ethanporcaro/eric-fulltext-meta huggingface dataset:
Restoring the Trust in Native Education. Annual NIEA Legislative Summit (14th, February 7-9, 2011). Briefing Papers
Author: National Indian Education Association
Date: 2011-02-00
Type: Collected Works - Proceedings
Subjects: Federal Legislation,Educational Legislation,American Indian Education,Educational Finance,Budgets,Federal Aid,Public Agencies,Grants,Federal Programs,School Construction,Educational Facilities Improvement,Tribally Controlled Education,Early Childhood Education,Financial Support,Employment,Labor Force Development

Several briefing papers were presented during the 14th Annual National Indian Education Association (NIEA) Legislative Summit. This briefing book contains the following papers presented during the summit: (1) Restoring the Trust in Native Education; (2) NIEA Legislative Priorities for 2011: &quot;Talking Points&quot;; (3) Reauthorization of the Elementary and Secondary Education Act: &quot;NIEA's Ongoing Commitment&quot;; (4) Investing in Tomorrow's Workforce, Colin Kippen, Op-Ed in &quot;The Hill&quot; Publication, Jan. 21, 2011; (5) &quot;Education Secretary: &quot;No Child Left Behind&quot; has led to a 'Dumbing Down'&quot;, Emmanuel Touhey, &quot;The Hill&quot;, Jan. 28, 2011; (6) &quot;Jobs and American Competitiveness are Top Priorities&quot;, Rep. John Kline (R-Minn.), &quot;The Hill&quot; publication, Jan. 25, 2011; (7) Strengthening the Native Voice at the U.S. Department of Education; (8) The President's FY 11 Budget Requests For Native Education; (9) NIEA Appropriations Priorities for 2011; (10) Bureau of Indian Education Schools; (11) Bureau of Indian Education Race to the Top; (12) The Johnson O'Malley Program; (13) Funding Indian Education Through Impact Aid; (14) Insufficient Funding for the Construction and Repair of Bureau of Indian Affairs Schools; (15) Tribal Education Departments; and (16) Funding American Indian--Alaska Native Head Start and Early Head Start Programs. [For the 13th Annual Legislative Summit Briefing Papers, see ED523546.]
Testimony of Dr. Willard Sakiestewa Gilbert, President National Indian Education Association before the Education and Labor Subcommittee on Early Childhood, Elementary and Secondary Education on Challenges Facing Bureau of Indian Education Schools in Improving Student Achievement
Author: Gilbert, Willard Sakiestewa
Date: 2008-09-09
Type: Opinion Papers
Subjects: American Indian Education,Public Schools,Academic Achievement,Public Agencies,Agency Cooperation,Federal Programs,Educational Indicators,Federal Indian Relationship,Culturally Relevant Education,American Indian Languages,Immersion Programs,School Construction,Educational Facilities Improvement,Student Transportation,Tribally Controlled Education,Grants

In this testimony, Dr. Willard Sakiestewa Gilbert talks on behalf of the National Indian Education Association with regard to the Bureau of Indian Education (BIE) and challenges facing BIE schools in improving student achievement. Founded in 1969, the National Indian Education Association (NIEA) is the largest organization in the nation dedicated to Native education advocacy issues and embraces a membership of nearly 4,000 American Indian, Alaska Native and Native Hawaiian educators, tribal leaders, school administrators, teachers, elders, parents, and students. This testimony also presents a summary of the concerns NIEA has heard throughout the past few years on BIE schools and student achievement. NIEA has provided recommendations for some of the concerns raised, including legislative amendments to NCLB provided to the Committee in March of 2007. (Contains 20 footnotes.)
11th Annual Legislative Summit, 2008
Author: National Indian Education Association
Date: 2008-02-11
Type: Collected Works - Proceedings
Subjects: Federal Legislation,Educational Legislation,American Indian Education,Educational Finance,Grants,Federal Aid,School Construction,Educational Facilities Improvement,Tribally Controlled Education,Budgets,Public Agencies,Financial Support

