ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Education Workforce Supply: A Report to the General Assembly on Public Act 05-245. Report
Author: Connecticut Department of Higher Education
Date: 2006-01-00
Type: Reports - Descriptive
Subjects: State Legislation,Advisory Committees,Early Childhood Education,Preschool Children,Caregiver Training,Child Caregivers,Preschool Education,Preschool Teachers,Teacher Certification,Undergraduate Study,Bachelors Degrees,Articulation (Education),Occupational Mobility,Grants,Child Development,Teacher Supply and Demand

Public Act 05-245 called for the establishment of a committee to assess pathways to baccalaureate degree programs in early childhood education; make recommendations to increase access to initial certification in early childhood or child development; and make recommendations for strengthening articulation between two-year and four-year early childhood education or child development programs. Central to these early childcare initiatives is the recognition that preschool children need and deserve appropriately educated and trained teachers to ensure that they are ready and able to learn when they arrive at school. This report identifies statewide efforts underway to provide education and training to the early childcare workforce. This report identifies existing programs available to the early care workforce, barriers that present challenges to completion of programs, and suggested actions to be taken to eliminate barriers and increase degree completion. This report identifies one of the most significant challenges ahead for the early care workforce in the state of Connecticut as it attempts to meet the mandate that requires at least one baccalaureate degree teacher in each preschool readiness program by 2015. The analysis of students in the educational pipeline, associated degree production, and the number of baccalaureate degrees awarded in this field suggests that extraordinary measures need to be implemented to meet Connecticut's statutory goals. Appended are: (1) Member List; (2) Sources Consulted; (3) The Connecticut Early Childhood Education Articulation Plan; (4) Connecticut Career Ladder Advisory Committee; (5) A brief description of Connecticut Charts-A-Course (CCAC); (6) State Department of Education's projections of the need for certified Early Childhood Education teachers for the State's 19 Priority Districts and for the State's 45 Non-Priority Districts which are eligible for competitive grants; (7) Shaping Young Lives: A Profile of Connecticut's Early Care and Education Workforce; (8) Early Childhood Education Programs; (9) Department of Higher Education Early Childhood Education Survey; and (10) Early Childhood Education Five Year Budget. A glossary of terms is included.
Connecticut Public Higher Education: 2006 System Trends
Author: Connecticut Department of Higher Education
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,Student Financial Aid,Enrollment Trends,Trend Analysis,Budgets,Expenditures,Comparative Analysis,Academic Degrees,Tuition,Fees,Costs,Universities,Colleges,Statistical Data,College Faculty,Part Time Faculty,Part Time Students

This paper presents the public higher education system trends in Connecticut for 2006. This report contains the following sections: (1) FY 2006-2007 Operating Budget Summary; (2) Higher Education in a Statewide Context; (3) General Fund and Operating Budget Expenditure Trends; (4) Comparative Funding Indicators; (5) Enrollment Trends; (6) Degrees Conferred; (7) Position Trends; (8) Tuition and Fees; (9) Student and State Share of Costs; (10) Student Aid and Statutory Waivers; and (11) Capital Budget.
Fall 2006 College and University Headcount in Connecticut. Report
Author: Connecticut Department of Higher Education
Date: 2006-11-00
Type: Numerical/Quantitative Data
Subjects: Citations (References),Enrollment,State Colleges,Universities,Enrollment Trends,Private Colleges,State Universities,Trend Analysis,Educational History,Attendance,Race,Ethnicity,College Credits,Gender Differences,Age,Place of Residence,Tables (Data),Graduate Students,Undergraduate Students

Total headcount enrollment at Connecticut's colleges and universities reached 176,560 students in fall 2006, a fifth consecutive record year. The increase of 2,287 students (or 1.3%) over fall 2005 is the ninth year of enrollment growth, but the rate of increase is slowing. The average annual growth rate since 2003 was 1.0 percent, less than half the average growth for the period 1999 through 2002 of 2.4 percent. The moderation in enrollment growth is more pronounced at the public institutions--0.9 percent for 2003-2006 compared to 3.2 percent for 1999-2002. This report analyzes fall 2006 headcount enrollment at Connecticut's public and independent colleges and universities. It presents data and historical trends on students enrolled for credit at 47 institutions, with details on attendance status, level and sector of higher education. A subsequent report will provide demographic detail on race/ethnicity, gender, age, residence, etc., and full-time-equivalent (FTE) enrollment. All references to years in this report are to enrollment in the fall of that year. Fall 2006 Final Enrollment: Connecticut Colleges and Universities is appended. (Contains 2 tables, 7 figures and 3 footnotes.)
A Unifying Curriculum for Museum-Schools
Author: Povis, Kaleen E.
Date: 2011-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Museums,Databases,Curriculum Design,Charter Schools,Public Schools,Definitions,Classification,Institutional Characteristics,Best Practices,Elementary School Students,Lesson Plans,Educational Principles,Models,Educational History,School Surveys,Partnerships in Education,Educational Practices

