ethanporcaro/eric-fulltext-meta huggingface dataset:
Science Facilities
Author: Butin, Dan W.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Educational Facilities Design,Student Projects,Technology Integration,Active Learning,Educational Technology,Educational Facilities,Science Education,Secondary School Science,Elementary School Science,Student Interests,Relevance (Education),Integrated Curriculum,School Safety,Outdoor Education,Budgeting,Creativity,Inquiry

The National Research Council's "National Science Education Standards" call for science education to be "developmentally appropriate, interesting, and relevant to students' lives, emphasize student understanding through inquiry, and be connected with other school subjects." This description captures the three major trends in science education today: science integration, project-based learning, and technology integration. This document advises on the design of elementary and secondary school science facilities. Trends toward integration of science with other disciplines within the curriculum, project-based learning, and technology integration are first discussed, followed by elements of curriculum-based design, physical flexibility, outdoor learning, safety, technology, budgeting, and fostering creativity. The varying requirements for elementary, middle, and high school facilities are detailed.
The Redesign of Accreditation to Inform the Simultaneous Transformation of Educator Preparation and P-12 Schools. Quality Teaching. Volume 18, Issue 2, Spring 2009
Author: Cibulka, James G.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Teacher Effectiveness,Teacher Certification,Accreditation (Institutions),Elementary Secondary Education,Academic Achievement,Partnerships in Education,Evaluation,Teacher Education

Accountability and improvement within educator preparation have increasingly focused on candidate performance and its impact on P-12 student learning, in recent years through performance-based accreditation. Despite this focus, national and state data show weaknesses in all areas of the teacher quality system, including preparation, entry, and professional development. The National Council for Accreditation of Teacher Education (NCATE) is engaging in a bold redesign of its processes to address these challenges. Educator preparation programs must be transformed alongside the simultaneous transformation of P-12 schools, both with a clear focus on enhancing all facets of P-12 student learning. Strategies that NCATE will employ to achieve this goal include: (1) using the concept of continuous improvement of preparation programs toward higher levels of performance; (2) increased efciency and cost-efectiveness in the process; and (3) reaccreditation processes that engage programs in transformation initiatives which are sharply focused on factors related to increasing P-12 student learning. In this paper, the author shares the values upon which NCATE's redesign has been built.
School Security Technologies
Author: Schneider, Tod
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: School Security,Information Technology,Safety,School Personnel,Computer Security,Crime Prevention,Privacy,Computers,Vandalism

Over the past decade electronic security technology has evolved from an exotic possibility into an essential safety consideration. Before resorting to high-tech security solutions, school officials should think carefully about the potential for unintended consequences. Technological fixes may be mismatched to the problems being addressed. They can be expensive. Any network will require continual maintenance, eventual upgrading, and constantly updated virus protection and intrusion detection systems (IDS) to watch for hackers or unauthorized transfers of data. A full-blown information technology (IT) department will usually be essential. An over-reliance on electronic technology can backfire with power outages and technological failures. Some security technologies raise political and philosophical concerns. Still, technology, used correctly, can be highly functional and cost effective. Its pros and cons must be weighed carefully within the context of local sensibilities and conditions. This paper describes several security technologies and offers tips for using them correctly.
A Design that Teaches Others. Learning by Design: Part I
Author: Theimer, James E.
Date: 2009-05-17
Type: Reports - Descriptive
Subjects: School Buildings,Natural Resources,Architecture,Educational Environment,School Construction,Teaching Methods,Recycling,Conservation (Environment)

Educating our children about our planet is a good idea, but if seeing is believing, then maybe we should consider that the next generation of school buildings such as the Redding School of the Arts can serve as potent educational tools for our teachers to utilize in their lesson plans on how to preserve our planet. Buildings are too rarely designed to take the environment into consideration, as historically this just hasn't ranked highly with the world's builders. Deforestation, depletion of natural resources, and contamination of the air and water are the result. So how does a building become a teacher? This article provides the answer. [This article is the first part of a three-article series. For Part II, see ED507920. For Part III, see ED507919.]
A Design that Inspires All. Education by Design: Part III
Author: Theimer, James E.
Date: 2009-05-17
Type: Reports - Descriptive
Subjects: Classroom Design,Grade 8,Classroom Environment,Student Motivation,Elementary Secondary Education,Student Attitudes,Visual Stimuli,Educational Environment,Teacher Attitudes

