ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2009 State Snapshot Report. Alabama. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Secondary School Students,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Alabama was 255. This was lower than the average score of 262 for public school students in the nation. The average score for students in Alabama in 2009 (255) was higher than their average score in 2007 (252) and was not significantly different from their average score in 1998 (255). In 2009, the score gap between students in Alabama at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1998 (44 points). The percentage of students in Alabama who performed at or above the NAEP &quot;Proficient&quot; level was 24 percent in 2009. This percentage was not significantly different from that in 2007 (21 percent) and was not significantly different from that in 1998 (22 percent). The percentage of students in Alabama who performed at or above the NAEP &quot;Basic&quot; level was 66 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was not significantly different from that in 1998 (67 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Debate of Evolution versus Intelligent Design: Is Critical Thinking Occurring among K-12 Students?
Author: Hoodman, Kyle Nathan
Date: 2010-12-00
Type: Dissertations/Theses - Masters Theses
Subjects: Critical Thinking,Evolution,Creationism,Private Schools,Parochial Schools,Home Schooling,Jews,Elementary Secondary Education,Science Teachers,Public School Teachers,Interviews,Teacher Attitudes,Academic Freedom,Science Curriculum,Social Studies

This study investigates how evolution versus intelligent design is handled in the public, private Christian, private Jewish, and Christian Home-school K-12 settings through a review of the current literature and by interviewing teachers in these educational venues. Fourteen public, private, and homeschool educators responded to an interview protocol regarding how they incorporate critical thinking into the education of their students as it applies to the evolution versus intelligent design debate. Results indicated that there was actually more discussion about the debate happening in the private and homeschool setting, rather than in the public schools. However, public school teachers agreed that students should discuss these ideas within the social studies rather than in the science curriculum. There was a consensus among interviewees that students' critical thinking is lacking in regards to evolution versus intelligent design because today's curriculum leaves little time for student reflection and discussion. K-12 students in the United States could be presented with a balanced treatment of evolution and intelligent design in order to foster critical thinking in all educational settings -- public, private, and homeschool. The &quot;Debate of Evolution v. Intelligent Design: Is Critical Thinking Occurring among K-12 Students?&quot; interview and Informed Consent Form are appended.
Teaching Beliefs and Teaching Styles of Mathematics Teachers and Their Relationship with Academic Achievement
Author: Canto-Herrera, Pedro
Date: 2010-00-00
Type: Reports - Research
Subjects: Constructivism (Learning),Teaching Styles,Teacher Characteristics,Academic Achievement,Program Effectiveness,Mathematics Teachers,High Schools,Secondary School Mathematics,Correlation,Teacher Attitudes,Foreign Countries

The purpose of this study was to study the relationship between beliefs and teaching styles of teachers of mathematics and their students' academic performance in high schools of Yucatan. For this purpose, a questionnaire was administered to 72 high school mathematics teachers and the student academic achievement score of 1241 were used. A significant relationship between beliefs about constructivist teaching and each of the five categories of teaching styles of teachers of mathematics were found, and also relationship between teaching style &quot;Delegator&quot; and student academic achievement were found. It was concluded that mathematics teachers maintain consistency between what they believe and how they teach, so it is important to maintain correspondence between the teaching style and belief system to achieve a satisfactory effect in mathematics and the teaching style &quot;delegator&quot; is associated with better academic performance in mathematics. (Contains 14 tables.)
Teachers' Voices/Stories: Dilemmas in Representing the Research Data
Author: Naidu, Sham
Date: 2011-10-27
Type: Information Analyses
Subjects: Cognitive Mapping,Personal Narratives,Researchers,Teachers,Evaluation,Story Telling,Educational Change,Vignettes

