ethanporcaro/eric-fulltext-meta huggingface dataset:
State University of New York Louis Stokes Alliance for Minority Participation: Report on Best Practices
Author: Gafney, Leo
Date: 2010-10-06
Type: Reports - Evaluative
Subjects: Focus Groups,Grants,Minority Groups,State Colleges,Access to Education,Disproportionate Representation,Science Education,Technology Education,Engineering Education,Mathematics Education,Academic Aspiration,Graduate Study,College Preparation,Student Interests,Undergraduate Study,Social Support Groups,Success,Student Adjustment,African Americans,Hispanic Americans,American Indians,Research,Tutoring,Workshops,Student Research,Summer Programs,Teamwork,Academic Persistence,Student Attitudes

This report is the based on a 10-year study of the activities developed under a National Science Foundation (NSF) Louis Stokes Alliance for Minority Participation (LSAMP) grant to a collaborative of institutions from the State University of New York. The goals of LSAMP are to recruit and retain under-represented minority students in the STEM (Science, Technology, Engineering, and Mathematics) disciplines and encourage these students, as appropriate, to apply to and enter graduate programs in the sciences. The study used a logic model, considering resources, activities, and outcomes. The report provides details of major strategies adopted by the alliance and in each area summarizes what the evaluation and research found were best practices leading to success. The areas identified were: local organizational arrangements to administer the grant; undergraduate research; academic support; process skills needed in college; social support and community building; interest in graduate school; and success in graduate school. In each area, the conclusions are based on data and analysis obtained from surveys, site visits, interviews, focus groups, and observations of meetings. The study also reviews relevant literature, providing additional documentation for conclusions and recommendations. Student voices are heard in numerous quotes and a comprehensive survey (N = 82) asking about adjustment to and progress in college. The report will be useful to anyone involved with programs that support students in higher education. The best practices contain guidelines for implementation and show the connections between program activities and student success. (Contains 5 tables.)
Home Education: Practising without Prejudice?
Author: Rothermel, Paula Jane
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Home Schooling,Educational Quality,Misconceptions,Foreign Countries,Child Abuse,Child Welfare,Case Studies,Teaching Methods,Educational Methods,Academic Standards,Legal Responsibility,Social Work

In this article has been extracted from a longer paper by the same name that came about in response to the Badman Review of Elective Home Education (Badman 2009). The first part briefly discusses the Badman Review. The next looks at the misunderstandings that can occur once concerns are raised in home education. Finally there are case studies relating to this author's work as an expert witness at court. The article argues that before any further changes are introduced we should first understand why the current system is not working. The evidence presented lends weight to the idea that home educated children are being increasingly &quot;problematised&quot; (Monk 2004). This article title comes from the words of the MP Tim Collins who warned: &quot;Giving very young children the idea that they will learn more outside the classroom than in it, is a desperately dangerous notion.&quot; (9th February 2005, bbc.co.uk). [Every Child Journal. Vol. 1.5 June 2010. pp48-53.]
Precision Gains from Publically Available School Proficiency Measures Compared to Study-Collected Test Scores in Education Cluster-Randomized Trials. NCEE 2010-4003
Author: Deke, John
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Achievement Gains,Scores,Pretests Posttests,Regression (Statistics),Academic Achievement,Effect Size,Correlation,Control Groups,Outcomes of Education,Evaluation,Testing,Intervention,Reading Comprehension,Sample Size,Research Methodology,Reading Achievement,Mathematics Achievement,English (Second Language)

In randomized controlled trials (RCTs) where the outcome is a student-level, study-collected test score, a particularly valuable piece of information is a study-collected baseline score from the same or similar test (a pre-test). Pre-test scores can be used to increase the precision of impact estimates, conduct subgroup analysis, and reduce bias from missing data at follow up. Although administering baseline tests provides analytic benefits, there may be less expensive ways to achieve some of the same benefits, such as using publically available school-level proficiency data. This paper compares the precision gains from adjusting impact estimates for student-level pre-test scores (which can be costly to collect) with the gains associated with using publically available school-level proficiency data (available at low cost), using data from five large-scale RCTs conducted for the Institute of Education Sciences. The study finds that, on average, adjusting for school-level proficiency does not increase statistical precision as well as student-level baseline test scores. Across the cases we examined, the number of schools included in studies would have to nearly double in order to compensate for the loss in precision of using school-level proficiency data instead of student-level baseline test data. (Contains 12 tables, 1 figure and 8 footnotes.)
Report and Recommendation of the NCATE/TEAC Design Team to Our Respective Boards of Directors
Author: National Council for Accreditation of Teacher Education
Date: 2010-10-15
Type: Reports - Evaluative
Subjects: Accreditation (Institutions),Teacher Education,Administrator Education,Professional Associations,Administrators

