ethanporcaro/eric-fulltext-meta huggingface dataset:
The Chemical Knowledge of Secondary Science Teachers in Papua New Guinea
Author: Palmer, W. P.
Date: 1986-09-00
Type: Reports - Research
Subjects: Chemistry,Item Analysis,Foreign Countries,Science Teachers,Grade 10,Secondary School Science,Secondary School Teachers,Science Instruction,Knowledge Base for Teaching,Pedagogical Content Knowledge,Questionnaires,Teacher Evaluation,Error Patterns

The chemical content knowledge of secondary science teachers is seldom measured directly in developed countries as there are practical, ethical and political problems involved that would be likely to be insuperable. In Papua New Guinea (PNG), the author assisted in some of the work involved in the second IEA Science Study (SISS), where the PNG education system took part in the scheme which involved twenty-six different countries. The author suggested that the science teachers taking the classes being tested completed the tests themselves. These scripts were returned to be marked in the same way of the student scripts. The results of the research were significant and can be considered as a start to the fuller and more detailed research which would be necessary to be more confident of the conclusions. However, evidence was produced to indicate that that the knowledge of some experienced science teachers was less than would be considered desirable. The scientific knowledge Goroka diploma holders, whether experienced or more recent, was less as a group than other Grade 10 teachers. There was also evidence that chemistry is an area of difficulty, particularly for Goroka diploma holders. Item analysis of SISS data yielded some inkling of specific problems which national teachers had in their own understanding; it might eventually lead to appropriate solutions being found for these problems. Three appendices include: (1) International Science Study; (2) S.I.S.S. Tests data; and (3) Tests in the Separate Sciences data. (Contains 5 tables.) [This article has been published as: Palmer, W. P. (1986). The chemical knowledge of secondary science teachers in Papua New Guinea &quot;Chemistry in the Service of Papua New Guinea,&quot; P. Bladon (editor), (12th-14th September), pp.167-190.]
Challenging the Achievement Gap by Disrupting Concepts of "Normalcy." The Complete Essays
Author: Draxton, Shawna
Date: 2011-03-04
Type: Collected Works - General
Subjects: Preservice Teachers,Elementary Secondary Education,Disabilities,Position Papers,Essays,Teaching Methods,Social Attitudes,Educational Policy,Educational Methods,Social Justice,Reflection,Attitudes,Teachers,Teacher Role,Preservice Teacher Education,Special Education Teachers,Interpersonal Communication,Adults,Children,Opinions,Consciousness Raising,Attitudes toward Disabilities,Competence,Resistance (Psychology),Family School Relationship,Foreign Countries,Disability Discrimination,Achievement Gap

We propose that Disability Studies in Education (DSE) offers a framework that (a) grounds policy and practice in the experiences and perspectives of people with disabilities, (c) challenges practices/ policy that isolate, de-humanize individuals, and (c) leads to new questions to pose. In this session, we describe the pedagogy that we used to develop the constructing position papers from a DSE perspective. We believe that our reflective essays can help others critically examine their own disciplines and the foundational principles on which the disciplines are built. We hope to challenge and change particular foundations that allow us to continue to marginalize people with disabilities. Using a Disability Studies in Education lens, we share position papers and discuss strategies to guide preservice and inservice teachers to challenge the paradigms, policies, and practices that lead to presumptions of failure of America's Pre-K-12 children. In this volume, professionals who prepare future teachers in general and special education and communication sciences and who work with children and adults with disabilities share their observations and concerns about their respective disciplines. The following essays are included: (1) Public Intellectuals Speak Out! (Ann Nevin); (2) Why Teach DSE Principles to Students in Elementary School? (Shawna Draxton); (3) Disability Studies Training Module: A Grass Roots Movement (Darla Hagge); (4) Presuming Competence: Developing Resistance to Ableist Teaching Practices (Joanne Murphy); (5) Untangling Family and School Relationships through a Disability Studies Perspective (Trisha Nishimura); (6) From Naming to Doing: DSE Principles in a Special Education World (Kirstee Radley); and (7) How Can DSE Support the Advancement of the African Decade of Persons with Disabilities (SADPD): A Letter to the Secretariat (Lawrence Taniform). Individual papers contain references. [Abstract modified to meet ERIC guidelines. Edited by Ann Nevin. Paper presented by Shawna Draxton, Joanne Murphy, and Kirstee Radley at Cal-TASH Annual Conference (Irvine, CA March 4, 2011).]
The Effects of Answer Copying on the Ability Level Estimates of Cheater Examinees in Answer Copying Pairs
Author: Zopluoglu, Cengiz
Date: 2011-04-08
Type: Reports - Research
Subjects: Cheating,Multiple Choice Tests,Ability,High Stakes Tests,Testing Problems,Validity,Educational Policy,Predictor Variables,Simulation,Item Response Theory

