ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents, Teens, and Online Privacy
Author: Madden, Mary
Date: 2012-11-14
Type: Reports - Research
Subjects: Adolescents,Parents,Privacy,Internet,Child Safety,Computer Mediated Communication,Parent Role,Parenting Styles,Reputation,Interaction,Online Searching,Family Income,Socioeconomic Status,Interviews,Spanish,English,Telecommunications,Advertising,Early Adolescents,Age Differences,Social Networks

Most parents of teenagers are concerned about what their teenage children do online and how their behavior could be monitored by others. Some parents are taking steps to observe, discuss, and check up on their children's digital footprints. A new survey of 802 parents and their teens shows that: (1) 81% of parents of online teens say they are concerned about how much information advertisers can learn about their child's online behavior, with some 46% being "very" concerned; (2) 72% of parents of online teens are concerned about how their child interacts online with people they do not know, with some 53% of parents being "very" concerned; (3) 69% of parents of online teens are concerned about how their child's online activity might affect their future academic or employment opportunities, with some 44% being "very" concerned about that; and (4) 69% of parents of online teens are concerned about how their child manages his or her reputation online, with some 49% being "very" concerned about that. (Contains 3 tables and 17 footnotes.)
Teens, Kindness and Cruelty on Social Network Sites: How American Teens Navigate the New World of &quot;Digital Citizenship&quot;
Author: Lenhart, Amanda
Date: 2011-11-09
Type: Reports - Research
Subjects: Altruism,Internet,Citizenship,Social Networks,Personality Traits,Bullying,Sexual Harassment,Adolescents,Computer Mediated Communication,Intervention,Social Behavior,Parent Role,Responses,Privacy,Focus Groups,Middle School Students,High School Students,African American Students,Hispanic American Students,White Students,Spanish,Age Differences,Gender Differences,Racial Differences,Socioeconomic Status

Social media use has become so pervasive in the lives of American teens that having a presence on a social network site is almost synonymous with being online. Fully 95% of all teens ages 12-17 are now online and 80% of those online teens are users of social media sites. The authors focused their attention in this research on social network sites because they wanted to understand the types of experiences teens are having there and how they are addressing negative behavior when they see it or experience it. As they navigate challenging social interactions online, who is influencing their sense of what it means to be a good or bad &quot;digital citizen&quot;? How often do they intervene to stand up for others? How often do they join in the mean behavior? Many log on daily to their social network pages and these have become spaces where much of the social activity of teen life is echoed and amplified--in both good and bad ways. In their survey, the authors follow teens' experiences of online cruelty--either personally felt or observed--from incident to resolution. The authors asked them about how they reacted to the experience and how they saw others react. They asked them about whether they have received and where they sought advice--both general advice about online safety and responsibility and specific advice on how to handle a witnessed experience of online cruelty on a social network site. They also probed the environment around teens' online experiences by examining their privacy controls and practices, as well as the level of regulation of their online environment by their parents. The authors further sought insight into more serious experiences that teens have in their lives, including bullying both on- and offline and the exchange of sexually charged digital images. (Contains 2 tables and 57 footnotes.)
Getting and Keeping Students' Brains Energized and Eager
Author: Stormon-Flynn, Mary
Date: 2011-08-04
Type: Reports - Descriptive
Subjects: Brain,Neurosciences,Learning,High School Students,English Language Learners,English (Second Language),Second Language Instruction,Urban Schools,Classroom Environment,Memory,Psychological Patterns,Teacher Student Relationship,Individual Development

A brain has the capacity to absorb a great deal of information and can make decisions about what role or roles, major or minor, that data will play in its life. While it is most likely true that we learn one new thing every day, our brain, the controller of our thoughts, can decide what number of new things we can learn and remember each day. As I explored the topic of brain-based research into education, I became increasingly excited about how I would apply the knowledge to a specific educational context. As a teacher of high school English Language Learners in an urban school, I wanted to illustrate the importance of research into brain-based learning as it applies to students in this age bracket. As I prepared my curriculum, I wanted to ensure that I used brain-based principles of learning as a foundation so that I would enhance my students' academic journey by creating a more comfortable, yet stimulating environment. (Contains 1 figure.)
A Dialogue about Race: African-American Teachers Discussing History and Experience of African-Americans in the Teaching Profession
Author: Owens, Christina Clair
Date: 2012-12-00
Type: Reports - Research
Subjects: African American Teachers,Role Models,African American Students,High School Students,Racial Attitudes,Communication (Thought Transfer),Civil Rights Legislation,Teacher Supply and Demand,Achievement Gap,School Desegregation,African American History,Race,Teaching (Occupation),Employment Potential

