ethanporcaro/eric-fulltext-meta huggingface dataset:
Day of Silence[R]: Organizing Manual
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Sexual Orientation,Homosexuality,Sexual Identity,Educational Environment,School Safety,Activism,Bullying,Consciousness Raising,High School Students,Middle School Students,College Students,Social Bias,Social Attitudes,Planning,Program Development,School Administration,Mass Media,Program Evaluation

GLSEN, the Gay, Lesbian and Straight Education Network, is the leading national education organization focused on ensuring safe schools for all students. Established nationally in 1995, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. Founded in 1996 by students at the University of Virginia, and currently officially sponsored in K-12 schools by GLSEN, the Day of Silence is the largest student-led action to protest the bullying and harassment of LGBT people and their allies. Participants take a day long vow of silence and distribute or wear speaking cards with information about anti-LGBT bias and ways for students and others to "end the silence." This resource is filled with information and organizing strategies that will help make the Day of Silence as successful and effective as possible. These include a Day of Silence Team Building Sheet, a Day of Silence Planning Sheet, a sample local press release, and a sample evaluation.
IDRA Newsletter. Volume 37, No. 3
Author: Goodman, Christie L., Ed.
Date: 2010-03-00
Type: Collected Works - Serial
Subjects: Multiple Intelligences,Civil Rights,Newsletters,Student Participation,College Preparation,Student Motivation,Educational Quality,Access to Education,Essays,Awards,High School Students,Disadvantaged Youth,At Risk Students,Minority Groups,Equal Education,Educational Finance,Financial Support,Educational Practices,Tutoring,Youth Programs

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Student Engagement and includes: (1) Supporting the Dream of Going to College Through Powerful Student Engagement (Hector Bojorquez); (2) Achieving a World-Class Education Requires Commitment to Protecting Education as a Civil Right (Abelardo Villarreal); (3) Mining Multiple Intelligences as a Way to Validate Student Strengths and Assets (Juanita C. Garcia); and (4) National Essay Award Winners. (Individual articles contain resources.)
Innovation Strategies for a New System of Workforce Development and Lifelong Learning: The Challenge of Today and the Vision for Tomorrow
Author: Council for Adult and Experiential Learning
Date: 2008-11-00
Type: Reports - Evaluative
Subjects: Global Approach,Lifelong Learning,Experiential Learning,Labor Force Development,Innovation,Trend Analysis,Change Strategies,Educational Change,Skill Development,Educational Needs,Delivery Systems,Partnerships in Education,Job Performance,Barriers

There is widespread agreement among policymakers, researchers and economists that in order for regions, states and the nation to compete in the new global economy, workers need to be educated, highly skilled, and ready to learn and adapt to the changing world. Such a workforce will enable greater innovation, higher quality, and the ability to respond quickly to a changing world. The cost of inaction on this would be great--and not just for business and industry. The Council for Adult and Experiential Learning (CAEL) has observed a number of trends in workforce development--particularly from its work with employers. The range of new trends and strategies that have emerged in recent years is encouraging. However, the pace of change is slow and the impact of even the best ideas and strategies has been on a very small scale. The workforce development arena is in need of a different kind of infusion--of energy, resources, and ideas--that can be transformative in a way that nations have only experienced a handful of times in the past, for example, with innovations such as online learning programs or the G.I. Bill. This nation is in need of new strategies that, when taken to scale, create ripples of change in terms of how this arena operates. CAEL and INC (Innovation Network for Communities) have intended this paper to be the start of a national conversation about innovation in workforce development and lifelong learning. (Contains 1 footnote.)
Changing Lives through Lifelong Learning Accounts
Author: Council for Adult and Experiential Learning
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Employees,Retirement,Manufacturing Industry,Federal Legislation,Demonstration Programs,Lifelong Learning,Experiential Learning,Education Work Relationship,Public Sector,Career Planning,Retirement Benefits,Adult Education,Employer Employee Relationship,Tax Credits,Job Training

