ethanporcaro/eric-fulltext-meta huggingface dataset:
Principles and Guidelines for Establishing Joint Academic Programs and Campuses Abroad
Author: Association of American Universities
Date: 2014-11-07
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,School Policy,Colleges,Multicampus Colleges,Social Discrimination,Institutional Autonomy,Academic Freedom,Cooperative Programs,College Programs,Educational Quality,Difficulty Level

In the late 20th and early 21st centuries, universities have increasingly begun to embrace a new model: rather than requiring scholars and students to travel to the home city of the university, they have instead begun to establish new campuses, centers, and programs of their own in other. This profound change in the nature of universities requires a set of principles and guidelines that ensure that academic freedom and the free exchange of ideas, scholarly rigor and excellence, quality education, and the dignified treatment of all people in a university community remain at the center of university values. This document provides guidelines; it is not intended to set binding standards, nor to lay out rules according to which universities agree to be monitored.
School Practices and Accountability for Students with Disabilities. NCEE 2015-4006
Author: Harr-Robins, Jenifer
Date: 2015-01-00
Type: Reports - Research
Subjects: Accountability,Disabilities,Inclusion,Federal Legislation,Educational Legislation,Equal Education,Elementary Schools,Middle Schools,Mainstreaming,Institutional Characteristics,Student Characteristics,Staff Utilization,Social Support Groups,Time on Task,Teacher Student Ratio,Special Education Teachers,Educational Indicators,Federal Programs,Educational Practices,Educational Improvement,Teacher Collaboration,Professional Development,School Surveys

This report presents descriptive findings on school practices in 12 states for schools explicitly held accountable for the performance of the students with disabilities (SWD) subgroup. The study found that, when surveyed in 2011, elementary schools accountable for the SWD subgroup were 15.8 percentage-points more likely than never-accountable elementary schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years. Middle schools accountable for the SWD subgroup were 16.7 percentage-points more likely than never-accountable middle schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years. The following are appended: (1) Principal and Special Education Designee Surveys; (2) Chapter 2, Study Design Tables; (3) Chapter 3, Accountability Context for School Practices--State-Level Tables; (4) Chapter 4, School Characteristics and Staffing in SWD-Accountable and Non-SWD-Accountable Schools--State-Level Tables; (5) Chapter 5, School Programs and Student Support Strategies in SWD-Accountable and Non-SWD-Accountable Schools--State-Level Tables; (6) Chapter 6, Instructional Time, Structure, and Settings in SWD-Accountable and Non-SWD-Accountable Schools--State-Level Tables; and (7) Chapter 7, Teacher Collaboration and Professional Development in SWD-Accountable and Non-SWD Accountable Schools--State-Level Tables.
What Will They Learn? 2014-15. A Survey of Core Requirements at Our Nation's Colleges and Universities
Author: Kempson, Lauri
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Higher Education,Colleges,Core Curriculum,College Curriculum,Required Courses,Writing (Composition),Literature,Second Language Learning,Mathematics Instruction,Natural Sciences,Physical Sciences,College Credits,Reputation,Educational Quality

A college education is rightly part of the American Dream. It is seen as the ticket to success in career and community, a credential that repays the investment of time and money in higher education that students, families, and taxpayers make. In &quot;What Will They Learn?&quot;™ the authors take as a premise that the core purpose of attending college is learning, and examine what institutions actually require students to study. Kempson, Lewin, Burt, and Poliakoff focus on the institution's general education, or core curriculum, program. Sadly, &quot;What Will They Learn?&quot;™ shows that at a time when the demands of the modern workforce and global marketplace make a broad general education more important than ever, far too many of our institutions are failing to deliver. There are, however, some encouraging signs: prospective college students and their parents, along with taxpayers and policymakers, are increasingly interested in knowing which institutions provide real academic value in return for the dollars received. &quot;What Will They Learn?&quot;™ exists to showcase those institutions that hold their students to high standards by requiring a thorough general education curriculum, and to challenge those that do not.
WWC Review of the Report &quot;The Impact of Indiana&apos;s System of Interim Assessments on Mathematics and Reading.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Reading Achievement,Program Effectiveness,Achievement Gains,Educational Assessment,Diagnostic Tests,Student Evaluation,Outcome Measures,Statistical Significance,Control Groups,Experimental Groups,Intervention,Student Needs,Mathematics Tests,Reading Tests,Elementary School Students,Middle School Students,State Policy,Effect Size