The purpose of this study was to examine the effects of answer copying on the ability level estimates of cheater examinees in answer copying pairs. The study generated answer copying pairs for each of 1440 conditions, source ability (12) x cheater ability (12) x amount of copying (10). The average difference between the ability level estimates before answer copying and after answer copying was examined. The results indicate that there is no gain on average from answer copying for the cheater examinee when both cheater and source examinees are in the same ability level interval. The gain from answer copying is higher as the source examinee's ability level increases. The results also indicate that the gain and loss from answer copying is not the same when the source and cheater examinee exchange their position in the answer copying pair. The results indicate that answer copying on multiple-choice tests may have an important effect on the observed ability level estimate of a cheater examinee even for the small amount of copying. Answer copying behavior causes invalid test scores when the difference between the ability levels of the source and cheater examinees get larger. Answer copying can invalidate the test scores and high stake decisions based on the standard test scores. The educators should be aware of this problem and they should look for solutions to prevent or decrease the answer copying behavior. One solution might be using analytical methods to detect answer copying pairs by calculating the probability of matching responses between response vectors. The literature has a variety of analytical methods such as the [omega] index (Wollack, 1996) and the GBT index (Van der Linden & Sotaridona, 2006) to detect answer copying pairs. However, the statistical power of these methods is still questionable to detect a low ability examinee who gains an important amount of benefit by copying answers from a high ability examinee (Zopluoglu & Davenport, 2010). So, the better way is to prevent answer copying before it occurs. (Contains 10 tables and 1 figure.)
Gold Mining in Papua New Guinea: A Curricular Omission?
Author: Palmer, W. P.
Date: 1989-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Chemistry,Science Curriculum,Science and Society,Secondary School Curriculum,Mining,Curriculum Development,Politics of Education

What criteria should be used to include or exclude particular topics within a country's science curriculum? It will be argued here that gold/gold mining is a suitable and relevant topic for inclusion in PNG's science curricula and suggestions towards achieving that end will be offered. The teaching of the mining of copper ore and the metal's extraction are already a well established feature of the science curriculum being taught at Grade 10 and Grade 11. Amongst the reasons for the inclusion of copper were that it was considered to be an appropriate introduction to chemical technology and that it had major economic importance. Other advantages are that there are a wide variety of experiments that can be carried out using copper and its compounds in school laboratories and at least some of its chemistry is relatively straightforward. In Australian chemistry curricula a little knowledge of industrial chemistry is now required of students, whilst many years ago industrial chemistry made up a considerable proportion of the curriculum. In this context a unit on gold and gold mining might well be a sensible choice at Grade 10 or 11 levels in Papua New Guinea to extend the pupils' knowledge and understanding of the interactions between science, technology and society. Practical work based on the extraction of gold or the chemistry of gold is limited mainly due to its high cost. However the possibilities of school visits to gold mines are greater because there are increasing numbers of gold mines operating. The links between gold mining, society and technology are particularly strong, so there is a good case for the inclusion of unit on the industrial chemistry of gold in PNG curricula. (Contains 2 figures.) [This article has been published as: Palmer, W. P. (1989). Gold Mining in Papua New Guinea: A Curricular Omission?, &quot;The Journal of the Science Teacher Association of the Northern Territory,&quot; Volume 10 (1989-1990), pp. 10-18.]
Opening Doors to Student Success: A Synthesis of Findings from an Evaluation at Six Community Colleges. Policy Brief
Author: Scrivener, Susan
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Community Colleges,Synthesis,Academic Achievement,Evaluation,Higher Education,Two Year Colleges,Incentives,Educational Change,Outcomes of Education,College Students,Scholarships,Control Groups,Academic Persistence,Statistical Significance

Only one-third of all students who enter community colleges with the intent to earn a degree or certificate actually meet this goal within six years. MDRC launched the Opening Doors Demonstration in 2003--the first large-scale random assignment study in a community college setting--to tackle this problem. Partnering with six community colleges, MDRC helped develop and evaluated programs based on the following approaches: financial incentives, reforms in instructional practices, and enhancements in student services. Opening Doors provides some of the first rigorous evidence that a range of interventions can, indeed, improve educational outcomes for community college students. This policy brief describes the different strategies tested, discusses what has been learned from Opening Doors, and offers some suggestions to policymakers and practitioners for moving forward. (Contains 1 table and 2 figures.)
Education Strategy: Improving Lives through Learning
Author: United States Agency for International Development
Date: 2005-04-00
Type: Reports - Evaluative
Subjects: Role of Education,National Security,Human Capital,Economic Development,Global Approach,Government (Administrative Body),Reliability,Females,Acquired Immunodeficiency Syndrome (AIDS)