As conceived by the Council for Adult and Experiential Learning (CAEL), Lifelong Learning Accounts (LiLAs[SM]) are employer-matched, portable individual accounts used to finance employee education and training. They provide employees with an affordable means of upgrading their skills and knowledge, while helping to meet the needs of employers and the community for a stronger workforce. LiLAs promote individual savings and encourage co-investment in education and training. LiLAs are set up much like a 401(k) retirement plan, in that both employees and employers contribute to the account. CAEL's long-term goal is for LiLAs to become a standard feature of employee compensation packages, with employees and employers receiving a tax benefit for their contributions to LiLA accounts. There is currently federal legislation that would establish a demonstration of LiLAs in up to ten states. Starting in 2001, CAEL implemented a rolling LiLA demonstration program in three sites--Chicago, Northeast Indiana, and San Francisco (in partnership with Jewish Vocational Service)--in the health care, restaurant and manufacturing industries, and the public sector. The programs each had a three-year life span. During the first two years, funds were built through employee contributions and employer matches of up to $500 annually by each party. These resources were matched by public and private grant dollars to provide an incentive for contributions. Participants used accrued LiLA funds for education and training during the three-year period. In the LiLA demonstration, advisors have been key in helping employees develop an Individual Learning Plan (ILP), which serves as a blueprint for determining the educational steps appropriate to each individual's desired career path. By working closely with an advisor, participants can define their career goals and assess the options that best fit their skills, interests, and personal and professional goals. This paper tells the stories of just a few of the 359 participants in CAEL's demonstration sites over the past five years. Participation in the LiLA program has proven to be not just a practical course of action--but for many, a profoundly transformative experience.
IDRA Newsletter. Volume 37, No. 1
Author: Goodman, Christie L., Ed.
Date: 2010-01-00
Type: Collected Works - Serial
Subjects: Teacher Effectiveness,Educational Change,Science Instruction,Newsletters,Language Proficiency,Curriculum,Individualized Instruction,Student Diversity,Court Litigation,Mentors,At Risk Students,Disadvantaged Youth,Minority Groups,Teacher Attitudes,English (Second Language),Low Income Groups,Racial Bias,Culturally Relevant Education,Trust (Psychology),Peer Teaching,Teacher Collaboration,Teaching Methods,Classroom Techniques,Demonstrations (Educational),Vocabulary Development,Student Participation,Financial Support,Educational Finance

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Curriculum Quality and includes: (1) Suggestions for Conducting Effective Teaching Demonstrations in Classrooms with Diverse Learners (Abelardo Villarreal); (2) Differentiating Science Instruction using Language Proficiency Standards (Veronica Betancourt and Kristin Grayson); (3) Youth Matters (Josie Danini Cortez); and (4) Supreme Court Ruling in Horne vs. Flores is a Missed Opportunity (Statement by Dr. Maria Robledo Montecel). (Individual articles contain resources.)
IDRA Newsletter. Volume 37, No. 2
Author: Goodman, Christie L., Ed.
Date: 2010-02-00
Type: Collected Works - Serial
Subjects: Teacher Effectiveness,Civil Rights,Educational Change,Newsletters,Educational Quality,Cultural Differences,Teacher Attitudes,Accountability,Mathematics Education,Equal Education,Teacher Qualifications,Faculty Development,Labeling (of Persons),Teacher Expectations of Students,Student Diversity,Stereotypes,Disadvantaged Youth,State Legislation,Minority Groups,Poverty,Track System (Education),English (Second Language),Parent Participation,Web Sites,Access to Information,At Risk Students,Racial Bias

