ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching
Author: Neuman, Susan B.
Date: 2010-00-00
Type: Reports - Research
Subjects: Teacher Characteristics,Children,Educational Change,Emergent Literacy,Faculty Development,Teaching Methods,Early Childhood Education,Educational Improvement,Literacy,Comparative Analysis,Intervention,Control Groups,Pretests Posttests

Given the size of the investment in professional development for early childhood educators and the dependence of educational reform on providing high quality professional development, the knowledge base of effective practices needs to be strengthened. In this paper, the authors report on the results of an effort to better understand the independent contribution of coaching as the sole mechanism for improving teacher practice and child outcomes in early language and literacy development. They compare coaching with traditional training through coursework, and a wait-list comparison group. The results they report here build on a previous large-scale analysis of professional development for center- and home based providers. Together, the earlier study and the one reported here help to highlight the strengths and potential weaknesses of different forms of professional development for improving teaching practices in early literacy. In addition, it provided some initial insights on the issue of dosage and intensity of professional development outside of our ability to directly subject it to experimental manipulation. The goal of the study was to examine the effects of coaching or professional development coursework on teacher knowledge and teacher practice. Center-based child care teachers were randomly assigned to receive either coaching or professional development coursework, with a wait-list comparison group who received no professional development serving as controls (e.g. business as usual). (Contains 3 tables.)
Apprentice and Trainee Destinations 2010: Data Dictionary. Support Document
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Trainees,Apprenticeships,Foreign Countries,Job Training,Outcomes of Education,Income,Withdrawal (Education),Satisfaction,Employment Statistics

This document was produced as an added resource for the report &quot;Apprentice and Trainee Destinations, 2010.&quot; The survey collects information about the destinations of apprentices and trainees approximately nine months after leaving their training. This document presents an alphabetical arrangement of the data used in the study. [For the main report, &quot;Australian Vocational Education and Training Statistics: Apprentice and Trainee Destinations, 2010,&quot; see ED513950.]
Australian Vocational Education and Training Statistics: Apprentice and Trainee Destinations, 2010
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Apprenticeships,Vocational Education,Trainees,Foreign Countries,Student Attitudes,Outcomes of Education,Withdrawal (Education),Program Effectiveness,Job Training,Employment Statistics,Graduates,Satisfaction,Tables (Data)

This publication presents information about the destinations of apprentices and trainees approximately nine months after leaving their training. The findings relate to apprentices and trainees who completed their training (completers) or cancelled or withdrew from an apprenticeship or traineeship and did not return to the same qualification (non-completers), according to the administrative collection at the time of sampling. This publication presents employment outcomes, reasons for non-completion, satisfaction with the apprenticeship or traineeship, and further study destinations. The figures in this publication are derived from the Apprentice and Trainee Destinations Survey, 2008 and 2010. The 2010 survey covered the destinations of apprentices and trainees who left their training between April and June 2009. The 2008 survey covered those who left their training between October and December 2007. (Contains 16 tables and 7 notes on tables.) [For the support documents, see: (1) Terms and Definitions (ED513958); (2) Technical Notes (ED513959); (3) Questionnaire (ED513953); and (4) Data Dictionary (ED513949).]
Longitudinal Surveys of Australian Youth (LSAY) 1998 Cohort: Wave 12 (2009)--Frequency Tables. Technical Report 58B
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Longitudinal Studies,Foreign Countries,Young Adults,Cohort Analysis,Tables (Data),Postsecondary Education,Employment,Employment Experience,Unemployment,Job Application,Health,Family (Sociological Unit),Money Management,Attitudes

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the frequency tables for the LSAY 1998 cohort Wave 12 (2009) data set. [For the accompanying questionnaire, &quot;Longitudinal Surveys of Australian Youth (LSAY) 1998 Cohort: Wave 12 (2009)--Questionnaire. Technical Report 58A&quot;, see ED513952.]
Longitudinal Surveys of Australian Youth (LSAY) 1998 Cohort: Wave 12 (2009)--Questionnaire. Technical Report 58A
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Tests/Questionnaires
Subjects: National Surveys,Longitudinal Studies,Foreign Countries,Young Adults,Cohort Analysis,Questionnaires,Postsecondary Education,Employment,Employment Experience,Unemployment,Job Application,Health,Family (Sociological Unit),Money Management,Attitudes