Too many schools are still being built today as warehouses with windows; they get the job done on some minimal level, but beyond that, they simply do not excite the children who spend a great deal of their lives within their walls. Creating an environmentally friendly building is important, but that's only part of the equation. The author and his colleagues asked the students at Redding School of the Arts from kindergarten up to eighth grade what was important to them and the words they used were exciting, fun, comfortable, fun, unique, and fun. Kids want a place that stimulates them all the time. The teachers agreed but added a few new words such as flexibility in their teaching environment and storage to the list. Parents of course added safety. These wants were addressed through features such as: classrooms with primary learning areas and adjacent spaces for small group learning; projectors and large screen TVs that can broadcast within the class or to another school; retractable rolling stages for student performance; hallways designed as "learning streets"; four thematic cafes in place of the cafeteria; and an outdoor area that provides a balance between creative play and unstructured open spaces. [This article is the third part of a three-article series. For Part I, see ED507918. For Part II, see ED507920.]
A Design that Shares Itself. Learning by Design: Part II
Author: Theimer, James E.
Date: 2009-05-17
Type: Reports - Descriptive
Subjects: Child Health,Public Health,Environment,Educational Environment,Classroom Design,Classroom Environment,Visual Stimuli,Architecture,Adjustment (to Environment),Natural Resources

As a society, we need to have the right environmental decisions become ingrained in the mindset of our children in order to be successful at maintaining the long-term health of our planet. We can achieve that best at home and through our schools. For schools to become good teachers of environmental health, those who determine how schools get built need to rethink their priorities. At the local, state and federal level "green" needs to become so important today that tomorrow we won't need to refer to it anymore. For us to "get it," we need to see examples of what is possible. That's where the Redding School of the Arts comes in to play. Designed as a virtual clearinghouse of eco-friendly ideas, it literally has something for everyone. It's wonderful to build an environmentally advanced building, but its eco-friendly features need to be transparent to all those who travel through its hallways. [This article is the second part of a three-article series. For Part I, see ED507918. For Part III, see ED507919.]
General Achievement Trends: Iowa
Author: Center on Education Policy
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Grades (Scholastic),Federal Legislation,Testing Programs,Academic Achievement,Measures (Individuals),Scores,Trend Analysis,State Standards,Grade 4,Grade 8,Grade 10,Effect Size,Reading Achievement,Elementary School Students,Middle School Students,High School Students,Mathematics Achievement,Achievement Gains,Low Achievement,High Achievement,Exit Examinations,Grade 3,Grade 5,Grade 6,Grade 7

This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. In general, Iowa students made gains at the proficient level. At the advanced level, however, declines were more common. Specific results include: (1) Since 2004, the percentage of students performing at the proficient level and above has increased slightly in both reading and math at the grade levels analyzed, except for high school math where there has been a slight decrease; and (2) Since 2005, the percentage of students reaching the advanced level in reading has declined at a moderate-to-large rate at the elementary and middle grades analyzed and at a slight rate at the high school level; in math, there was a moderate-to-large increase in the percentage of advanced students at the middle school level, but a slight decrease at the high school level. (Contains 6 figures and 6 tables.) [This is an updated version of ED506151. For &quot;State Test Score Trends through 2007-08, Part I: Is the Emphasis on &quot;Proficiency&quot; Shortchanging Higher- and Lower-Achieving Students?,&quot; see ED506121. For &quot;State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?,&quot; see ED506122.]
With What Frequency Are Teachers Employing Evidenced-Based Procedures in Their Writing Classrooms?
Author: Soiferman, L. Karen
Date: 2010-01-07
Type: Reports - Evaluative
Subjects: Foreign Countries,Writing Instruction,Elementary Secondary Education,Collaborative Writing,Sentences,Grammar,Writing Research,Process Approach (Writing),Word Processing,Evidence,Teaching Methods,Writing Teachers

