ethanporcaro/eric-fulltext-meta huggingface dataset:
Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report. Appendix
Author: Achieve, Inc.
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Research Methodology,Foreign Countries,Science Education,Research Skills,Benchmarking,Research Reports,National Standards,Alignment (Education),Problem Solving,Student Evaluation,Energy Education,Classification,Comparative Analysis,Primary Sources,Research Tools,Interdisciplinary Approach,Intellectual Disciplines,Tables (Data),Curriculum Development

This appendix accompanies the report &quot;Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report,&quot; a study conducted by Achieve to compare the science standards of 10 countries. This appendix includes the following: (1) PISA and TIMSS Assessment Rankings; (2) Courses and Levels Included in Analysis; (3) Categories and Topics Included in Country Standards by Discipline; (4) Interdisciplinary Themes: Singapore--&quot;Interaction&quot;; (5) Comparison of the Treatment of &quot;ENERGY [Heat and Electricity]&quot; in Primary, Lower Secondary and Upper Secondary; (6) Acquiring Skills of Inquiry: Hong Kong--&quot;Investigative Study&quot;; (7) The Incorporation of Mathematics: Singapore--&quot;Upper Secondary Higher 1 Physics&quot;; (8) Alignment of Curriculum, Instruction and Assessment; (9) Connecting Standards with Assessment; and (10) Scientific Inquiry/Research Skills, and Technological Problem-Solving Skills Continua in Ontario, Canada. (Contains 17 footnotes.) [For the accompanying report, see ED512106.]
Comparing the Common Core State Standards in Mathematics to the Recommendations of the National Mathematics Advisory Panel. Achieving the Common Core
Author: Achieve, Inc.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Textbooks,State Standards,Instructional Materials,Kindergarten,Comparative Analysis,Mathematics Instruction,Review (Reexamination),Elementary Secondary Education,Mathematics Achievement

Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared expectations, the Common Core State Standards will also allow adopting states to collectively create and share high-quality tools such as assessments, curricula, instructional materials (such as textbooks and software), and professional development programs. As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to, and build on, existing standards in mathematics. This brief describes the comparison between the CCSS and the National Mathematics Advisory Panel's (NMAP) recommendations found in "Foundation for Success".
Comparing the Common Core State Standards in Mathematics and the NAEP Framework. Achieving the Common Core
Author: Achieve, Inc.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Textbooks,State Standards,National Competency Tests,Instructional Materials,Comparative Analysis,Mathematics Instruction,Guidelines,Professional Development,Computer Software

Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared expectations, the Common Core State Standards will also allow adopting states to collectively create and share high-quality tools such as assessments, curricula, instructional materials (such as textbooks and software), and professional development programs. As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to, and build on, existing standards in mathematics. This brief describes the comparison between the CCSS and the National Assessment of Educational Progress (NAEP) Framework. Standards for Understanding Fractions, CCSS and NAEP Framework Compared is appended. (Contains 1 footnote.)
Comparing the Common Core State Standards in Mathematics and NCTM's "Curriculum Focal Points". Achieving the Common Core
Author: Achieve, Inc.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: State Standards,Mathematics Achievement,Comparative Analysis,National Standards,Teacher Associations,Academic Standards,Educational Policy,Correlation

Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared  expectations, the Common Core State Standards will also allow adopting states to collectively create and share high-quality tools such as assessments, curricula, instructional materials (such as textbooks and software), and professional development programs. As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to, and build on, existing standards in mathematics. This brief describes the comparison between the CCSS and the National Council of Teachers of Mathematics (NCTM) "Curriculum Focal Points". (Contains 1 footnote.)
Comparing the Common Core State Standards in Mathematics and Japan's Mathematics Curriculum in the Course of Study. Achieving the Common Core
Author: Achieve, Inc.
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Mathematics Curriculum,State Standards,Foreign Countries,Comparative Analysis,Comparative Education,Academic Standards,Correlation,National Curriculum

Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared expectations, the Common Core State Standards will also allow adopting states to collectively create and share high-quality tools such as assessments, curricula, instructional materials (such as textbooks and software), and professional development programs. As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to, and build on, existing standards in mathematics. This brief describes the comparison between the CCSS and the standards found in the Japanese Mathematics Curriculum in the Course of Study (referred to hereinafter as the &quot;Japanese COS&quot;). (Contains 1 footnote.)
Comparing the Common Core State Standards in Mathematics to California and Massachusetts Standards. Achieving the Common Core
Author: Achieve, Inc.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Education,State Standards,Academic Standards,Comparative Analysis,Correlation,Change Strategies,Educational Change,Educational Quality,Quality Control,Educational Policy

Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared expectations, the Common Core State Standards will also allow adopting states to collectively create and share high-quality tools such as assessments, curricula, instructional materials (such as textbooks and software), and professional development programs. As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to, and build on, existing standards in mathematics. This brief describes the comparison between the CCSS and the standards of two states that have been leaders in mathematics education: California and Massachusetts. (Contains 2 footnotes.)
Comparing the Common Core State Standards and Singapore's Mathematics Syllabus. Achieving the Common Core
Author: Achieve, Inc.
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Textbooks,State Standards,Instructional Materials,Foreign Countries,Kindergarten,English,Language Arts,Mathematics Education,Comparative Analysis,Elementary Secondary Education

Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared expectations, the Common Core State Standards will also allow adopting states to collectively create and share high-quality tools such as assessments, curricula, instructional materials (such as textbooks and software), and professional development programs. As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to, and build on, existing standards in mathematics. This brief describes the comparison between the CCSS and Singapore's Mathematics Syllabus. (Contains 2 footnotes.)
Strategies to Increase Participation in Cooperative Learning Groups
Author: Maher, Laura
Date: 2010-09-00
Type: Reports - Research
Subjects: Action Research,Student Participation,Cooperative Learning,Grade 6,Teaching Methods,Group Activities,Gender Differences,Student Role,Observation,Questionnaires

This action research examines how focused organization, group roles, and gender grouping impact student participation when working in a cooperative group setting. Fifty-two sixth graders were studied for a period of nine weeks. Results show when students are organized in their cooperative groups, there will be an increase in student participation. Participation also increased when students were given assigned roles. Lastly, this research shows that my hypothesis was incorrect by thinking participation would increase when students work in same gender cooperative groups. To come to these results, data was collected using a triangular approach focusing on observations, change in grades, and questionnaires. The following are appended: (1) Data Collection Matrix; (2) Teacher Observation Log: Focused Organization; (3) Focused Organization; (4) Teacher Observation Log: Group Roles; (5) Student Roles; (6) Group Roles; (7) Teacher Observation Log: Gender Grouping; and (8) Gender Grouping. (Contains 5 figures.)
The Politics, Policies and Progress of Basic Education in Sri Lanka. CREATE Pathways to Access. Research Monograph No. 38
Author: Little, Angela W.
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Educational Change,Foreign Countries,Access to Education,Literacy,Equal Education,Educational Opportunities,Politics of Education,Educational Policy,Policy Formation,Educational History,Interviews,Elementary Secondary Education,Higher Education

Sri Lanka is hailed internationally for her achievements in literacy, access to education and equality of educational opportunity. However, progress has not been straightforward due to the complex interactions between politics, policy formulation, and the implementation of reforms. This dynamic process has often led to contradictory outcomes. This monograph describes and analyses the political drivers and context of educational reform from the colonial era to the present before an in-depth exploration of the origins and implementation of the comprehensive 1997 education reforms. There is a focus on the role of political will, and emphasis on the need for bi-partisan support for education policy. Much of the evidence has been drawn from extensive interviews with 20 senior members of Sri Lanka's education policy community. (Contains 3 footnotes, 4 figures, 1 table, and 2 boxes.)
Gender Issues: Students Performance in Senior Secondary School Mathematics Examination in Nigeria
Author: Farajimakin, Ibikunle O.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Secondary School Mathematics,Females,Foreign Countries,Gender Issues,Secondary School Students,Gender Differences,Social Bias,Social Attitudes,Social Influences,Social Justice,Socioeconomic Status,Mathematics Achievement,Educational Policy,Cultural Influences,Intervention