When the idea of combining NCATE (National Council for Accreditation of Teacher Education) and TEAC (Teacher Education Accreditation Council) was first conceived, its initial objectives were enabling the profession to speak with a single voice about the preparation of teachers, administrators and other P-12 professional educators (P-12 educators) and eliminating unnecessary costs caused by the overlapping activities of two accreditors for the same field. This paper recommends that the Executive Board of NCATE and the Board of Directors of TEAC adopt a motion authorizing their Presidents to execute, on behalf of their respective organizations, agreements substantially in the form of Attachment A, which would provide for (1) the creation of The Council for the Accreditation of Educator Preparation, Inc., (CAEP), (2) a transition period of no more than two years to complete the design work and implement its capacity to accredit all institutions and other entities that prepare teachers, administrators and other P-12 professional educators and (3) immediately afterwards, the consolidation of NCATE and TEAC into CAEP as the field's accreditor. (Contains 9 footnotes.)
Adult Literacy Development and Economic Growth
Author: Reder, Stephen
Date: 2010-08-00
Type: Reports - Research
Subjects: Economic Progress,Adult Literacy,Employment Potential,Education Work Relationship,Salary Wage Differentials,Longitudinal Studies,Interviews,Unemployment,Insurance,Working Hours,Educational Benefits,Skill Analysis,Access to Computers,Language Proficiency,Community Surveys,Measures (Individuals),Social Indicators,Quality of Life

The research presented in this report offers new insights about the relationship between changes in adult literacy and changes in employment and earnings. This paper will first describe the design and methodology of the Longitudinal Study of Adult Literacy (LSAL) and then present the key findings from LSAL about individuals' literacy growth over time and about changes in their employment and earnings over the same time periods. Analyses of these data will lead into statistical modeling of the relationship between changes in literacy proficiency and earnings. The paper will then examine other models in an attempt to sort out the directionality and reciprocity of influences between literacy and earnings. The paper concludes with a discussion of the findings and their limitations along with suggested directions for future research. (Contains 14 figures, 3 tables and 19 footnotes.)
A Child Becomes a Reader: Kindergarten through Grade 3. Proven Ideas from Research for Parents. Third Edition
Author: Armbruster, Bonnie B.
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Literacy Education,Written Language,Oral Language,Caregivers,Elementary School Students,Emergent Literacy,Reading Skills,Writing Instruction,Reading Instruction,Family Environment,Language Acquisition,Parent Role,Age Differences,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Aloud to Others,Spelling,Phonics,Reading Fluency,Vocabulary,Reading Comprehension,Parent Responsibility,Childrens Literature,Listening Skills,Alphabets,Word Recognition,Phonemic Awareness

The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding to take advantage of the learning opportunities in fourth grade and beyond--in school and in life. Learning to read and write starts at home, long before children go to school. Very early, children begin to learn about the sounds of spoken language when they hear their family members talking, laughing, and singing, and when they respond to all of the sounds that fill their world. They begin to understand written language when they hear adults read stories to them and see adults reading newspapers, magazines, and books for themselves. This booklet is for mothers, fathers, grandparents, and caregivers. Their roles in setting children on the road to becoming successful readers and writers do not end when they begin kindergarten. This booklet contains: (1) A short summary of what scientific research says about how children learn to read and write; (2) Things parents and caregivers can do with children at three different grade levels--kindergarten, first grade, and second and third grades--to help them become readers, as well as what to look for in quality reading instruction at each grade level; (3) A list of helpful terms; and (4) Ideas for books to read and organizations to contact if parents and caregivers would like more help or information. (Contains 10 resources.) [For the second edition, see ED482969.]
Network Policy and Economic Doctrines
Author: Atkinson, Robert D.
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Copyrights,Competition,Privacy,Free Enterprise System,Access to Information,Information Policy,Public Policy,Policy Formation,Ideology,Economic Factors,Economics,Political Attitudes,Internet,Access to Computers,Computer Mediated Communication,Information Technology