There are over two dozen schools in the United States with the word "museum" in their names. However, the philosophy and pedagogy that tie these schools together is unclear. A consistent definition, criteria for classification, and a unifying curriculum to guide museum- schools is lacking. Yet, museum-schools continue to open across the country. Just in 2010, four new museum-schools were added to the educational landscape. These public and charter K-12 schools employ a diversity of methods and curricula which is testament to the ambiguous definition  of "museum-school." This thesis project contributes to the field an updated database of our nation's museum-schools which has been informed by reading the work of past researchers, culling school websites, conducting site visits, and corresponding with museum-schools. This database provides a school overview including the educational approaches in use and may help define museum-schools in the future. An additional product, the Core Elements Schema, which was created through the synthesis of research findings, may assist schools in placing themselves within the landscape of museum-schools. This thesis project also provides the seed for a unifying museology curriculum to support the learning in museum-schools. This series of six museological lessons focuses on the older elementary learner. The purpose of the lessons is to bolster the current work being done in museum-schools by providing museological grounding in current best practices. These museology lessons are intended to facilitate a greater understanding of the field with which these schools share a name. Seven appendixes present: (1) Abridged Museum-School Database; (2) The Museum Wheel; (3) Sample Database Questions; (4) Word Cloud of Museum-School Interaction; (5) Arroyo Seco's Guiding Principles; (6) Bloom's Taxonomy; and (7) Museology Lesson Set. A bibliography is included.
Board of Governors' Recommendations: FY 2007-09 Biennial Capital Budget and Five-Year Plans
Author: Connecticut Department of Higher Education
Date: 2006-11-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Technical Institutes,State Colleges,Educational Finance,Budgets,Long Range Planning,Strategic Planning,Educational Facilities Planning,Financial Support,Educational Facilities,Community Colleges

In accordance with the Connecticut General Statutes Sec. 10a-6 and 10a-8, the Board of  Governors' prepares and presents to the Governor and General Assembly a consolidated capital budget request and five-year plan with recommendations for public higher education. Through passage of the UConn 2000 legislation, the University of Connecticut obtained authorization for approximately $1 billion of new capital projects over the ten years ending in 2005. The physical transformation is continuing under 21st Century UConn, a 10 year, $1.3 billion extension to UConn 2000 approved by the General Assembly and Governor in the August, 2002 Special Session. The Department has detailed the anticipated allocations for UConn 2000/21st Century and its five-year plan for illustrative purposes and to provide a more complete picture of the entire higher education capital landscape. The legislative and gubernatorial support for UConn 2000 provided the impetus for a similar state commitment to the rest of higher education to address existing deficiencies and program demands to permit the system to compete effectively into the next century. Through FY 2007, the Connecticut State University received authorizations totaling about $866 million, while the Community-Technical College System garnered approximately $725 million for capital improvement projects. The Board of Governors assumes that the state's financial commitments to the State University and the community colleges will continue through the biennium although these are not specific in statute as is the case for 21st Century UConn. The five-year capital plan for Connecticut's public higher education system covers the period 2007 to 2012 and includes 58 general obligation bond projects across the Connecticut State University, the Community-Technical College System and Charter Oak State College. The total cost of the entire five-year plan is $1.7 billion, excluding all UConn 2000 and 21st Century projects. On a constituent unit basis, the Connecticut State University System has 38 projects totaling $998.4 million, the Community-Technical College System has 18 projects totaling $737.5 million and Charter Oak State College has two projects totaling $1.3 million. By project type, the plan includes seven code compliance projects totaling $130.1 million, twenty-one renovation projects totaling $595.3 million, twenty-one new construction projects totaling $816.0 million, five equipment projects/programs totaling $178.5 million, two acquisition programs totaling $14.4 million and two other projects totaling $2.8 million. The definition of each project type is detailed in Attachment A
Computer Games Functioning as Motivation Stimulants
Author: Lin, Grace Hui Chin
Date: 2011-12-10
Type: Reports - Research
Subjects: Second Language Learning,Games,Student Motivation,Stimuli,Teaching Methods,Computer Uses in Education,Educational Technology,English (Second Language),Foreign Countries,College Freshmen,Student Attitudes,Social Networks,Reading,Interaction

