ethanporcaro/eric-fulltext-meta huggingface dataset:
Twelve Inconvenient Truths about American Higher Education. A Policy Paper from the Center for College Affordability and Productivity
Author: Vedder, Richard
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Higher Education,Achievement Rating,Institutional Characteristics,Global Approach,Student Costs,Student Financial Aid,Educational Finance,Time to Degree,College Graduates,Access to Information,Outcomes of Education,Educational Quality,Undergraduate Study,Graduate Study,Education Work Relationship,Freedom of Speech,College Athletics,Universities

American universities, we are often told, are the best in the world. Rankings of schools worldwide done by organizations in both China and Great Britain consistently are dominated by U.S. institutions. More than half of the top 100 schools (and eight of the top 10) in the Shanghai rankings, for example, are American schools. A huge portion of Nobel Prize award winners are individuals with close associations with American universities. Foreign students flock to America to derive the benefits of U.S. institutions of higher education. College graduates, on average, command significant pay premiums over those with lesser education. On the surface, it seems like we have a great high education system that works beautifully. But below the surface, there are a large number of flaws in the system. In this paper, the author addresses what can be called the &quot;12 inconvenient truths about American higher education.&quot; These truths are: (1) High Costs; (2) Not Engine for Growth; (3) College Degrees Don't Guarantee Success; (4) College Students Work and Learn Little, Party Hard; (5) Undergraduate Students Are Often Neglected; (6) Most Students Do Not Graduate On Time; (7) Colleges Hide Vital Information from Consumers; (8) Freedom of Expression Is Curtailed; (9) Colleges Are Not a Force for Income Equality; (10) Colleges Are Run to Benefit Staff, Not Students; (11) Federal Student Financial Aid Doesn't Work; and (12) Intercollegiate Athletics Is Costly and Corrupt. (Contains 2 tables, 5 figures, and 14 notes.)
Sanitizers and Disinfectants Guide. Revised
Author: Healthy Schools Network, Inc.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Public Health,Biological Sciences,Microbiology,Child Health,Guides,Hygiene,Sanitation,Glossaries,Resources,Hazardous Materials,School Safety,School Buildings,School Maintenance,Sanitary Facilities,Plumbing,Communicable Diseases,Poisoning,Toxicology,Risk Assessment,Risk Management,Educational Policy,Occupational Safety and Health,Federal Legislation,Federal Regulation,State Regulation,Check Lists,Guidelines

Sanitizers and disinfectants can play an important role in protecting public health. They are designed to kill &quot;pests,&quot; including infectious germs and other microorganisms such as bacteria, viruses, and fungi. Unfortunately, sanitizers and disinfectants also contain chemicals that are &quot;pesticides.&quot; Exposure to persistent toxic chemicals in pesticides can cause serious health problems. Healthy Schools Network, Inc. (HSN) recommends schools follow all public health laws and regulations regarding the use of sanitizers and disinfectants in schools, and proceed with extreme caution when using any chemicals around children or staff. If the law does not require a chemical use, schools should conduct a thorough analysis of the potential risk of introducing another chemical cleaning product into the school environment. The purpose of this Guide is to provide basic information about the use of sanitizers and disinfectants. A glossary and a list of sources and resources are included.
Branded Environments: Defining the Restructured High School Campus
Author: Gunton, Brad
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Urban Schools,High Schools,Public Schools,School Restructuring,School Effectiveness,Low Achievement,Educational Strategies,Graduation Rate,Educational Improvement,Shared Facilities,Campuses,Interior Space,Visual Aids,Identification,Color,Coordination,Participative Decision Making,Stakeholders,Holistic Approach,Attitudes,Reputation,Semiotics,Student School Relationship

