ethanporcaro/eric-fulltext-meta huggingface dataset:
Military Training: Continued Actions Needed to Guide DOD's Efforts to Improve Language Skills and Regional Proficiency. Testimony Before the Subcommittee on Oversight and Investigations, Committee on Armed Services, House of Representatives. GAO-10-879T
Author: Pickup, Sharon L.
Date: 2010-06-29
Type: Reports - Evaluative
Subjects: Military Training,Language Skills,Cultural Awareness,Strategic Planning,Cross Cultural Training,Cultural Literacy,Second Languages

Today, and in the foreseeable future, military operations require U.S. personnel to work alongside multinational partners and among local populations. The Department of Defense (DOD) has placed a greater emphasis on transforming language and regional proficiency capabilities, which includes cultural awareness. GAO's prior work has found that integrated strategic plans with measurable goals and funding priorities linked to goals can help guide organizational transformations. Decision makers also require complete information to identify capability gaps and assess risk. This testimony summarizes GAO's prior work and recommendations on DOD's efforts to develop language skills and regional proficiency and the steps DOD has taken to implement our prior recommendations. Specifically, it addresses the extent to which DOD has (1) developed a strategic plan to guide its language and regional proficiency transformation efforts and (2) obtained the information it needs to identify capability gaps and assess risk. GAO's statement is based on a June 2009 report and work conducted during May 2010 through June 2010 to update the status of GAO's recommendations. (Contains 2 tables and 9 footnotes.)
The State of Society: Measuring Economic Success and Human Well-Being
Author: de Leon, Erwin
Date: 2010-00-00
Type: Information Analyses
Subjects: Social Environment,Economic Status,Success,Well Being,Quality of Life,Measures (Individuals),Social Indicators,Classification

This report was commissioned by the Center for Partnership Studies (CPS) to explore progress toward national indicators that measure both human well-being and economic success. These two measurements are interconnected, particularly as society moves further into the postindustrial knowledge and information age where economic success heavily depends on investment in human capacity development. In this study, the authors provide an overview of a broad range of existing measures that go beyond gross domestic product (GDP) to offer a more complete and accurate picture of how a society and its economy are faring. Particular attention is given to data still generally marginalized on the economic and social status of the majority of every society--women and children--and to how this correlates with both a nation's quality of life and its economic success. Based on a review of the literature and an analysis of major arguments and rationales for moving beyond GDP as a measure of national well-being, this report identifies 14 categories of national well-being. The 14 categories are: poverty, health, education, employment, income and wealth, shelter, natural environment, political participation, civil society, economic participation, human rights, national stability and sustainability, family well-being, and personal well-being.  Appended are: (1) Reports Assessed in the Study; (2) Categories and Indicators of Well-Being from Reports Assessed in the Study; and (3) Indicators from Surveyed Reports. (Contains 15 footnotes.)
The Status of Nursing Education in the California Community Colleges
Author: Academic Senate for California Community Colleges
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Nursing Students,Nursing Education,Community Colleges,Nurses,Nursing,Associate Degrees,Program Development,Barriers,Labor Market,Employment Opportunities,College Faculty,Educational Attainment,Job Placement,Student Attrition,Labor Turnover,Supervision,Enrollment,College Admission

The nursing shortage in California has prompted legislators to propose solutions that may be well intentioned but fail to recognize the complexity of the issues they are trying to address. In April 2005, the Academic Senate convened a nursing task force, comprised of community college nursing faculty from across the state, to examine the issues raised by outside groups, respond to these issues, and provide possible remedies. The task force organized the information collected around six questions: (1) What are the barriers to recruiting nursing students? (2) What are the barriers negatively impacting nursing education on the campuses of California Community Colleges? (3) What are the barriers making it difficult for students to complete their course of study? (4) What makes clinical placement for nursing students so difficult? (5) Why do students leave nursing programs? Why is there such a high attrition rate? (6) Once students complete their studies and enter the profession, why do so many nurses leave within a short period of time? The responses and possible remedies reflect the diversity in nursing programs across the California Community College System and the complexity of trying to find single solutions that work for all colleges. In some areas, there is general agreement, such as the need for adequate numbers of full-time faculty to provide supervision and participate in program development, or the challenge of finding adequate slots for clinical placements. In other areas, responses differ greatly, as with respect to enrollment criteria and use of the Associate Degree in Nursing (ADN) Model Prerequisites Validation Study (Phillips, 2002). The remedies proposed in the paper are those of the task force and not official positions of the Academic Senate. The paper concludes with recommendations that echo longstanding positions of the Academic Senate within the context of nursing education in the California community colleges. (Contains 5 footnotes.)
Wilson Reading System[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Written Language,Learning Disabilities,Reading Programs,Instructional Effectiveness,Reading Instruction,Spelling,Intervention,Evidence,Standards,Sequential Approach

