ethanporcaro/eric-fulltext-meta huggingface dataset:
Child Care Health Connections: A Health and Safety Newsletter for California Child Care Professionals. Volume 23, Number 4, July-August 2010
Author: Zamani, A. Rahman, Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Eating Habits,Obesity,Safety,Health Programs,Public Health,Infants,Child Care,Newsletters,Child Welfare,Child Health,School Safety,Hygiene,Health Promotion,Restraints (Vehicle Safety),Hazardous Materials,Nutrition,Prevention,Neurological Impairments,Transportation

&quot;Child Care Health Connections&quot; is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and &quot;Ask the Nurse,&quot; a Question-Answer column. Lead article of this issue is &quot;Healthy Routines Lead to Healthy Children.&quot; Other topics include: Limiting the Use of Triclosan the Chemical in Antibacterial Soap; Problems with Car/Infant Seats and Other Seating Devices in Child Care; Portion Distortion and the Rise in Obesity; Minimizing Exposure to Toxic Flame-Retardants; Folic Acid and Prevention of Neural Tube Defects; Transportation Safety; and Health and Safety Resources. (Individual articles contain references and resources.)
Professional School Counseling in the Rocky Mountain Region: Graduation Rates of CACREP vs. Non-CACREP Accredited Programs
Author: Hancock, Mary D.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Counselor Training,School Counseling,School Counselors,Counselor Evaluation,Accreditation (Institutions),Institutional Evaluation,State Standards,Productivity,College Outcomes Assessment,College Graduates,College Programs,School Statistics,Statistical Analysis

School Counseling in the Rocky Mountain region of the United States was explored with a focus on the production of professional school counselors in the Rocky Mountain region of the Association for Counselor Education and Supervision (RMACES). Comparisons of program graduates are made by state and program as well as by accreditation status. State mandates related to professional school counseling are also noted. (Contains 4 tables.)
Rona's Story and the Theory of Symbolic Interactionism
Author: Naveh, Nissan
Date: 2010-08-15
Type: Reports - Descriptive
Subjects: Role Playing,Foreign Countries,Sociology,Educational Philosophy,Experiential Learning,Educational Games,Teaching Methods,High School Students,Class Activities,Theories,Relevance (Education),Interaction,Active Learning,Lesson Plans

This article presents a method for teaching the theory of symbolic interactionism in a high-school course--Introduction to Sociology. The role-playing game used as a method for teaching the theory is grounded on a philosophy of education whose principles call for meaningful and relevant learning, based on experiential activity and investigation of those experiences, as the preferred form of learning. The game was designed in Israel and is used there by high-school teachers of sociology; it is relevant for high-school students in other countries. [A bibliography is included.]
A Comparative Study of University of Wisconsin-Stout Freshmen and Senior Education Major's Computing and Internet Technology Skills/Knowledge and Associated Learning Experiences
Author: Sveum, Evan Charles
Date: 2010-07-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Education Majors,Comparative Analysis,Internet,Learning Experience,Information Skills,Technological Literacy,Technical Education,Technology Education,College Freshmen,Knowledge Level,Skill Analysis,Student Surveys,Access to Information,Performance Based Assessment,Comparative Testing

A study comparing University of Wisconsin-Stout freshmen and senior education majors'  computing and Internet technology skills/knowledge and associated learning experiences was  conducted. Instruments used in this study included the IC[superscript 3][R] Exam by Certiport, Inc. and the investigator's Computing and Internet Skills Learning Experiences survey. UW-Stout freshmen education majors participating in the study demonstrated poor computing and Internet technology skills/knowledge. UW-Stout senior education majors participating in the study demonstrated marginal computing and Internet technology skills/knowledge. Both UW-Stout freshmen and senior education major study participants identified evidence of poor formal and informal learning experiences to develop computing and Internet technology skills/knowledge in elementary school, middle school and high school. Senior education major participants indicated more instances of formal and informal learning experiences in post-secondary schooling and employment. Informal self-teaching methods to develop computing and Internet technology skills/knowledge were more evident with UW-Stout senior education majors who participated in the study. Notable comparisons by class and major were conducted after initial analysis showing the impact of specific formal and informal learning experiences. Recommendations to improve UW-Stout education majors computing and Internet technology skills/knowledge follow Robin Kay's &quot;Evaluating Strategies Used to Incorporate Technology into Preservice Education&quot; (2006). Appended are: (1) IC[superscript 3][R] Validation Brief; and (2) Computing and Internet Skills Learning Experiences survey. (Contains 62 tables.) [Funding for this research was provided by the UW-Stout Student Research Fund.]
SLO Terminology Glossary: A Resource for Local Senates
Author: Academic Senate for California Community Colleges
Date: 2010-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Feedback (Response),Community Colleges,Researchers,College Faculty,Teacher Attitudes,Vocabulary,Outcomes of Education,Student Evaluation,Cooperation,Glossaries,Language Usage

