ethanporcaro/eric-fulltext-meta huggingface dataset:
School Choice for the Poor? The Limits of Marketisation of Primary Education in Rural India. CREATE Pathways to Access. Research Monograph No. 23
Author: Harma, Joanna
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Private Schools,School Choice,Economically Disadvantaged,Foreign Countries,Rural Schools,Rural Sociology,Elementary Education,Access to Education,Comparative Analysis,Student Costs,Educational Equity (Finance),Fiscal Capacity,Student Financial Aid,Poverty,Economic Impact,Social Indicators,Social Influences,Educational Assessment,Educational Indicators

In recent years India has seen an explosion in low-fee private (LFP) schooling aimed at the poorer strata of society. This marketisation of primary education is a reaction to the well-documented failings of the government system. This paper looks at LFP schooling in one rural district of Uttar Pradesh, and compares government to low cost private schools in this area. It explores whether LFPs are affordable to the rural poor and marginalised by examining the key factors in parental decision making and ultimately discovering whether equity considerations are served. CREATE's zones of exclusion model is appended. (Contains 17 footnotes, 23 tables, and 1 figure.)
The Impact of Language on Educational Access in South Africa. CREATE Pathways to Access. Research Monograph No. 24
Author: Lafon, Michel
Date: 2009-11-00
Type: Reports - Research
Subjects: Foreign Countries,Access to Education,Educational Policy,Principals,Language of Instruction,Interviews,Teachers,Parents,Racial Segregation,African Languages,Higher Education,Cognitive Development,English (Second Language),Case Studies

The role of Medium of Instruction or Language of Learning and Teaching has not received sufficient attention as a factor denying meaningful access to education in South Africa. Yet the majority of under-performing learners are also children who learn in a language that is not their mother-tongue. This research aims to assess how recent language policies have changed the linguistic practices of schools and how this impacts on &quot;meaningful&quot; access (understood as learners' access to the curriculum and therefore broad content knowledge). Interviews and open discussions were conducted with principals, teachers and parents from various township schools located in KwaZulu Natal and Gauteng to illustrate the problems. Two appendixes are included: (1) Location of interviews with school principals and staff; and (2) CREATE's Zones of Exclusion. (Contains 47 footnotes.)
From Statehouses to Schoolhouses: Eradicating Environmental Racism
Author: Hartlep, Nicholas Daniel
Date: 2010-03-11
Type: Information Analyses
Subjects: Critical Theory,Racial Discrimination,Whites,Geographic Information Systems,Pollution,African Americans,Hispanic Americans,Poisoning,Attention Deficit Hyperactivity Disorder,Diseases,Urban Schools

Written through the prism of Critical Race Theory (CRT), this paper addresses the question, &quot;How can schoolhouses best serve the students within them?&quot; The author begins by introducing &quot;environmental racism&quot; through a review of the literature. The author argues that CRT proponents, by allying with whites and using geographic information systems (GIS) mapping, can help curb or eliminate environmental racism. (Contains 1 endnote.) [This research was supported by a University of Wisconsin-Milwaukee Graduate Student Travel Grant.]
Building a Critical Components for Successful Multimedia-Based Collaborative eLearning Design Framework
Author: Asanok, M.
Date: 2008-12-00
Type: Information Analyses
Subjects: Multimedia Materials,Electronic Learning,Cooperative Learning,Teaching Methods,Learning Processes,Models,Instructional Systems

