ethanporcaro/eric-fulltext-meta huggingface dataset:
The End of Mandatory Retirement for Doctoral Scientists and Engineers in Postsecondary Institutions: Retirement Patterns 10 Years Later. InfoBrief. NSF 11-302
Author: Hoffer, Thomas B.
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Institutions,Postsecondary Education,Scientists,Engineering,Technical Occupations,Doctoral Degrees,Employment,Retirement,Pattern Recognition

Mandatory retirement in postsecondary educational institutions ended in 1994. In this paper, examination of retirements in 1993 (just before the end of this practice) and again 10 years later shows that by 2003, the age distribution of doctoral scientists and engineers working in postsecondary institutions had shifted, with a larger proportion being older than 56 years of age, compared with 1993. However, this is not solely due to changes in the propensity of the older age groups to retire. Tracking retirement is a challenge because many individuals continue to work in another capacity after officially retiring from one job, and others move in and out of retirement in the same type of job. In this report, "retired individuals" are those whose most recent employment was in a postsecondary institution and are not working because they have retired, and those who have retired but are working part time in any sector. It does not include individuals who retired from a postsecondary institution and later returned to full-time employment in any sector. (Contains 1 figure, 4 tables and 6 notes.)
Monitoring the Future: National Survey Results on Drug Use, 1975-2009. Volume II: College Students and Adults Ages 19-50. NIH Publication No. 10-7585
Author: Johnston, Lloyd D.
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: College Students,Intervals,Narcotics,Drug Use,High School Graduates,School Surveys,Mail Surveys,Young Adults,National Surveys,Tables (Data),Trend Analysis,Race,Ethnicity,Smoking,Drinking,Questionnaires,Regional Characteristics,Norms,Sampling,Gender Differences,Adolescents,Drug Abuse,Racial Differences,Comparative Analysis,Attitudes,Age Differences,Rural Urban Differences,Acquired Immunodeficiency Syndrome (AIDS),Risk,Followup Studies,Grade 10,Grade 12,Grade 8

Monitoring the Future (MTF), now in its 35th year, has become one of the nation's most relied-upon sources of information on changes taking place in licit and illicit psychoactive drug use among American adolescents, college students, young adults, and more recently, middle-aged adults. During the last three and a half decades, the study has tracked and reported on the use of an ever-growing array of such substances in these populations. This annual series of monographs is one of the major vehicles by which the epidemiological findings from MTF are reported. Findings from the inception of the study in 1975 through 2009 are included--the results of 35 national in-school surveys and 33 national follow-up surveys. MTF has conducted in-school surveys of nationally representative samples of (a) 12th-grade students each year since 1975 and (b) 8th- and 10th-grade students each year since 1991. In addition, beginning with the class of 1976, the project has conducted follow-up mail surveys on representative subsamples of the respondents from each previously participating 12th-grade class. These follow-up surveys now continue well into adulthood. A number of important findings have been summarized in this report to provide the reader with an overview of the key results. Because so many populations, drugs, and prevalence intervals are discussed here, a single integrative set of tables (Tables 2-1 through 2-4) show the 1991-2009 trends for all drugs on five populations: 8th-grade students, 10th-grade students, 12th-grade students, full-time college students modal ages 19-22, and all young adults modal ages 19-28 who are high school graduates. (Note that the young adult group includes the college student population.) "Volume II" also contains data on older age bands based on the longer term follow-up surveys: specifically, ages 35, 40, 45, and 50. An index is included. (Contains 30 tables, 74 figures, and 64 footnotes.) [For Volume I, see ED514370.]
Report of the Texas Higher Education Coordinating Board on Higher Education Cost Efficiencies to the Governor
Author: Texas Higher Education Coordinating Board
Date: 2010-11-01
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,Financial Support,Cost Effectiveness,Public Officials,Colleges,Enrollment,Achievement Gap,Educational Attainment,Academic Achievement,Expenditures