The achievement gap in the United States develops when millions of children enter the classroom on their first day of kindergarten. The sociological effects of the achievement gap as it relates to the racial and socio-economic strata create cyclical, systemic problems in our country that ultimately affect the next generations of children in our schools. The purpose of this study is to learn from adult African-American teachers about the issues confronting African-American high school students who no longer have role models in the classroom, as was previously the case, prior to school desegregation. A former teacher, of African-American history, was interviewed for the study. Results indicated that African-American teachers must take on the responsibility of engaging in conversations about race with their colleagues. The effect of this dialogue would be to help all teachers understand the challenges that all students with different cultural backgrounds face in the contemporary high school. Because there are so few African-American teachers, African-American students frequently lack role models with whom they can easily identify. This can negatively impact self-esteem for students and can keep students and teachers of all races from building rapport. Sometimes, it can even keep students from accessing the academic content.
A Realistic View of Returning to the Classroom after Cancer. Survival: A Double Entendre
Author: Zimmer, Heidi S.
Date: 2012-12-00
Type: Reports - Research
Subjects: Teaching (Occupation),Cancer,Leaves of Absence,Reentry Workers,Drug Therapy,Teaching Conditions,Secondary School Mathematics,Cognitive Processes,Fatigue (Biology),Quality of Working Life,Unions,Data Analysis,Social Support Groups

Returning to work after cancer treatment provides its own set of challenges. The purpose of this research paper is to inform cancer survivors of the reality of returning to work after treatment. From personal experience and stories from others getting back to a "normal" life is a large part of the recovery from cancer. Returning to work can be the conclusion to a very long battle and reinsures the survivor that they truly have beaten the beast. The literature revealed that it takes time for the body to follow the head and heart when it comes to recovery. A case study approach was used in gathering and interpreting data following my recovery from cancer. Findings indicated that following chemotherapy treatments, returning to work takes a long period of time for one to learn how to function close to or at the level prior to the diagnosis. In conclusion, it is important for a cancer survivor to talk about the journey. This provides the all-important venue for ones return to normalcy.
What Do 1st Year Japanese EFL Students Learn by Preparing and Presenting a Group Work Oriented Oral Presentation?
Author: Leichsenring, Andrew
Date: 2010-07-10
Type: Reports - Research
Subjects: Foreign Countries,Qualitative Research,Learning Experience,Undergraduate Students,Outcomes of Education,Validity,Persuasive Discourse,Speech Communication,Public Speaking,Student Attitudes,Focus Groups,English (Second Language),Second Language Learning,College Freshmen,Group Experience

This small-scale qualitative study aimed at identifying factors and the extent of their influence upon the learning experiences of first year Japanese undergraduate students in a group work oriented oral presentation using English as their second language (ESL). Research findings were obtained from students through their participation in written self-reflection and a semi-structured focus group interview. This study found that informal self- and peer assessment influenced oral presentation learning experiences for participants. In relation to group work, participants identified the main influences of group work on their learning experiences resulting from: learning experiences in connection with other group members and other groups, the value of prior experiences of presenting; and teacher support. Additionally, participants felt that working in a group could provide support and reduced performance pressure; and that observing other student groups was beneficial to individual learning. Appended are: (1) Product Presentation activity--11 x 90 min. classes; (2) Pre-activity One-minute paper; (3) Mid-activity One-minute paper; and (4) Post-activity Focus Group Interview. (Contains 1 table.)
Technical Manual for Attitudes Towards Teaching All Students (ATTAS-mm) Instrument
Author: Gregory, Jess L.
Date: 2012-11-09
Type: Reports - Evaluative
Subjects: Academic Achievement,General Education,Teaching (Occupation),Teacher Influence,Teacher Attitudes,Inclusion,Measures (Individuals),Disabilities,Test Reliability,Test Validity,Scoring,Cognitive Psychology,Elementary Secondary Education