Several papers were presented during the 11th Annual National Indian Education Association (NIEA) Legislative Summit. This volume contains the following briefing papers presented during the summit: (1) Reauthorization of No Child Left Behind Strengthen Native American Education; (2) The Johnson O'Malley Program; (3) Legislation to Address Insufficient Funding for Construction and Repair of BIA Schools; (4) Tribal Education Departments; (5) Legislation to Address Insufficient Funding for Construction and Repair of BIA Schools; (6) NIEA Appropriation Priorities for FY 2009; and (7) The President's Budget Request for Fiscal Year 2009 for Native Education.
12th Annual NIEA Legislative Summit. Briefing Papers
Author: National Indian Education Association
Date: 2009-02-09
Type: Collected Works - Proceedings
Subjects: Federal Legislation,Educational Legislation,American Indian Education,Educational Finance,Budgets,Federal Aid,Grants,Federal Programs,School Construction,Educational Facilities Improvement,Tribally Controlled Education,Financial Support,Public Agencies,Early Childhood Education,Equal Education,High Schools,College Readiness,Labor Force Development

This volume presents briefing papers presented at the 12th annual National Indian Education Association (NIEA) Summit. The following papers are included: (1) 2009 Budget and Past Funding Levels for Native Education; (2) NIEA Appropriations Priorities for FY 2009 and FY 2010; (3) American Recovery and Reinvestment Act of 2009; (4) National Indian Education Association Amendments to the American Recovery and Reinvestment Act of 2009 in the Senate; (5) National Indian Education Association Amendments to the American Recovery and Reinvestment Act of 2009 in the House of Representatives; (6) National Native Education Recommendations for the 111th Congress; (7) Reauthorization of the Elementary and Secondary Education Act/No Child Left Behind; (8) Insufficient Funding for the Construction and Repair of BIA Schools; (9) Funding American Indian-Alaska Native Head Start and Early Head Start; (10) High School Equity for Native Students Preparing Native Students to Enter College and the Workforce; (11) Tribal Education Departments; (12) Funding Indian Education through Impact Aid; and (13) The Johnson O'Malley Program. Individual papers contain references.
The 13th Annual Legislative Summit (Washington, DC, 2010). Briefing Papers
Author: National Indian Education Association
Date: 2010-02-03
Type: Collected Works - Proceedings
Subjects: Federal Legislation,Educational Legislation,American Indian Education,Educational Finance,Budgets,Federal Aid,Grants,Federal Programs,School Construction,Educational Facilities Improvement,Tribally Controlled Education,Early Childhood Education,Financial Support,Academic Standards,Equal Education,High Schools,College Readiness,Labor Force Development,Public Agencies

This volume contains briefing papers presented at the 13th Annual National Indian Education Association (NIEA) Legislative Summit held in Washington, DC. The following papers are included: (1) NIEA Appropriations Priorities for FY11; (2) The President's Budget Request for Fiscal Year 2011 for Native Education; (3) BIE Race to the Top; (4) Insufficient Funding for the Construction and Repair of BIA Schools; (5) Reauthorization of the Elementary and Secondary Education Act to Strengthen Native American Education; (6) Funding American Indian-Alaska Native Head Start and Early Head Start; (7) Funding Indian Education through Impact Aid; (8) The Johnson O'Malley Program; (9) Tribal Education Departments; (10) Common Core Standards and Native Students; and (11) High School Equity for Native Students Preparing Native Students to Enter College and the Workforce. Individual papers contain footnotes and endnotes. [For the 12th Annual Legislative Summit Briefing Papers, see ED523545.]
Testimony of Patricia Whitefoot, President National Indian Education Association, before the Education and Labor Subcommittee on Early Childhood, Elementary and Secondary Education on the Elementary and Secondary Education Act Reauthorization: Addressing the Needs of Diverse Students
Author: Whitefoot, Patricia
Date: 2010-03-18
Type: Opinion Papers
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,American Indian Education,Public Agencies,Governance,Tribally Controlled Education,American Indian Languages,Culturally Relevant Education,Teacher Effectiveness,Teacher Education