Numerous scholars have recommended computer games can function as influential motivation stimulants of English learning, showing benefits as learning tools (Clarke and Dede, 2007; Dede, 2009; Klopfer and Squire, 2009; Liu and Chu, 2010;  Mitchell, Dede &amp;amp; Dunleavy, 2009). This study aimed to further test and verify the above suggestion, employing computer games as in-class formal or after-school leisure tasks for language learning and educational purposes. In spring semester, 2011, this research project related to on-line game play was conducted in a Taiwanese university, where 2 classes of 15 and 39 freshmen had provided their perceptions. Participants were suggested to select free on-line games during the 1st week and then inspect relations between the games and language education purposes. It was assumed participants might support or decline the concepts that educational objectives and effectivenesses can be found in games. In the 18-week research, more than 20 games with educational functions were demonstrated and presented. The results showed participants regarded the games to be motivation stimulating. Three on-line free games on Facebook, Pet Society, Country Story, and City Ville, were nominated to be effective motivation stimulants. In this study of Facebook applying for language learning, each game was recommended by more than 3 students, with higher percentages than the other on-line games on diverse websites. Three advantages had been emphasized by the presenters. First, the games contribute to reading game descriptions bilingually to thoroughly complete missions. Second, game-based learning allows players to establish abilities of social interactions with the other on-line players in the identical game. Third, computing-mediated environment builds the learners' concepts of managing and administrating a government, a farm or a pet shop. This study implies the appropriateness and applicability of game-based teaching and learning. It did not only provide evidences of learners' excitements and supportivenesses by qualitative narrations, but also contribute to providing pedagogies on how game-based curriculum could be more formally realized in second language learning classroom.
Biennial Operating Budget Request, FY 2007-2009
Author: Connecticut Department of Higher Education
Date: 2006-12-00
Type: Numerical/Quantitative Data
Subjects: State Aid,Educational Finance,Higher Education,Budgets,Student Financial Aid,Public Colleges,Expenditures

The Connecticut public higher education community requests an overall general fund/operating fund budget of $1.95 billion for FY 2008 and $2.02 billion for FY 2009. In FY 2008, this includes general fund current service support of $717.7 million and other funding requests of $53.0 million. For FY 2009, the general fund current service request is $720.5 million and other funding requests are $76.5 million. The FY 2008 general fund current services budget request represents an increase of $64.1 million, or 9.8 percent, over FY 2007 estimated expenditures. The FY 2009 request would increase state support by $66.8 million, or 10.2 percent from current spending levels.
Instructional Leadership: A Pathway to Teacher Collaboration and Student Achievement
Author: Miller, Robert J.
Date: 2010-10-00
Type: Reports - Research
Subjects: Elementary Schools,Structural Equation Models,Academic Achievement,Teacher Collaboration,Cooperation,Instructional Leadership,Principals,Professional Development,Predictor Variables,Teacher Surveys,Measures (Individuals),Elementary School Teachers

The purpose of this paper was to test the relationship between principals' instructional leadership and teacher collaboration around instruction to determine whether these measures were statistically related and whether, together, they were associated with academic achievement in elementary schools. Data were obtained from 1605 teachers in 96 elementary schools where principals are participating in a randomized control trial to assess the efficacy of a widely disseminated professional development program for school leaders. Using structural equation modeling, we found a significant direct effect of instructional leadership on teacher collaboration and a significant direct effect of collaboration on student achievement. Also, the indirect effect of leadership on student achievement through teacher collaboration was significant. These findings have implications for practitioners and researchers. An appendix presents: Leadership and Collaboration Factor Scale Measurement Properties. (Contains 6 tables and 1 figure.) [The research reported here was conducted by the Education Leadership Research Center (ELRC) at Texas A&M University as part of the School Leadership Improvement Study (SLIS).]
Using Literature in Reading English as Second/Foreign Language
Author: Amer, Aly Anwar
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Literature,Reading Materials,Second Language Learning,English (Second Language),Literary Genres,Linguistic Input,Second Language Instruction,Teaching Methods,Reader Response,Drama,Poetry,Reading Aloud to Others,Story Grammar,Schemata (Cognition),Imagery,Visualization,Story Telling

