ethanporcaro/eric-fulltext-meta huggingface dataset:
Beginning in Honors: A Handbook. Fourth Edition. National Collegiate Honors Council Monograph Series
Author: Schuman, Samuel
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Honors Curriculum,Administrators,Guides,Higher Education,Student Recruitment,Teacher Recruitment,Curriculum,Budgets,Educational Facilities,Educational Administration,Program Content,Teacher Salaries,Scholarships

Directing an honors program is commonly an entry into the odd, often misunderstood, and slightly mysterious world of academic administration. The majority of new honors directors come directly from the ranks of the faculty where, frequently, their excellence as teachers and scholars suggested to senior administrators a good fit for honors leadership. Great teachers often make splendid honors directors, but commonly the transition can be startling. Being an honors director is, for many, an early step into other administrative positions. For others, it becomes a long-term vocation. And for some, it is a satisfying assignment for a while, followed by a grateful and graceful return to the faculty. This publication is a part of the effort that the National Collegiate Honors Council (NCHC), the national organization of honors programs, administrators, teachers and students in honors, makes to ease the transition for new honors administrators and to help institutions begin new honors programs or revamp existing ones. This fourth edition of &quot;Beginning in Honors&quot; comes nearly two decades after initial publication. During those years, its author has aged from productive mid-career status to curmudgeonhood, and dotage seems just around the corner. During that time, too, American higher education has changed remarkably also (albeit in more positive ways), and honors along with it. Accordingly, this edition of the handbook is thoroughly revised, in countless ways both large and small. If not a new publication, everything in it has been considered anew, and from a twenty-first century vantage point. Honors is an emblem of what is best about American higher education, and that means that it is profoundly valuable not just to us and our students, nor even just to our institutions of higher learning, but to our nation and to the world. Following the preface, this monograph contains the following: (1) Introduction; (2) Recruiting Students and Faculty; (3) Curriculum; (4) Budget; (5) Facilities; and (6) Administrivia. Appended are: (1) Basic Characteristics of a Fully Developed Honors Program; (2) Basic Characteristics of a Fully Developed Honors College; and (3) NCHC Publications, Monographs, and Resources.
The K-12 School System in Milwaukee: How Has It Changed and How Does It Measure up to Peers?
Author: Day, Doug
Date: 2014-12-00
Type: Information Analyses
Subjects: Elementary Secondary Education,Public Schools,Private Schools,Charter Schools,School Districts,Student Records,Scores,National Competency Tests,Enrollment Trends,Racial Composition,Ethnic Groups,School Size,School Choice,Educational Finance,Governance,Income,Financial Support,Taxes,Comparative Analysis,Trend Analysis

This report provides important perspective on the distinctive and changing features of Milwaukee's K-12 education landscape. The authors conducted two comparative analyses of Milwaukee schools. The first, a trend analysis, traces how Milwaukee schools have changed in the past decade. The second, a peer analysis, shows how Milwaukee schools compare to schools in 10 peer cities throughout the United States. Rather than breaking down the data into separate categories for public, private, and charter schools, the report strives, when possible, to present the data in a format that provides an overview of all Milwaukee schools. Without this perspective, overall progress at times can be difficult to track for various educational measures. While state and federal databases have less information about private schools than they do about public schools, the data are rich enough to present a citywide schooling perspective in a number of instances. It is also important to note that the report's focus is on the characteristics of schools located in the City of Milwaukee, as opposed to the characteristics of school-age children who live in the city, nearly 10,000 of whom are educated in neighboring jurisdictions. Much of the material in the report comes from databases maintained by the Wisconsin Department of Public Instruction (DPI) as well as federal sources from the National Center for Education Statistics (NCES) and the Census Bureau. The &quot;peers&quot; are drawn from a 2012 Public Policy Forum report on the finances of the Milwaukee Public Schools (MPS), &quot;Passing the Test, But Making the Grade?&quot;, and have been used by MPS for management analyses. For analytical purposes, the authors extracted data via the NCES search tools to create a comprehensive file on all public, private, and charter schools within each peer district. The information on student test scores comes from the NCES database for the National Assessment of Educational Progress. This data-driven report offers a bottoms-up approach exploring trend and peer data to identify distinctive traits and patterns. Other information is called upon, when needed, to provide context and explanation.
Policy Statement on Supporting the Development of Children Who Are Dual Language Learners in Early Childhood Programs
Author: US Department of Health and Human Services
Date: 2016-06-02
Type: Reports - Descriptive
Subjects: Early Childhood Education,Educational Policy,Early Experience,Young Children,Multilingualism,Bilingual Students,Native Speakers,Second Language Learning,Legal Responsibility,Neuropsychology,Child Development,Achievement Gap,Language Acquisition,Educational Practices,Change Strategies,Related Services (Special Education),State Policy,Block Grants,Child Care,Federal Aid,Grants,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Civil Rights Legislation,Access to Education,Elementary Secondary Education