The study, &quot;The Impact of Indiana's System of Interim Assessments on Mathematics and Reading,&quot; examined the effects of using Diagnostic Assessment Tools (DAT) on mathematics and reading outcomes for students in 59 Indiana schools during the 2009-10 academic year. DAT consists of interim assessment tools--Wireless Generation's mCLASS for students in grades K-2 and CTB/McGraw-Hill's Acuity for students in grades 3-8-modified to align with Indiana's state assessments. The goal is for teachers to use the assessment results to tailor instruction to students' needs. After random assignment, schools in the intervention group received DAT, and schools in the comparison group did not receive the assessment tools or associated training. The study is a well-executed randomized controlled trial with low sample attrition. A subset of the analyses described in the study meets WWC group design standards without reservations. The study authors found, and the WWC confirmed, that the use of DAT did not have a statistically significant impact on general mathematics achievement or reading achievement for the full sample of students in grades K-8, but that the use of DAT did have statistically significant positive effects for grades 5 and 6 in mathematics achievement and grades 3-5 in reading achievement.[The following study is the focus of this &quot;Single Study Review:&quot; Konstantopoulos, S., Miller, S. R., &amp; van der Ploeg, A. (2013). &quot;The impact of Indiana's system of interim assessments on mathematics and reading achievement.&quot; &quot;Educational Evaluation and Policy Analysis&quot;, 35(4), 481-499. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included.
Implementing Governance for a New Era: An Action Plan for Higher Education Trustees
Author: American Council of Trustees and Alumni
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: Governance,Trustees,Higher Education,College Planning,Program Implementation,Educational Change,Institutional Mission,Academic Freedom,Educational Strategies,Accountability,Leadership Training,Leadership Effectiveness,Selection Criteria

&quot;Implementing Governance for a New Era&quot; is an action plan to assist college and university trustees in reforming higher education. Delivered to more than 16,000 college and university trustees in November 2014, the plan provides details on how trustees properly represent the public by ensuring students receive a quality education at a reasonable price. The action plan examines the key questions all trustees must ask in order to gauge institutional effectiveness. It covers topics including the disinvitation of controversial speakers, grade inflation, core requirements, the role of athletic programs, faculty course loads, and assessing presidential performance. The wallet-sized &quot;Getting the Data: 10 Questions Trustees Should Ask&quot; provides trustees with questions designed to ensure informed decision-making.
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2011-12 (Fiscal Year 2012). First Look. NCES 2014-303
Author: Cornman, Stephen Q.
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: Elementary Education,Secondary Education,School Districts,Public Education,Income,Expenditures,Educational Finance,Federal Aid,State Aid,Local Government,Financial Support,Expenditure per Student,Debt (Financial),Credit (Finance),Databases,Reports,Surveys,Census Figures,Tables (Data),Documentation,Charter Schools,Salaries,Student Personnel Services,Educational Administration,Maintenance,Operating Expenses,Transportation,Food Service,Fringe Benefits,Purchasing,Special Education,Vocational Education,State Programs,Special Schools

This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2012.1. Specifically, this report includes findings from the following types of school finance data: (1) Revenue and expenditure totals by state and the 100 largest LEAs; (2) LEA revenues by federal, state, and local revenues by source; (3) Expenditures by function and object totals by state; (4) Current expenditures per pupil by state and the 100 largest LEAs; (5) Interest on debt; and (6) Capital outlay. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data CCD. The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. The F-33 survey consists of LEA-level finance data submitted annually to the NCES and the Economic Reimbursable Surveys Division of the United States Census Bureau (Census Bureau) by state education agencies (SEAS) in the 50 states and the District of Columbia. The SEAs submit data in conformance with &quot;Financial Accounting for Local and State School Systems:2009 Edition(Allison, Honegger, and Johnson 2009), the NCES handbook that provides guidance to SEAs and LEAs in establishing and maintaining their school financial accounting systems. The purpose of this First Look report is to introduce new data through the presentation of tables containing descriptive information. The selected findings chosen for this report demonstrate the range of information available when using F-33 data files. Appendix A describes the survey content and methodology. Appendix B is a glossary of key terms used in this report. Appendix C includes a table with the difference in median current expenditures per pupil in noncharter districts and independent charter school districts for 22 states that reported data. Appendix D includes the final FY 11 tables that includes all revisions since the tables were originally published in the report entitled Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2010-11 (Fiscal Year 2011) (NCES 2013-344).
Using a CBT-Based Therapeutic Community Program to Facilitate Healthy Relationships among Military Veterans and Their Families
Author: Rush-Ossenbeck, Marilyn
Date: 2014-11-12
Type: Reports - Evaluative
Subjects: Veterans,Family Relationship,At Risk Persons,Counseling Techniques,Mental Health,Resilience (Psychology),Cognitive Restructuring,Behavior Modification,Intervention,Group Counseling,Metacognition,Stress Management,Posttraumatic Stress Disorder,Barriers,Family Programs

