ethanporcaro/eric-fulltext-meta huggingface dataset:
Cutting Costs, Keeping Quality: Financing Strategies for Youth-Serving Organizations in a Difficult Economy
Author: Keller, Eric
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Social Support Groups,Youth Programs,Money Management,Financial Support,Costs,Change Strategies,Cost Effectiveness,Partnerships in Education,Economic Impact,Organizational Change,Nonprofit Organizations,Institutional Survival

This research brief highlights three effective financing strategies that successful youth-serving organizations are using to maintain quality services despite difficult economic times. The brief provides examples of how organizations have implemented these strategies and offers tips to help leaders consider how best to adapt these strategies to their unique context. The brief begins by summarizing the effects of the recession on youth-serving organizations thus far. The first strategy, aggressively managing costs, highlights how organizations can focus on what they do best and cut costs in ways least likely to damage the quality of their services. The second strategy, creatively generating new revenues, examines how organizations can look beyond their traditional sources of support to generate new funding despite the troubled economy. The third strategy, forming partnerships, discusses how organizations can create partnerships and support networks to help mitigate the effects of funding cuts. A key finding of this research is that many organizations began implementing these strategies well before times got tough. Aggressively managing costs, creatively generating revenues, and forming partnerships were integral aspects of their daily operations, rather than reactions to a weak economy. Leaders report that once the recession began, these strategies significantly improved their program's ability to continue delivering high-quality services to youth. In this sense, these strategies not only can help youth-serving organizations weather the storm, but also help ensure they are better prepared to manage any financial shocks in the future. This research was informed by interviews with leaders of 17 youth programs and organizations from across the country that experts identify as using effective financial management strategies. Research Interview Participants is appended. (Contains 11 footnotes.) [Funding for this paper was provided by the Underage Tobacco Prevention Program: Philip Morris, USA.]
Achievement Investment Prowess: Identifying Cost Efficient Higher Performing Maine Public Schools
Author: Batista, Ida A.
Date: 2006-04-00
Type: Opinion Papers
Subjects: Cost Effectiveness,Public Schools,School Effectiveness,Educational Finance,Academic Achievement,Secondary Schools,Measurement Techniques,Outcomes of Education,Expenditure per Student,Economically Disadvantaged,Enrollment

Throughout the United States the debate has been frequent, intense, and at times  adversarial over how to fund education adequately. Maine has been trying to identify higher performing schools in the hope that practices that contribute to success at higher performing schools can be adapted at similar schools throughout the state. The 1997 establishment of Essential Programs and Services, an adequacy based funding model, has a primary goal to ensure success for all of Maine's children based on generating and distributing funds more equitably throughout the state. However, identifying higher performing schools based on achievement misses inclusion of fiscal responsibility within a school. This study proposes to broaden the definition of higher performing by stipulating that a higher performing school should not be defined by academic achievement and &quot;added value&quot; alone but also on cost efficiency. Maine school administrative units (SAUs) and schools are unique, based on demography, geographic determination, financial resources, and other factors. Keeping in mind that within Maine there is high variation between SAUs and among schools, there still needs to be a means of defining schools that are performing higher than others academically while being cost efficient so that model schools may be identified. (Contains 5 figures and 3 tables.)
Belief Drives Action: How Teaching Philosophy Affects Technology Use in the Classroom
Author: Gritter, Aaron
Date: 2005-04-00
Type: Reports - Evaluative
Subjects: Educational Philosophy,Computer Uses in Education,Laptop Computers,Teacher Surveys,Science Teachers,Mathematics Teachers,Middle School Teachers,Grade 7,Grade 8,Teaching Experience,Educational Attainment