The purpose of this policy statement is to support early childhood programs and States by providing recommendations that promote the development and learning of young children, birth to age five, who are dual language learners (DLLs). The statement also provides support to tribal communities in their language revitalization efforts within tribal early childhood programs. National estimates indicate that there is a large and growing population of children who are DLLs--children who have a home language other than English and are learning two or more languages at the same time, or learning a second language while continuing to develop their first language. Early childhood programs should be prepared to optimize the early experiences of these young children by holding high expectations, capitalizing on their strengths- including cultural and linguistic strengths--and providing them with the individualized developmental and learning supports necessary to succeed in school.
Changing Cultures and Building Capacity: An Exploration of District Strategies for Implementation of Teacher Evaluation Systems
Author: Shakman, Karen
Date: 2012-00-00
Type: Reports - Research
Subjects: Teacher Evaluation,School Districts,Program Implementation,Organizational Culture,Organizational Change,Capacity Building,Change Strategies,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Semi Structured Interviews

In recent years, researchers, policymakers, and practitioners have coalesced around educator evaluation as a critical lever for reforming teaching and learning. National and local policy changes have proliferated, and districts across the country are in the midst of reforming their systems for evaluating teachers. Old systems of evaluating educators, relying upon infrequent and unstandardized observations, are being replaced with more rigorous systems that include frequent observations with validated protocols, evidence of teacher practice and student outcomes, and measures of student learning. Given the fast-paced changes to educator evaluation policy and practice nationwide and what research suggests about organizational change in education, this paper explores the challenges to implementation that districts are facing and the strategies that early implementers have developed to address these challenges. The researchers sampled 16 districts in 11 states across the country that have embarked on significant efforts to implement more complex educator evaluation systems in line with the changing policy environment. Interviews with district leaders indicated that they face two overarching challenges: (1) changing district- and school-level culture and (2) building the district- and school-level capacity to implement a new, more rigorous evaluation system. In response to these challenges, researchers identified nine strategies that many districts have employed to manage the change process and build capacity. Interviews from the 16 districts in the sample suggest that there are many common challenges and much is to be learned from their efforts.
A Handbook for Honors Programs at Two-Year Colleges. National Collegiate Honors Council Monograph Series
Author: James, Theresa A.
Date: 2006-00-00
Type: Books
Subjects: Guides,Two Year Colleges,Honors Curriculum,Program Development,Program Content,Educational Resources,Publications,Administrator Role,Admission Criteria,Student Recruitment,Public Relations