The article discusses the issue of how to represent teachers' stories and narratives in the arena of performance management. It is argued that at a time when "teachers" voices are being enthusiastically pursued and promoted, teachers' work is being technisized and narrowed" (Goodson, 1998). Arguably, teachers' knowledge regarding their work processes and practices is being neglected resulting in teachers' stories "becoming less and less promising as a focus of research and reflection" (Goodson, 1998). Within this context, "stories and narratives therefore, can form an unintended coalition with those forces which would divorce the teacher from knowledge of political and micro-political perspectives, from theory and from broader cognitive maps of influence and power. Hence new modalities using teachers' stories and narratives as a starting point need to embrace wider historical and political discourses" (Goodson, 1988, pp. 111-117). To this end, teachers' voices must be represented in a manner that values their understanding and thinking in relation to performance management, and for critically examining and challenging dominant narratives and discourses of performance management and teachers' work.
Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School
Author: Blackford, Susan Carol
Date: 2010-08-01
Type: Dissertations/Theses - Masters Theses
Subjects: Private Schools,Student Attitudes,Resource Room Programs,Elementary Secondary Education,Knowledge Level,Qualitative Research,Individualized Education Programs,Eligibility,Interviews,Records (Forms),Disabilities

This qualitative study focused on student knowledge and perceptions of the resource room in a private school. Students on an IEP [Individualized Education Plan] or eligible for an IEP and that had attended the resource room were interviewed on the five constructs: knowledge, perceptions, benefits, limitations, and suggestions for improvement. Teachers and administrators were surveyed regarding these same five constructs. This study represents a small private K-12 school of approximately 170 students where the main service model is the resource room. Analysis of the results revealed that students perceived the resource room teacher, the ability to receive help and the quiet atmosphere as benefits of the resource room. Limitations and suggestions for improvement are also included. These results can be used to effectively structure the resource room to best meet the needs of students with disabilities. The following are appended: (1) Interview and Survey Questions; (2) Parental and Student Consent Form; and (3) Teacher and Administrator Consent Form.
Multidisciplinary Methods in Educational Technology Research and Development
Author: Randolph, Justus J.
Date: 2008-12-00
Type: Guides - Non-Classroom
Subjects: Educational Technology,Educational Research,Research and Development,Interdisciplinary Approach,Research Methodology,Qualitative Research,Statistical Analysis,Data Collection,Data Analysis

Over the past thirty years, there has been much dialogue, and debate, about the conduct of educational technology research and development. In this brief volume, the author helps clarify that dialogue by theoretically and empirically charting the research methods used in the field and provides much practical information on how to conduct educational technology research. Within this text, readers can expect to find answers to the following questions: (a) What are the methodological factors that need to be taken into consideration when designing and conducting educational technology research? (b) What types of research questions do educational technology researchers tend to ask? (c) How do educational technology researchers tend to conduct research? (d) What approaches do they use? What variables do they examine? What types of measures do they use? How do they report their research? (d) How can the state of educational technology research be improved? In addition to answering the questions above, the author, a research methodologist, provides practical information on how to conduct educational technology research--from formulating research questions, to collecting and analyzing data, to writing up the research reports--in each of the major quantitative and qualitative traditions. Unlike other books of this kind, the author addresses some of research approaches used less commonly in educational technology research, but which, nonetheless, have much potential for creating new insights about educational phenomena--approaches such as single-participant research, quantitative content analysis, ethnography, narrative research, phenomenology, and others. "Multidisciplinary Methods in Educational Technology Research and Development" is an excellent text for educational technology research methods courses, a useful guide for those conducting (or supervising) research, and a rich source of empirical information on the art and science of educational technology research. Key Questions in Educational Technology Methods Choice are appended. (Contains 13 figures and 13 tables.) [This publication was produced by the HAMK University of Applied Sciences.]
Cross-Cultural Context, Content, and Design: Development of Courses in Global Topics Serving International Students
Author: Van Hook, Steven R.
Date: 2011-10-28
Type: Reports - Evaluative
Subjects: Interpersonal Relationship,Course Content,Values,Cultural Context,Economics,Global Approach,Socioeconomic Status,Social Change,Cultural Differences,Teaching Methods,Course Descriptions,Beliefs,Foreign Students,Cultural Influences