The initial phase of the Maine Learning Technology Initiative (MLTI) provided all 7th and 8th grade students and their teachers with laptop computers. In the fall of 2003, a survey of all teachers involved with the program was administered by Maine Education Policy Research Institute to determine how and to what extent the technology was being used. An analysis of the surveys was completed to answer the following questions: (1) Can responses on teaching philosophy questions be used to predict the amount a teacher uses their laptop?; (2) Can responses on teaching philosophy questions be used to predict the amount students use laptops in their classroom?; and  (3) Do prior computer experience, content area, teaching experience, or education levels affect the philosophy-usage relationship? Teacher responses were analyzed as a whole and also by content area with a focus on how math and science teachers use computers compared to teachers in the other content areas. The analysis of the survey responses shows that there is evidence that teaching philosophy does impact computer use both by the teachers themselves and by the students in their classrooms. The best predictor of computer use is prior computer experience. This may suggest a need for additional pre-service computer training and on-going professional development if computers are going to be used extensively in all classrooms. A list of the items analyzed found on the Teacher Survey Form B-Fall 2003 is appended. (Contains 8 resources.)
Using Laptops to Facilitate Middle School Science Learning: The Results of Hard Fun. Research Brief
Author: Berry, Alexis M.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Laptop Computers,Computer Uses in Education,Middle School Students,Science Education,Academic Achievement,Learner Engagement,Retention (Psychology),Science Projects,Pretests Posttests,Action Research,Student Attitudes

As the Maine Learning Technology Initiative (MLTI) enters its seventh year of implementation, the need to expand upon the current research is essential. In an effort to gather information about implementing technology within various educational contexts, the Center for Education Policy, Applied Research, and Evaluation (CEPARE) at the University of Southern Maine collaborated with a science teacher from Bristol Consolidated School to conduct an action research study to determine how the use of technologically advanced tools and resources might affect academic achievement and student engagement in the science classroom. Pre- and post-assessments illustrated greater comprehension levels among the students who were assigned to complete a technology rich project in comparison to students who were asked to complete a more traditional science project. In addition, a retention assessment revealed greater retention of information among those who had completed the technology rich project. Lastly, student engagement appeared to be higher among those who were working directly with their laptops to complete their science projects. The post-assessment and the student interviews revealed that many of the students found the technology rich project to be more challenging and time consuming; however, many of the students also agreed that the project was more fun and engaging. These statements are illustrative of Seymour Papert's concept of &quot;hard fun&quot;, by which Papert describes the idea that children enjoy being challenged and that they have greater learning outcomes when they are given the opportunity to actively construct new knowledge in an exciting way. Appendices include: (1) Pre-assessment instrument; (2) Post-assessment instrument; (3) Retention instrument; (4) Daily teacher's log; (5) Project timeline and tasks; (6) Examples of paper diagram projects; and (7) Examples of podcast animation projects. (Contains 3 tables.) [This paper was co-published by the Maine International Center for Digital Learning (MICDL).]
Adequacy-Based Funding for Small, Isolated Schools: An Approach for Maine
Author: Allen, Debra M.
Date: 2005-04-00
Type: Reports - Evaluative
Subjects: Rural Schools,Small Schools,Geographic Isolation,Educational Finance,Financial Support,Enrollment,Expenditure per Student,Teacher Student Ratio,School Location,Operating Expenses,Public Schools

How to adequately fund small schools is becoming a pressing issue in Maine due to numerous factors, including state and federal accountability laws and declining enrollments. The following were among the challenges facing small rural schools: (a) attracting and retaining qualified teachers, (b) attracting and retaining qualified specialty teachers such as music teachers, nurses, science teachers, special education personnel, (c) less visible but increased proportions of students living in poverty, (d) availability of trained special education staff for severe, low-incidence disabilities, and (e) cost of living adjustments that further exacerbate the problem of attracting and retaining high quality teachers. Determining the extent to which these and other potential issues exist in Maine and identifying potential solutions are crucial. Among potential solutions that have been major topics of discussion in Maine are the use of technology and distance education opportunities, participation in regional efforts, and additional funding changes. This paper describes one piece of this complex equation: a funding adjustment for small, geographically isolated schools. (Contains 8 tables and 2 figures.)
Postsecondary Education Preparation/Career Exploration: Designing a Pilot Educational Counseling Program for Rural Counties
Author: Gill, Rajinder S.
Date: 2010-05-00
Type: Reports - Research
Subjects: High Schools,Educational Counseling,Postsecondary Education,Career Counseling,Counseling Services,Career Planning,Self Evaluation (Individuals),Pilot Projects,Rural Areas,Counties,Personality Measures,Cognitive Style,Counselors,Interviews