This monograph is an idea book for two-year institutions thinking of adding an honors program to their list of academic offerings, and as such aspires to provide a useful description of the many options available to honors education for the several audiences who, as a matter of course, may become stakeholders in the operation of a two-year college honors program. Beyond their need for initial suggestions about starting a successful honors program at their home institutions, readers may consider the author's full and various descriptions as an invitation to lift their eyes toward the horizon, to envision a full program that will truly serve the needs of the institution. This work also acquaints the audience with a selection of key examples that will aid an embryonic program in the sometimes onerous birthing process. The handbook includes several appendices that list some useful research about honors, including a sample honors retreat and model honors contracts. The following are appended: (1) Basic Characteristics of a Fully Developed Honors Program; (2) Basic Characteristics of a Fully Developed Honors College; (3) NCHC Publications, Monographs, and Resources; (4) Sample Honors Retreat by Eddie Weller, San Jacinto College, South Campus; (5) Sample Contracts (excerpted from &quot;A 'Sampler' of Honors Contracts,&quot; edited by Roy Colquitt for the Two-Year College Committee, 1999); and (6) Bibliography.
Teaching and Learning in Honors. National Collegiate Honors Council Monograph Series
Author: Fuiks, Cheryl L., Ed.
Date: 2002-00-00
Type: Books
Subjects: Honors Curriculum,Personality Traits,College Students,Academically Gifted,Student Characteristics,College Faculty,Classroom Environment,Critical Thinking,Cooperative Learning,Thinking Skills,Discussion (Teaching Technique),Technology Uses in Education,Educational Technology,Teaching Methods,Journal Articles

This monograph grew out of the work of the National Collegiate Honors Council (NCHC) Teaching and Learning Committee; it is intended as a basis for discussion among faculty members teaching honors courses. It provides honors directors a resource that may be given to new honors faculty members and a starting point for conversations in new honors programs. More than that, however, it is believed that the articles included will stimulate all honors faculty members to thoughtful reflection and dialogue about their pedagogy. The following contents are included: (1) Introduction (Rinda West); (2) A Review of the Research on Personality Characteristics of Academically Talented College Students (Larry Clark); (3) Fundamental Issues In Honors Teaching: Data. Information. Knowledge. and Wisdom on the Wired Campus (Larry Crockett); (4) Community Building In Honors Education (Linda Rutland Gillison); (5) Teaching Critical Thinking In the Honors Classroom (Laird Edman); (6) Cooperative Learning In Honors Education (Cheryl L. Fuiks); (7) Honors Composition: Thoughts on Pedagogy (Stewart Justman); (8) Promoting Critical Thinking Through Classroom Discussion (William Taylor); (9) Using Technology In the Honors Classroom (Larry Clark and Larry Crockett); (10) A Review of Pedagogy In Honors Courses (Cheryl L. Fuiks and Linda Rutland Gillison); (11) Conclusions (Laird Edman); and (12) Index of Articles on Teaching and Learning In Honors (Cheryl L. Fuiks). An About the Authors section is included. (Individual papers contain references.)
Honors Programs at Smaller Colleges. 3rd Edition. National Collegiate Honors Council Monograph Series
Author: Schuman, Samuel
Date: 2011-00-00
Type: Books
Subjects: Honors Curriculum,Small Colleges,Institutional Mission,College Programs,Student Recruitment,Faculty Recruitment,Educational Facilities,Program Administration,Budgets,Undergraduate Students,College Faculty,Activities

This monograph focuses upon areas of special concern to those working with honors at smaller colleges and universities: mission, recruitment, facilities, administration, budget, and curriculum. In each area, the author makes some general suggestions about overall operating principles, note specific issues that can lead to difficulties, and suggest proven solutions and strategies. Needless to say, this volume offers a set of selective suggestions, with no pretensions to encyclopedic comprehension. The first edition of this monograph appeared in 1988. The handbook was revised in 1998. Honors colleges were still relatively rare at the end of the twentieth century, but they have subsequently become ubiquitous. This revision, like most, preserves what continues to be useful, eliminates the antique, and adds discussions of issues that have moved to the forefront in recent years. Some of those new issues include curricular developments such as those noted above. Others include shifts in pedagogy, including the increased emphasis on experiential-teaching styles such as service learning. The demographics of undergraduate student populations continue to shift, expanding rapidly in both ethnicity and age. The technologies of instruction have changed dramatically since the turn of the century. And, of course, the funding levels and perceived social standing of American higher education have not remained stable, often moving in directions that have been the cause more of lamentation than celebration. The following are appended: (1) Illustrative Hypothetical Programs; and (2) Characteristics of a Fully Developed Honors Program.
Inspiring Exemplary Teaching and Learning: Perspectives on Teaching Academically Talented College Students--A Companion Piece to &quot;Teaching and Learning in Honors.&quot; National Collegiate Honors Council Monograph Series
Author: Clark, Larry, Ed.
Date: 2008-00-00
Type: Books
Subjects: Honors Curriculum,Academically Gifted,College Students,College Instruction,Student Experience,Student Characteristics,Learning,Learner Engagement,Student Motivation,Teaching Methods,Portfolios (Background Materials),Critical Thinking,Sequential Approach,Class Size,College Science,Humanities,Experiential Learning,Interdisciplinary Approach,Curriculum Development,College Faculty,Teacher Effectiveness,General Education