For many years, debates over telecommunications network policy were marked by a relative lack of partisan and ideological conflict. In the last decade, this has changed markedly. Today, debates over a whole set of issues, including broadband competition, net neutrality, copyright, privacy, and others, have become more contentious. These disagreements don't stem just from politics, in the sense of conflicts between interests. They also reflect differences over doctrine--differences in deeply held views about appropriate kinds of network policy. Based on these views, different people stress different goals and values and work under different assumptions about how networks and economies work. While many network policy issues have an engineering basis, with disagreements revolving around technical matters, much of network policy is based in economics. And despite what many economists claim, economic approaches to the Internet differ substantially. These approaches reflect differences of economic doctrine among economists, policy makers and others. This paper postulates and describes four competing economic doctrines: conservative neoclassical, liberal neoclassical, neo-Keynesian, and innovation economics. It explains how each doctrine leads to different views of appropriate network policy and explores the influence of doctrine on four controversial network policy issues: broadband competition, net neutrality, copyright, and privacy. (Contains 89 endnotes.)
Better Enforcement of Online Copyright Would Help, Not Harm, Consumers
Author: Castro, Daniel
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Copyrights,Internet,Federal Legislation,Criticism,Ideology,Government Role,Crime,Access to Information,Information Policy,Public Policy,Political Attitudes,Computer Mediated Communication,Information Technology,Consumer Economics,Economic Impact,Law Enforcement,Freedom of Speech,Censorship,International Relations

Legislation introduced in Congress last month (the "Combating Online Infringement and Counterfeits Act") would take an aggressive and needed stand against online piracy, a growing problem that hurts American consumers and costs Americans jobs. Critics of the legislation argue that this bill would hurt free speech, encourage censorship in foreign countries, and cripple the technological infrastructure on which the Internet runs. Not only is this criticism unfounded, but more robust enforcement of digital copyrights would likely lead to a stronger Internet ecosystem and more innovative content and services for consumers. This paper does the following: discusses the problem of digital piracy; provides an overview of the "Combating Online Infringement and Counterfeits Act; provides a response to the critics of the legislation; and explains what's really behind these criticisms. (Contains 13 endnotes.)
Who's Who in Internet Politics: A Taxonomy of Information Technology Policy
Author: Atkinson, Robert D.
Date: 2010-10-00
Type: Guides - Non-Classroom
Subjects: Copyrights,Information Technology,Internet,Classification,Politics,Government Role,Taxes,Competition,Privacy,Free Enterprise System,Access to Information,Information Policy,Public Policy,Policy Formation,Ideology,Economic Factors,Economics,Political Attitudes,Access to Computers,Computer Mediated Communication,Empowerment,Personal Autonomy,Individual Power,Lobbying,Political Issues,Groups,Social Responsibility

A decade ago, before the tech boom collapsed and the digital economy bubble burst, it seemed to some that issues surrounding information technology (IT) might be central to the politics of the early 21st century. But after September 11, 2001, with so much else on everyone's minds, &quot;digital politics&quot; seemed a boring sideshow. Technocrats, techno-wonks, and computer engineers argued over such issues as the finer points of open source versus proprietary software, while the rest used the Internet in peace. Recently, however, digital politics have made a comeback, with associated issues in the media constantly and before Congress seemingly every week. The debate over IT policy issues does not take place in a vacuum or only in the corridors of Congress. From think tanks to trade associations to single-issue advocacy groups, a proliferation of organizations fights to shape digital policy debates. The paper presents a field guide to help the reader understand the politics of IT. It describes the major groups of players in the IT policy debate and discusses how they differ along two key dimensions shaping policy: individual empowerment vs. societal benefit; and laissez-faire vs. government regulation. It then uses four timely and important policy cases (privacy, taxation, copyright protection, and net neutrality) to illuminate how these politics play out today in the United States. While primarily focused on American digital politics, this framework is not entirely unique to the United States. (Contains 9 endnotes.)
Overcoming Adversity: Resilience Development Strategies for Educational Leaders
Author: Farmer, Tod Allen
Date: 2010-10-23
Type: Opinion Papers
Subjects: World Views,Organizational Objectives,Coping,Resilience (Psychology),School Administration,Educational Change,Stakeholders,Social Support Groups,Spiritual Development,Educational Environment,Work Environment,Leadership Responsibility,Problems,Methods,Adjustment (to Environment),Principals,Superintendents,Administrator Attitudes

School leadership has never been easy. However, some experts like Garcia (2005) wrote that current school leaders are facing a variety of difficulties that make sustaining school reform efforts exceedingly difficult. Collectively, these modern day challenges have the capacity to form the perfect storm. School leaders need effective strategies to cope with these difficult circumstances and to continue the thrust toward school reform. Effective coping mechanisms and resiliency development strategies that can be used by educational leaders to overcome adversity include a routine of exercise and healthy diet, a positive life view, a sustained focus on building bridges between stakeholders, spiritual renewal, a focus on one's personal mission, a determination to model resilience, and the utilization of supportive professional networks. Resilience development strategies can be effective in helping school leaders to overcome adversity and accomplish organizational objectives.
Dear Colleague Letter Harassment and Bullying (October 26, 2010). Background, Summary, and Fast Facts
Author: Office for Civil Rights (ED)
Date: 2010-10-26
Type: Reports - Descriptive
Subjects: Civil Rights,Bullying,School Policy,Federal Legislation,School Responsibility,Legal Responsibility,Civil Rights Legislation,Discipline Policy,Antisocial Behavior,Student Rights,Social Discrimination,Sexual Harassment,Racial Discrimination,Homosexuality,Disability Discrimination