In cities across the country, educators and civic leaders are taking on the challenge of transforming large, failing high schools where graduation rates have remained below 50 percent for many years. They are replacing these high schools with small schools that will prepare students in underserved urban communities to meet the high standards needed to be successful in college and beyond. In New York City, Mayor Michael Bloomberg and the Department of Education have created nearly 200 small high schools in an aggressive effort to improve the city's graduation rates. As part of this effort, New Visions for Public Schools has led the New Century High Schools Initiative (NCHSI) and created more than 80 of these schools. The sitting of these schools raises significant questions. How can facilities built to educate large numbers of students in a single school be reconfigured as homes for several small schools? This pamphlet describes the visual branding process piloted on 16 campuses in New York City. In collaboration with the New York City Department of Education, the School Construction Authority (SCA), and the many stakeholders involved in these schools. New Visions and its partner Print International conceptualized, refined, and implemented the visual branding system.
Partnership &amp; Innovation: New Century High Schools in New York
Author: Hirota, Janice M.
Date: 2004-02-00
Type: Reports - Research
Subjects: Urban Schools,High Schools,School Effectiveness,School Restructuring,Educational Change,Small Schools,Learner Engagement,Educational Experience,Partnerships in Education,Organizational Change

In September 2002, 17 New Century high schools opened their doors to students as part of an ambitious, citywide initiative to make the high school experience relevant, engaging, and productive for New York City youth. Deliberately sited in Department of Education-designated low-performing high schools, these schools enroll students who are often unengaged in and unprepared for high school-level work. A core team provides oversight of the initiative and ensures ongoing support and involvement of key stakeholders. This is the first of a series of papers based on a documentation study of the implementation of the New Century high schools. In particular, the study is examining how a central NCHS strategy--school-level partnerships between DoE and non-school organizations--is being enacted as partners work to create and lead each of the new small schools. NCHS unites three, often unconnected strands of school reform efforts, interweaving these strands in a extensive effort to transform large, centralized high schools into small schools. The first strand emphasizes small school environments to promote strong, individualized academic and social supports for students. The second strand highlights work to create and support school-level partnerships between the DoE (&quot;school&quot;) staff, mainly teachers and principals, and staff of external organizations to co-design, -implement, and -operate the new small schools. The third strand involves efforts to create region-level and citywide structural change to help foster and sustain reform in schools throughout the system. (Contains 17 footnotes.) [This publication was produced by the Youth Development Institute at the Fund for the City of New York in collaboration with New Visions for Public Schools.]
Aiming Higher: Is Your 9th Grader on Track for College?
Author: New Visions for Public Schools
Date: 2008-04-00
Type: Reports - Descriptive
Subjects: Grade 9,Student Educational Objectives,College Preparation,Attendance,Course Selection (Students),Credits,Academic Achievement,Standardized Tests,Parent Role,Parent Student Relationship

A teenager's future starts on 9th grade with the safe and welcoming environment, excellent teachers, and challenging instruction provided at this school. Believe it or not, college begins in 9th grade. If parents dream of their son or daughter going to college, they should not put off planning until their junior or senior year in high school--it may be too late. Earning a high school diploma is an important and challenging first step. But these days, it's not enough--not when jobs like mechanics or medical lab technicians require some education after high school. The good news is that all students can go to college, &quot;if they get on track in 9th grade and pay attention to four key challenges.&quot; These are: (1) Attend all classes; (2) Take the right courses to earn at least 11 credits; (3) Get good grades; and (4) Pass the regents.
Guide to PBDE: Toxic Flame Retardant--What Women, Children and School Personnel Need to Know. Revised
Author: Healthy Schools Network, Inc.
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Animals,Fire Protection,Females,Children,Hazardous Materials,Toxicology,Attention Control,Memory,Student Behavior,Behavior Problems,Child Safety

Chemical flame-retardants are used in a variety of products to prevent the spread and occurrence of fire. While fire safety is critical, this family of chemicals, known as Polybrominated diphenyl ethers (PBDEs) are highly toxic. They are found in carpeting, foam cushions, polyester clothing and bedding, wallpaper, toys, household dust, a variety of plastic products, meat and dairy products, computers, faxes, cell phones and other electronic devices. PBDEs, especially deca-BDE, are in products commonly found in schools. Scientists have found PBDE chemicals in dust samples swiped from computers and interactive technology, which can easily be inhaled or ingested and can rapidly accumulate in children's bodies. In tiny doses these fire retardants impair attention, learning, memory and behavior in laboratory animals. This paper discusses the dangers of Deca-BDE, the health effects of PBDEs, how to avoid toxic PBDEs, and advice for parents and schools. (Contains 5 online resources.)
Markers
Author: Healthy Schools Network, Inc.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Pollution,Olfactory Perception,Animals,Sanitation,Experiments,Annotated Bibliographies,Environmental Influences,Children,Risk,Instructional Materials