This glossary was developed from existing research and feedback from faculty and researchers from the California community colleges in response to Resolution S08 2.02 that asked the Academic Senate for California Community College to address the confusion in the field by researching and developing a glossary of common terms for student learning outcomes and assessment. This glossary does not dictate terminology nor does it seek to be comprehensive. Due to the increased collaboration between researchers and faculty, dialog about these terms increases individuals' ability to serve students and increase student success. (Contains 8 endnotes.)
Budget Considerations: A Primer for Senate Leaders
Author: Academic Senate for California Community Colleges
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Budgeting,Community Colleges,Educational Finance,Advocacy,College Faculty,Expenditures,Glossaries,Vocabulary,Spreadsheets,Legislators,Costs

This paper is intended to provide a selection of easy to use resources and tools to enhance the effectiveness of a local senate president during ongoing budget conversations. It is not intended to provide a narrative description of budgets and budget process, nor a comprehensive listing of the many arcane rules that govern community college budgets. The scope here has been intentionally limited. Given the great variety in approaches to budgeting across the California Community College System, no document could guide senate leaders through the myriad of ways that local districts approach budgeting. The focus here is on developing an informed approach to looking at a local budget and providing local faculty with the understanding they need to advocate effectively. Narrowly speaking, community college budget development is an annual cycle that produces projected revenue and expenditure figures for the operation of the college in the upcoming year. This publication takes a broader view of studying, recording, and understanding the financial picture of the district, using a variety of sources and viewpoints. This, often historical, information can then be put to good use in discussing and preparing any given year's annual budget. Appendices include: (1) An Annotated Glossary of Budget Related Terms; (2) Spreadsheet Example of Tracking Expenditures; and (3) Spreadsheet Example Tracking All Funds.
Higher Education: Institutions' Reported Data Collection Burden Is Higher than Estimated but Can Be Reduced through Increased Coordination. Report to Congressional Committees. GAO-10-871
Author: Scott, George A.
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Higher Education,Accountability,Federal Government,Surveys,Design,Data Collection,Task Analysis,Institutional Characteristics,Staff Utilization,Experience,Information Skills,Computer Software,Administrative Organization,Time Management,Graduation Rate

The Integrated Postsecondary Education Data System (IPEDS) is the federal government's core postsecondary data collection program. Approximately 6,800 postsecondary schools are required to complete annual IPEDS surveys on topics including enrollment, graduation rates, and finances. As policymakers have sought additional data to increase accountability in postsecondary education, the number and complexity of questions on the IPEDS surveys have increased. GAO (Government Accountability Office) was mandated to examine: (1) the time and cost burden for schools completing the IPEDS surveys, (2) options for reducing this burden, and (3) the potential benefits and challenges of collecting additional graduation rate data. To do this, GAO interviewed staff from 22 postsecondary schools, reviewed existing estimates of the IPEDS time and cost burden, interviewed officials at the Department of Education (Education) and Office of Management and Budget, and interviewed higher education associations and higher education software providers. GAO recommends that Education reevaluate official IPEDS burden estimates, communicate IPEDS training opportunities to a wider range of schools, and coordinate with education software providers to help improve the quality and reliability of IPEDS reporting features. Education agreed with GAO's recommendations and plans to address these issues. Appendices include: (1) Objectives, Scope, and Methodology; (2) Comments from the Department of Education; and (3) GAO Contact and Staff Acknowledgments. (Contains 4 tables, 5 figures, and 29 footnotes.)
State and Local Governments: Fiscal Pressures Could Have Implications for Future Delivery of Intergovernmental Programs. Report to the Ranking Member, Committee on the Budget, House of Representatives. GAO-10-899
Author: Czerwinski, Stanley J.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Federal Government,Federal State Relationship,Local Government,Economic Factors,Financial Problems,Expenditures,Trend Analysis,Economic Research,Income,Context Effect,Public Policy