The Dear Colleague Letter (DCL) does the following: (1) Clarifies the relationship between bullying and discriminatory harassment under the civil rights laws enforced by the Department of Education's (ED) Office for Civil Rights (OCR); (2) Explains how student misconduct that falls under an anti-bullying policy also may trigger responsibilities under one or more of the anti-discrimination statutes enforced by OCR; (3) Reminds schools that failure to recognize discriminatory harassment when addressing student misconduct may lead to inadequate or inappropriate responses that fail to remedy violations of students' civil rights. Colleges and universities have the same obligations under the anti-discrimination statutes as elementary and secondary schools; and (4) Discusses racial and national origin harassment, sexual harassment, gender-based harassment, and disability harassment and illustrates how a school should respond in each case. ED is issuing the DCL to clarify the relationship between bullying and discriminatory harassment, and to remind schools that by limiting their responses to a specific application of an anti-bullying or other disciplinary policy, they may fail to properly consider whether the student misconduct also results in discrimination in violation of students' federal civil rights. This paper offers a summary of the points raised in the DCL. (Contains 1 footnote) [For the full letter, see ED512473.]
Dear Colleague Letter: Harassment and Bullying
Author: Ali, Russlynn
Date: 2010-10-26
Type: Reports - Descriptive
Subjects: Civil Rights,Bullying,School Policy,Federal Legislation,School Responsibility,Legal Responsibility,Civil Rights Legislation,Discipline Policy,Antisocial Behavior,Student Rights,Social Discrimination,Sexual Harassment,Racial Discrimination,Homosexuality,Disability Discrimination

In recent years, many state departments of education and local school districts have taken   steps to reduce bullying in schools. The U.S. Department of Education (Department) fully   supports these efforts. Bullying fosters a climate of fear and disrespect that can seriously   impair the physical and psychological health of its victims and create conditions that negatively affect learning, thereby undermining the ability of students to achieve their full potential. The movement to adopt anti-bullying policies reflects schools' appreciation of their important responsibility to maintain a safe learning environment for all students. In this letter, the author reminds schools, however, that some student misconduct that falls under a school's anti-bullying policy also may trigger responsibilities under one or more of the federal antidiscrimination laws enforced by the Department's Office for Civil Rights (OCR). As discussed in more detail in this letter, by limiting its response to a specific application of its anti-bullying disciplinary policy, a school may fail to properly consider whether the student misconduct also results in discriminatory harassment. The author provides hypothetical examples of how a school's failure to recognize student misconduct as discriminatory harassment violates students' civil rights. In each of the examples, the school was on notice of the harassment because either the school or a responsible employee knew or should have known of misconduct that constituted harassment. The examples describe how the school should have responded in each circumstance. (Contains 19 footnotes.) [For the accompanying summary report, see ED512472.]
Doing Democracy: How a Network of Grassroots Organizations Is Strengthening Community, Building Capacity, and Shaping a New Kind of Civic Education
Author: London, Scott
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Nongovernmental Organizations,Social Networks,Citizenship Education,School Community Relationship,Service Learning,Role,Democracy,Community Leaders,Leadership,Community Development,Public Policy,Higher Education,Theory Practice Relationship,Social Capital,Local Issues,Adoption (Ideas),Participative Decision Making,Conflict Resolution,Cooperative Learning,Citizen Participation

This paper examines a burgeoning network of organizations that is inventing new forms of community renewal and citizenship education. Their names vary--some call themselves public policy institutes, others centers for civic life--yet they share a common methodology, one aimed at tackling tough public issues, strengthening communities, and nurturing people's capacities to participate and make common cause. Today, there are more than 50 of these centers operating in almost every state in the union, most of them affiliated with institutions of higher learning. Except for a handful that are freestanding, the centers combine the best of what colleges and universities provide--civics courses, leadership development, service-learning programs, community-based research--with the kinds of hands-on, collaborative problem solving traditionally done by nongovernmental organizations. Because they operate at the intersection of the campus and the community, their impact extends to both: they nurture and sustain public life while at the same time enriching higher education. This paper surveys the state of the network today, how it has evolved over the years, and what it has achieved. It also looks at how the centers carry out their activities, the varying orientations and essential practices that define their work, and some of the challenges they face in coming years as they continue to deepen and expand their efforts.