Dry erase whiteboards come with toxic dry erase markers and toxic cleaning products. Dry erase markers labeled "nontoxic" are not free of toxic chemicals and can cause health problems. Children are especially vulnerable to environmental health hazards; moreover, schools commonly have problems with indoor air pollution, as they are more densely occupied than commercial offices and not well-maintained. Children are at risk for exposures to hazards through breathing, touching, and tasting the world around them, and by working directly with toxic instructional products. Preventing exposures should be a top priority for adults on the job and for children at school. As recommended in this paper, (1) Children should not use permanent or dry erase markers at school or at home; (2) Teachers whose classrooms have whiteboards should use the lowest-odor, small-tip dry erase markers and maintain good ventilation in the classroom; (3) Schools should avoid buying or recommending supplies that contain or require the use of hazardous chemicals: whiteboards, paints, glues, air fresheners, cleaning products, pest control products; and (4) If a child is healthy at home and often sick at school, find out about the environment at school.
Learning without Pain: Ergonomics Prevents Injuries. Revised
Author: Healthy Schools Network, Inc.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Child Health,Computers,Guidelines,Human Factors Engineering,Design Requirements,Injuries,Risk,Prevention,Health Promotion,Parent Materials,Stress Variables,Human Posture,Computer Use,Books

&quot;Ergonomics&quot; is a body of knowledge about human abilities and limitations and how these abilities and limitations should be applied to the design of equipment, machinery, and other devices to ensure safe, comfortable and effective use. Most homes and schools today are equipped with computers for student use. Backpacks have become the most popular means by which students carry books and other articles to and from school. If used improperly, both computers and backpacks can cause unnecessary body strain. Children are especially at risk. This fact sheet provides basic information to parents and school staff on using ergonomic practices to prevent computer and backpack-related stresses. [Additional funding for this paper was provided by Beldon Fund.]
Proceedings of the Fourth Annual Meeting of the National Council of Primary Education, Chicago, Illinois, February 25, 1919. Bulletin, 1919, No. 69
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Collected Works - Proceedings
Subjects: Primary Education,Teaching Methods,Elementary Schools,Elementary Education,Conferences (Gatherings),Teacher Student Ratio,Curriculum,School Schedules,Educational Practices,Independent Study,Classroom Environment,Furniture

The National Council of Primary Education held its fourth annual meeting in the red room of Hotel La Salle, Chicago, 9.30 a: m., Tuesday, February 25. 1919, with the chairman presiding. The Chairman: "The Primary Council is very happy indeed to welcome this audience this morning. This is our fourth birthday, and we are glad have so many people come to help us celebrate. To those of you who are not yet well acquainted with the Primary Council, perhaps a word as to the things we are trying to do will be of interest. In our constitution the purpose is stated as threefold: First, a greater use of activities in the primary school; second, greater freedom of method for the teacher; and third, a closer correlation, in fact a unification, of the work now done in the kindergarten and primary schools. We feel that the work of early education is one work, and, that there should be no break, either in the form or the atmosphere, and that the children should feel no difference in the transition. It behooves us to pay most particular attention to the atmosphere of the school, to come down to the world of the little  children and find out how they live and how we are teaching them and what they are really getting out of the school. We flatter ourselves sometimes that we have accomplished great things because we are getting tangible results, but the method by which we get those tangible results is most important. We need to know what is actually going on in the school, what the children are thinking about, how they are responding. This morning we shall discuss those questions in a very practical way." Contents include: (1) Welcome by the chairman, Ella Victoria Dobbs; (2) Tentative report of the committee on appropriate on appropriate furnishings for the primary school and on desirable number of pupils per teacher; (3) Discussion of the report; (4) A study of typical daily programs in use in primary grades; (5) Tentative plan for a report on present day practice; (6) vision for educative self directed, pupil activity; (7) Observation reports submitted to the committee; and (8) Discussion of the report. (Contains 1 figure. ) [Best copy available has been provided.]
Schools and Classes for Feeble-Minded and Subnormal Children, 1918. Bulletin, 1919, No. 70
Author: Bonner, H.R. Comp
Date: 1920-00-00
Type: Historical Materials
Subjects: Day Schools,Mental Retardation,Special Schools,Enrollment,Class Size,Costs,School Aides,Special Education Teachers,National Surveys,Residential Institutions,Institutional Characteristics