State and local governments work in partnership with the federal government to implement numerous intergovernmental programs. Fiscal pressures for state and local governments may exist when spending is expected to outpace revenues for the long term. GAO (Government Accountability Office) was asked to examine (1) the long-term fiscal pressures facing state and local governments and historical spending and revenue trends, (2) spending and revenue trends to identify patterns among states, and (3) what is known about the implications of these fiscal pressures for federal policies. Using aggregate data from the Bureau of Economic Analysis's National Income and Product Accounts, this analysis draws on results from the March 2010 update to GAO's state and local government fiscal model. GAO's model uses historical data to simulate expenditures and revenues for the sector for the next 50 years. Data from the U.S. Census Bureau are used to analyze patterns of state and local government expenditures and revenues among the states from 1977 to 2007, the most recent 30-year period for which these data were available. A review of GAO and other reports synthesizes what is known about the implications of these long-term fiscal pressures for future federal policies. GAO does not make recommendations in this report. Appendices include: (1) Scope &amp; Methodology; and (2) GAO Contact and Staff Acknowledgments. (Contains 4 tables, 11 figures, and 41 footnotes.)
High School Physics Availability: Results from the 2008-09 Nationwide Survey of High School Physics Teachers. Focus On
Author: White, Susan
Date: 2010-04-00
Type: Reports - Research
Subjects: High Schools,Physics,National Surveys,Teacher Surveys,School Surveys,Science Education,Science Instruction,Public Schools,Private Schools,Science Teachers,Secondary School Science,Enrollment,Enrollment Rate,School Size,High School Seniors,Access to Education

In the fall of 2008, the authors contacted a representative sample of over 3,600 high schools in the U.S.--both public and private--to determine whether or not physics was taught there. They received responses from over 99% of the schools. For the schools which indicated they were offering physics, they obtained contact information for the teachers. In the spring of 2009, they contacted each of the teachers who were thought to be teaching physics. They received responses from over 2,500 teachers (a 62% response rate). This report describes the authors' findings. (Contains 4 tables and 7 figures.)
The Big Payoff: Use of Incentives to Enhance Participation in Web Surveys. IR Applications, Volume 25, February 1, 2010
Author: Wren, Stephanie
Date: 2010-02-01
Type: Reports - Evaluative
Subjects: Student Surveys,Response Rates (Questionnaires),Educational Experience,Incentives,Student Participation,Internet,Student Attitudes,College Students,Strategic Planning,Educational Attitudes,Predictor Variables,Interrater Reliability,Correlation,Universities

Students are demanding more convenient and less time-consuming forums in which to be engaged in all areas of their education, including sharing their ideas about their educational experiences. Web surveys are more prevalent as a technologically advanced research medium being used throughout higher education. As such, this methodology is proving to be an effective means of allowing students to provide their input. One arena that has yet to be fully explored is whether or not the use of incentives will encourage a higher response rate among students participating  in web-based student survey panels. (Contains 3 tables.)
New Approaches for Analyzing Two Key and Related Issues in Faculty Salaries: Compression and Cost of Living. IR Applications, Volume 26, June 1, 2010
Author: Weinberg, Sharon L.
Date: 2010-06-01
Type: Reports - Evaluative
Subjects: Teacher Salaries,Research Universities,College Faculty,Higher Education,Statistical Analysis,Comparative Analysis,Teacher Morale,Salary Wage Differentials,Promotion (Occupational),Private Colleges,Diversity (Faculty),Salaries,Labor Market

In the university setting, the issue of faculty morale typically has been linked to a variety of perceived inequities, including inequities in faculty salary. New approaches for analyzing two different, but related, types of inequity are proposed. One approach addresses whether salary compression, often perceived by faculty to exist, actually does exist; the other approach addresses whether end-of-term annual salary increases, often perceived by faculty not to reflect a cost of living component, actually do. What sets these two approaches apart from the others suggested in the literature are that they lack a high level of mathematical complexity, yet they still have the ability to control for confounding sources of variation, they are easily carried out even by someone with minimal statistical expertise, and results from them are easily understood by a broad audience. The two new approaches are applied to real data from a private research university in the Northeast and results from these analyses are discussed. (Contains 1 footnote, 5 tables and 7 figures.)
The State of Leadership: Public School Principals in Illinois. Policy Research: IERC 2010-2
Author: Brown, Kathleen Sullivan
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Educational History,Individual Characteristics,Educational Administration,Principals,Records (Forms),Databases,Educational Facilities,Competition,College Entrance Examinations,Data Analysis,School Demography,Leadership,Educational Research,Geographic Regions,Selective Admission,Colleges,Administrator Education,Administrator Qualifications