In recent years, development has become a cornerstone of the U.S. national security strategy, along with defense and diplomacy. The challenge of development is broader and more multifaceted than it has ever been. It involves not only traditional development--the achievement of economic, social, and political progress--but the added challenges of strengthening fragile states, achieving progress in countries of special strategic interest, providing humanitarian relief, and addressing key global and transnational issues. This spotlight on development has illuminated the critical role of education. Not only is education one of the keys to economic growth and poverty reduction, but it is also increasingly evident that educational failure contributes to broader state instability. Expanded, high-quality education promotes stability and positive participation in the global community. The U.S. Agency for International Development (USAID) thus includes education and training as part of its strategic efforts to promote economic prosperity and security; improve health, education, the environment, and other conditions for the global population; advance the growth of democracy and good governance; and minimize the human costs of displacement, conflict, and natural disaster. Recognition of the important role of education in development has prompted the United States and other donor nations to increase their support for education. This paper sets forth USAID's role in utilizing education as a powerful tool for development. (Contains 4 footnotes.)
Trouble Brewing: The Disaster of California State Pensions. State Research
Author: Buck, Stuart
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Urban Areas,Budgets,Retirement,Costs,Retirement Benefits,Educational Finance,Police,State Government,Government Employees,Health Care Costs,Public Policy,Schools,Teacher Retirement,Administrators,Private Sector

California has promised its public employees lavish pensions and retiree health benefits without setting aside nearly enough money to pay for those benefits. As a result, California already admits to a $75.5 billion shortfall in paying for these promises to public employees--$40.5 billion for the teachers' retirement plan (California State Teachers' Retirement System, or CalSTRS) and $35 billion for the California Public Employee Retirement System (CalPERS). This shortfall has grown so large because elected officials preferred the hidden cost of higher retirement benefits to the visible cost of higher wages. For instance, a recent report from the Reason Foundation noted that thanks to a 1999 pension bill radically increasing benefits, &quot;there are 9,111 state and local government retirees in California, such as police officers, firefighters and prison guards, who receive pensions of at least $100,000 a year (through CalPERS), and an additional 3,065 retired teachers and school administrators who receive pensions of over $100,000 a year (through CalSTRS).&quot; As a California pension recipient told &quot;Forbes&quot; last year, &quot;It's just taxpayers' money, so nobody cares.&quot; In this paper, the author re-estimates California's pension obligations using a discount rate approximating what private pensions are allowed to use. With this more realistic assumption, California's unfunded pension liabilities--i.e., the gap between existing plan assets and the present value of benefits accrued by participants--actually reach $282.2 billion, a figure that rises to $326.6 billion when current market values are taken into account. On top of that, the California Controller estimates that retiree health benefits are currently underfunded by $51.8 billion. The author concludes by recommending policy actions that California can take to address its pension liabilities. (Contains 3 figures and 34 notes.) [For related reports, see &quot;Trouble Brewing in San Francisco. Policy Brief&quot; (ED517460); &quot;Trouble Brewing in Orange County. Policy Brief&quot; (ED517462); &quot;Trouble Brewing in San Diego. Policy Brief&quot; (ED517463); and &quot;Trouble Brewing in Los Angeles. Policy Brief&quot; (ED517461).]
Trouble Brewing in San Francisco. Policy Brief
Author: Buck, Stuart
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Urban Areas,Budgets,Retirement,Costs,Retirement Benefits,Educational Finance,Police,State Government,Government Employees,Health Care Costs,Public Policy,Schools,Teacher Retirement

The city of San Francisco will face enormous budgetary pressures from the growing deficits in public pensions, both at a state and local level. In this policy brief, the author estimates that San Francisco faces an aggregate $22.4 billion liability for pensions and retiree health benefits that are underfunded--including $14.1 billion for the city pension system and retiree health benefits, and an estimated $8.3 billion share of unfunded liabilities for California state retiree benefits. These estimates are made by correcting the state and local pension plans' figures, which use a too-optimistic assumption that their investments will grow by about 8% per year for the indefinite future. Unless state and city pensions are brought under control, these skyrocketing costs could easily force San Francisco to limit or forego many other important public expenditures, such as road repair, schools, and healthcare. (Contains 10 endnotes.) [For related reports, see &quot;Trouble Brewing: The Disaster of California State Pensions. State Research&quot; (ED517459); &quot;Trouble Brewing in Orange County. Policy Brief&quot; (ED517462); &quot;Trouble Brewing in San Diego. Policy Brief&quot; (ED517463); and &quot;Trouble Brewing in Los Angeles. Policy Brief&quot; (ED517461).]
Trouble Brewing in Los Angeles. Policy Brief
Author: Buck, Stuart
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Urban Areas,Budgets,Retirement,Costs,Retirement Benefits,Educational Finance,Police,State Government,Government Employees,Health Care Costs,Public Policy