The &quot;Wilson Reading System&quot;[R] is a reading and writing program developed by Barbara Wilson and distributed by Wilson Language Training. It provides a curriculum for teaching reading and spelling to individuals of any age who have difficulty with written language. The program directly teaches the structure of words in the English language, aiming to help students learn the coding system for reading and spelling. The program provides interactive lesson plans and uses a sequential system with extensive controlled text. It is structured to progress from phoneme segmentation to more challenging tasks, and seeks to improve sight word knowledge, fluency, vocabulary, oral expressive language development, and reading comprehension. However, no studies of the &quot;Wilson Reading System&quot;[R] that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program on students with learning disabilities. (Contains 3 footnotes.) [For the full report of WWC intervention report on &quot;Wilson Reading System&quot;[R], see ED497727.]
Advocating for the Visual Arts in the Era of No Child Left Behind
Author: Daniel, Christine
Date: 2010-06-30
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Visual Arts,Curriculum,Access to Education,Educational Opportunities,Academic Achievement,Self Esteem,Federal Legislation,Budgeting,Resource Allocation,Art Education,Retrenchment,Self Expression,Content Analysis,Multiple Intelligences,Advocacy,Politics of Education

Research has shown that a solid visual arts program provided to students throughout the K-12 years increases academic achievement, increases self-confidence and self-concept and provides opportunities for students to tap all their intelligences. However, recent budget cuts and the high stake testing on Mathematics and English Language arts at all grade levels demanded by the No Child left Behind Act has led to elimination of art programs across the country leading to less student involvement in the visual arts. It is clear that the public, administrators, parents, teachers and the larger community have little or no knowledge regarding the potential benefits of an art program to the student well rounded education. My research which relied on content analysis of archival data investigates strategies through which teachers and other stakeholders can advocate for the visual arts to ensure they are accorded the same respect other core subjects enjoy! (Contains 1 figure.)
The Effect of Sugar and Processed Food on Student On-Task Behavior in the National School Lunch Program: A Review of the Literature
Author: Lee, Britt L.
Date: 2010-06-00
Type: Information Analyses
Subjects: Food,Lunch Programs,Nutrition,Context Effect,Student Behavior,Academic Achievement,Literature Reviews,Educational Finance

Not too long ago, people in the United States ate real, fresh, seasonal food.  Today, the prevalence of low quality foods has made it  increasingly challenging to feed young children healthy, nutritionally balanced meals.  Furthermore, what a child eats is often limited by his/her parents' income.  Inexpensive food is often processed, full of sugar, and nutrient deficient; yet is also easily accessible.   Research supports the fact that a wholesome diet delivers essential vitamins and minerals, protects against disease, and ensures proper growth.  The National School Lunch Program (NSLP) was instituted to provide free lunches to those in need, but these lunches contain a significant amount of highly processed foods.  How does highly processed food affect a child's ability to stay on-task and perform well in school?  The purpose of this study is to examine the importance of serving nutritious lunches in free lunch programs, thus providing students with at least one nutritious meal a day.
Barton Reading &amp; Spelling System[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Spelling,Reading,Learning Disabilities,Dyslexia,Reading Instruction,Tutoring,Intervention,Reading Improvement,Writing Improvement,Children,Adolescents,Adults,Auditory Discrimination,Memory,Quasiexperimental Design

