ethanporcaro/eric-fulltext-meta huggingface dataset:
Alabama Education News. Volume 27, Number 6
Author: White, Rebecca Leigh, Ed.
Date: 2004-02-00
Type: Collected Works - Serial
Subjects: Awards,Public Education,Educational Administration,Educational Technology,Art Education,Teacher Qualifications,Faculty Development,Newsletters,Counties

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Morton Named to Top Education Post; (2) South Alabama Welcomes Master Site; (3) System Highlight: Elmore County Schools; (3) Section Spotlight: Technology Initiatives; (4) Alabama Arts Students Capture National Awards; and (5) Praxis II--Becoming Highly Qualified. Regular features include: (1) Awards, Opportunities and Professional Development; (2) Calendar; and (3) Teacher of the Month.
Alabama Education News. Volume 28, Number 6
Author: White, Rebecca Leigh, Ed.
Date: 2005-02-00
Type: Collected Works - Serial
Subjects: Trusts (Financial),Educational Objectives,Educational Finance,Boards of Education,Public Education,Financial Support,Natural Disasters,Budgets,Awards,Student Participation,Recycling

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Alabama Schools Donate to Tsunami Relief Efforts; (2) School Board Recognition Month--Four Members Begin New Term; (3) Alabama Education; and (4) Alabama Board of Education's Budget Requests for the Fiscal Year (FY) 2006 Education Trust Fund. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities and Professional Development; (3) Calendar; and (4) Teacher of the Month.
Accelerated Reader[TM]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Intervention,Reading Fluency,Elementary Secondary Education,Computer Software,Reading Skills,Reading Instruction,Reading Tests,Computer Assisted Testing,Adolescents,Student Evaluation,Academic Achievement,Reading Achievement,Program Effectiveness,Literacy,Standards,Reading Programs,Reading Comprehension,Independent Reading,Educational Research,Reading Improvement,High School Students,Middle School Students

&quot;Accelerated Reader&quot;[TM] is a guided reading intervention used to supplement regular reading instruction in K-12 classrooms. Its aim is to improve students' reading skills through reading practice and quizzes on the books students read. The &quot;Accelerated Reader&quot;[TM] program calls for students to select and read a book and then take a computerized quiz based on the book's content and vocabulary. The computer software then provides teachers with information on the students' performance on the quiz, which allows teachers to monitor student progress and identify students who may need more reading assistance. The What Works Clearinghouse (WWC) reviewed 318 studies on &quot;Accelerated Reader&quot;[TM] for adolescent learners. One of these studies, meets WWC evidence standards, and one study meets WWC evidence standards with reservations; the remaining 316 studies do not meet either WWC evidence standards or eligibility screens. Based on the two studies, the WWC found no discernible effects in reading fluency and comprehension for adolescent learners. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics of Bullock, 2005 and Nunnery &amp; Ross, 2007; (2) Outcome measures for the reading fluency domain and the comprehension domain; (3) Summary of study findings included in the ratings for the reading fluency domain and the comprehension domain; (4) Summary of end of first year of intervention findings for the comprehension domain; (5) &quot;Accelerated Reader&quot;[TM] ratings for the reading fluency domain and the comprehension domain; and (6) Extent of evidence by domain. (Contains 14 footnotes.)
Concept-Oriented Reading Instruction (CORI). What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Reading Instruction,Science Instruction,Reading Comprehension,Content Area Reading,Reading Strategies,Learner Engagement,Instructional Effectiveness,Adolescents,Educational Research

&quot;Concept-Oriented Reading Instruction&quot; is a reading comprehension instructional program for grades 3-9 that integrates reading and science through activities and the use of science books during reading instruction. The program supplements a school's standard science and reading curricula and offers instruction in reading strategies, scientific concepts, and inquiry skills. &quot;Concept-Oriented Reading Instruction&quot; intends to improve reading comprehension and increase reading engagement. The What Works Clearinghouse (WWC) identified 48 studies of &quot;Concept-Oriented Reading Instruction&quot; for adolescent learners that were published or released between 1989 and 2009. However, no studies of &quot;Concept-Oriented Reading Instruction&quot; that fall within the scope of the Adolescent Literacy review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of &quot;Concept-Oriented Reading Instruction&quot; on adolescent learners. (Contains 6 footnotes.)
Reading Mastery. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Intervention,Reading,Reading Programs,Reading Instruction,Student Placement,Reading Tests,Direct Instruction,Reading Difficulties,Elementary Education,Program Implementation,Program Effectiveness,Program Evaluation,Grouping (Instructional Purposes),Adolescents,Reading Fluency,Reading Comprehension,Reading Research,Outcomes of Education,Beginning Reading,Phonemic Awareness,Vocabulary Development,Teaching Methods,Reading Skills,Decoding (Reading),Word Recognition