Literature has long been used as a source for reading materials in English as a first language (L1). In recent years, there has been a growing interest in utilizing literature in second language (L2) classrooms. The present article assumes that using literature in L2 reading can have the same effect as in L1.  Integrating literature into L2 learning can create a learning environment that will provide comprehensible input and a low affective filter. Literary texts may be used in both extensive and intensive reading. Use of different literary genres is discussed with a special focus on the benefits of using stories. A story map is appended. (Contains 1 figure.)
The Role of Minority-Serving Institutions in National College Completion Goals
Author: Harmon, Noel
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Graduation Rate,Minority Groups,College Role,Partnerships in Education,Models,STEM Education,Teacher Education,College Transfer Students,Black Colleges,Hispanic American Students,Asian American Students,American Indians,Pacific Islanders,Tribally Controlled Education,Effective Schools Research,School Holding Power,Educational Policy,Outreach Programs

A central component in the dialogue on how to accomplish national college completion goals is the role of minority-serving institutions (MSIs). MSIs include Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), Tribal College and Universities (TCUs), and most recently Asian American Native American Pacific Islander-Serving Institutions (AANAPISIs). Their motivation is rooted in a history of desire to serve low-income, first-generation, and under-represented students. Thanks to their unique understanding of the students they serve, they are positioned to move the college completion agenda forward in distinct and innovative ways. The brief outlines the current MSI landscape--highlighting that together these institutions enroll more than 2.3 million students or close to 14 percent of all students--as well as features several student success stories. (Contains 1 table and 8 footnotes.)
Funding Your Education: The Guide to Federal Student Aid, 2012-13
Author: Federal Student Aid (ED)
Date: 2011-12-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Paying for College,Federal Aid,Financial Aid Applicants,Grantsmanship,Loan Repayment,Student Loan Programs,Eligibility,College Choice,Educational Indicators,Information Sources,Program Guides,Guidelines

Every student, who meets some basic eligibility requirements, can get some type of financial aid regardless of age or family income. Federal student aid is a financial aid from the federal government to help a student pay for education expenses at an eligible college, technical school, vocational school, or graduate school. There are three categories of federal student aid: grants, work-study, and loans. A student should complete the Free Application for Federal Student Aid (FAFSA[SM]) to receive this aid. This publication serves as a guide to federal student aid. It is divided into three parts: (1) Prepare to Pay for College; (2) Apply for Aid; and (3) Repay Your Loan. A glossary and a list of other federal student aid publications are included. (Contains 5 tables.)
Advancing Civic Learning and Engagement in Democracy: A Road Map and Call to Action
Author: Department of Education (ED), Office of the Under Secretary
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Community Problems,Democracy,Citizen Participation,Citizenship Education,College School Cooperation,School Community Programs,School Community Relationship,Academic Achievement,Outcomes of Education,Regional Planning,Role of Education,College Role,Democratic Values,Government Role,Change Strategies,Educational Change,Educational Planning,Strategic Planning,Educational Development,Educational Innovation,Achievement Gap,Institutional Role,Community Development,Economic Impact,Educational Needs

Today, the U.S. Department of Education joins the National Task Force on Civic Learning and Democratic Engagement, the American Commonwealth Partnership, and the Campaign for the Civic Mission of Schools in a new national call to action to infuse and enhance civic learning and democratic engagement for all students throughout the American education system. The Department is broadly supportive of the five priorities for action that these groups have developed. In abbreviated form, those priorities are: (1) Advancing civic learning and democratic engagement in both the U.S. and global contexts by encouraging efforts to make them core expectations for elementary, secondary, and postsecondary students--including undergraduate and graduate students; (2) Developing more robust evidence of civic and other student achievement outcomes of civic learning, and of the impact of school- and campus-community partnerships; (3) Strengthening school- and campus-community connections to address significant community problems and advance a local or regional vision and narrative for civic engagement; (4) Expanding research and the range of public scholarship, with a special emphasis on promoting knowledge creation for the good of society; and (5) Deepening civic identity by sharing stories of civic work in social media and organizing deliberative discussions about the roles of higher education in communities across the country, and by creating initiatives in science, arts, and other fields to catalyze civic agency. In this report, the Department outlines directions for advancing civic learning and democratic engagement from grade school to graduate school, with special attention to the federal role and civic learning in higher education. It concludes by proposing nine steps that the Department can take to help expand and elevate civic learning. A bibliography is included. (Contains 3 footnotes.)