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) Ensuring Teaching Quality in a Civil Rights Context (Bradley Scott); (2) An Unspoken Culture Clash--The Deeper Culprit of Teacher Beliefs (Veronica Betancourt and Kristin Grayson); (3) Texas Accountability--A Fast Track for Some; A Dead End for Others (Josie Danini Cortez); and (4) How One Group of Families Explored Clues about their Children's Math Education (Aurelio M. Montemayor). (Individual articles contain resources.)
IDRA Newsletter. Volume 37, No. 4
Author: Goodman, Christie L., Ed.
Date: 2010-04-00
Type: Collected Works - Serial
Subjects: Parents,Newsletters,Parent Participation,Community Involvement,Parent School Relationship,Educational Quality,Advocacy,Student Diversity,At Risk Students,Family School Relationship,Family Involvement,Leadership,Parent Role,Court Litigation,English (Second Language),Language of Instruction,Achievement Gap,Disadvantaged Youth,Parent Associations

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Parent and Community Engagement and includes: (1) Principles of Family Leadership in Education--Putting Principles into Action (Rogelio Lopez del Bosque); (2) ARISE South Tower PTA Comunitario--A New Model of Parent Engagement (Aurelio M. Montemayor); (3) Benefits of Parent and Community Engagement--A Community of Learners Approach (Rosana G. Rodriguez); and (4) IDRA Rejects Appeals Court Conclusions about Texas' Education of English Language Learner Students (A Statement by Maria Robledo Montecel). (Individual articles contain resources.)
IDRA Newsletter. Volume 37, No.5
Author: Goodman, Christie L., Ed.
Date: 2010-05-00
Type: Collected Works - Serial
Subjects: Youth Programs,Educational Change,Newsletters,Financial Support,Educational Finance,Educational Equity (Finance),Educational Quality,English (Second Language),Court Litigation,Essays,Tutoring,State Legislation,Budgets,Teacher Salaries,Teaching Conditions,Teacher Qualifications,Equal Education,Civil Rights,Achievement Gap,Minority Groups,Social Justice,Public Education,Racial Discrimination,At Risk Students

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Fair Funding and includes: (1) Fair Funding of Texas Schools is Even More Critical in Tough Economic Times (Albert Cortez); (2) Implications of Inequitable Funding on the Quality of Education at the Campus Level (Nilka Aviles); (3) ELL Ruling Reversed, but Texas Need Not Wait to Take Action (Laurie Posner); and (4) Coca-Cola Valued Youth Program Winning Essay. (Individual articles contain resources.)
Discovering Student Needs through the ALFI Assessment Toolkit: The Experience of Widener University, University College in the Path to Continuous Improvement. CAEL Forum and News
Author: Richardson, Emily
Date: 2005-10-05
Type: Reports - Descriptive
Subjects: Student Needs,Strategic Planning,Experiential Learning,Adult Learning,Adult Students,Organizational Change,Administrators,Higher Education,Adult Education,Educational Improvement,Evaluation

With a fifty-year history of commitment to serving adults, Widener University's University College recently volunteered to participate in CAEL's (Council for Adult and Experiential Learning) Adult Learning Focused Initiative (ALFI) by using the Institutional Self-Assessment Survey (ISAS) and the Adult Learner Inventory (ALI) from the ALFI Assessment Toolkit. A key reason for Widener's interest in the ALFI Assessment Toolkit was the need for more information to help with institutional strategic planning. In the fall of 2002, Widener University's new President, James T. Harris, III, outlined a university-wide strategic planning process. Emily Richardson, Dean of University College, recognized the University's need for a mechanism to assess its current programming and services to adult students. The assessment experience put Widener's University College on the path to continuous improvement, a mark of an Adult Learning Focused Institution. This paper describes how Widener University used the tools and cites how the outcomes affected organizational change.
Building Blocks for Building Skills: An Inventory of Adult Learning Models and Innovations
Author: Klein-Collins, Rebecca
Date: 2006-06-00
Type: Reports - Descriptive
Subjects: Economic Development,Labor Market,Experiential Learning,Adult Learning,Skilled Workers,Public Sector,Models,Labor Force Development,Adults,Adult Education,Skill Development,Best Practices,Innovation,Formative Evaluation,Summative Evaluation,English (Second Language),High School Equivalency Programs,Apprenticeships,Occupational Mobility,Prior Learning,Mentors