In this testimony, Patricia Whitefoot talks on behalf of the National Indian Education Association with regard to the Elementary and Secondary Education Act Reauthorization and addressing the needs of diverse students. Native education has made significant strides since NIEA's founding. Native education, however, still faces enormous challenges, including severe underfunding. Far too many students and schools continue to experience abject failure. It is imperative that the federal government recognize and support the cultural, social, and linguistic needs of these groups to guarantee the continuity of Native communities. Native Ways of Knowing, or knowledge that is unique to Native tribes and cultures, are critical cornerstones for providing the kind of relevant and high quality instruction and education that ensures Native students attain the same level of academic achievement as students nationwide. NIEA believes that with President Obama's pledge to affirm tribal sovereignty through stronger support for educational programs, everyone will begin to see positive changes in Native students' educational attainment. Patricia Whitefoot asks the Education and Labor Subcommittee on Early Childhood, Elementary and Secondary Education to support the reauthorization of ESEA. The reauthorization of ESEA will help in ensuring the high quality education that Native students deserve. (Contains 7 footnotes.)
Testimony of Patricia K. Whitefoot, President National Indian Education Association before the House Subcommittee on Interior Appropriations on the President's FY 2011 Budget Request
Author: Whitefoot, Patricia K.
Date: 2010-03-23
Type: Opinion Papers
Subjects: American Indian Education,Educational Finance,Budgets,Federal Aid,Public Agencies,Federal Programs,Educational Indicators,Student Transportation,School Construction,Educational Facilities Improvement,Tribally Controlled Education

In this testimony, Patricia K. Whitefoot talks on behalf of the National Indian Education Association with regard to the President Obama's Fiscal Year 2011 budget request. She notes that Native education still faces enormous challenges, including severe underfunding. Far too many students and schools continue to experience abject failure. Under the Department of Interior (DOI), the Bureau of Indian Affairs' (BIA's) budget has historically been inadequate to meet the needs of Native Americans, consequently; its needs over time have multiplied. NIEA is requesting an amount of $660.96 million, which includes new program funding and a modest 5% increase over the proposed amount for BIE schools. This includes funding for the elementary and secondary education programs, education management, and allocations for student transportation ($25 million), and to provide technical assistance to schools to develop their own standards and assessments ($5 million). Whitefoot asks the House Subcommittee on Interior Appropriations to provide the funding for education that Native communities deserve. (Contains 6 footnotes.)
Using Culturally Based Education to Increase Academic Achievement and Graduation Rates
Author: National Indian Education Association
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Graduation Rate,Language of Instruction,American Indian Education,Educational Practices,Culturally Relevant Education,American Indian Culture,American Indian Languages,Cultural Influences,Thinking Skills,Problem Solving,Teaching Methods,Academic Achievement,Federal Government,Federal Legislation

Culturally based education (CBE) grounds high quality instructional practices in culturally and linguistically relevant contexts. CBE is more than teaching language and culture as special projects, it is a systematic approach fully incorporating and integrating specific cultural ways of thinking, learning, and problem-solving into educational practice. For Native students these approaches include recognizing and utilizing Native languages as a first or second language, pedagogy that incorporates traditional cultural characteristics and involves teaching strategies that are harmonious with the Native culture knowledge and contemporary ways of knowing and learning. The National Indian Education Association (NIEA) is witnessing a broad-based reduction and diminishment of culturally based education in schools which provide an effective and meaningful education for Native students. This paper offers recommendations that will help expand culturally based education in schools.
Testimony of Patricia Whitefoot, President National Indian Education Association before the Senate Committee on Indian Affairs on the President's FY 2011 Budget Request
Author: Whitefoot, Patricia
Date: 2010-02-25
Type: Opinion Papers
Subjects: American Indian Education,Budgets,Federal Aid,Educational Finance,Financial Support,Public Agencies,Federal Legislation,Educational Legislation,Tribally Controlled Education,Elementary Secondary Education,Higher Education,Federal Programs,Educational Indicators,Student Transportation,Educational Facilities Improvement,Grants,American Indian Languages,Immersion Programs,Language Maintenance,Early Childhood Education

