity (particularly given the recent economic downturn) or out of an interest in staying active and involved in the working world. Mature workers might be one of the most overlooked assets for regions needing skilled workers to support economic growth and innovation, particularly as key industries face skill and/or worker shortages. However, this may be changing. Some regions are beginning to consider how to design workforce training and job placement programs for mature workers, particularly low-skilled mature workers who might be able to advance to higher-skilled, high-demand jobs if offered access to training and education. Some workforce boards and One-Stop Career Centers are developing special programs to help connect mature workers to employment through training and education and job placement and readiness services. This paper provides a look at representative strategies and programs that regional leaders might consider to help the mature workforce transition to jobs that meet the needs of individual workers as well as employers. Appendices include: (1) Contributors to This Paper; (2) Select Program Profiles; and (3) Additional Mature Worker Resources. A list of cited sources is included.
Estimating Long-Term Program Impacts when the Control Group Joins Treatment in the Short-Term: A Theoretical and Empirical Study of the Tradeoffs between Extra- and Quasi-Experimental Estimates
Author: Jaciw, Andrew
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Control Groups,Research Design,Educational Research,Statistical Analysis,Quasiexperimental Design,Computation,Methods,Reading Instruction,Intervention,Special Education,Program Effectiveness

Randomized trials of educational interventions often face logistical hurdles (Cook, 2002). For example, sometimes they are prevented from reaching their full-term. This would happen if, as a condition of participation, subjects insist on receiving the treatment program within a certain timeframe. This timeframe may be shorter than the full-term required to get a measure of impact as intended by the program developers. If the controls get exposure to the program before the treatment group gets a full-term exposure, then a valid counterfactual to treatment for measuring the full-term effect is lost, and an alternative has to be established by some other means. In this situation, the researcher has a few options, including: 1) to include an outside comparison group as an alternative control group for when the experimental control group joins treatment (Shadish, Cook and Campbell, 2002); and 2) to estimate impact using an "extra-experimental" method (Bell and Bradley, 2008) which uses impact estimates from earlier birth cohorts in the same experiment to build up a counterfactual for the treatment group. Benefits of the latter approach are that it does not rely on an outside comparison group, and it rules out selection bias and the effects of secular trends that may affect student performance. This work builds on the experimental research tradition in education (Bloom, Bos and Lee, 1999; Boruch et al., 2002; Cook, 2002; Raudenbush, 1997). It can be considered is a first step in investigating the merits and limitation of alternative methods of obtaining program impact estimates in situations where a control group joins treatment before a program has had the opportunity to come full-term. The authors compare the pros and cons of quasi- and extra-experimental impact estimates. The work has both theoretical and empirical components which they outline in this paper.
Shakespeare and Reader's Theatre: Fellow Traveling Companions
Author: Ratliff, Gerald Lee
Date: 2010-12-22
Type: Reports - Descriptive
Subjects: English Literature,Literary Criticism,Models,Theater Arts,Literature Appreciation,Student Attitudes,Reader Text Relationship,Intermode Differences

Whether constructed on literary analysis models or inspired by conventional acting theories, Reader's Theatre performance techniques are an invaluable instructional tool available to teachers who want their students to see, hear and feel Shakespeare texts in classroom discussion and performance. These exercises are designed to promote both a critical and creative instructional perspective to explore the inherent theatrical impulse that gives heightened dramatic meaning to Shakespeare's texts and personalizes classroom performances for students. Classroom performances viewed from this perspective sets free the imagination of student performers as they visualize and then voice the actions, attitudes and emotions of Shakespearean texts in an imaginative journey of intellectual as well as aesthetic interpretation.
Graduating Black Males
Author: Bell, Edward Earl
Date: 2010-12-29
Type: Reports - Research
Subjects: Culturally Relevant Education,Graduation Rate,Academic Standards,Data Analysis,Peer Influence,Probability,Males,African American Students,Racial Differences,Dropout Rate,Employment Level,Rural Areas,Interviews,Qualitative Research,Student Needs,At Risk Students,Family Influence,Influences,Teacher Effectiveness,Socialization,Cognitive Style

Background: The graduation numbers for Black males are dismal, chilling, and undeniably  pathetic. The nation graduates only 47% of Black males who enter the 9th grade. The infusion  of federal dollars and philanthropic support will not stop the trajectory of Black males who drop out of school. Black males face an upheaval educational battle; their graduation statistics are sobering across America. Purpose: The purpose of this study was to assess why Black males drop out of school and if they are unemployed. Setting: The research took place in rural North Carolina. Study Sample: 15 Black males who dropped out of school, aged 18-55. Intervention: Participants took part in-depth interviews. Data Collection and Analysis: A qualitative design was best suited for this study. In-depth interviews captured the data. Snowball sampling is a non-probability strategy used in this study. Open-coding and axial coding were used in the data analysis. Findings: Twenty-six percent of the participants dropped out of school because of academic factors such as school work being too hard and not liking the teacher. However, 73% of the Black males from the study dropped out of school because of non-academic factors such as medical needs, peer pressure, lost of focus, home problems, and hanging with friends, which were the common themes that emerged from the data analysis. Conclusion: Having rigorous academic standards and a relevant curriculum without building strong social and/or cultural opportunities will net the same results, deplorable graduating numbers for Black males. It is more than just academics.
Educating African American Males
Author: Bell, Edward E.
Date: 2010-12-24
Type: Reports - Research
Subjects: African American Students,Interviews,Educational Environment,Males,Questionnaires,African American Achievement,African American Education,African American Attitudes,Educational Attitudes,Middle School Students,Achievement Need,Locus of Control