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the questionnaire for the LSAY 1998 cohort Wave 12 (2009) data set. [For the accompanying frequency tables, &quot;Longitudinal Surveys of Australian Youth (LSAY) 1998 Cohort: Wave 12 (2009)--Frequency Tables. Technical Report&quot;, see ED513951.]
Apprentice and Trainee Destination Survey
Author: National Centre for Vocational Education Research
Date: 2010-02-22
Type: Tests/Questionnaires
Subjects: Vocational Education,Trainees,Apprenticeships,Questionnaires,Foreign Countries,Student Attitudes,Satisfaction,Withdrawal (Education),Job Training,Outcomes of Education,Vocational Followup,Graduate Surveys,Salaries

This questionnaire accompanies the report &quot;Apprentice and Trainee Destinations, 2010.&quot; The survey collects information about the destinations of apprentices and trainees approximately nine months after leaving their training. [For the main report, &quot;Australian Vocational Education and Training Statistics: Apprentice and Trainee Destinations, 2010,&quot; see ED513950.]
Early Post-School Outcomes of Indigenous Youth: The Role of Literacy and Numeracy. Longitudinal Surveys of Australian Youth. Briefing Paper 22
Author: Nguyen, Nhi
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Indigenous Populations,Educational Attainment,Numeracy,Young Adults,Education Work Relationship,Literacy Education,Reading Skills,Achievement Gap,Equal Opportunities (Jobs),Access to Education,College Bound Students,Mathematics Achievement,Reading Achievement,Employment Level,Foreign Countries,Longitudinal Studies,Reading Comprehension,Comparative Analysis,Gender Differences,Racial Differences,Place of Residence,High School Graduates,Vocational Education

Despite significant improvements in the areas of education and employment, the gaps between Indigenous and non-Indigenous youth remain. Across some indicators--for example, university participation--the gap has actually widened. This is mainly because improvements for non-Indigenous young people have matched or surpassed the gains made by Indigenous young people. Governments at both federal and state levels are striving to improve Indigenous people's educational attainment and employment participation. The consistently lower scores in reading and maths assessments achieved by Indigenous youth have meant that improving their performance in literacy and numeracy has become one of the key target areas on the national agenda to assist in closing the gap between Indigenous and non-Indigenous Australians. Using data from the Longitudinal Surveys of Australian Youth (LSAY), this briefing paper explores the impact of literacy and numeracy levels on the educational gap between Indigenous and non-Indigenous youth. The paper focuses on the early post-school outcomes of Indigenous and non-Indigenous young people between 1999 and 2007. Appendices include: (1) Measuring the Gap; and (2) Additional Table. (Contains 11 tables and 3 footnotes.)
Work, Skills and Training in the Australian Red Meat Processing Sector. A National Vocational Education and Training Research and Evaluation Program Report
Author: Norton, Kent
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Agribusiness,Food Processing Occupations,On the Job Training,Supervision,Supervisory Training,Work Environment,Labor Turnover,Labor Force Development,Case Studies,Industrial Structure,Ownership,Employment,Job Simplification,Employee Attitudes,Professional Associations,Foreign Countries

Work practices in the meat-processing industry have changed in recent years. The industry has moved away from workers dressing a whole carcass towards a chain-based system, with each worker performing a single task along a moving production line. The nature of the meat-processing workforce has also changed. It is no longer dominated by seasonal but longer-term workers, usually white and male. It is now diverse and often characterised   by workers with low levels of post-secondary education and literacy. Significant pools of labour are temporary (417 visa holders, backpackers and grey nomads), contributing to high levels of  staff turnover. This report investigates what these significant changes have meant for training in the industry. Key messages of this report include: (1) Training systems have been adapted to accommodate the new work systems, with training now oriented to on-the-job induction and learning of single tasks; (2) The case studies demonstrated the importance of quality supervision and the building of a safe and supportive culture in the workplace. Improved supervisor training, as well as practices that support workers as teams and individuals, result in safer and less stressful places to work; (3) The training systems accommodate rather than prevent the high rates of labour turnover in the sector. The meat-processing industry employs many workers who are entering or re-entering the paid labour force, and many of these workers move onto other areas of the paid labour market. This report arises from the second year of a three-year program of research on training and workforce development in industries which are characterised as low-skill entry points to the labour market. Appendices include: (1) Institutional structure of meat-processing sector; and (2) The ownership structure and business model used at each case study site. (Contains 1 table and 3 footnotes.)
The Impact of VET in Schools on the Intentions and Achievements of Young People. Longitudinal Surveys of Australian Youth. Briefing Paper 21
Author: Nguyen, Nhi
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Vocational Education,Secondary School Students,Student Participation,School Holding Power,Aspiration,Postsecondary Education,Employment,Educational Attainment,Young Adults,Outcomes of Education,Foreign Countries