&quot;Reading Mastery,&quot; one of several curriculum components that constitute the &quot;Direct Instruction&quot; curriculum from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. &quot;Reading Mastery,&quot; which can be used as an intervention program for struggling readers, as a supplement to a school's core reading program, or as a stand-alone reading program, is available in three versions: (1) &quot;Reading Mastery Classic&quot; (for use in grades pre-K-3); (2) &quot;Reading Mastery Plus&quot; (for grades K-6); and (3) &quot;Reading Mastery Signature Edition&quot; (for use in grades K-5). During the implementation of &quot;Reading Mastery,&quot; students are grouped with other students at a similar reading level, based on program placement tests. The program includes a continuous monitoring component. The What Works Clearinghouse (WWC) reviewed 175 studies on &quot;Reading Mastery&quot; for adolescent learners. One of these studies meets WWC evidence standards, and one study meets WWC evidence standards with reservations; the remaining 173 studies do not meet either WWC evidence standards or eligibility screens. Based on these studies, the WWC found potentially positive effects on reading fluency and no discernible effects on comprehension for adolescent learners. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics of Stockard, 2010 and Yu &amp; Rachor, 2000; (2) Outcome measures for the reading fluency domain and the comprehension domain; (3) Summary of study findings included in the ratings for the reading fluency domain and the comprehension domain; (4) Summary of one-year implementation findings for the comprehension domain; (5) &quot;Reading Mastery&quot; ratings for the reading fluency domain and the comprehension domain; and (6) Extent of evidence by domain. (Contains 10 footnotes.) [For the 2008 report, see ED502619.]
TAFE Funding and the Education Targets
Author: Long, Michael
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Educational Finance,Financial Support,Vocational Education,Adult Education,Technical Education,Higher Education,Educational Attainment,Educational Trends,Futures (of Society),Expenditures,Employment

The Australian Education Union (AEU) commissioned the Monash University-ACER Centre for the Economics of Education and Training (CEET) to review funding and staffing for VET (vocational education and training), and especially for TAFE (technical and further education), in the context of the recently set COAG (Council of Australian Governments) targets for educational attainment. The paper is motivated by the apparent increase in VET provision implied by government educational attainment targets in the context of stable or declining funding for VET and the conclusion that funding needs to increase if the targets are to be met. The topics canvassed include: (1) The decline in funding levels for public VET; (2) The government targets for increased levels of educational attainment in the population and the workforce; (3) Increased demand for the different types of educational qualifications; and (4) The implications for future funding for VET. (Contains 11 tables, 1 figure and 20 footnotes.) [This paper was prepared for The Australian Education Union.]
Colorado Commission on Higher Education Legislative Report on Remedial Education, 2009
Author: Colorado Commission on Higher Education
Date: 2010-02-00
Type: Numerical/Quantitative Data
Subjects: Remedial Instruction,Higher Education,Community Colleges,State Colleges,Undergraduate Students,High School Graduates,Enrollment,Educational Needs,Educational Policy,Student Characteristics,School Holding Power,Student Costs

This report documents action taken and data gathered by the Colorado Department of Higher Education (DHE) as required by statute to report annually on students taking basic skills courses at Colorado's public higher education institutions. DHE has prepared this report which summarizes: (1) actions by DHE and the Commission on Higher Education (CCHE) since adoption of the Remedial Policy in 2000; and (2) data on assessed and remediated students collected from Colorado public higher education institutions; data on students enrolled in college basic skills courses; and data on the remedial needs of first-time enrolling students from Colorado public high schools. The report is submitted to the Education Committees of the Senate and House of Representatives, the Joint Budget Committee, the Colorado Department of Education, and each Colorado public school district superintendent. (Contains 2 figures and 8 tables.)
Libraries Achieving Greatness: Technology at the Helm
Author: Muir, Scott P.
Date: 2009-12-00
Type: Reports - Research
Subjects: Library Role,Libraries,Library Services,Case Studies,Information Technology,Technology Integration,History,Surveys,Electronic Libraries,Library Automation,Public Libraries,College Libraries