This research was conducted in the development of courses for students from multiple nations at two California universities, applying cross-cultural tactics in course content and design. The paper examines the evolution of courses in Global Issues and Global Economics, including the theoretical foundations of socioeconomic development, how those developments evolved from and/or have impacted cultural values, the current-day environment of evolving and revolving economic systems (e.g., the transition from centralized states to more decentralized, free-market systems), the impact of those changes on social interaction, and how these topics may be applied with transcultural resonance to the development of university courses with a particular sensitivity to diverse socioeconomic beliefs and systems worldwide.
A Historical Analysis of Special Education Services in Conservative Christian Schools Since 1950
Author: Craig, Kristi-Lynn
Date: 2010-08-04
Type: Dissertations/Theses
Subjects: Special Education,Parochial Schools,Christianity,Educational History,Educational Finance,Financial Support,Biblical Literature,Federal Legislation,Educational Legislation,Home Schooling

This study examines the historical progression of the availability of special education in Conservative Christian Schools in the United States since 1950. Due to the limited nature of research in this field, a historical analysis was used to better understand how the development of special education in Conservative Christian Schools compares to the development of special education in Public Schools. After analyzing the literature, four key turning points were identified. In addition, the significant roles of funding and Biblical support were examined. This thesis made recommendations for future, continued research and poses suggestions for Conservative Christian Schools to consider regarding the development of special education programs. Limitations to the study were noted. (Contains 1 table.)
U.S. Public Libraries and the Use of Web Technologies, 2010. A Closer Look
Author: Lietzau, Zeth
Date: 2011-04-00
Type: Reports - Research
Subjects: Library Research,Electronic Publishing,Public Libraries,Content Analysis,Electronic Libraries,Library Automation,Technology Integration,Internet,Web Sites,Social Networks,Catalogs,Computer Mediated Communication,Access to Information,Electronic Mail,Newsletters,Handheld Devices,Telecommunications

It's well known that technology is changing at an increasingly rapid pace and that many public libraries throughout the United States are attempting to adopt new technologies to better reach their patrons. In trade journals, blogs, and at library conferences, professionals in the field have continually discussed the best methods for using web technologies to enhance the success of the public library. In keeping with this discussion, in late 2007 the Library Research Service (LRS) designed the first iteration of the U.S. Public Libraries and the Use of Web Technologies study. In the midst of a conversation largely focused on best practices, this study was envisioned from its inception as a longitudinal study with several goals. Primarily, it attempts to record the landscape of web technology adoption by public libraries in the United States. While most of the discourse thus far has focused on what should and should not be done to better use technologies, there has not yet been much research examining how and how many libraries actually are adopting various web technologies. This study attempts to put that in perspective. Another intention of this study is to examine the characteristics of the libraries that are adopting technology in an attempt to tease out the factors that lead them to try out various tools.  We are also interested in determining whether or not the adoption of specific types of technology leads to &quot;success&quot; as traditionally defined in public libraries. This report represents the second iteration, and refinement, of the study. In the vein of the first study, this version was conducted as a content analysis, as opposed to a survey to the field. Please see the first report for an explanation of the benefits and drawbacks to this methodology. During the spring of 2010, LRS staff members visited the web sites of 689 public libraries in the United States, searching for the presence of various technologies. The national sample was comprised of 584 libraries, while the remaining 105 were Colorado public libraries that had not been selected as part of the national sample. This report captures a changing landscape of web technology adoption by public libraries and looks further into the characteristics and successes of libraries that adopt technology. Library 2.0 survey is appended. (Contains 9 tables, 31 charts, and 3 footnotes.) [This report was produced by the Library Research Service (LRS), a unit of the Colorado State Library, Colorado Department of Education that partners with the Library and Information Science Program, Morgridge College of Education, University of Denver.]
An Analysis of Informal Reasoning Fallacy and Critical Thinking Dispositions among Malaysian Undergraduates
Author: Ramasamy, Shamala
Date: 2011-10-28
Type: Reports - Research
Subjects: Critical Thinking,Technological Advancement,Foreign Countries,Higher Education,Undergraduate Students,Case Studies,Likert Scales,Information Technology,Academic Achievement,Surveys