Vocational education in schools declined significantly following the demise of the 1970s of technical high schools. By the 1990s, it had undergone a renaissance after formal school vocational education and training (VET) programs became an accepted feature of the latter years of schooling. There is now a diverse range of school VET options available to young people in their senior years of schooling. Over 90% of senior secondary schools offer VET subjects and programs, and nationally over 40% of students participate in VET in Schools programs. Young people participating in the Longitudinal Surveys of Australian Youth (LSAY) can be tracked as they make their transitions from school to work, providing an opportunity to assess the impact of VET in Schools programs on their educational and employment outcomes. This briefing paper uses previous research on the impact of VET in Schools and some primary analysis of the data from LSAY participants who were first interviewed in 1995 or 2003 (Y95 and Y03) to assess the effect of these programs on school retention, post-school VET and employment, and young people's school and post-school aspirations. The results of the regression models are appended. (Contains 15 tables and 3 footnotes.)
Apprentice and Trainee Destinations 2010: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Vocational Education,Trainees,Apprenticeships,Classification,Foreign Countries,Definitions,Glossaries

This document covers the data terms used in the &quot;Apprentice and Trainee Destinations Survey, 2010&quot; report and its associated data tables. The primary purpose of this document is to assist users of the report to understand the specific data terms used within it. Terms that appear in the report are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; and (2) Classification categories: defined categories that apply to each term are listed where applicable. [For the main report, &quot;Australian Vocational Education and Training Statistics: Apprentice and Trainee Destinations, 2010,&quot; see ED513950.]
Apprentice and Trainee Destinations 2010: Technical Notes. Support Document
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Trainees,Apprenticeships,Questionnaires,Foreign Countries,Job Training,Outcomes of Education,Vocational Followup,Graduate Surveys,Satisfaction

&quot;Apprentice and Trainee Destinations&quot; presents information about the destinations of apprentices and trainees approximately nine months after leaving their training. Information in this publication is derived from the Apprentice and Trainee Destinations Survey that covered apprentices and trainees who, between April and June 2009, either completed their training (completers), or cancelled or withdrew from an apprenticeship or traineeship and did not return to the same qualification (non-completers). This document is divided into the following categories: (1) Scope; (2) Questionnaire design; (3) Reference period; (4) Survey methodology; (5) Reporting; (6) Survey response; (7) Privacy; (8) Survey data; and (9) Reliability of estimates. (Contains 3 tables.) [For the main report, &quot;Australian Vocational Education and Training Statistics: Apprentice and Trainee Destinations, 2010,&quot; see ED513950.]
Measures of Student Success: Can We Predict Module-Completion Rates? Occasional Paper
Author: Learned, Jeanette
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: At Risk Students,Potential Dropouts,Identification,Vocational Education,Student Participation,Student Attitudes,Attendance,Career Choice,Predictor Variables,Student Surveys,Feedback (Response),Foreign Countries

There are many factors which might cause a student to drop out of a course of study; some of these are preventable. This paper describes the piloting of a survey tool designed to identify students at risk of not completing. Attendance was found to be the strongest predictor of module completion; low or declining scores on the survey were also predictive of students dropping out. The research for this paper was undertaken by a novice researcher in the Community of Practice Scholarship Program, which is funded through National Centre for Vocational Education Research's (NCVER's) Building Researcher Capacity initiative. Appended are: (1) Defining completion; (2) Surveys; (3) Comments from student surveys; and (4) Correlation values--survey scores (all measures). (Contains 5 tables, 7 figures, and 6 footnotes.)
Blind Date: An Exploration of Potential Partnerships between Literacy Teachers and Community Service Workers. Occasional Paper
Author: Leske, Ann
Date: 2010-00-00
Type: Reports - Research
Subjects: Literacy Education,Reading Teachers,Partnerships in Education,School Community Programs,Interviews,Surveys,Teacher Attitudes,Attitude Measures,Role,Adult Literacy,Adult Learning,Access to Education,Team Teaching,Teamwork,Agency Cooperation,Foreign Countries,Cooperative Planning,Social Services,Social Capital

Partnerships between literacy teachers and community service workers have the potential to engage people with low literacy levels in learning. Through interviews and surveys with these two groups, this paper explores their views on literacy, how it impacts on their work, and their ideas about partnerships with each other. Overall, partnerships are viewed more favourably by literacy teachers than community service workers. In addition, if partnerships are to proceed, both groups need to develop a greater awareness and appreciation for each other's roles. This research was undertaken by a novice researcher in the Community of Practice Program and was funded as part of NCVER's Building Researcher Capacity initiative. Appended are: (1) Definitions; and (2) Survey. (Contains 9 tables and 2 figures.)
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP
Author: Chudowsky, Naomi
Date: 2010-11-00
Type: Reports - Research
Subjects: Achievement Tests,National Competency Tests,Scores,Grade 4,Grade 8,Achievement Gains,Educational Trends,Trend Analysis,Mathematics Achievement,Reading Achievement,Mathematics Tests,Reading Tests,Elementary School Students,Secondary School Students,Testing Programs,Federal Legislation,Educational Legislation,Comparative Analysis