The general education teacher has the greatest influence on a student's success in school, and a teacher's attitude towards inclusion is a major factor in determining whether inclusion will be successful. The ATTAS-mm is a 9-item scale with strong reliability and validity. The three subscales: believing all students can succeed in general education classrooms (cognitive), developing personal and professional relationships (affective), and creating an accepting environment for all students to learn (behavioral) explain nearly 80% of the variance in scores. The unstandardized Cronbach alpha for the entire ATTAS-mm scale was 0.83. The three subscales also demonstrated acceptable reliability values (Cognitive, 0.72; Affective, 0.93; Behavioral, 0.84). The theoretical underpinning of the scale, development of the scale, and technical details are explained. Additionally, scoring procedures, scale itself and information regarding permission to reproduce or administer the scale are included.  With strong internal reliability and validity established through a panel of experts and alignment with cognitive psychology literature, the ATTAS-mm was determined to be a valid and reliable instrument for measuring the attitudes towards teaching all students. Attitudes Towards Teaching All Students: ATTAS-mm is appended. (Contains 5 tables.)
Temperament Moderates Associations between Young Children's Hostile Attributions and Aggressive Behavior
Author: Meece, Darrell
Date: 2007-03-00
Type: Reports - Research
Subjects: Preschool Children,Aggression,Psychological Patterns,Peer Relationship,Personality,Video Technology,Laboratory Procedures,Story Telling,Self Management,Prediction,Family Environment

This study examined the hypothesis that the association between hostile attributions and aggressive behavior with peers is moderated by children's temperament among three samples of preschoolers. Hostile attributions were assessed through videotape-based and story-based laboratory procedures. Maternal ratings and laboratory-based assessment provided the measures of temperament, and children's teachers completed ratings of aggression. Results revealed significant interaction terms between hostile attributions and temperament in the prediction of aggression. For children rated well or moderately skilled in self-regulation there was no association between hostile attributions and aggression. For children rated as poorly skilled in self-regulation making hostile attributions was significantly associated with aggression. This pattern of associations was particularly apparent for boys. Mother-rated items used to compute emotions regulation composite is appended. [This research was supported by a University of Tennessee at Chattanooga Foundation research grant.] (Contains 5 tables and 3 figures.)
National Trends: Enhancing Education through Technology--No Child Left Behind Title II D--Year One in Review
Author: Lemke, Cheryl
Date: 2004-02-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Grants,Federal Programs,Federal Legislation,National Surveys,State Surveys,Administrators,Administrator Attitudes,Online Surveys,Data Analysis,Questionnaires,Program Implementation,Program Effectiveness,Program Administration,Objectives,Educational Finance,Educational Policy,School Districts,Elementary Secondary Education,Inservice Teacher Education,Partnerships in Education,State Government,Leadership,Technical Assistance,Rural Schools

In the fall of 2003, the State Educational Technology Directors Association (SETDA) commissioned the Metiri Group to conduct a national survey on the first year of implementation of the No Child Left Behind, Title II, Part D, Enhancing Education through Technology program. The findings in this report represent 46 states and the District of Columbia, representing 92% of the federal dollars allocated across the United States in 2002-2003. The critical role of NCLB, Title II, Part D funding in advancing the effective use of technology in student learning is striking, as evidenced by the state technology directors' comments. For 25% of respondents, these funds were literally the &quot;only game in town&quot;; their school districts had no other funding earmarked specifically for technology in schools. The findings from SETDA's national survey are intended to inform education technology policy leaders on three important questions: (1) How are grant recipients across the nation structuring programs to meet Title II D goals?; (2) What administrative approaches by states are most effective in guiding and supporting LEAs?; and (3) Is the program, with its current structure, likely to lead to the achievement of Title II D goals? Appended are: (1) Representative Projects Matched to NCLB Purposes; and (2) Survey Instrument. (Contains 7 tables and 5 charts.)
National Trends Report: Enhancing Education Through Technology (EETT) Round 6, Fiscal Year 2007
Author: State Educational Technology Directors Association (SETDA)
Date: 2009-03-00
Type: Reports - Research
Subjects: Disadvantaged,Access to Computers,Glossaries,Capacity Building,Web Based Instruction,Educational Technology,Curriculum Development,Federal Aid,Grants,Educational Change,Expertise,Elementary Secondary Education,Federal Legislation,Technology Uses in Education,Technology Integration,Federal Programs,National Surveys,State Surveys,Administrators,Administrator Attitudes,Online Surveys,Data Analysis,Program Implementation,Program Effectiveness,Program Administration,Objectives,Educational Finance,Educational Policy,School Districts,Inservice Teacher Education,Partnerships in Education,State Government,Educational Trends,State Policy,Sustainability,Innovation,Program Evaluation,Educational Research,Technological Literacy,Academic Achievement