The skills of the workforce are an important contributor to the economic vitality of any region, leading economic developers to consider how to connect their efforts to workforce development and help to build the skills of adults generally. This report, produced for the U.S. Department of Labor's Workforce Innovation in Regional Economic Development (WIRED) initiative, presents the key components--or building blocks--of effective adult learning and skill development programs. The building blocks have been identified from existing research on this topic, the experience and networks of the Council for Adult and Experiential Learning (CAEL), as well as documented best practices of practitioners nationwide. The report is intended to be a resource for Workforce Investment Boards, employers, workforce development organizations, or traditional education and training providers who are planning to develop learning initiatives that are linked to the economic needs of a region. The components of and innovations in exemplary adult learning programs outlined in this report have been highlighted in three different kinds of source material. Some of the components draw on several decades of work in the adult learning field, epitomized by the work of academic researchers like Malcolm Knowles (the "father of adult learning"). Other components have been drawn from research on community college programs and a growing body of literature on training low-skilled workers that is produced by academics, non-profit organizations, philanthropic foundations, the public sector and professional evaluators. Finally, the report includes components drawn from the findings of the corporate training field. A bibliography is also included. (Contains 3 figures, 1 table, and 3 footnotes.) [This report was prepared for the U.S. Department of Labor WIRED Initiative.]
Do Vertical Scales Lead to Sensible Growth Interpretations? Evidence from the Field
Author: Briggs, Derek C.
Date: 2010-05-03
Type: Reports - Evaluative
Subjects: Academic Achievement,Measures (Individuals),Intervals,Item Response Theory,Test Construction,Developmental Stages,Psychometrics

The purpose of creating a developmental (i.e., vertical) score scale is to make it possible to compare students in terms of differences in magnitude.  In other words, the scale should have interval properties.  When this has been accomplished one can claim to measure growth in a sense that is both coherent and meaningful.  In this paper I argue that the practice of creating and maintaining developmental scales for large-scale assessment systems in the United States is at odds with this purpose, and that this is due to confusion over the theoretical rationale under which item response theory calibration leads to scales with interval properties.  The problem seems to stem from a conflict in the philosophical underpinnings of what it means (and what it requires) to support the claim that one has measured a latent construct, an issue that has been brought to light by the recent work of Joel Michell and Denny Borsboom.  Using data drawn from 14 states with established developmental scales for math and reading, I illustrate the equivocal nature of aggregate growth interpretations when one follows the implicit premise that--despite claims to the contrary--developmental scales communicate only ordinal information. (Contains 1 table, 5 figures and 0 footnotes.)
Factors Affecting Teachers' Participation in Continuing Professional Development (CPD): From Hong Kong Primary School Teachers' Perspectives
Author: Wan, Sally Wai-Yan.
Date: 2010-00-00
Type: Reports - Research
Subjects: Focus Groups,Foreign Countries,Professional Continuing Education,Teaching Methods,Faculty Development,Elementary School Teachers,Teacher Attitudes,Attitude Measures,Questionnaires,Teacher Participation,Case Studies,Barriers,Cognitive Psychology,Educational Quality

This paper presents the findings from a small-scale case study of Hong Kong primary teachers' perceptions of the factors affecting teachers' participation in continuing professional development (CPD). The study applies a multiple approach with mixed research methods, including using a self-developed survey questionnaire on the basis of the CPD framework as proposed by Advisory Committee on Teacher Education and Qualifications (ACTEQ, 2003) and focus group interviews with two groups of teachers. The study was conducted in two primary schools, in order to explore teachers' perceptions of the factors affecting teachers' participation in continuing professional development (CPD). The implications of school-based professional development and government policies related to CPD are discussed in the paper. (Contains 17 tables.)
The Role of Organizational Sub-Cultures in Higher Education Adoption of Open Source Software (OSS) for Teaching/Learning
Author: Williams van Rooij, Shahron
Date: 2010-05-01
Type: Information Analyses
Subjects: Higher Education,Educational Technology,Subcultures,Organizational Culture,Media Adaptation,Role Perception,Advocacy,Courseware,Search Strategies,Electronic Libraries,Use Studies,Technology Uses in Education,Delivery Systems,Database Management Systems