In this information age, the amount of complex information available due to technological advancement would require undergraduates to be extremely competent in processing information systematically. Critical thinking ability of undergraduates has been the focal point among educators, employers and the public at large. One of the dimensions of critical thinking is informal fallacy. Informal fallacy is able to distract us in thinking critically because they tend to appear as reasonable and their unreliability is not apparent on the surface. Empirical research affirms that critical thinking involves cognitive skills and dispositions. Critical thinking dispositions and informal reasoning fallacy are integral in facilitating students to have high ability in thinking critically. The aim of this paper is to measure the level of critical thinking ability among Malaysian undergraduates through the use of informal logic and critical thinking dispositions. A cross sectional survey was conducted on 189 samples of undergraduates from three different disciplines, testing them on newly developed Informal Reasoning Fallacy Instrument (IRFI) and California Critical Thinking Dispositions (CCTDI). A high reliability was achieved from both tests, with Cronbach alpha  0.802 for IRFI and 0.843 for CCTDI. Both tests projected good results among Malaysian undergraduates. (Contains 3 tables and 2 figures.)
A Methodological Review of the Articles Published in &quot;Georgia Educational Researcher&quot; from 2003-2010
Author: Randolph, Justus J.
Date: 2011-00-00
Type: Information Analyses
Subjects: Educational Research,Research Methodology,Content Analysis,Periodicals,Journal Articles,Qualitative Research,Statistical Analysis

Methodological reviews, reviews that concentrate on research methods rather than research outcomes, have been used in a variety of fields to improve research practice, inform debate, and identify islands of practice. In this article, we report on the results of a methodological review of all of the articles published in &quot;Georgia Educational Researcher&quot; from 2003-2010. We examined the methodological characteristics, authorial characteristics, and methodological quality of those articles using quantitative content analysis. The major findings were that the (a) proportions of the type and traditions of articles published in &quot;Georgia Educational Researcher&quot; were similar to the proportions in education research articles in general, (b) case study research and correlational research were most prominent, (c) a few universities accounted for most of the articles published, (d) male and females were published in equitable proportions, and (e) there were no statistically significant differences in methodological quality between first author's gender and among affiliations, type of research, or year of publication. We interpret these last two findings to be evidence of a lack of editorial bias. A few minor suggestions for improving the quality of qualitative research articles are given. Two appendixes present: (1) Coding Form for Quantitative Studies (Adapted from Creswell, 2012); and (2) Coding Form for Qualitative Studies (adapted from Creswell, 2012). (Contains 2 figures and 5 tables.) [A previous version of the paper was presented at the 2011 annual meeting of the Georgia Educational Research Association Conference, October 21-22, Savannah, GA.]
The Schools Network Strategy for 2011-2012 to 2013-2014
Author: Schools Network
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Principals,Leadership,Organizations (Groups),Partnerships in Education,Standards,Outcomes of Education,Professional Development,Global Approach,Foreign Countries

The Schools Network is an independent, not-for-profit membership organization dedicated to raising levels of achievement in education. It has a membership of over 5,000 schools, academies, universities, colleges and local authorities. It is a registered charity. Formerly known as the Specialist Schools and Academies Trust, The Schools Network has helped schools manage themselves and helped develop headteachers to take leadership roles in the school system for the last 24 years. The Schools Network has helped schools to develop solutions to their own problems and to share their best teaching and learning and new practice within the organization's networks. This paper presents The Schools Network's strategy for 2011-2012 to 2013-2014. (Contains 1 footnote.)
The Schools Network Corporate Plan: 2010-2011 to 2012-2013
Author: Schools Network
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Educational Change,Specialists,Achievement Gains,Academic Achievement,Secondary Education,Teaching Methods,Learning Strategies,Program Effectiveness,Academic Standards,Curriculum Development,Partnerships in Education,School Business Relationship,School Community Relationship,Leadership Training,Innovation,Foreign Countries,At Risk Students,Disabilities,Budgeting,Equal Education

The Specialist Schools and Academies Trust (SSAT) is an independent, not-for-profit membership organisation dedicated to raising levels of achievement in education. SSAT has a membership of over 5,500 schools and growing numbers of affiliated universities, colleges and local authorities. This paper presents SSAT's plan which sets out its priorities for the next three years. A glossary is included. [For &quot;The Schools Network Corporate Plan: 2009-2010 to 2011-2012,&quot; see ED525557.]