This study aims to find out the reasons why boys perform better in senior secondary school mathematics examination in Nigeria than girls. It will show the fundamental issues affecting the available facilities for girls in mathematics. The Nigerian society view of girls studying mathematical subjects and taking up careers in mathematics disciplines will be discussed with recommendation on how the differences can be reduced if not possible to remove totally.  Implications for future teacher training in Nigeria will be considered. &quot;Measuring the socio-economic position of a 16 year old&quot; is appended. (Contains 14 tables.)
Access to Basic Education in Ghana: Politics, Policies and Progress. CREATE Pathways to Access. Research Monograph No. 42
Author: Little, Angela W.
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Educational Change,Foreign Countries,Access to Education,Politics of Education,Interviews,Enrollment Trends,Political Influences,Educational Policy,Equal Education,General Education,Social Systems,Futures (of Society),Private Financial Support,Educational History,Educational Finance,Trend Analysis,Educational Trends

This monograph examines the history and politics of educational reform in Ghana. Using data from interviews conducted with senior policy-makers, implementers and researchers, as well as documentary sources, to explore the drivers and inhibitors of change at the political, bureaucratic and grass-roots levels. The monograph explores the nature of the domestic political and administrative machinery which has enabled comparative success in enrolment growth in Ghana, attending also to the importance of political will as well as to shifting patterns of international and donor influence. One appendix presents: Political Regimes and Education Policy Texts, by year, 1951-2008. (Contains 1 table and 2 figures.)
Bullying and School Attendance: A Case Study of Senior High School Students in Ghana. CREATE Pathways to Access. Research Monograph No. 41
Author: Dunne, Mairead
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: High Schools,Emotional Problems,Bullying,Females,Attendance Patterns,Foreign Countries,Gender Differences,Males,High School Students,Correlation,Friendship,Peer Relationship,Aggression,Violence,Educational Environment,Student Behavior,Emotional Response,Parents,Educational Attainment

This monograph analyses the effects of bullying on school attendance among senior high school students in Ghana. A strong correlation is found between being bullied and having poor attendance. The effects of emotional problems and of peer friendships on this correlation are then examined. For both boys and girls, having emotional problems is associated with poor attendance while having friends is associated with good attendance. Gender differences appear as these relations interact for girls, but not for boys. For girls, increasing emotional problems, even for those who do not report being bullied incrementally affected their school attendance. (Contains 4 footnotes, 4 tables, and 2 figures.)
School Facilities. The Progress of Education Reform, 2006. Volume 7, Number 1
Author: Weiss, Suzanne
Date: 2006-04-00
Type: Collected Works - Serial
Subjects: Educational Facilities Design,Educational Trends,Educational Change,Educational Facilities,Lighting,School Buildings,Educational Environment,Trend Analysis,Space Utilization

Today, there is clear and growing evidence of the need to fundamentally rethink the planning, design and use of school facilities in a way that reflects changing educational demands and needs; takes greater advantage of new technologies and new insights into the nature of teaching and learning; and, perhaps most important, forges stronger bonds between schools and the communities they serve. This issue of "The Progress of Education Reform" provides highlights of several recent reports that shed light on: (1) How, and the extent to which, facility attributes--ranging from lighting, acoustics and ventilation, to the character and use of space--affect the performance of teachers and students; (2) The essential components of well-designed learning environments; and (3) Demographic, social and educational trends that will have a major impact on the design, development and use of school facilities over the next 10 to 20 years. The reports featured in this issue are: (1) Thirty-Three Principles of Educational Design (Jeffrey A. Lackney); (2) Do School Facilities Affect Academic Outcomes? (Mark Schneider); (3) The Impact of School Environments: A Literature Review; and (4) Educational Facilities within the Context of a Changing 21st Century America (Kenneth R. Stevenson). This issue also includes links to several Web sites that feature a wide variety of information on school facilities.
Perspective, April 2010
Author: Achieve, Inc.
Date: 2010-04-00
Type: Collected Works - Serial
Subjects: State Schools,Higher Education,Elementary Secondary Education,State Standards,Graduation Requirements,English,Language Arts,Mathematics Education,Colleges,Legislation,Grants