With newly developing multimedia and web-based technologies have provided opportunities of developing a multimedia-based collaborative eLearning systems. The development of eLearning systems has started a revolution for instructional content delivering, learning activities and social communication. Based on various positions on this issue have been proposed and a number of theoretical perspectives have been recommended. This study attempts to analyze teaching and learning processes of eLearning instruction as shown in recent literature. Multimedia learning principles, learning models, instructional structure, collaborative environment, pedagogical models, learning metacognition and learner's activities provide the theoretical based for designing and analyzing critical components and develop research model for explaining a Multimedia-based Collaborative eLearning Systems (MCLS). (Contains 3 figures and 1 table.) [Paper presented at the International Conference on eLearning for Knowledge-Based Society (5th, Bangkok, Thailand, December 11-12, 2008).]
Evaluation of At-Risk Students' Needs in Public Alternative Schools
Author: Shirley, Doeford G.
Date: 2009-12-00
Type: Dissertations/Theses
Subjects: Nontraditional Education,At Risk Students,Questionnaires,Data Collection,Public Education,Student Needs,Teaching Methods,Student Attitudes,Behavior Disorders,Middle School Students,High School Students,Public Schools,Social Development,Academic Achievement,Curriculum,School Choice,Federal Legislation,Personality Traits,Teamwork,Student Motivation,Leadership Responsibility,Feedback (Response),Creativity,Observation,Teacher Role

The need for alternative education programs that work is paramount in light of the nation's public education crisis. The problem is that alternative education programs fail to adequately address the issues that At-Risk students bring to, and face in, the alternative and/or the traditional classroom. This study utilized a qualitative and a quantitative approach to evaluate and delineate the fundamental needs of At-Risk students in the public alternative education sector. The purpose of the study was for alternative students, their immediate relatives, and other affected groups to personally express their needs as lived, experienced, and as viewed by them. Those expressions of needs would then create the basis from which public education, having been apprised of the needs, can begin to develop the means by which they can be met. The research utilized open-ended questions developed by the researcher and answered by five different groups most pertinent to the study. The results derived were then coded into common themes that accurately reported the needs expressed. Data-driven conclusions justified the need for a new and different approach to alternative education and subsequent further study. The findings of this study also led to the development of a theory by which alternative education can be guided. Eleven appendixes are included: (1) Non-participant Data Collection Observation of CSCN [Crossroads Second Chance North] Current Students; (2) Institutional Permission Letter; (3) Participant Consent Form; (4) Application for IRB [Institutional Review Board] Review and Certification of Compliance; (5) Questionnaire #1; (6) Questionnaire #2; (7) Questionnaire #3; (8) Questionnaire #4; (9) Questionnaire #5; (10) Confidential Log Sheet of Participants; and (11) Quantitative Data Collection Methods. (Contains 14 figures and 10 tables.)
Lexical Ambiguity Resolution: Word Processing, Recognition and Context Effect
Author: Kilickaya, Ferit
Date: 2007-06-12
Type: Reports - Evaluative
Subjects: Language Processing,Figurative Language,Word Recognition,Context Effect,Psycholinguistics,Comprehension

In the paper the lexical ambiguity resolution is presented. The paper is specifically focused on the processing of words, models of word recognition, context effect, trying to find an answer to how the reader-listener determines the contextually appropriate meaning of a word. Ambiguity resolution is analyzed and explored in two perspectives: the context in which the lexical items appear and the activation of all the meanings which an ambiguous word has. There is no clear-cut answer to lexical ambiguity resolution and there is a great debate about the role of the context in the activation of the meaning of ambiguous words. (Contains a bibliography.)
Teaching Vocabulary to English Language Learners
Author: Daniels, Sharilyn Fox
Date: 2009-12-19
Type: Dissertations/Theses - Masters Theses
Subjects: Grade 1,English (Second Language),Second Language Learning,Limited English Speaking,Intervention,Family Environment,Elementary School Students,Language Tests,Vocabulary Development,Audio Equipment,Scores,Academic Achievement