This report provides a detailed descriptive analysis of the principals who led Illinois public schools from 2001 through 2008. The authors begin with a brief historical review of the research literature on educational administration to provide a foundation for understanding the broader context for this study. Using state administrative records and other associated data, they assembled a large database of approximately 3,900 schools and their principals for each academic year. By linking numerous school and individual characteristics and tracking the placement and movement of building administrators, they used these data to analyze whether any patterns in the distribution of principals could be observed. Appendices include: (1) The Availability of ACT data; and (2) The Regional Nature of School Demographics, Locale, and College Competitiveness in Illinois. (Contains 37 figures, 7 tables, and 4 footnotes.)
Personal Finance Education: Effective Practice Guide for Schools
Author: Spielhofer, Thomas
Date: 2010-06-00
Type: Guides - Classroom - Teacher
Subjects: Money Management,Teaching Methods,Budgeting,Consumer Education,Guidance,Credit (Finance),Debt (Financial),Secondary Education

This document provides guidance on effective practice in delivering personal finance education in secondary schools. It is based on the findings from research carried out by NFER (the National Foundation for Educational Research) on behalf of pfeg (Personal Finance Education Group) as part of an evaluation of Learning Money Matters (LMM). This guidance is aimed at those responsible for planning, co-ordinating and teaching personal finance education in their schools, but is useful to all those involved in supporting and delivering financial capability. It sets out: (1) The meaning of personal finance education and why it is important for young people to learn about it; (2) Two case studies of schools, which show how personal finance education can be delivered in two contrasting ways that lead to successful outcomes; (3) Effective practice suggestions regarding what to think about when planning the delivery of personal finance education lessons; (4) Effective practice in relation to deciding how personal finance education should be delivered within schools; (5) Effective practice in adopting the most appropriate teaching approaches which will keep students engaged in lessons and help them to achieve successful learning outcomes; (6) Effective practice in choosing, developing and adapting resources to use when teaching personal finance education; (7) Effective practice in relation to assessing the learning outcomes of personal finance education lessons; and (8) The key principles of planning and delivering successful and effective personal finance education lessons. [This paper was supported by Personal Finance Education Group.]
Policy and Research Seminar on Methods for Ensuring Reliability of Teacher Assessments. Proceedings of National Foundation for Educational Research and Chartered Institute of Educational Assessors (The Royal Institute of British Architects, London, UK, June 2, 2009)
Author: Parkes, Catherine, Ed.
Date: 2009-06-02
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Educational Research,Quality Control,Seminars,Models,Teacher Evaluation

The assessment system in England is going through a period of unprecedented change, with changes currently underway or being discussed at every stage of education. There does not, however, appear to be a consistency across these changes. This seminar was set up by the National Foundation for Educational Research (NFER) and the Chartered Institute for Educational Assessors (CIEA) to stimulate debate about the best means of building confidence in teacher assessment. In particular the seminar sought to question: (1) the most appropriate models of quality assurance of teacher judgments for use in schools in England; (2) whether one model could work for all stages of education and for all on-going developments, or whether a range of methods will be required; (3) what structures, systems and support need to be put in place before teacher assessment is a trusted part of the education context in England. Contributions were made by Sarah Maughan (NFER), Graham Herbert (CIEA) and Richard Daugherty (Cardiff University). The seminar was steered by David Wright (CIEA) and Chris Whetton (NFER). This report summarises the presentations and discussions. The seminar operated under the Chatham House rule, but the three presenters have given permission for their views to be attributed. Appendices include: (1) List of participants; (2) Presentation by Sarah Maughan; (3) Presentation by Graham Herbert; and (4) Presentation by Richard Daugherty. (This document was also produced by Chartered Institute of Educational Assessors.)
Local Authority Approaches to the School Admissions Process. LG Group Research Report
Author: Rudd, Peter
Date: 2010-07-00
Type: Reports - Research
Subjects: Admissions Officers,College Admission,Research Reports,Barriers,Performance Factors,Admission Criteria,Parent School Relationship,Demography,Population Trends,Administrator Attitudes,School Involvement,Parent Participation,Questionnaires,Interviews,Foreign Countries,Admissions Counseling

What are the challenges, barriers and facilitating factors connected to the various school admissions approaches used by local authorities? This report gathers the views of local authority admissions officers on the strengths and weaknesses of different approaches, as well as the issues and challenges they face in this important area. It covers: (1) an overview of the admissions process; (2) views on school admissions mechanisms; (3) working with schools and parents; (4) demographic changes and over-subscription; and (5) strengths and challenges in the process. Key findings show that, in most areas, the process was being implemented with fairness, efficiency and clarity, meeting the needs of the majority of parents and schools. However, some exceptions to this standard approach emerged from local circumstances, and these brought up interesting questions about admissions processes generally and their relation to school improvement. This report is important reading for local authority school admissions officers and staff working in pupil place planning, as well as for school staff and parents wishing to keep up to date on current developments in admissions. Appendices include: (1) Overview of the admissions process; (2) Survey questionnaire; and (3) Interview schedule. (Contains 5 tables.)