&quot;Perspective&quot; is a monthly e-newsletter presenting news and views from Achieve. This issue includes a report describing how the American Diploma Project (ADP) Network selected Delaware and Tennessee from among 16 finalists as the winners of the first phase of Race to the Top (RTTT) grants. This issue also reports that: (1) The National Governors Association and the Council of Chief State School Officers released the draft K-12 Common Core State Standards in English/Language Arts (ELA) and mathematics for public comment in March; (2) The Thomas B. Fordham Institute, Achieve and the Hunt Institute are presenting a discussion on the Common Core State Standards on Thursday, April 22, from 10-11:30 a.m. ET, covering the content, organization and focus of the standards; (3) Achieve and the American Council on Education (ACE) are sponsoring a free Webinar for the higher education community about &quot;Common Core Standards: What Are They? And What Could They Mean to You?&quot; It takes place on Monday, May 3, 2010 from 3:30-5:00 p.m. ET; and (4) Florida Governor Charlie Crist has signed into law a major bill (SB 4) that upgrades the state's graduation requirements to the college- and career-ready level. Brief news clips and descriptions of new resources are also included.
Perspective, March 2010
Author: Achieve, Inc.
Date: 2010-03-00
Type: Collected Works - Serial
Subjects: High Schools,State Standards,Global Approach,Graduation Requirements,Politics of Education,Accountability,Newsletters,High School Graduates,Evaluation Methods,College Preparation,Job Skills,Language Arts,Mathematics Instruction,State Government,Competition,College Graduates,Graduation,Graduation Rate,Science Instruction,National Standards,Federal Legislation

&quot;Perspective&quot; is a monthly e-newsletter presenting news and views from Achieve. This month's issue commences with a report stating how over the past five years, since the National Governors Association (NGA) and Achieve co-sponsored the National Education Summit on High Schools, states have made impressive progress in aligning their high school standards, graduation requirements and assessment and accountability systems with college- and career-ready expectations. This issue also reports that: (1) the draft Common Core State Standards in English Language Arts and Mathematics were released by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) on March 10 to a great deal of interest, and mostly positive reviews, across the nation; (2) on March 4 the U.S. Department of Education (USED) announced the Round 1 finalists for the Race to the Top competition: Colorado, Delaware, the District of Columbia, Florida, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, South Carolina, and Tennessee; (3) Margaret Horn, a former senior education policy advisor to Tennessee Governor Phil Bredesen, has joined Achieve's team in Washington, D.C.; (4) signifying their intent to take the bold action necessary to increase college completion rates, 17 states have joined an Alliance of States with a new non-profit organization, Complete College America (CCA); (5) Achieve is launching a new effort to develop the next generation of science standards that will prepare students across the country for success in living and working in a science and technology-based society and global economy; and (6) in his weekly address, President Obama called for a redesigned Elementary and Secondary Education Act (ESEA), placing the emphasis on ensuring that all students graduate high school college- and career-ready. Brief news clips and descriptions of new resources are also included.
Perspective, May 2010
Author: Achieve, Inc.
Date: 2010-05-00
Type: Collected Works - Serial
Subjects: Elementary Secondary Education,State Standards,Newsletters,College Preparation,Mathematics Education,Legislation,Language Arts,Age Differences,Adults,Young Adults,Reading Ability

&quot;Perspective&quot; is a monthly e-newsletter presenting news and views from Achieve. This month's issue commences with a report presenting the recommendations made by Achieve to the Senate HELP (Health, Education, Labor and Pensions) Committee for the improvement of the college and career readiness of all students. This issue also reports: (1) 37 states plus the District of Columbia have notified the U.S. Department of Education (USED) that they are planning to compete in the second round of Race to the Top, in which $3.4 billion in economic-stimulus funds are still available; and (2) governors and state commissioners of education from 48 states, 2 territories and the District of Columbia have committed to developing a common core of state standards in English language arts and mathematics for grades K-12; and (3) the Education Trust and Achieve are launching the nonprofit U.S. Education Delivery Institute (EDI) with the support of McKinsey &amp; Company under the leadership of Sir Michael Barber, founder and former head of Prime Minister Blair's Delivery Unit. Brief news clips and descriptions of new resources are also included.