This study determined if the vocabulary gap for English Language Learners (ELLs) and their peers could be bridged through providing home interventions with multiple exposures to words, definitions, model sentences and context. Ninety-one first grade students from a public school in Southern California with a 95% ELL population were researched. ELL students with the interventions made greater gains than English Only students in all areas of word understanding assessed. Students of lower CELDT [California English Language Development Test] (1, 2, and 3) benefited more from the interventions than students of higher CELDT levels (4 and 5). Students of CELDT level one, who had interventions, made greater gains in understanding word meaning than any other CELDT level group. Sample Summary Sheet of Raw Data; Baseline and Experimental Assessments; Visual to Accompany Audiotape or CD for Intervention; and tables are appended. (Contains 4 figures and 13 tables.)
Changes in the Cost of Energy in One State's School Districts. Issues &amp; Answers. REL 2010-No. 088
Author: Cymrot, Donald J.
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: School Districts,Energy Conservation,Expenditures,Simulation,Costs,Energy,Economic Climate,Financial Problems,Institutional Characteristics,Budgets

To support the work of Tennessee's Energy Efficient Schools Initiative (EESI) Council, this report describes data on energy expenditures in school districts for 2002/03-2007/08. Energy expenditures rose from about 2.6 percent to about 3.0 percent of total expenditures over the period, with some differences in the mix of energy types and expenditures per student by district characteristics. An index of fiscal stress can be used to establish priority districts for EESI Council funding. Simulation of the impact of future energy inflation by district characteristics finds that the variation within districts grouped by characteristics is just as large as that across district characteristics, suggesting that the EESI Council should investigate individual district circumstances in allocating state funds rather than create allocation rules based on district characteristics. Appendices include: (1) Energy prices nationally and in Tennessee, 2002-08; (2) Energy and total expenditures for 106 Tennessee school districts, 2002/03-2007/08; (3) Total expenditures, energy expenditures, and operations and maintenance energy expenditures, by district, school year 2007/08; (4) Stress scores for 136 Tennessee school districts and tests for differences in the means of stress scores by district characteristics; and (5) Simulation results, by district. (Contains 1 box, 8 figures, 20 tables, and 11 notes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by the Regional Educational Laboratory Appalachia administered by the CNA Corporation.]
The Effectiveness of the Traineeship Model. Occasional Paper
Author: Karmel, Tom
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,On the Job Training,Dropouts,Education Work Relationship,Program Effectiveness,Disadvantaged Youth,Educational History,Incentives,Public Policy,Trainees,Profiles,Gender Differences,Educational Quality,Educational Change,Wages

Over 20 years ago, during a period of high youth unemployment, Peter Kirby recommended that a system of traineeships be adopted for disadvantaged 16- and 17-year-olds. Growth in traineeships was initially slow until the mid-1990s, when rapid growth followed a series of reforms to traineeships. The reforms included the introduction of employer incentives and the widening of traineeships to existing workers, part-time workers, and older workers. This paper builds on work commissioned by the Victorian Interdepartmental Policy Unit on Youth Transitions into the effectiveness of traineeships for the youth cohort. Findings suggest that traineeships are an important pathway for female early school leavers. However, if the target group for traineeships is disadvantaged young people, then they are poorly targeted. The employment outcomes from traineeships are good, particularly for young early school leavers, but they find little evidence that traineeships have had a significant impact on skills acquisition. Overall, the authors conclude that the traineeship model is a good one, as the mixture of formal education and experience in the workplace is educationally very attractive. Their suggestions for improvement relate to better targeting of government support. In particular, they suggest that government support be targeted towards disadvantaged job seekers, such as early school leavers. Appendices include: (1) Consultations methodology; (2) Detailed history of policies relating to the traineeship system; (3) Illustrative case studies of wage costs and implicit wage subsidies; (4) Most popular training packages for Australia; and (5) Further study. (Contains 12 footnotes, 4 boxes, 24 tables, and 5 figures.)
Flexible Pre-Majors: Improving the BC Transfer System for Students &amp; Institutions. Special Report
Author: Orum, Jennifer
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Majors (Students),Degree Requirements,Transfer Policy,Articulation (Education),Postsecondary Education,Foreign Countries