The authors propose a CBT-based Therapeutic Community (TC) program designed to facilitate healthy relationships between military veterans and their families. In many military veteran families, there is a struggle to maintain a healthy and balanced life both outside and inside the household. This struggle affects both spouses and children and is evidenced by the higher rate of suicide, unemployment, divorce, and homelessness that are often found in this population. The Therapeutic Community Model was originally created in order to effectively treat clients suffering from substance-abuse and related issues and has been found to be successful in this, and other populations. The program follows a 12-week or 90-day design that is then divided into three separate, smaller phases. In addition to outlining this model, we offer recommendations for ways that this approach could impact the counseling field in new and positive ways.
Coping, Resolution and Advocacy in Parents of Children with Autism
Author: Brown, Scott Torrance
Date: 2014-05-00
Type: Dissertations/Theses
Subjects: Autism,Pervasive Developmental Disorders,Children,Parents,Coping,Advocacy,Stress Management,Emotional Response,Problem Solving,Social Support Groups,Online Surveys,Negative Attitudes,Hypothesis Testing,Predictor Variables,Asperger Syndrome,Questionnaires,Stress Variables

Parents of children with Autism Spectrum Disorder (ASD) demonstrate changes in the strategies they use to cope with parenting stress, shifting from problem-focused to emotion-focused coping as their child ages (Gray, 2006). Once parents have resolved their child&apos;s diagnosis, they may manage their emotions through sharing social support with other families and engaging in advocacy activities. In this study, parents of children with ASD completed an online survey measuring stress, resolution of negative feelings associated with the disorder, coping strategies, and advocacy involvement. It was hypothesized that parents who were more resolved would use more adaptive, emotion-focused coping strategies and would demonstrate higher participation in advocacy groups. Findings indicated that resolution and emotional support were significant predictors of advocacy involvement and that parents who are more resolved experienced less stress than parents who were not. The following are appended: (1) Demographic Questionnaire; (2) Brief COPE; (3) Modified RDI Resolution Survey; (4) Advocacy Involvement; and (5) Consent Form for Online Survey.
A Suggested Syllabus for the Advanced Level English Course at Gendarmerie Schools Command in Accordance with NATO STANAG 6001 Level 3 Perspective
Author: Solak, Ekrem
Date: 2010-07-00
Type: Reports - Research
Subjects: Foreign Countries,Course Descriptions,Advanced Courses,English (Second Language),Second Language Instruction,Military Training,Language Skills,Writing Skills,Speech Skills,Questionnaires,Qualitative Research,Statistical Analysis,Reading Skills,Listening Skills

The aim of this study is to prepare a suggested syllabus in accordance with NATO Stanag 6001 Level 3 perspective for the Advanced Level English Course at Gendarmerie Schools Command which is subordinate to Gendarmerie General Command. It is believed that this study will contribute to other studies in the context of NATO Stanag 6001 language standards at Language Schools of Armed Forces both at home and in the world. The data in this study collected from the trainees, teachers, graduates, and the organization by means of NATO Stanag 6001 Level 3 Questionnaire, Graduate Questionnaire, and Teachers Questionnaire, Trainee Questionnaire Trainee Interest Questionnaire, NATO Stanag Level 3 Exam and KPDS Exam. This data proves that the present course is insufficient in reaching language skills objectives; i.e.listening, reading, speaking and writing which are vitally important to be successful in international joint missions. Therefore, in the suggested syllabus, the aim is to improve four language skills and to put into practice a topic-based syllabus to meet the professional needs of the personnel. In addition, a task-based syllabus is given priority for speaking and writing skills which are usually believed to be insufficient in especially international missions.
A Perceptual Study of Girls Education, Its Factors and Challenges in South Kashmir
Author: Gul, Showkeen Bilal Ahmad
Date: 2015-01-00
Type: Journal Articles
Subjects: Females,Foreign Countries,Attitude Measures,Womens Education,Barriers,Equal Education,Attendance Patterns,Curriculum,Teaching Methods,Family Environment,School Buildings,Teacher Shortage,Teacher Motivation,Illiteracy,Educational Resources,Resource Allocation,Financial Support,Educational Finance,Teacher Competencies,Educational Environment,Access to Education,Teacher Attitudes,Parent Attitudes,Administrator Attitudes