The State Educational Technology Directors Association (SETDA) is pleased to release its sixth annual report on the &quot;Enhancing Education Through Technology&quot; (EETT) program, a component of the No Child Left Behind, Title II, Part D (NCLB IID) Act. The purposes of the NCLB IID program are to: (1) improve academic achievement through technology; (2) assist every student in crossing the digital divide; and (3) integrate technology into teacher training and curriculum development resulting in research-based instruction. This year's report presents a national perspective on the NCLB IID program for fiscal year (FY) 2007, as well as emergent trends based on data from the past six years. The report is based on surveys completed in the fall 2008 by state technology directors from the 50 states and the District of Columbia. In alignment with the purposes of the federal grant program, states focused competitive priorities for NCLB IID grant awards on: professional development of teachers in educational technology, the integration of technology into the core K-12 academic areas, technology literacy of students, technologies, and developing experts. The primary emphasis of formula grants has been on the purchase of technology, due in part to the large number of small grants. The formula grants provide states a process for allocating technology funds equitably to high-need school districts using an established process. The competitive grant program, on the other hand, provides an opportunity for the states to award substantive grants to high-need LEAs or partnerships that include a high-need LEA. Collectively, the 51 SEAs awarded 1,047 competitive grants and 11,351 formula grants in Round 6 (FY 07), totaling $135 million and $119.2 million, respectively. A glossary of strategies is included. (Contains 11 figures, 12 tables, and 4 footnotes.)
Leveraging Title I &amp; Title IID: Maximizing the Impact of Technology in Education--A Resource Guide Identifying Technology Tools for Schools
Author: Fox, Christine
Date: 2009-09-00
Type: Guides - Non-Classroom
Subjects: Influence of Technology,Educational Technology,Technology Uses in Education,Technology Integration,Federal Legislation,Educational Legislation,Federal Aid,Educational Finance,Partnerships in Education,Handheld Devices,Dropout Prevention,Classroom Environment,Science Achievement,Mathematics Achievement,Writing Achievement,Reading Achievement,Elementary Secondary Education

The State Educational Technology Directors Association (SETDA) and the National Association of State Title I Directors (NASTID) drafted this paper to spark local discussions on the coordinated uses of funds to implement technology in the classroom. State and local Title I and Title IID directors can work together to ensure that these ideas are systemically implemented and in line with the rules and requirements of each state and grant program. Careful planning and considerations are critical in determining each school's needs and best selection and uses of technology to improve student achievement. Schools should assess their technology needs and implement programs that make substantial progress in meeting state and local goals. School leaders who manage Title IA and Title IID funds need to collaborate and make important decisions about the use of the funds. They should consider what makes up a 21st century classroom, library and school. Providing students with the necessary advanced technologies, educational technology programs and practices, and well-trained teachers will enable schools to use innovative teaching strategies designed to engage students and promote critical thinking, problem solving, creativity and college and career readiness skills. [For &quot;A Resource Guide Identifying Technology Tools for Schools. Appendix,&quot; see ED537540.]
A Resource Guide Identifying Technology Tools for Schools. Appendix
Author: Fox, Christine
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Educational Technology,Influence of Technology,Technology Planning,Resource Materials,Definitions,Guides,Program Implementation,Delivery Systems,Technology Uses in Education,Selection Tools,Guidance Programs,Educational Strategies

SETDA and NASTID's "Technology Tools for Schools Resource Guide" provides definitions of key technology components and relevant examples, where appropriate as a glossary for educators. The guide also presents essential implementation and infrastructure considerations that decision makers should think about when implementing technology in schools. Technology enhances administrative, teacher and student capabilities and performance, especially for those students who lack access to technology outside of school. The Guide is organized as follows: (1) School Technology Structure; (2) Classroom Components--Computing Devices; (3) Classroom Components--Hardware; (4) Classroom Components--Content, Courseware, and Creativity Tools; (5) Online Collaboration and Communication Tools; (6) Online Editing Tools; and (7) Essential Implementation Considerations (Technology Planning, IT Support, Digital Citizenship, Data Systems, Professional Development, and Student Assessments). [For the full report, "Leveraging Title I & Title IID: Maximizing the Impact of Technology in Education--A Resource Guide Identifying Technology Tools for Schools," see ED537539.]