All institutions review and update their programs over time, offering specializations based on departmental philosophy and expertise. With the increased number of degree-granting postsecondary institutions in British Columbia (BC), universities and colleges are under pressure to devise unique approaches to majors. This can mean that pre-major requirements can vary from one institution to another. Sending institutions face a more complex task since they must try to align their curriculum with that of several receiving institutions, or risk disadvantaging their students. Historically in BC the emphasis has been on facilitating solutions that recognize the importance of diversity and institutional autonomy in the post-secondary system rather than on standardization. One possible approach to solving this problem for students and institutions is the development of flexible pre-majors. This paper provides an overview of flexible pre-majors and describes its benefits for students and institutions.
A Blueprint for Reform. The Reauthorization of the Elementary and Secondary Education Act
Author: Department of Education (ED), Office of Planning, Evaluation and Policy Development
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Rewards,Academic Achievement,Federal State Relationship,Instructional Leadership,Teacher Effectiveness,Administrator Effectiveness,Parent School Relationship,Parent Participation,College Preparation,School Readiness,Academic Standards,Educational Assessment,Alignment (Education),Career Guidance,Intervention,Academic Support Services,Educational Change,Accountability,Equal Education,Educational Opportunities

On Saturday, March 13, the Obama administration released its blueprint for revising the Elementary and Secondary Education Act (ESEA), which would ask states to adopt college- and career-ready standards and reward schools for producing dramatic gains in student achievement. The proposal challenges the nation to embrace educational standards that would put America on a path to global leadership. The blueprint provides incentives for states to adopt academic standards that prepare students to succeed in college and the workplace and create accountability systems that measure student growth toward meeting the goal that all children graduate and succeed in college. This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness to ensure that every classroom has a great teacher and every school has a great leader; (2) Providing information to families to help them evaluate and improve their children's schools, and to educators to help them improve their students' learning; (3) Implementing college- and career-ready standards and developing improved assessments aligned with those standards; and (4) Improving student learning and achievement in America's lowest-performing schools by providing intensive support and effective interventions. Incorporating and extending this framework, this blueprint for a re-envisioned federal role builds on these key priorities: (1) College- and Career-Ready Students; (2) Great Teachers and Leaders in Every School; (3) Equity and Opportunity for All Students; (4) Raise the Bar and Reward Excellence; and (5) Promote Innovation and Continuous Improvement.
Lindamood Phoneme Sequencing[R] (LiPS[R]). What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Phonemic Awareness,Reading Instruction,Learning Disabilities,Elementary School Students,Grade 4,Instructional Effectiveness,Educational Research,Reading Comprehension,Reading Fluency,Writing (Composition),Mathematics Achievement

The &quot;Lindamood Phoneme Sequencing&quot;[R] (&quot;LiPS&quot;[R]) program (formerly called the &quot;Auditory Discrimination in Depth&quot;[R] [&quot;ADD&quot;] program) is designed to teach students the skills they need to decode words and to identify individual sounds and blends in words. Thirty-one studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of &quot;LiPS&quot;[R] on students with learning disabilities. One study (Torgesen et al., 2001) is a randomized controlled trial that meets WWC evidence standards. The remaining 30 studies do not meet either WWC evidence standards or eligibility screens. Appendices include: (1) Study Characteristics: Torgesen et al., 2001 (randomized controlled trial); (2) Outcome measures; (3) Summary of study findings; (4) Summary of one-year follow-up findings; (5) &quot;LiPS&quot;[R] rating; and (6) Extent of evidence by domain. (Contains 6 footnotes.) [For a previous WWC intervention report on the &quot;Lindamood Phoneme Sequencing&quot;[R] (&quot;LiPS&quot;[R]) (2008), see ED503694.]
Voyager Reading Programs. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Summer Schools,Intervention,Home Study,Reading Programs,Learning Disabilities,Reading Instruction,Language Acquisition,Adolescents,Reading Difficulties,Reading Consultants,Computer Assisted Instruction,Literacy,Phonemic Awareness,Phoneme Grapheme Correspondence,Reading Comprehension,Reading Fluency,Elementary School Students