Education is accepted as an important tool for human development in all dimensions of life, it is at same level of significance for boys and girls. Despite this recognition, girls are one of the most vulnerable groups, deprived of education by various socio-cultural, economical and political reasons. The present study is a perceptual study, which has tried to elicit stockholders perception regarding girls' education, its factors and challenges in South Kashmir. In the present research study, obtained findings revealed the fact that situation of girls' education in South Kashmir is inadequate. The result clearly indicated irregular attendance, inappropriate curriculum, boring teaching methods, additional burden of work at home, poorly developed or maintained buildings or inadequate basic facilities at school, shortage of teachers, and lack of motivated teachers were the causes of girl illiteracy. Girl's education can be improved by raising additional resources and directing them to where the need is greatest. It requires adequate funding, well trained teachers, a school environment that promotes girls' learning, and a social environment that values educated girls and women, removal of school fees, free textbooks and school uniforms, construction of schools closer to communities to lower transport costs and travel time.
Examining the Effectiveness of the In-Service Training Program for the Education of the Academically Gifted Students in Turkey: A Case Study
Author: Tortop, Hasan Said
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Academically Gifted,Case Studies,Program Effectiveness,Science Teachers,Mathematics Teachers,Preschool Teachers,Qualitative Research,Rating Scales,Interviews,Self Efficacy,Knowledge Level,Teacher Attitudes,Mentors,Science Fairs,Validity,Correlation,Factor Structure,Likert Scales,Pretests Posttests

In this study, examining the effectiveness of in-service training for gifted education has been conducted. In the study, 30 Classroom, Science, Mathematics and Preschool teachers working at schools in different cities of Turkey, took part as volunteer participants. Moreover, some criteria were specified for determining the participants. In this in-service training, teachers have received theoretical and practical training in the academicians who study on gifted education. In this process, they have designed units in groups according to the Education Program for Gifted Student Bridge with University (EPGBU) curriculum. The research has been designed as a case-study research which is one of the qualitative research models. In the study, some data tools (scales, interview form and the documents) were utilized Two of data collection tools were developed by research. These were Science Fair Mentorship Self-efficacy Scale for Teachers (SFMSST) and Gifted Education Self-efficacy Scale for Teachers (GESST). As a result of a one-week in-service training, it has been determined that the teachers' perception of self-efficacy for scientific research mentorship and gifted education increased. [This study was financially supported by STRCT (TÜBITAK).]
A New Model Program for Academically Gifted Students in Turkey: Overview of the Education Program for the Gifted Students' Bridge with University (EPGBU)
Author: Tortop, Hasan Said
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Educational Technology,Conferences (Gatherings),Science Education,Science Projects,Teaching Methods,Models,Educational Assessment,Student Placement,Curriculum Design,Pretests Posttests

All over the world, studies related to design of appropriate educational programs for gifted students have been continuing. It is also important that these programs should be adapted to both realities of countries and developing educational technologies. In Turkey, the structure of The Education Program for the Gifted Students' Bridge with University (EPGBU) has basically been determined as mentoring and e-mentoring which are gifted education approaches. EPGBU has been prepared for the education of academically gifted students. [This study was partially presented at ICTDE 2013 Conference as a proceeding.]
A Cost-Benefit Analysis for Per-Student Expenditures and Academic Achievement
Author: Womack, Sid T.
Date: 2015-02-03
Type: Reports - Research
Subjects: Cost Effectiveness,Expenditure per Student,Educational Finance,Predictor Variables,Academic Achievement,College Entrance Examinations,Scores,Correlation,Economic Factors,Census Figures,Income,Statistical Analysis,Regression (Statistics),High School Students

Cost-benefit correlations have been subject to &quot;selective sampling&quot; in the media. Usually extremes of data from a very few high-funding and low-funding states are cited in the media to construct the case that there is no relationship between economic inputs and academic outputs. This study, using average per-pupil expenditures and ACT data from all 50 states, showed a 0.54 correlation. When data were systematically reduced from 50 states to 35 to eliminate the highest- and lowest- spending states, the cost-benefit relationship improved to 0.69, accounting for 47% of the variance in ACT scores. For the 2009-2010 school year, the 35 states in the most predictive range spent from $8712 (Arkansas) to $14,531 per student. Per-pupil expenditures outside that range were not significantly predictive of academic achievement as assessed by the ACT scores of graduating senior in spring 2010.
Most Effective Practices in Lesson Planning
Author: Womack, Sid T.
Date: 2015-02-03
Type: Reports - Research
Subjects: Lesson Plans,Best Practices,Instructional Effectiveness,Curriculum Design,Curriculum Development,Factor Analysis,Factor Structure,Observation,Performance Based Assessment,Course Organization,Educational Environment,Student Improvement,Professional Identity,Teacher Education Programs,Preservice Teacher Education,Student Teachers,Teacher Responsibility,Parent Teacher Cooperation,Time Management,Behavioral Objectives,Global Approach,Teaching Skills,Knowledge Base for Teaching

In a previous study with 130 undergraduate teacher candidates from all licensure levels, data on candidate effectiveness were examined using factor analysis. Four factors were found in effective teaching, those being lesson planning, teacher and student reflection, safe school environment, and teacher professionalism. The present study followed the 2012 one and was done to (1) determine whether the lesson planning factor was unitary or could be divided into any further factors, and (2) to identify subcomponents of lesson planning in terms of impact upon teaching effectiveness.