American students accustomed to standardization in secondary education have experience with fulfilling the requirements imposed upon them, but often these students require further assistance to facilitate their personal decisions about education after high school. Postsecondary education and career preparation programs, educators, and educational counselors can provide guidance to encourage student self-awareness and goal setting. A literature review was conducted to examine current best practices in educational counseling programs and to determine if self-assessments, including Myers-Briggs and Keirsey personality tests, Visual/Auditory/Kinesthetic (VAK) learning styles assessments, and Holland Hexagon (RIASEC) vocational preference inventories, have been administered to high school students as a component of postsecondary education and career preparation assistance. Available literature suggests that at the high school level, assessments have most often been used as a means to explore dynamics within specified groups. To expand upon the findings available through research literature, interviews were conducted with educational counselors and college/career advisors in both U.S. and U.K. educational settings. From this combined data, a pilot postsecondary education preparation/ career exploration program was developed to address the needs of educators and students in a rural county. The program included SAT/ACT test preparation classes, self-assessment workshops designed to aid subsequent one-on-one educational counseling sessions, and a county-wide college and career planning fair. Three appendixes are included: (1) Interview Questions; (2) Student Assignment Worksheet; and (3) College and Career Fair Data.
Factors Leading to Retention of School Librarian Positions: A School District Case Study
Author: Ewbank, Ann Dutton
Date: 2010-05-01
Type: Reports - Research
Subjects: School Libraries,Librarians,Labor Turnover,School Districts,Urban Schools,High Schools,Governing Boards,Influences,Decision Making,Case Studies,Budgeting,Retrenchment,Stakeholders,Participation,Communication (Thought Transfer),Trust (Psychology),Values

In the past five years, the number of school librarians has greatly diminished despite valiant advocacy efforts by librarians, parents, and state and national library associations. This descriptive case study investigated the factors that led governing board members in a mid-sized urban high school district to retain certified school librarian positions in the face of a major economic crisis. The study revealed that several themes influenced the governing board in their decision to retain school librarian positions: stakeholder involvement; transparency in communication; trust between district leadership and the governing board; a commitment to the district's core values, including the learning system; and the value placed on the school library program by the district's stakeholders. Future research should investigate other school districts' decision making processes in the retention of school librarian positions during times of economic crisis. (Contains 1 figure.)
A Latent Class Analysis of Teacher Candidates' Goal Orientation, Perception of Classroom Structure, Motivation, and Self-Regulation
Author: Bembenutty, Hefer
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Education Courses,Goal Orientation,Student Motivation,Preservice Teacher Education,Learning Motivation,Self Management,Student Attitudes,Classroom Environment,Preservice Teachers,Teacher Attitudes,Classroom Techniques,Urban Universities,Secondary School Teachers,Surveys,Correlation,Educational Psychology

The purpose of this study was to examine whether teacher candidates with mastery- and performance-approach orientations would perceived their education courses as depicting a goal structure consistent with their personal orientations, use of self-regulatory strategies, and motivation for learning. A latent class analysis procedure was used to identify teacher candidates' goal orientations. The results of this study suggested that teacher candidates' perception of class structure, motivational beliefs, and self-regulation of learning differ as a function of their personal goal orientations. Evidently, with regard to teacher candidates all academic goals are not created equal. There are clear differences between the four groups of teacher candidates, identified by the latent class analysis. (Contains 3 tables and 3 figures.)
Teachers' Self-Regulation: Using Cartoons to Reflect Teachers' Classroom Management Skills, Self-Efficacy and Students' Academic Delay of Gratification
Author: Bembenutty, Hefer
Date: 2009-04-16
Type: Reports - Evaluative
Subjects: Inservice Teacher Education,Masters Programs,Classroom Techniques,Secondary Education,Delay of Gratification,Self Efficacy,Cartoons,Teacher Characteristics,Student Motivation

This study examined the most frequently listed characteristics of teachers with a high degree of self-efficacy identified by certified teachers enrolled in a classroom management course. Findings: a) high self-efficacy is an important belief that teacher most posses and b) teachers can promote delay of gratification among their students. Assignments for the cartoons and sample cartoons are included. (Contains 1 table.)
Teachers' Self-Efficacy Beliefs, Delay of Gratification, and Self-Regulation
Author: Bembenutty, Hefer
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Preservice Teacher Education,Teacher Effectiveness,Secondary Education,Teacher Characteristics,Self Efficacy,Educational Psychology,High School Students,Homework,Delay of Gratification,Student Motivation