This document contains the estimated impacts of the recommendations of the Texas Higher Education Coordinating Board on Higher Education Cost Efficiencies and descriptions of current practices in other states that are representative of each recommendation. The estimates provide a reasonable expectation of impacts within an order of magnitude of each recommendation. The descriptions of current state practices provide policymakers and institutions of higher education with concrete illustrations as they consider each recommendation. Where available, cost savings of practices in other states are provided. The structure of this appendix mirrors that of the report. The estimated savings for each estimable recommendation are provided along with a brief rationale, including assumptions and methodology, followed by current state practices. The estimates are annual and based upon FY2009 costs and enrollments unless otherwise indicated. In addition, estimates are provided for the Closing the Gaps by 2015 enrollment target of 1.6 million students, a 17.2 percent increase over the FY2009 statewide enrollment of approximately 1.36 million students. One recommendation addresses the process by which capital financing is reviewed and approved. An estimate of reduced future expenditures related to debt financing is provided for this recommendation. Other recommendations involve reduced future space needs. The report contains both short-term and long-term recommendations. Since the long-term recommendations tend not to lend themselves to estimable impacts, the estimates contained in this document correspond primarily to the short-term recommendations. Two appendices are included. (Contains 66 footnotes.)
Games and Simulations in Informal Science Education. WCER Working Paper No. 2010-14
Author: Squire, Kurt
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Informal Education,After School Programs,Science Education,Educational Games,Games,Simulation,Virtual Classrooms,Workshops,Educational Opportunities,Educational History,Educational Environment,Family Environment,Comparative Analysis,Educational Research,Barriers

This paper explores the possibilities and challenges games and simulations pose for informal science education. The authors begin with a brief overview of the recent history of games and games research. They then attempt to clarify the distinctions between games and simulations. Next, they examine types of informal learning environments--"structured" informal learning environments such as workshops and after-school programs and relatively "unstructured" learning environments such as home and online environments--contrasting them with more formal learning environments such as school. The authors then turn their focus to research on learning across these contexts. They conclude by offering some thoughts on the opportunities and challenges for informal science education with games. (Contains 2 tables, 1 figure, 6 footnotes, and 21 software citations.)
Monitoring the Future: National Results on Adolescent Drug Use. Overview of Key Findings, 2009. NIH Publication No. 10-7583
Author: Johnston, Lloyd D.
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Risk,Public Health,Adolescents,Federal Programs,Prevention,Narcotics,Incidence,Drug Use,National Surveys,Student Surveys,Secondary School Students,Student Attitudes,Student Behavior,Longitudinal Studies,Trend Analysis,Predictor Variables,Student Characteristics,Racial Differences,Gender Differences,Stimulants,Inhalants,Substance Abuse,Smoking,Epidemiology,Social Environment,Drinking,Health Behavior

Monitoring the Future (MTF) is a long-term study of American adolescents, college students, and adults through age 50. It has been conducted annually by the University of Michigan's Institute for Social Research since its inception in 1975. It is supported under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse. The need for a study such as MTF is clear. Substance use by American young people has proven to be a rapidly changing phenomenon, requiring frequent assessments and reassessments. Since the mid-1960s, when it burgeoned in the general youth population, illicit drug use has remained a major concern for the nation. Smoking, drinking, and illicit drug use are leading causes of morbidity and mortality, both during adolescence as well as later in life. How vigorously the nation responds to teenage substance use, how accurately it identifies the emerging substance abuse problems, and how well it comes to understand the effectiveness of policy and intervention efforts largely depend on the ongoing collection of valid and reliable data. Monitoring the Future is designed to generate such data in order to provide an accurate picture of what is happening in this domain and why, and has served that function well for the past 34 years. Policy discussions in the media; in government, education, and public health institutions; and elsewhere have been informed by the ready availability of extensive and accurate information from the study relating to a large number of substances. The 2009 MTF survey encompassed over 46,000 eighth-, 10th-, and 12th-grade students in almost 400 secondary schools nationwide. The first published results are presented in this report. Recent trends in the use of licit and illicit drugs are emphasized, as well as trends in the levels of perceived risk and personal disapproval associated with each drug. This study has shown these beliefs and attitudes to be particularly important in explaining trends in use. In addition, trends in the perceived availability of each drug are presented. (Contains 17 tables and 7 footnotes.) [For the related reports, see "Volume I" (ED514370), "Volume II" (ED514367), and "HIV/AIDS: Risk & Protective Behaviors among American Young Adults" (ED514378).]
Report Card on the Effectiveness of Teacher Training Programs
Author: Tennessee State Board of Education
Date: 2009-11-01
Type: Numerical/Quantitative Data
Subjects: Higher Education,Program Effectiveness,School Districts,Teacher Education Programs,Teacher Placement,Teacher Persistence,Teacher Certification,Teacher Effectiveness,College Outcomes Assessment,Benchmarking,Research Reports,School Statistics,Statistical Significance,Comparative Analysis,State Surveys,Accountability