Libraries have been around for thousands of years. Many of them are considered great because of their magnificent architecture or because of the size of their collections. This paper offers ten case studies of libraries that have used technology to achieve greatness. Because almost any library can implement technology, a library does not have to be large to do so. The paper uses a brief overview of library technology and library history to form a context for understanding the role of libraries, old and new technology and their greatness in our society. It uses an original survey to gain understanding of the individual project, how it came into existence, the people and challenges involved, and its success. It also includes conclusions and thoughts for librarians and technologists to consider as they create a technology-based project. Since it is a research paper as part of a course of study, it also includes the author's analysis of the processes, successes, and limitations of the study. Appended are the abstract, IRB paperwork, and original responses. (Contains 13 figures.)
Learning to Become an Intercultural Practitioner: The Case of Lifelong Learning Intensive Programme Interdisciplinary Course of Intercultural Competences
Author: Onorati, Maria Giovanna
Date: 2010-06-00
Type: Journal Articles
Subjects: Training,Lifelong Learning,Interdisciplinary Approach,Cultural Awareness,Interpersonal Competence,Foreign Countries,Holistic Approach,Experiential Learning,Reflection,Transformative Learning,Educational Innovation,Higher Education

This paper dates back to 2009 (it was first presented at the CRLL Conference at Stirling University) and deals with the advances in lifelong learning introduced by an ERASMUS LLP-IP named Interdisciplinary Course of Intercultural Competences (ICIC). The programme, that involves academic and non-academic institutions concerned with higher education of six different European countries, worked out an intensive international learning pathway aimed at developing intercultural competences in three professional fields: education, social work and health care. The paper focuses on the programme's innovative combination of formal and informal learning as a strategic lever to: (1) enhance a holistic concept of &quot;competence&quot; that puts human relationship at the centre of professional skills; (2) assume intercultural competences as key competences transversal to different professions; (3) introduce social skills and reflection as key factors for developing a transformative model of lifelong learning (Jarvis, 2005) that able to match the needs of the current complex, ever-changing societies; and (4) develop experiential learning without giving up to a strong theoretical framework of reference. The programme introduces an educational model that matches the main goals of higher educational priorities started by Bologna Process and relies upon a solid theoretical framework developed in the field of intercultural research at a sociological, socio-psychological and pedagogical level (Bennett, 1993; Gudykunst &amp; Ting, 2002; Camilleri &amp; Cohen, 1989; Hall, 1959; Hofstede 2001; Beck &amp; Grande, 2006; Farr, 1984), as well as in one of the lifelong learning (Le Boteurf, 1997; Illeris, 2005; Jarvis, 2005; Schon, 1983). (Contains 3 figures.)
Guilty or Not Guilty? How Nigerian Families Impede the Aspirations of Nigerian Girls for Higher Education
Author: Onochie, Okeke Chinedu Ifedi
Date: 2010-06-00
Type: Journal Articles
Subjects: Higher Education,Females,Educational Change,Foreign Countries,Educational Environment,Gender Differences,Access to Education,Gender Bias,Secondary School Students,Suburban Schools,Student Attitudes,Socioeconomic Status,Birth Order,Family Structure,Marriage,Age Differences,Parents,Educational Attainment,Parent Influence,Religion,Cultural Influences,Academic Aspiration

The females' relatively low participation in higher education is discussed within the Nigerian society in a way that such issues are discursively placed in often contradictory, as well as extremely complicated contexts. Dominant discussions draw on the interplay between gender and students' performance across subjects, as well as on the influences of the often patriarchal school environment on students' overall performance, which with little or no attention given to parental and domestic agencies. This paper is an account of the stories of the experiences of schooling about some Nigerian school girls from the perspective of their families. The larger study from which this paper derives, examined the gendered perception of schooling amongst some senior secondary school students in a Nigerian suburb. A number of discussions among the 25 girls (and 25 boys) who participated in the study were analyzed to understand how gender played in their perceptions of schooling influences upon their lives. As this project was grounded in the interpretivist qualitative research paradigm, discursive interpretivist approach was employed to interrogate how parental and domestic agencies, can play upon the aspirations of young girls for higher education in both complex and subtle ways. Recommendations for changes in policy and practice are made. [An earlier version of this paper was presented at the Sixteenth International Conference on Learning, which was held at the University of Barcelona, Spain, during July 1-4, 2009.]
Communicative Language Teaching in the Chinese Environment
Author: Hu, Wei
Date: 2010-06-00
Type: Journal Articles
Subjects: Second Language Learning,Communicative Competence (Languages),English Instruction,Teaching Methods,English (Second Language),Error Correction,Foreign Countries

In order to explore effective ways to develop Chinese English learners' communicative competence, this study first briefly reviews the advantages of communicative language teaching (CLT) method which widely practiced in the Western countries and analyzes in details its obstacles in Chinese classroom context. Then it offers guidelines for compromising the communicative approach with the traditional Chinese approach. Finally, it puts forward some principles and techniques for English teaching practice in the Chinese environment.
Web-Based Training on Learning Organization for Electrical Undergraduate Students in Thailand
Author: Tongsakul, Anuvat
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Evaluation Methods,Internet,Technology Education,Organizational Development,Education Work Relationship,Work Environment,Organizational Culture,Educational Technology,Multimedia Instruction,Multimedia Materials,Instructional Design,Computer Assisted Instruction,Video Technology,Electronic Learning,Technology Integration,Computer Software,Correlation,Instructional Effectiveness,Electronics,Web Based Instruction,Pretests Posttests