Background: The need for improvement in writing instruction in schools is dependent on teachers being aware of evidence-based procedures in writing and implementing them on a regular basis in their classrooms. Purpose: The purpose of this study was to explore the frequency with which teachers in Western Canada employed evidence-based procedures in writing instruction in the classes. The data were gathered on the eleven elements identified by Graham and Perin (2007) in their meta-analysis of the most effective procedures for teaching writing. Setting: Writing classrooms in Western Canada. Study Sample: Seventy-five teachers randomly selected participated in the study. Intervention: none. Research Design: Statistical Survey. Control or Comparison Condition: none. Data Collection and Analysis: Data were collected on the frequency with which teachers employed the eleven effective elements identified by Graham &amp; Perin (2007). They were:  Direct Strategy Instruction, Summarization Instruction, Collaborative Writing, Setting Specific Product Goals, Word Processing, Sentence Combining, Engaging in Pre-Writing Activities, Engaging in Inquiry Activities, Process Writing, the Study of Models, and Writing for Content Area Learning. Two other elements, Formal Grammar Instruction, and the Use of Writing Rubrics were also investigated. Findings: We found that approximately a quarter of the teachers surveyed employed the most powerful elements for teaching writing on a regular basis. The notable exceptions were in collaborative writing, teaching summarizing, and sentence combining which a small number of teachers utilized. Between and third and a half of the responses for the eleven elements were in the &quot;seldom&quot; or &quot;never&quot; categories. Conclusion: This study makes no claims to why some teachers employ evidence-based techniques in teaching writing and why others do not. It is clear, however, that the percentage of classroom teachers who need to employ, regularly, evidence-based techniques need to be increased, at least in Western Canada. A concerted effort on the part of provincial ministries of education and teacher education institutions may be needed to keep teachers better informed on what strategies are most effective in teaching writing and how to implement those in their classes. Citation: Soiferman, L.K., Boyd, K., &amp; Straw, S. B. (2010, Janaury 7). With What Frequency Are Teachers Employing Evidenced-Based Procedures in their Writing Classrooms? A paper presented at the 8th Annual Hawaii International Conference on Education, Honolulu, Hawaii. (Contains 3 notes.)
An Evaluation of Factors that Impact Positive School Climate for School Psychologists  in a Time of Conflicting Educational Mandates
Author: Thompson, Melody J.
Date: 2010-01-20
Type: Reports - Evaluative
Subjects: School Psychologists,Compliance (Legal),Federal Legislation,Context Effect,Educational Environment,Disabilities,School Personnel,Educational Indicators,Federal Programs,Ethics

Educators including school psychologists must negotiate the differing demands of legal mandates and recent educational initiatives that impact their practice and school climate in order to maintain positive effects for students and other school personnel. The No Child Left Behind (NCLB) Act of 2001, the Individuals with Disabilities Education Act, and the emerging Response to Intervention initiative impact school functions, goals, and climate in both positive and negative ways. These mandates and practices are somewhat at odds with each other and as related to the traditional professional work of school psychologists. This article evaluates the factors inherent in or flowing from these mandates (particularly the NCLB annual yearly progress requirement) and initiatives as they impact school climate in general but with a focus on school psychologists, particularly. Ethical dimensions that emerge from the differing mandates also play a role in positive school climate and will be part of the discussion. Lastly, a fit for school psychologists that bridges some of the dissonant areas is described. (Contains 5 figures.)
Subgroup Achievement and Gap Trends: Alabama
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 11,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Alabama. Overall, Alabama showed upward trends on achievement and progress in closing achievement gaps on state tests. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Alaska
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Alaska. Overall, achievement trends in Alaska were in an upward direction. There was a mixed picture on achievement gaps. (Contains 7 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Arizona
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Arizona. Overall, Arizona had clear upward trends in student achievement, and showed most achievement gaps tending to narrow by the percentage proficient measure, but not by the mean scale score measure. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Arkansas
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 11,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness,Algebra,High School Students

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Arkansas. Arkansas showed a clear upward trend in student achievement, at all achievement levels. There was a mixed picture on achievement gaps. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]