Teachers educate children in a way that potentially leads these learners to become active agents in constructing a better world. The present study examined teacher candidates' beliefs about the characteristics of self-regulated teacher. Specifically, teacher candidates (N = 71) described the characteristics of a teacher with high teacher's self-efficacy beliefs and indicated how teachers can enhance willingness to delay gratification among their students. The most frequently listed characteristics of a teacher with high teacher self-efficacy beliefs were a) possessing self-efficacy beliefs, b) the ability to engage in self-motivation, and c) to be a self-regulated teacher. The three most frequently cited ways by which teachers could help their students to delay gratification were: a) helping the students to reward themselves, b) helping the students to think about long-term goals, and c) helping the students to consider the positive self-consequences of their actions. (Contains 1 table.)
Narrowing the Gap between a Vision of Reform and Teaching Practice: Middle Level Teachers' Reflections
Author: Foss, Donna H.
Date: 2010-00-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Educational Change,Mathematical Concepts,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Mathematics Education,Middle School Teachers,Professional Development,Outcomes of Education,Concept Formation,Journal Writing,Teacher Attitudes,Attitude Change,Behavior Change,Reflective Teaching,Reflection,Pedagogical Content Knowledge,Mentors,Curriculum Implementation,Educational Strategies,College School Cooperation,Concept Teaching,Program Descriptions,Inservice Teacher Education,Grounded Theory,Observation,Partnerships in Education,Teacher Educators

The research objectives were to identify the middle level mathematics teachers' conceptions of mathematics teaching and learning and ascertain changes in their conceptions and instructional behavior at the end of a three-year professional development (PD) project. These changes were studied through the qualitative analysis of their reflective journals and observations of their teaching to determine the extent to which their conceptions and their instructional behaviors exemplified the PD vision. The results include the teachers' conceptions of their own learning being transformed into their conceptions of how middle level students learn mathematics and the expectations of the PD project; understanding mathematical concepts instead of memorizing rules, solving realistic application problems instead of practicing routine procedures, and students exploring and investigating instead of teachers lecturing. Supported by the evidence in their journals and teaching observations, the reflection process narrowed the gap between their teaching practice and the PD vision of reform. The results imply that the PD project focus should be at least considered for future programs; 1) strengthening teachers' mathematical content knowledge, 2) building proficiency in the use of effective teaching strategies, 3) developing mentor relationships between middle level teachers and university faculty, and 4) supporting teachers in the selection and implementation of reform curricula.
Historical Labor Market Influences: Elite PhDs in the Humanities at Comprehensive Universities (1972-1982)
Author: Wilkinson, Leah
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Labor Market,Faculty Recruitment,College Faculty,Humanities,Doctoral Degrees,Research Universities,Economic Climate,Time Perspective,Comparative Analysis,Barriers,Career Development,Adjustment (to Environment)

The economic downturn that began in the United States in 2008 has influenced higher education in similar ways to retrenchment in the early 1970s. Institutional budget constraints have expedited long-term declines in the number of full-time, tenure track faculty positions available in many academic disciplines, especially the humanities. This qualitative study examined the careers of humanities faculty who were trained at prestigious research institutions before entering a tight academic labor market as newly-minted PhDs in the period from 1972-1982. The discrepancies between future faculty preparation and unanticipated career options in the 1970s had long-lasting repercussions for the study participants, and underscores the differences between elite PhD-granting research universities and employing Master's I/Comprehensive universities. (Contains 2 tables.)
Social and Emotional Learning Strategies to Support Students in Challenging Schools
Author: Marulanda, Zandra K.
Date: 2010-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Elementary Schools,School Culture,Teacher Persistence,Classroom Techniques,Emotional Development,Social Development,Teacher Student Relationship,Teaching Methods,Self Concept,Interpersonal Competence,Self Control,Decision Making Skills,Learning Strategies,Job Satisfaction,Academic Achievement

New and veteran educators often face particular challenges in the classroom. Problems include classroom management, student academic achievement, and job satisfaction. This research examines the effects of implementing a Social and Emotional Learning (SEL) approach for students as part of the regular education for elementary public schools. SEL is an approach to help students engage in positive social interactions, make responsible decisions, recognize and manage emotions, and solve problems effectively while also achieving academic success. Research indicates that adopting a SEL program school-wide is beneficial for both students and teachers. A learning environment where students and teachers learn the SEL concepts together, speak the same SEL language and practice utilizing the concepts and tools results in school-wide development and growth. It is evident through the help of a SEL program and the teacher's collaborative efforts, students and teachers are able to adapt and adopt new attitudes and beliefs which in effect enhances learning and reshapes the school culture.