Background: Schools across America spend money, invest in programs, and sponsor workshops, offer teacher incentives, raise accountability standards, and even evoke the name of Obama in efforts to raise the academic achievement of African American males. Incarceration and college retention rates point to a dismal plight for many African American males. Purpose: The purpose of this qualitative study was to understand how African American males feel about school. Setting: The research took place in a rural North Carolina middle school. Study Sample: 21 male students; 18 African Americans, 1 Hispanic and 2 Whites, in grades 6th-8th. Intervention: Participants took part in-depth interviews and discussions. Research Design: Qualitative. Data Collection and Analysis: A qualitative design was best suited for this study. Unstructured interviewing, the School Perceptions Questionnaire, and the Who Am I exercise were measures used to collect data by identifying common themes as a result axial and open-coding procedures. Peer examination and member checking were used as strategies to gauge the trustworthiness and dependability of that data. Findings: The following themes emerged from the data: students wanted to excel and go to college. The lack of social skills for learning emerged from the data, which interfered with student learning. The data revealed more preoccupation with &quot;being handsome&quot; than &quot;being self-disciplined.&quot; Conclusion: Social skills must be taught to African American students. Not staying on task, not following directions, and eradicating mama jokes must stop. African American males must be socially prepared for the academic environment. Citation: www.dredbell.com.
Teacher Training through the Regression Model in Foreign Language Education
Author: Garcia Laborda, Jesus
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Salaries,State Schools,Violence,Applied Linguistics,Foreign Countries,Public Colleges,Teacher Education,Language Teachers,Second Language Instruction,Second Language Learning,Teacher Effectiveness,Teacher Attitudes,Incentives,Graduate Study,Depression (Psychology),Teaching (Occupation),Teaching Methods,Teaching Experience,Learning Experience,Visualization

In the last few years, Spain has seen dramatic changes in its educational system. Many of them have been rejected by most teachers after their implementation (LOGSE) while others have found potential drawbacks even before starting operating (LOCE, LOE). To face these changes, schools need well qualified instructors. Given this need, and also considering that, although all the schools want the best teachers but, as teachers' salaries are regulated by the state, few schools can actually offer incentives to their teachers and consequently schools never have the instructors they wish. Apart from this, state schools have a fixed salary for their teachers and private institutions offer no additional bonuses for things like additional training or diplomas (for example, masters or post-degree courses) and, therefore, teachers are rarely interested in pursuing any further studies in methodology or any other related fields such as education or applied linguistics. Although many teachers acknowledge their love to teaching, the current situation in schools (school violence, bad salaries, depression, social desprestige, legal changes and so) has made the teaching job one of the most complicated and undevoted in Spain. It is not unusual to have a couple of instructors ill due to depression and other psychological sicknesses. This paper deals with the development and implementation of a training program based on regressive visualizations of one's experience both as a teacher as well as a learner. Introspective materials are appended. (Contains 3 figures and 1 table.)
Using Computers in Early Years Education: What Are the Effects on Children's Development? Some Suggestions Concerning Beneficial Computer Practice
Author: Theodotou, Evgenia
Date: 2010-09-18
Type: Opinion Papers
Subjects: Learning Theories,Early Childhood Education,Computer Uses in Education,Children,Educational Resources,Teaching Methods,Child Development,Educational Technology,Computer Assisted Instruction,Student Behavior,Instructional Effectiveness,Constructivism (Learning),Learning Activities

Technology in education is considered in empirical and theoretical literature as both beneficial and harmful to children's development. In the field of the early years settings there is a dilemma whether or not early childhood teachers should use technology as a teaching and learning resource. This paper has a pedagogical focus, discussing the advantages and the potential problems of computer practice to children's learning and behaviour in the early years settings and also suggests teaching methodologies concerning beneficial computer practice. It establishes the educational value of technology, by linking digital activities to the relevant pedagogical learning theories that support this context. It is argued that implementing technological activities in the early years settings has beneficial results in children's learning, when children interact with each other and adults guide discreetly their activities. In contrast, children's individual overuse of computer activities may have negative effects on their learning and behaviour. The concluding remarks indicate the effectiveness of computer use in the field of the early years settings and the important contribution of adults in this practice. They further suggest teaching methodologies of computer use that have a beneficial impact on children's learning. Their implications are discussed in the context of motivating researchers to further investigate the effects of digital activities in children's learning but also as an interesting teaching and learning resource to early childhood teachers in everyday computer practice.
School Librarians Continue to Help Students Achieve Standards: &quot;The Third Colorado Study (2010).&quot; A Closer Look
Author: Francis, Briana Hovendick
Date: 2010-11-00
Type: Reports - Research
Subjects: Library Research,Academic Achievement,Achievement Tests,Program Effectiveness,School Libraries,Followup Studies,Librarians,Library Services,State Surveys,State Standards,Library Personnel,Budgets,Library Materials,Users (Information),Achievement Gap