This paper contrasts the arguments offered in the literature advocating the adoption of open source software (OSS)--software delivered with its source code--for teaching and learning applications, with the reality of limited enterprise-wide deployment of those applications in U.S. higher education. Drawing on the fields of organizational management, information systems, and education, the author argues that the gap between the advocacy for OSS teaching and learning applications and the enterprise-wide deployment of OSS for teaching and learning is a consequence of the divergent perspectives of two organizational sub-cultures--the technologist and the academic--and the extent to which those sub-cultures are likely to embrace OSS. This alternative conceptualization of the gap between advocacy and enterprise-wide adoption also includes recommendations for closing the advocacy-adoption gap. (Contains 1 figure.)
Leave the Light on When You Go: An Inquiry into the Factors that Contribute to Persistent Teacher Attrition
Author: Salley, Carla M.
Date: 2010-05-10
Type: Reports - Research
Subjects: Teaching (Occupation),Teacher Persistence,Faculty Mobility,Middle School Teachers,School Location,Collegiality,Likert Scales,Statistical Analysis,Teaching Conditions,Professional Autonomy,Influences

The purpose of this quantitative study was to identify the various factors contributing to teacher attrition at Alston Middle School and the ones that may reduce it. The participants in this study were fourteen teachers presently at Alston Middle School in Summerville, South Carolina. Teachers that were employed at Alston during the 2009 to 2010 school year were asked to voluntarily participate in taking surveys on factors that would cause them to either stay or leave the school site. In addition, they were queried on their morale at various points during the school year. Results indicate that teachers at Alston Middle School respond to similar affects as those in other locations (as identified by other researchers). However, they are less likely to move because of the support received from administration and the high level of collegiality. On the other hand, the respondents suggest that they will likely leave the classroom for alternate occupations in education within 2-10 years with only 1 likely to retire from classroom instruction. Although there is little to no immediate movement indicated as a result of this study, the downside is increased apathy in the classroom that may prove a hindrance to efficient instruction. The powers that be need to take heed of the increasing pressures in the classroom and the impact it has on the quality of instruction. The revolving classroom door is less a result of poor teacher quality than that of poor decision making on the part of those entrusted with overseeing the education process. Appended are:  (1) Letter Requesting Principal Permission; (2) Letter to Teachers Guaranteeing Anonymity;  (3) Likert Scale Survey; and (4) Expert Group. (Contains 4 tables.)
People or Machines? Measured Reading Comprehension from Different Reader Types
Author: Conner, Timothy W., II
Date: 2009-11-04
Type: Reports - Research
Subjects: Disabilities,Reading Comprehension,Differences,Individualized Education Programs,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Special Needs Students,Reading,Reading Programs,Researchers,Research Methodology,Intermode Differences,Assistive Technology

Differences in reading comprehension were examined in students with disabilities after use of three reader modification types. Participants (n=10) conveniently selected from two school districts were students grades three through eight reading on a third grade level that received a reader as a modification in their Individualized Education Programs. Passages from the Pearson Group Reading Assessment and Diagnostic Evaluation (GRADE) normed for third grade were read to students using three reader types: human, tape-recorded voice or computerized text reading program. Reading comprehension questions were orally administered by the researchers. Results indicated that there was no significant difference between reader types as related to passage comprehension. Authors call for the individualization of reader types based on student need and the continued collaboration between university researchers and decision makers in P-12 schools. (Contains 2 tables.)