In this testimony, Patricia Whitefoot talks on behalf of the National Indian Education Association (NIEA) with regard to President Obama's Fiscal Year 2011 budget request. She describes how Native education still faces enormous challenges, including severe underfunding. Far too many students and schools continue to experience abject failure. NIEA strives to ensure that the federal government upholds its treaty and trust responsibilities for the education of Native students through the provision of direct educational services. It is imperative that the federal government recognize and support the cultural, social, and linguistic needs of these groups to guarantee the continuity of Native communities. As such, Patricia Whitefoot asks the Senate Committee on Indian Affairs to provide the funding for education that Native communities deserve. (Contains 11 footnotes.)
Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level. NCEE 2011-4033
Author: Cole, Russell
Date: 2011-09-00
Type: Reports - Research
Subjects: Academic Achievement,Pretests Posttests,Measurement,Error of Measurement,Correlation,Data Analysis,Academic Ability,High Achievement,Low Achievement,Scaling,Intervention,Language Arts,English,Mathematics Tests,Language Tests,Predictor Variables,Effect Size,Student Evaluation,Sample Size

State assessments are increasingly used as outcome measures for education evaluations. The scaling of state assessments produces variability in measurement error, with the conditional standard error of measurement increasing as average student ability moves toward the tails of the achievement distribution. This report examines the variability in pretest-posttest correlation coefficients of state assessment data for samples of low-performing, average-performing, and proficient students to illustrate how sample characteristics (including the measurement error of observed scores) affect pretest-posttest correlation coefficients. As an application, this report highlights how statistical power can be attenuated when correlation coefficients vary according to sample characteristics. Population achievement data from four states and two large districts in both English/Language Arts and Mathematics for three recent years are examined. The results confirm that pretest-posttest correlation coefficients are smaller for samples of low performers, reducing statistical power for impact studies. We also find substantial variation across state assessments. These findings suggest that it may be useful to assess the pretest-posttest correlation coefficients of state assessments for an intervention's target population during the planning phase of a study. Population descriptive statistics for ELA and Mathematics assessments for all eligible students in available years are appended. (Contains 26 tables, 8 figures and 23 footnotes.)
Student Usage Patterns and Perceptions for Differentiated Lab Exercises in an Undergraduate Programming Course
Author: Mok, Heng Ngee
Date: 2011-00-00
Type: Reports - Research
Subjects: Learner Engagement,Cooperative Learning,Programming,Individualized Instruction,Undergraduate Study,Higher Education,Student Motivation,Surveys,Undergraduate Students,Computer Science,Computer Science Education,Foreign Countries,College Freshmen,Programming Languages,Learning Laboratories,Laboratories

Differentiated instruction in the form of tiered take-home lab exercises was implemented for students of an undergraduate-level programming course. This paper attempts to uncover the perceptions and usage patterns of students toward these new lab exercises using a comprehensive survey. Findings reveal that these tiered exercises are generally very well received and preferred over their traditional &quot;one size fits all&quot; counter-parts. Although the study does not show that tiered exercises have improved proficiency or scores, it does seem to indicate higher student engagement and motivation levels. Based on the survey results, a list of recommendations is put forth for the structure and format of tiered exercises that can be applied to future offerings of this programming course as well as to other similar courses. (Contains 2 figures.)
The Exploring Nature of Definitions and Classifications of Language Learning Strategies (LLSs) in the Current Studies of Second/Foreign Language Learning
Author: Fazeli, Seyed Hossein
Date: 2011-09-09
Type: Journal Articles
Subjects: Definitions,Learning Strategies,Second Language Learning,Classification,Second Language Instruction,Learning Processes,Metacognition,Affective Behavior,Measures (Individuals),Language Research,Linguistic Theory,Learning Theories