Tennessee Code Annotated 49-5-108 specifies that the State Board of Education &quot;with the assistance of the department of education and the Tennessee higher education commission, shall develop a report card or assessment on the effectiveness of teacher training programs.&quot; The State Board is directed to &quot;annually evaluate performance of each institution of higher education providing an approved program of teacher training and other state board approved teacher training programs.&quot; The performance is meant to &quot;focus on the performance of each institution's graduates and shall include, but not be limited to, the following areas: (1) Placement and retention rates; (2) Performance on Praxis examinations or other tests used to identify teacher preparedness; and (3) Teacher effect data created pursuant to Section 49-1-606.&quot; Each teacher training institution and each LEA is directed to report all data as requested by the state board of education that the board needs to make such an evaluation. The report card or assessment shall be issued no later than November 1 of each year. This report card presents the data for 2009. This year's edition allows for the comparison of traditionally licensed and alternatively licensed teachers by institution and  content area for grades 4 through 8 (math, reading / language, science, and social studies). In reviewing last year's report, differences between outcomes when comparing the effects of teachers with three years vs. five years of experience did not convey statistically significant differences. This year's report is focused on the value added effects of teachers with  three years of teaching experience (beginning teachers). Appendices include: (1) Traditionally Licensed Teachers; (2) Alternatively Licensed Teachers; (3) Combination of Traditional &amp; Alternatively Licensed; (4) Placement and Retention Analysis; and (5) Praxis Examinations. (Contains 9 footnotes.)
What Are the Characteristics, Qualifications, Roles, and Functions of School Support Teams? An Examination of Survey Results for Four Northwest Region States. Summary. Issues &amp; Answers. REL 2010-No. 095
Author: Davis, Deborah
Date: 2010-12-00
Type: Reports - Research
Subjects: Federal Legislation,Teamwork,State Departments of Education,School Support,Educational Improvement,Teacher Role,Surveys,Laboratories,Faculty Development,Low Achievement,School Districts

The No Child Left Behind Act of 2001 (2002) requires state education agencies to assist chronically low-performing schools and districts by providing statewide systems of intensive and sustained support. One element of this support is the deployment of school support teams that work as external facilitators of improvement in schools and districts designated as in need of improvement. Across states, the basic roles of school support team members are comparable, but titles, qualifications, and functions vary. While existing research describes statewide systems of support and school support team structures, it does not provide information about individuals who serve on the teams. An early case study examined the role of experienced educators who were contracted to help build capacity for change, but it gave no insight into their functions. There has been little study of school support team members as currently deployed in schools and districts across the Northwest Region. This study expands on the current literature by focusing on school support team member characteristics, qualifications, roles, and functions in four Northwest Region states: Montana, Oregon, Washington, and Wyoming. This study finds that team members in four Northwest regions states share many characteristics and qualifications and work primarily in schools, meeting with administrators on school improvement planning and implementation. Team members differ in time spent on the activities that support these functions. [For the full report, see ED514375.]
What Are the Characteristics, Qualifications, Roles, and Functions of School Support Teams? An Examination of Survey Results for Four Northwest Region States. Issues &amp; Answers. REL 2010-No. 095
Author: Davis, Deborah
Date: 2010-12-00
Type: Reports - Research
Subjects: State Departments of Education,School Support,School Districts,Low Achievement,Federal Legislation,Teamwork,Individual Characteristics,Qualifications,Role

The No Child Left Behind Act of 2001 (2002) requires state education agencies to assist chronically low-performing schools and districts by providing statewide systems of   intensive and sustained support. One element of this support is the deployment of school support teams that work as external facilitators of improvement in schools and districts designated as in need of improvement. Across states, the basic roles of school support team members are comparable, but titles, qualifications, and functions vary. While existing research describes statewide systems of support and school support team structures, it does not provide information about individuals who serve on the teams. An early case study examined the role of experienced educators who were contracted to help build capacity for change, but it gave no insight into their functions. There has been little study of school support team members as currently deployed in schools and districts across the Northwest Region. This study expands on the current literature by focusing on school support team member characteristics, qualifications, roles, and functions in four Northwest Region states: Montana, Oregon, Washington, and Wyoming. This study finds that team members in four Northwest regions states share many characteristics and qualifications and work primarily in schools, meeting with administrators on school improvement planning and implementation. Team members differ in time spent on the activities that support these functions. Appendices include: (1) Literature review; (2) Survey items and the research questions they address for school support team analysis; (3) Detailed methodology; and (4) State-by-state functions tables. (Contains 2 boxes, 7 figures and 49 tables.) [For the summary report, see ED514374.]
Applying an On-Track Indicator for High School Graduation: Adapting the Consortium on Chicago School Research Indicator for Five Texas Districts. Summary. Issues &amp; Answers. REL 2011-No. 100
Author: Hartman, Jenifer
Date: 2011-01-00
Type: Reports - Research
Subjects: High School Students,Graduation,Grade 9,Graduation Rate,At Risk Students,Status,School Districts,Gender Differences,Racial Differences,Ethnic Groups,Low Income Groups,Academic Failure,Credits