&quot;Voyager Passport&quot;[TM] is a supplemental reading intervention system for students in grades K-5. &quot;Voyager Passport Reading Journeys&quot;[TM] is a reading intervention program designed for adolescents who struggle with reading. The &quot;Voyager Universal Literacy System&quot;[R] is a K-3 reading program that includes a core reading curriculum; a progress monitoring system that measures each student's reading progress and identifies struggling readers; a struggling reader intervention that includes additional instruction time and summer school; professional development for teachers, principals, and specialists; a home study curriculum; and computer-based practice and reinforcement in phonological skills, comprehension, fluency, language development, and writing. No studies of the &quot;Voyager&quot; reading programs (&quot;Voyager Passport&quot;[TM], &quot;Voyager Passport Reading Journeys&quot;[TM], and &quot;Voyager Universal Literacy 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 &quot;Voyager&quot; reading programs on students with learning disabilities. (Contains 2 footnotes.)
The Production &quot;To Be or Not To Be? That Is the Question&quot;
Author: Schroeter, Gillian
Date: 2010-03-00
Type: Opinion Papers
Subjects: Foreign Countries,Drama,Enrichment Activities,High Schools,Curriculum Evaluation,Dramatics,School Community Programs,Creative Development,Program Effectiveness,Program Administration,Art Education

Background: The high school production offers our students a creative way to develop their literacy, numeracy and social skills to mention a few. Why then do we permit anyone to teach the production and usually expect teachers to volunteer? Purpose: To do research into why the school production should be adopted as an integral part of our high-school curriculum. The setting was March 2010 Tasmania Australia. The Research Design was experimental and cross-sectional. Findings: The possibility of the production leading the way in a curriculum based on creativity that will lead the way in a new technological world. Conclusion: The production is a beacon in education. Why then isn't it treated as a highly regarded subject? An 8-item reference list and bibliography is included.
Size Matters for EFA. CREATE Pathways to Access. Research Monograph No. 26
Author: Little, Angela W.
Date: 2008-04-00
Type: Information Analyses
Subjects: Small Schools,Class Size,School Size,Foreign Countries,Access to Education,Literature Reviews,Best Practices,International Education,Academic Achievement,Comparative Education,Cost Effectiveness,Social Justice,Educational Policy,Multigraded Classes,Educational Assessment,Educational Indicators,Educational Research

This monograph reviews literature on school and class size for its relevance to the concerns of CREATE [Consortium for Research on Educational Access, Transitions and Equity]. It estimates the numbers of small schools and numbers of children learning in small schools worldwide. It assesses the implications of school size, large and small, for learning outcomes, costs and for social equity. It outlines how policy &quot;issues&quot; of size, large and small, are constructed and presented in a range of education systems. It identifies the curriculum, teaching and learning issues associated with small schools and examples of good practice and discusses the evidence on learning outcomes in small, multigrade schools. It synthesises the research on class size, large and small, in developed and developing countries, and identifies its relevance for EFA [Education for All] Goals 2, 5 and 6. Finally, the monograph draws implications for on-going and future CREATE studies, in particular the Community and School studies in Bangladesh, Ghana and India. (Contains 3 footnotes, 8 tables, and 5 figures.)
Patterns and Prevalence of School Access, Transitions and Equity in South Africa: Secondary Analyses of BT20 Large-Scale Data Sources. CREATE Pathways to Access. Research Monograph No. 27
Author: Fleisch, Brahm
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Incidence,Access to Education,Attendance Patterns,Educational Attainment,Grade Repetition,Enrollment Trends,Racial Differences,Gender Differences,Age Differences,Equal Education,Urban Areas,Gender Bias,Student Rights,Dropout Rate,Racial Bias,Blacks,Whites,Special Needs Students,Student Promotion

This monograph looks at patterns and prevalence of initial school enrolment, late entry, attainment promotion, and repetition in urban South Africa. The paper pays special attention to the particular gender nature of the patterns of school participation. The study analyses data generated in the genuine representative cohort study, Birth-to-Twenty (Bt20). (Contains 14 tables, 4 figures, and 4 footnotes.)