The purpose of this research was to utilize web-based training (WBT) to enhance students' knowledge of learning organization (LO) in a context of electrical technology education in Thailand. The sample chosen for this study included 19 fourth year undergraduate students. The WBT was based on the five disciplines according to Senge (1991) as well as the seven habits of highly effective people (Covey, 1989). The tools for pre- and post-testing were LO model evaluation and knowledge of LO. The reliability of the instruments was 0.9274 and 0.9905 respectively. The data were analyzed by using mean (M) and standard deviation (SD), t-test and Pearson product-moment correlation. When pre- and post- tests mean scores of the LO model evaluation and the knowledge of LO were compared, the mean scores of post-test training were greater than the mean scores of pre-test training. Moreover, there was a significant relationship between pre- and post- tests of LO model evaluation and the knowledge of LO. Thus, it can be concluded that the model of WBT can enhance students' knowledge of LO in this context. (Contains 4 tables and 3 figures.)
Measuring Success: Evaluating Educational Programs
Author: Fisher, Yael
Date: 2010-06-00
Type: Journal Articles
Subjects: Education,Program Evaluation,Evaluation Methods,Models,Policy,Objectives,Program Effectiveness,Efficiency,Sustainability,Decision Making,Foreign Countries

This paper reveals a new evaluation model, which enables educational program and project managers to evaluate their programs with a simple and easy to understand approach. The &quot;index of success model&quot; is comprised of five parameters that enable to focus on and evaluate both the implementation and results of an educational program. The integration of these parameters forms a complete and comprehensive picture, which in turn provides the most information on the success or failure of the program. The parameters are: (1) the relevance index, referring to an evaluation of predefined objectives; (2) the efficiency index, referring to the fiscal efficiency of the program; (3) the effectiveness index evaluating the attainment of the program's objectives; (4) the impact index gauging the effect on the consumers, for whom the program is undertaken; and (5) the final parameter is the program's sustainability index. Since Israel's education strategy currently leans towards site-based monitoring and evaluation, such a model can potentially be of great help to school management and staff. (Contains 1 footnote, 4 tables, and 4 figures.)
An Evaluation of Factors Influencing Reading Literacy across Italian 4th Grade Students
Author: Alivernini, Fabio
Date: 2010-05-00
Type: Journal Articles
Subjects: Student Attitudes,Reading Achievement,Foreign Countries,Grade 4,Educational Resources,Evaluation,Literacy,Multiple Regression Analysis,Parent Attitudes,Family School Relationship,Job Satisfaction,Statistical Significance,Self Determination

Questionnaire data from the PIRLS 2006 study in Italy provided a number of indices in order to summarize factors of educational context influencing reading achievement. The aim of the present paper is to study the relationships between school factors, teacher factors, family factors, student factors and reading achievement by means of multilevel regression analysis. Results show that pupils' attainment in reading is significantly related to: (1) home educational resources (home/student level effect); (2) parents' attitudes toward reading (home/student level effect); (3) students' attitudes toward reading; (4) students' reading self-concept; and (5) teacher career satisfaction (school/teacher level). (Contains 3 tables.)
Perceptions of Higher Education in Brazil in the First Decade of the Third Millennium
Author: Lucchesi, Martha Abrahao Saad
Date: 2010-06-00
Type: Journal Articles
Subjects: Higher Education,Institutional Characteristics,Private Colleges,Models,Advertising,Discourse Analysis,Foreign Countries

This study aims at reflecting upon the Brazilian higher education situation in a context of deep change regarding the contemporary way of life. This study stems from evidence generated from field research. The expansion of the higher education system in Brazil, for historical, political and economic reasons, has taken place mainly by means of private institutions following logic close to a market one, according to some theoreticians. The general objectives of this paper are to reflect upon the situation of the Brazilian higher education at the end of the first decade of the 21st century and to investigate the advances of the &quot;research is learning itself&quot; (Lucchesi, 2002) paradigm from its conceptual set through an analysis of the official discourse from higher education institutions. This paper aims at verifying whether such discourse has been translating the intention of rendering such paradigm concrete. By means of the analysis of the discourse manifested at advertising messages from the private higher education institutions, this study aims at understanding what they now believe to be the model for teaching and learning capable of meeting the Brazilian youth's needs. The authors have observed that the relationship between teaching and learning is promised by the private higher education institutions. Therefore, the scope of this study is the persuasive content of the message from the private higher education institutions to conquer new students. (Contains 2 tables and 23 footnotes.)