The city of Los Angeles will face enormous budgetary pressures from the growing deficits in public pensions, both at a state and local level. In this policy brief, the author estimates that Los Angeles faces a total $152.6 billion liability for pensions that are underfunded--including $49.1 billion for the city pension systems, $2.4 billion for retiree health benefits, and an estimated $101 billion share of unfunded liabilities for California state retiree benefits. These estimates are made by correcting the state and local pension plans' figures, which use a too-optimistic assumption that their investments will grow by about 8% per year for the indefinite future. Unless state and city pensions are brought under control, these skyrocketing costs could easily force Los Angeles to limit or forgo many other important public expenditures, such as road repair, schools, and healthcare. (Contains 10 endnotes.) [For related reports, see &quot;Trouble Brewing: The Disaster of California State Pensions. State Research&quot; (ED517459); &quot;Trouble Brewing in San Francisco. Policy Brief&quot; (ED517460); &quot;Trouble Brewing in Orange County. Policy Brief&quot; (ED517462); and &quot;Trouble Brewing in San Diego. Policy Brief&quot; (ED517463).]
Trouble Brewing in Orange County. Policy Brief
Author: Buck, Stuart
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Urban Areas,Budgets,Retirement,Costs,Retirement Benefits,Educational Finance,Police,State Government,Government Employees,Health Care Costs,Public Policy,Schools,Teacher Retirement

Orange County will soon face enormous budgetary pressures from the growing deficits in public pensions, both at a state and local level. In this policy brief, the author estimates that Orange County faces a total $41.2 billion liability for retiree benefits that are underfunded--including $9.4 billion for the county pension system and an estimated $30.8 billion share of unfunded liabilities for California state retiree benefits. These estimates are made by correcting the state and local pension plans' figures, which use a too-optimistic assumption that their investments will grow by about 8% per year for the indefinite future. Unless state and county pensions are brought under control, these skyrocketing costs could easily force Orange County to limit or forego many other important public expenditures, such as road repair, schools, and healthcare. (Contains 9 endnotes.) [For related reports, see &quot;Trouble Brewing: The Disaster of California State Pensions. State Research&quot; (ED517459); &quot;Trouble Brewing in San Francisco. Policy Brief&quot; (ED517460); &quot;Trouble Brewing in San Diego. Policy Brief&quot; (ED517463); and &quot;Trouble Brewing in Los Angeles. Policy Brief&quot; (ED517461).]
Trouble Brewing in San Diego. Policy Brief
Author: Buck, Stuart
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Urban Areas,Budgets,Retirement,Costs,Retirement Benefits,Educational Finance,Police,State Government,Government Employees,Health Care Costs,Public Policy,Schools,Teacher Retirement

The city of San Diego will face enormous budgetary pressures from the growing deficits in public pensions, both at a state and local level. In this policy brief, the author estimates that San Diego faces total of $45.4 billion, including $7.95 billion for the county pension system, $5.4 billion for the city pension system, and an estimated $30.7 billion share of unfunded liabilities for California state retiree benefits. These estimates are made by correcting the state and local pension plans' figures, which use a too-optimistic assumption that their investments will grow by about 8% per year for the indefinite future. Unless state and city pensions are brought under control, these skyrocketing costs could easily force San Diego to limit or forego many other important public expenditures, such as road repair, schools, and healthcare. (Contains 14 endnotes.) [For related reports, &quot;Trouble Brewing: The Disaster of California State Pensions. State Research&quot; (ED517459); &quot;Trouble Brewing in San Francisco. Policy Brief&quot; (ED517460); &quot;Trouble Brewing in Orange County. Policy Brief&quot; (ED517462); and &quot;Trouble Brewing in Los Angeles. Policy Brief&quot; (ED517461).]
Tennessee's High School Dropouts: Examining the Fiscal Consequences
Author: D'Andrea, Christian
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Dropouts,Economic Impact,Dropout Research,Costs,Taxes,Social Services,Institutionalized Persons,Correctional Institutions,Budgets,Unemployment,At Risk Persons,Graduation Rate,Dropout Rate,Income,Educational Attainment,Health Care Costs,Health Insurance

High school dropouts adversely impact the state of Tennessee each year--financially and socially. Dropouts' lower incomes, high unemployment rates, increased need for medical care, and higher propensity for incarceration create a virtual vortex that consumes Tennesseans' tax dollars at a vicious rate. Hundreds of millions of dollars are spent on these high school dropouts every year. This study examines those costs across three major state funding mechanisms: state tax collections, Medicaid funds, and the costs of incarceration. All three aspects compose substantial parts of Tennessee's operating budget. In 2009, for example, TennCare--the state's Medicaid program--accounted for $1.6 billion of Tennessee's $4.28 billion in economic stimulus funding. (Contains 17 tables, 5 figures and 36 notes.)