The &quot;Barton Reading &amp; Spelling System&quot;[R] is a one-to-one tutoring system designed to improve the reading, writing and spelling skills of children, teenagers, or adults who struggle due to dyslexia or another learning disability. Although the program is designed to be one-to-one, it may also be used in a small group setting, but each level will take longer to complete. The program is divided into ten levels, each with 10 to 15 lessons that cover the methods and sequence of teaching reading, spelling, and writing. The &quot;Barton Reading &amp; Spelling System&quot;[R] was designed for students of any age who have, or are suspected of having, dyslexia. Program participants must speak and comprehend English at or above a second-grade level, have an IQ of 70 or higher, and be struggling with reading accuracy, fluency, spelling, or writing. However, no studies of the &quot;Barton Reading &amp; Spelling System&quot;[R] that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the &quot;Barton Reading &amp; Spelling System&quot;[R] on students with learning disabilities. (Contains 3 footnotes.)
Herman Method[TM]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Learning Disabilities,Teaching Methods,Reading Instruction,Small Group Instruction,Writing Instruction,Spelling,Bibliographies,Evidence,Standards,Instructional Effectiveness

The &quot;Herman Method&quot;[TM] teaches reading in small groups of up to three students. The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing. It contains 20 modules of instruction through a fifth grade level. Each module includes a reading, spelling, and handwriting component. The curriculum uses direct instruction and drill and practice exercises provided through different media, including flash cards, computer-based software programs, workbook exercises, and guided reading books. The &quot;Herman Method&quot;[TM] has been used with struggling readers, English language learners, and learning-disabled students. However, no studies of the &quot;Herman Method&quot;[TM] that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the &quot;Herman Method&quot;[TM] on students with learning disabilities. (Contains 3 footnotes.)
Implementing Educational Science Television in the Third Grade Classroom
Author: Shear, Ashley
Date: 2010-06-00
Type: Information Analyses
Subjects: Elementary School Science,Educational Television,Grade 3,Piagetian Theory,Multiple Intelligences,Best Practices,Learner Engagement,Teachers

When educating children, teachers need to be aware of ways to make learning  engaging. For young children, with their high exposure to current technology, listening to one person all day can be boring. Children today understand technology at a faster pace than did children of previous generations, so teachers need to implement more  technology sources into their teaching. The research literature reveals that educational television is in fact educational and does help teach children concepts. The major research supporting this information centers on the television program Sesame Street. Textbooks are still primary resources for providing knowledge, but now technology can enhance textbook lessons. Specifically, lessons enhanced with educational videos will help third grade students enjoy learning. This paper discusses the implementation of educational science television programs in the third grade classroom. The use of educational television is supported by Gardner's Theory of Multiple Intelligences (1979), and Piaget's Theory of Cognitive Development (1972). Several classroom teachers participated in an interview on the use of educational television in the elementary science classroom. Results indicated that in order for an educational television program to be a successful tool for a teacher, activities must be planned around the program. If students are only told to watch, then they will not get the most out of the program. By asking questions, taking notes, and discussing a program, students stay engaged and learn more. Educational television programs succeed as teaching tools when they are engaging, relevant to the unit, and age appropriate for the students.
Fundations[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Instructional Effectiveness,Evidence,Standards,Prevention,Early Intervention,Spelling,Reading Failure,Kindergarten,Grade 1,Grade 2,Grade 3,Learning Disabilities,Reading Research,Reading Programs,Decoding (Reading)

&quot;Fundations&quot;[R] is a prevention and early-intervention program designed to help reduce reading and spelling failure. The program is aimed at students in grades K-3 and involves daily 30-minute lessons which focus on carefully-sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, spelling, and vocabulary development. The program is designed to complement existing literature-based reading programs in general education classes, but can also be used in small groups of low-achieving or learning disabled students for 40-60 minutes each day. Students rotate through different targeted interactive activities. The program is based on the principles of the &quot;Wilson Reading System&quot;[R]. However, no studies of &quot;Fundations&quot;[R] that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of &quot;Fundations&quot;[R] on students with learning disabilities. (Contains 3 footnotes.)
What University Governance Can Taiwan Learn from the United States?
Author: Lee, Lung-Sheng
Date: 2010-06-06
Type: Reports - Descriptive
Subjects: Democracy,Governance,Foreign Countries,Governing Boards,College Administration,Administrative Organization,Free Enterprise System,Educational Trends,Comparative Analysis,Comparative Education,International Education,Educational Change,Program Effectiveness,Competition,Efficiency