This study aims to explore the nature of definitions and classifications of Language Learning Strategies (LLSs) in the current studies of second/foreign language learning in order to show the current problems regarding such definitions and classifications. The present study shows that there is not a universal agreeable definition and classification for LLSs; however, Oxford's definition and classification have received considerable attention in the related literature.
How Marketing Practices Affect Education: A Comparative Case Study of Canada, the United States and Australia
Author: Eaton, Sarah Elaine
Date: 2007-05-28
Type: Reports - Evaluative
Subjects: Critical Theory,Marketing,Foreign Countries,Comparative Analysis,Case Studies,Theory Practice Relationship,Models,Elementary Secondary Education,Postsecondary Education,Global Approach,Educational Administration,Commercialization,School Administration

This paper examines the theory and practice of the commercialization of education in Canada, using comparative examples from the United States and Australia. Critical theory provides the framework for the study. From the broad focus of business practice, the examination is narrowed down to marketing, and even further to branding, at all levels, from kindergarten through to post-secondary.
Technical Report and User's Guide for the Program for International Student Assessment (PISA): 2009 Data Files and Database with U.S. Specific Variables. NCES 2011-025
Author: Hopstock, Paul J.
Date: 2011-08-00
Type: Guides - Non-Classroom
Subjects: Parent Materials,Academic Achievement,Measures (Individuals),Program Effectiveness,Foreign Countries,Sampling,Data Collection,Comparative Analysis,Questionnaires,Student Evaluation,National Competency Tests,Mathematics Achievement,Scientific Literacy,Scores,Student Characteristics,Science Tests,Test Items,Evaluation Research,Mathematics Skills,Mathematics Tests,Science Achievement,Institutional Characteristics,Ethnicity,Reading Skills,Grade 4,Grade 8,Educational Trends,Trend Analysis,Reading Tests,Student Participation

This technical report and user's guide is designed to provide researchers with an overview of the design and implementation of the 2009 Program for International Student Assessment (PISA), as well as with information on how to access the PISA 2009 data. This information is meant to supplement that presented in Organization for Economic Cooperation and Development (OECD) publications by describing those aspects of PISA 2009 that are unique to the United States. Chapter 2 provides information about sampling requirements and sampling in the United States. Chapter 3 describes participation rates at the school and student level. Chapter 4 describes the details of how schools and students were recruited, while Chapter 5 provides information on instrument development. Chapter 6 describes field operations used for collecting data, while Chapter 7 provides detail concerning various aspects of data management. Chapter 8 describes international activities related to data processing, scaling, and weighting. Chapter 9 describes the data available from both international and U.S. sources, while Chapter 10 discusses some special issues involved in analyzing the PISA 2009 data. Appended are: (1) Comparison of the PISA 2009 and NAEP 2009 Reading Assessments; (2) School Recruitment Materials; (3) Student and Parent Materials; (4) PISA 2009 U.S. Student Questionnaire and School Questionnaire; (5) Data Collection Training Agenda; (6) Item Reliabilities; (7) Explanation of Indices (abstracted from OECD 2010c and OECD 2010d); and (8) PISA 2009 Nonresponse Bias Analysis Report. Individual chapters contain footnotes. (Contains 65 tables, 1 figure and 6 exhibits.)
The Effects of Academic Programs and Institutional Characteristics on Post-Graduate Social Benefit Behavior
Author: Ishitani, Terry T.
Date: 2009-06-02
Type: Reports - Research
Subjects: Higher Education,Institutional Characteristics,College Programs,College Graduates,Bachelors Degrees,Social Behavior

This study investigated the relationship between college characteristics of bachelor's degree holders, such as academic programs and types of institutions and their post-graduate social benefit behavior. While a myriad of studies have examined the monetary benefits from attaining a college education, little is known about effects of collegiate experiences associated with nonmonetary returns conferred by a higher education. A sample of 2,463 drawn from a national database was used in this study. After controlling for pre-college volunteer behavior and other demographic characteristics, students who majored in education and those who graduated from baccalaureate institutions presented significant gains in social benefits. Appended are: (1) Detailed NELS:88/2000 Items for Pre-College Engagement Variable; and (2) Detailed NELS:88/2000 Items for Outcome Variable. (Contains 4 tables.)