This study uses a measure of the on-track or off-track status of students at the end of grade 9 as an indicator of whether students in five Texas districts would graduate from high school in four years. In all five districts, on-time graduation rates were higher for students who were on track at the end of grade 9 than for students who were off track, both for students overall and for all racial/ethnic groups. This study is a first step in helping local districts and the Texas Education Agency develop an on-track indicator that accurately differentiates at the end of grade 9 between students who do and those who do not graduate on time. [For the full report, see ED514377.]
Applying an On-Track Indicator for High School Graduation: Adapting the Consortium on Chicago School Research Indicator for Five Texas Districts. Issues &amp; Answers. REL 2011-No. 100
Author: Hartman, Jenifer
Date: 2011-01-00
Type: Reports - Research
Subjects: High School Students,Graduation,Grade 9,Graduation Rate,At Risk Students,Status,School Districts,Gender Differences,Racial Differences,Ethnic Groups,Low Income Groups,Academic Failure,Credits

This study uses a measure of the on-track or off-track status of students at the end of grade 9 as an indicator of whether students in five Texas districts would graduate from high school in four years. In all five districts, on-time graduation rates were higher for students who were on track at the end of grade 9 than for students who were off track, both for students overall and for all racial/ethnic groups. This study is a first step in helping local districts and the Texas Education Agency develop an on-track indicator that accurately differentiates at the end of grade 9 between students who do and those who do not graduate on time. Appended are: (1) Study methodology; (2) District profiles; and (3) Off-track analysis. (Contains 1 box, 3 figures, 9 tables and 13 notes.) [For the summary report, see ED514376.]
HIV/AIDS: Risk & Protective Behaviors among American Young Adults, 2004-2008. Monitoring the Future. NIH Publication No. 10-7586
Author: Johnston, Lloyd D.
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Sexually Transmitted Diseases,Drug Abuse,High School Graduates,Young Adults,Grants,Risk,Health Behavior,Incidence,Trend Analysis,Contraception,Drug Use,Sexuality,Gender Differences,Diagnostic Tests

Monitoring the Future (MTF) is a long-term study of American adolescents, college students, and adults through age 50. The study is supported  under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse, and has been conducted annually by the University of Michigan's Institute for Social Research since 1975. The present volume is being published separately for the first time this year. Whereas the other three MTF monographs address the topic of substance use, the present volume focuses on a range of behaviors related to the spread of the human immunodeficiency virus (HIV) responsible for the acquired immunodeficiency syndrome (AIDS). The population under study is young adult high school graduates ages 21-30 in the general population. Previously, findings on this subject were presented as a final chapter in "Volume II" based on measures of HIV/AIDS risk and protective behaviors that were introduced into the MTF follow-up studies in 2004. However, as the content expanded considerably and the historical period lengthened, a separate volume on this important topic seemed warranted. (Contains 18 tables and 3 figures.) [For the related reports, see "Overview of Key Findings" (ED514371), 'Volume I" (ED514370), and "Volume II" (ED514367).]
Health and Safety in the Child Care Setting: Prevention of Injuries--A Curriculum for the Training of Child Care Providers. Module 2. Second Edition
Author: Zamani, A. Rahman, Ed.
Date: 2007-00-00
Type: Guides - Non-Classroom
Subjects: Prevention,Injuries,Child Care,Child Health,Child Safety,Safety Education,Caregiver Training,Child Caregivers,Curriculum,Child Development,Developmental Stages,Policy,Traffic Safety,Child Abuse,Infant Mortality,Poisoning,Weapons,Emergency Programs,Toys,Dental Health

This curriculum was first published in June 1998 to be used by qualified health and safety trainers to fulfill part of the learning needs and licensing requirements of child care providers (Health and Safety Code, Section 1596.866) in California. This second and updated edition of Module 2, Prevention of Injuries, covers the content of the Emergency Medical Services Authority Child Care 7 Hours Preventive Health and Safety Training Course and will provide information and guidance on how to reduce and control injuries in the child care setting. It also reflects current changes in the National Health and Safety Performance Standards for Out-of-Home Child Care. By using this module, trainers will be able to: (1) Increase awareness about the types of injuries that are common in the child care setting, who gets injured, how, when and why; (2) Help providers understand the connection between the developmental age of a child and the kind of injuries he or she may have; (3) Discuss and develop safety policies and use them as tools for safety, risk prevention and protection; (4) Encourage providers to accept responsibility for preventing injuries in their child care setting; (5) Help providers to understand regular safety checks and take actions to eliminate or reduce environmental hazards; (6) Provide materials that can be used as resources for child care providers as well as parents; and (7) Connect child care providers with local health and safety resources.