In 2000, the Colorado State Library published &quot;How School Librarians Help Kids Achieve Standards: The Second Colorado Study.&quot; This follow-up study is the third Colorado study of the impact of school libraries and librarians on academic achievement, and the second study to examine their impact on student performance on the Colorado Student Assessment Program (CSAP) tests. The findings of this latest study are consistent with those of the two previous studies on several key points. Students tend to perform better on achievement tests where school libraries have more full-time equivalents (FTEs) of staffing; larger collections of periodicals and instructional videos; better-networked online resources made accessible via computers in the library as well as in classrooms, labs, and offices; higher total library expenditures; and heavier use, as indicated by both library visits and circulation. Between 2000 and 2009, similar findings have been generated by studies in 17 other states (Alaska, California, Florida, Illinois, Indiana, Iowa, Massachusetts, Michigan, Minnesota, Missouri, New Mexico, New York, North Carolina, Oregon, Pennsylvania, Texas, and Wisconsin) as well as the Canadian province of Ontario. Many of these studies also present evidence that the relationships between library programs and test performance cannot be explained away by other school or community conditions. (Contains 8 tables and 4 charts.) [This report was produced by the Library Research Service (LRS), a unit of the Colorado State Library, Colorado Department of Education.]
NY State Profile. New York: Regents Examinations
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Educational Policy,Alignment (Education),Academic Standards,Careers,Readiness,Disabilities,Educational Assessment,Educational Indicators,Federal Programs,Educational Opportunities,Equal Education,Graduation Rate,Graduation Requirements,Scores,State Regulation,State Standards,Trend Analysis,Educational Legislation,Federal Legislation,Language Skills,Mathematics Skills,Science Tests,History,Geography

This paper provides information about the New York's Regents Examination. The purpose of the exam is to: (1) Provide schools with student academic diagnostic information; (2) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment; (3) Determine prospective high school graduates' knowledge and skill levels relative to those needed for postsecondary education; (4) Determine prospective high school graduates' mastery of the state curriculum; (5) Encourage districts and schools to identify and serve students at risk of academic failure; (6) Provide data to state policymakers on student attainment of state education goals to inform educational policy decisions; (7) Increase alignment of local curriculum and programs of instruction with state education standards; (8) Promote equity of opportunity across all student groups; and (9) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
FL State Profile. Florida: Florida Comprehensive Assessment Test[R] (FCAT)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: State Standards,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Educational Policy,Academic Standards,High Schools,Educational Assessment,Educational Legislation,Federal Legislation,Educational Indicators,Federal Programs,Educational Opportunities,Equal Education,Alignment (Education),Educational Objectives,Disabilities,Graduation Rate,Graduation Requirements,State Regulation,Trend Analysis,Scores,Mathematics Skills,Reading Skills

This paper provides information about the Florida Comprehensive Assessment Test[R] (FCAT). The purpose of the exam is to: (1) Determine prospective high school graduates' mastery of the state curriculum; (2) Encourage districts and schools to identify and serve students at risk of academic failure; (3) Provide data to state policymakers on student attainment of state education goals to inform educational policy decisions; (4) Increase alignment of local curriculum and programs of instruction with state education standards; (5) Promote equity of opportunity across all student groups; and (6) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
NV State Profile. Nevada: High School Proficiency Examination (HSPE)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Educational Policy,Academic Standards,State Standards,Careers,Readiness,Educational Assessment,Disabilities,Educational Indicators,Federal Programs,Educational Opportunities,Alignment (Education),Equal Education,State Regulation,Trend Analysis,Scores,Graduation Rate,Graduation Requirements,Mathematics Tests,Science Tests,Reading Tests,Curriculum Design

This paper provides information about Nevada's High School Proficiency Examination (HSPE). The purpose of the exam is to: (1) Provide schools with student academic diagnostic information; (2) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment; (3) Determine prospective high school graduates' knowledge and skill levels relative to those needed for postsecondary education; (4) Determine prospective high school graduates' mastery of the state curriculum; (5) Encourage districts and schools to identify and serve students at risk of academic failure; (6) Provide data to state policymakers on student attainment of state education goals to inform educational policy decisions; (7) Increase alignment of local curriculum and programs of instruction with state education standards; (8) Promote equity of opportunity across all student groups; and (9) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
AZ State Profile. Arizona: Arizona's Instrument to Measure Standards (AIMS)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,High School Graduates,Exit Examinations,Academic Standards,State Standards,State Regulation,Alignment (Education),Academic Failure,Disabilities,Educational Assessment,Educational Indicators,Federal Programs,Educational Policy,Trend Analysis,Graduation Rate,Graduation Requirements,Scores,Mathematics Skills,Writing Skills,Reading Skills

This paper provides information about the Arizona's Instrument to Measure Standards (AIMS). The purpose of the test is to determine prospective high school graduates' mastery of the state curriculum and to meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]