This report compares state math and reading proficiency scores in grades 4 and 8 to National Assessment of Educational Progress (NAEP) basic scores for the period of 2005 to 2009. The study found that scores on state tests and NAEP have increased in most states with sufficient data. Also included with the report are profiles for the 23 states that are included in the research because they did not have breaks in their testing data for the years studied. (Contains 11 tables and 8 footnotes.) [This is a revised version of ED511842.]
Returns from Education: An Occupational Status Approach
Author: Lee, Jung-Sook
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Outcomes of Education,Education Work Relationship,Young Adults,Educational Attainment,Socioeconomic Status,Gender Differences,Social Mobility,Employment Level,Reputation,Individual Characteristics,Family Characteristics,National Surveys,Longitudinal Studies,Foreign Countries

Attaining higher levels of education brings with it many benefits for an individual, such as more employment choices, higher income and greater job security. A more educated society contributes to economic growth and general well-being. Using the 1995 cohort of the Longitudinal Surveys of Australian Youth, this study looks at how the growth in occupational prestige is related to the level of an individual's education. The study also looks at the extent to which factors such as gender and socioeconomic status impact on this. The study finds that gaps of occupational prestige amongst young people with different educational attainment become greater as time goes by. Appended are: (1) Sample characteristics; (2) Baseline model; (3) Full quadratic growth model; (4) Models by gender; and (5) Interaction effects by gender. (Contains 7 tables, 8 figures, and 4 footnotes.) [This report was funded through the LSAY (Longitudinal Surveys of Australian Youth) Research Innovation and Expansion Fund  Research Fellowship scheme.]
Psychological Approaches to Learner Centered Curriculum in Kerala
Author: Nath, Baiju K.
Date: 2010-11-25
Type: Reports - Descriptive
Subjects: Constructivism (Learning),Critical Theory,Psychology,Foreign Countries,Behaviorism,Evaluation,Criticism,Instruction,Teachers

The major curricular innovations that have taken place in Kerala secondary education system in recent years is so revolutionary. This paper examines the basic psychological theories of the learner centered curriculum of school education in the state of Kerala. Initially the curriculum was based on the principles of behaviorism. The curriculum then revised in the light of social constructivism, and further incorporated the principles of Critical pedagogy. The Curriculum at this stage is designated as Issue based curriculum, where social issues are the backbone. Eight social issues were identified and curriculum was developed in a critical approach to social issues relevant in a global setup.
K-12 Education: Selected Cases of Public and Private Schools That Hired or Retained Individuals with Histories of Sexual Misconduct. Report to the Chairman, Committee on Education and Labor, House of Representatives. GAO-11-200
Author: Kutz, Gregory D.
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Private Schools,Sexual Abuse,Elementary Secondary Education,Criminals,Laws,Law Enforcement,Job Applicants,Public Schools,Personnel Selection,Teacher Behavior,Administrator Behavior,Crime,Child Abuse,School Personnel,Federal Legislation,State Legislation,Case Studies,Court Litigation,Interviews,Individual Characteristics,Background,Legal Responsibility,Compliance (Legal)

Prior GAO (US Government Accountability Office) testimonies have described cases of physical abuse of children at youth residential treatment programs and public and private schools. However, children are also vulnerable to sexual abuse. A 2004 Department of Education report estimated that millions of students are subjected to sexual misconduct by a school employee at some time between kindergarten and the twelfth grade (K-12). GAO was asked to (1) examine the circumstances surrounding cases where K-12 schools hired or retained individuals with histories of sexual misconduct and determine the factors contributing to such employment actions and (2) provide an overview of selected federal and state laws related to the employment of convicted sex offenders in K-12 schools. To identify case studies, GAO compared 2007 to 2009 data employment databases from 19 states and the District of Columbia to data in the National Sex Offender Registry. GAO also searched public records from 2000 to 2010 to identify cases in which sexual misconduct by school employees ultimately resulted in a criminal conviction. GAO ultimately selected 15 cases from 11 states for further investigation. For each case, to the extent possible, GAO reviewed court documents and personnel files and also interviewed relevant school officials and law enforcement. GAO reviewed applicable federal and state laws related to the employment of sex offenders and requirements for conducting criminal history checks. A summary of State Laws related to the hiring and retention of sex offenders is appended. (Contains 1 table and 35 footnotes.)