With regard to administration, three types of schools for mentally defective children are represented in this report: State institutions, private institutions, and city day schools. This bulletin covers the following topics: (1) Types of schools represented; (2) Number of schools reporting; (3) Instructors; (4) Assistants; (5) Enrollment in schools and classes for feeble-minded and subnormal children; (6) What children in schools and classes for the feeble-minded and subnormal study; (7) Pupils per teacher; (8) Per capita valuation of property in schools for the feeble-minded; and (9) Per capita cost in schools for the feeble-minded. (Contains 12 tables and 8 figures.) [Prepared by the Statistical Division of the Bureau of Education under the supervision of H. R. Bonner, Collector and Compiler of Statistics. Best copy available has been provided.]
Educational Directory, 1919-20. Bulletin, 1919, No. 71. Part 1: Government Educational Activities
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-01-00
Type: Historical Materials
Subjects: Vocational Education,Fine Arts,Agriculture,Foreign Countries,Federal Government,Government Role,Public Agencies,War,State Departments of Education,Military Service,Educational Finance,Libraries,Museums,Elementary Secondary Education,Postsecondary Education,Rural Schools,Urban Schools

The Educational Directory, 1919-20 is divided into seven distinct parts. Part I, Government Educational Activities, covers the following topic areas: (1) The United States Bureau of Education; (2) Department of State; (3) Department of War; (4) Department of the Navy; (5) Department of the Treasury; (6) Department of the Interior; (7) Department of Agriculture; (8) Department of Labor; and (9) Independent establishments (Library of Congress; Smithsonian Institution; The Panama Canal; Civil Service Commission; Federal Board for Vocational Education; United States Shipping Board; United States Geographic Board; Commission of Fine Arts). (Contains 4 footnotes.) [For Parts 2-4, see ED541372-ED541374. For Parts 5-7, see ED541378-ED541380. Best copy available has been provided.]
Educational Directory, 1919-20. Bulletin, 1919, No. 71. Part 2: Public School Systems
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-01-00
Type: Historical Materials
Subjects: Public Schools,Superintendents,Educational Administration,Administrators,State Departments of Education,Boards of Education,Counties,Local Government,Urban Areas,Rural Areas

The Educational Directory, 1919-20 is divided into seven distinct parts. Part 2, Public School Systems, covers the following topic areas: (1) Principal State school officers; (2) Executive officers of State boards and education; (3) County and other local superintendents of schools; and (4) Superintendents of public schools in cities and towns. (Contains 31 footnotes.) [For Part 1, see ED541372. For Part 3, see ED541374. For Part 4, see ED541376. For Parts 5-7, see ED541378-ED541380. Best copy available has been provided.]
Educational Directory, 1919-20. Bulletin, 1919, No. 71. Part 3: Higher Education; Training of Teachers
Author: Department of the Interior, Bureau of Education (ED)
Date: 1919-10-00
Type: Historical Materials
Subjects: Higher Education,Kindergarten,Dentistry,Dental Schools,Medical Schools,Pharmacy,Teacher Education Programs,College Presidents,Two Year Colleges,Deans,Department Heads,Theological Education,Engineering Education,Law Related Education,Medical Education,Veterinary Medicine,Elementary Secondary Education,Private Schools,Public Schools