Due to changes from centralization to marketization, Taiwan's university governance must increase its effectiveness. The purpose of this paper was to introduce trends in and issues of Taiwan's university governance, describe university governance in the United States, and draw implications that Taiwan's university governance needs to learn from the United States. Literature review was employed to reach the purposes. It is found that Taiwan's university governance is struggling in heading for the balance of democracy and efficiency although most colleges and universities in Taiwan adopt the model of bicameral governance which is very prevalent in the United States. In order to solve this issue, Taiwan's university governance system needs to learn the following structure of bicameral governance which is popular in the United States and stated by Eileen Hogan: (1) a governing board which is responsible for the administrative and financial elements of the university, and (2) an academic senate or a university council with responsibility for academic matters of an educational/academic nature. In order to do so, Taiwan's university governance needs more communications and a legislative change. [This paper was published in the proceedings of the International Presidential Forum (pp. 179-187), Harbin Institute of Technology, Harbin, China, June 6.]
Alphabetic Phonics. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Spelling,Intervention,Phonics,Handwriting,Learning Disabilities,Alphabets,Multisensory Learning,Elementary School Students,Secondary School Students,Reading Improvement

&quot;Alphabetic Phonics&quot; is an ungraded, multisensory curriculum distributed by School Specialty Intervention (formerly Educators Publishing Service) that teachers the structure of the English language and can be taught to individuals or small groups of elementary or secondary school students. This phonetic program teaches reading, handwriting, spelling, verbal and written expression, and comprehension by simultaneously engaging students in visual, auditory, and kinesthetic learning. Each daily, one-hour session alternates between ten different activities: alphabet, review of letters, review of sounds, multisensory introduction of a new letter, reading, cursive handwriting, spelling, verbal expression, review, and listening. However, no studies of &quot;Alphabetic Phonics&quot; that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of &quot;Alphabetic Phonics&quot; on students with learning disabilities. (Contains 3 footnotes.)
Dyslexia Training Program. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Intervention,Phonics,Learning Disabilities,Dyslexia,Phonemic Awareness,Reading Instruction,Languages,Children,Elementary Education,Spelling Instruction,Multisensory Learning,Alphabets

The &quot;Dyslexia Training Program,&quot; developed at the Texas Scottish Rite Hospital for Children, is a Tier III reading intervention program that provides intensive phonics instruction to children with dyslexia, primarily in grades two through five. It is a comprehensive two-year program that bridges the gap for school districts in which a trained dyslexia therapist or appropriately trained teacher is not available. The video series offers classroom instruction, while an onsite facilitator provides attention to individual needs and observes progress in the classroom. The program teaches reading and spelling through multisensory lessons with a strong emphasis on phonemic awareness and alphabetic code knowledge. However, no studies of the &quot;Dyslexia Training Program&quot; that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the &quot;Dyslexia Training Program&quot; on students with learning disabilities. (Contains 3 footnotes.)
Orton-Gillingham-Based Strategies (Unbranded). What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Instructional Effectiveness,Evidence,Standards,Multisensory Learning,Reading Instruction,Reading Programs,Spelling,Writing Difficulties,Learning Disabilities,Dyslexia,Educational Strategies,Group Instruction,Intervention,Language Processing

&quot;Orton-Gillingham&quot; is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels. Teaching sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing one another. The approach targets persons with the kinds of language processing problems (reading, spelling, and writing) associated with dyslexia. This report focuses on unbranded interventions that are based on general &quot;Orton-Gillingham&quot; principles and interventions that combine multiple branded products based on &quot;Orton-Gillingham&quot; principles. However, no studies of unbranded &quot;Orton-Gillingham&quot;-based strategies that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of unbranded &quot;Orton-Gillingham&quot;-based strategies for students with learning disabilities. (Contains 3 footnotes.)