The Educational Directory, 1919-20 is divided into seven distinct parts. Part 3, Higher Education: Training of Teachers, covers the following topic areas: (1) Presidents of universities and colleges; (2) Presidents of Junior colleges; (3) Deans or directors of  colleges or schools of engineering; (4) Heads of departments of education; (5) Presidents or deans of schools of theology; (6) Presidents or deans of schools of law; (7) Presidents or deans of schools of medicine; (8) Presidents or deans of schools of dentistry; (9) Presidents or deans of schools of pharmacy; (10) Presidents or deans of schools of veterinary medicine; and (11) Principals of normal and kindergarten training schools (Public normal schools; Private normal schools; Kindergarten training schools). [For Parts 1-2, see ED541372-ED541373. For Part 4, see ED541376. For Parts 5-7, see ED541378-ED541380. Best copy available has been provided.]
Teacher Adoption of Moodle LMS: A K-12 Diffusion Study
Author: Gagnon, Daniel A.
Date: 2012-04-23
Type: Reports - Evaluative
Subjects: County School Districts,High Schools,Secondary School Teachers,Adoption (Ideas),Open Source Technology,Integrated Learning Systems,Technology Integration,Public School Teachers,Program Effectiveness,Program Implementation,Evaluation Methods,Educational Technology,Teacher Surveys,Computer Assisted Instruction,Interviews,Administrators,Teacher Attitudes,Administrator Attitudes,Statistical Analysis,Qualitative Research,Inservice Teacher Education,Social Studies,Predictive Measurement,Technical Support,Educational Finance,Problems

This paper describes the diffusion of Moodle within Cherokee County Schools. The diffusion is evaluated using the Bass Model and the RIPPLES model in order to evaluate relative success or failure. The Bass Model of Diffusion was calculated utilizing forecasting by analogy in order to analyze the adoption rates in a county high school. The adoption of Moodle was then analyzed using the RIPPLES model to understand why the adoption rates were below the projected Bass model adoption figures. (Contains 5 figures.)
Educational Directory, 1919-20. Bulletin, 1919, No. 71. Part 4: Special Schools
Author: Department of the Interior, Bureau of Education (ED)
Date: 1919-11-00
Type: Historical Materials
Subjects: Superintendents,Private Schools,Special Schools,State Schools,Blindness,Deafness,Mental Retardation,Public Schools

The Educational Directory, 1919-20 is divided into seven distinct parts. Part 4, Special Schools, covers the following topic areas: (1) Superintendents of schools for the blind; (2) Superintendents of schools for the deaf (State schools; Private schools); and (3) Superintendents of schools for the feeble-minded (State schools; Private schools). (Contains 6 footnotes.) [For Parts 1-3, see ED541372-ED541374. For Parts 5-7, see ED541378-ED541380. Best copy available has been provided.]
Hurricane Sandy: An Educational Bibliography of Key Research Studies
Author: Piotrowski, Chris
Date: 2013-04-10
Type: Information Analyses
Subjects: Content Analysis,Educational Research,Citations (References),Natural Disasters,Research Reports,Bibliographies,Social Science Research,Qualitative Research,Statistical Analysis,Literature Reviews,Research Utilization,Public Policy,Emergency Programs,Emergency Shelters,Crisis Management,Weather,Risk Management,Psychological Patterns,Emotional Response,Social Environment,Children,Adults,Research Methodology,Business,Schools,Public Health,Government Role,Community Development,Bibliometrics

There, undoubtedly, will be a flurry of research activity in the &quot;Superstorm&quot; Sandy impact area on a myriad of disaster-related topics, across academic disciplines. The purpose of this study was to review the disaster research related specifically to hurricanes in the educational and social sciences that would best serve as a compendium bibliography for researchers, academic faculty, and policymakers in the Hurricane Sandy impact area. To that end, this study, based on a content analysis procedure, identified key articles on hurricanes based on the extant literature indexed in the database PsycINFO. Of the 1,408 references identified, 1000 were scholarly qualitative and quantitative research articles. The author developed a bibliography of 100 key citations to articles, categorized across select topical areas, based  on issues central to investigatory efforts following natural disasters. Future research should recommend research designs that address specific concerns of both researchers and policymakers in high-impact, heavily populated areas of the U.S. susceptible to major tropical storm or hurricane damage. (Contains 1 table.)