This monograph is a companion piece to &quot;Teaching and Learning in Honors.&quot; The authors in this monograph are dedicated to exploring the sometimes magical, sometimes ordinary, sometimes rewarding, sometimes challenging connections between good teaching and deep, lasting learning. Questions regarding students' learning, pedagogical strategies, distinguishing factors of advanced learning, and the nurturing of students and teachers in stepped-up programs underlie the issues, approaches, and shared resources in this volume. Following an introduction, this volume is divided into five parts. Part I, Crossing Boundaries, Integration, and Dialogic Learning, includes the following chapters: (1) Pre-College Experiences and Characteristics of Gifted Students (Anne Rinn); (2) Toward a Model of Integrative Learning: The Place of Science in an Honors Curriculum (Judith Ramaley); (3) Engagement in Learning, Liberal Education, and Honors (Bernice Braid); and (4) Dialogue, Politics, and Pedagogy: Lessons from Democracy Lab (Jim Knauer). Part II, Understanding Talented Students and Teachers, includes the following chapters: (5) Motivational Issues in the Education of Academically Talented College Students (Larry Clark); (6) Six Habits of Highly Inspiring Honours Teachers (Marca V. C. Wolfensberger); and (7) The Teaching and Learning Fishbowl (John Zubizarreta). Part III, Pedagogy: Practices and Issues, includes the following chapters: (8) The Learning Portfolio for Improvement and Assessment of Significant Student Learning (John Zubizarreta); (9) Promoting Critical Thinking through Sequenced Activities (Barbara Millis); and (10) The Importance of Class Size in Teaching and Learning for Higher-Level Achievement (John Zubizarreta). Part IV, Exemplary Curricula for Significant Learning, includes the following chapters: (11) Using Sun-Science to Explore Connections between Science and the Humanities (Martin Brock); (12) The Science behind the Moon Hoax (Ron Wilhelm); (13) Teaching Disease: Utilizing Interdisciplinary Skills and Experiential Learning in an Honors Class (Tami Carmichael); and (14) Honors Curriculum Development in a Real World (Charlie Slavin and Chris Mares). Part V includes Resources on Teaching and Learning. Includes an about the authors section. (Individual chapters contain references.) [For &quot;Teaching and Learning in Honors,&quot; see ED566727.]
Assessing and Evaluating Honors Programs and Honors Colleges: A Practical Handbook. National Collegiate Honors Council Monograph Series
Author: Otero, Rosalie
Date: 2005-00-00
Type: Guides - Non-Classroom
Subjects: Honors Curriculum,College Programs,Program Evaluation,Self Evaluation (Groups),Consultants,Evaluators,Institutional Evaluation,Training,Check Lists,College Outcomes Assessment,Surveys,Questionnaires

This handbook is intended to serve as an on-campus companion and guide for Honors administrators by helping them to establish new practices or to strengthen established ones. This monograph provides assistance from both theoretical and practical perspectives by suggesting rationales for assessment and evaluation and offering practical ideas for implementing or strengthening assessment and evaluation practices for Honors Programs and Honors Colleges. This monograph presents practical approaches to undertaking an Honors self-study, and it includes a self-study outline in the Appendices. The monograph addresses the difference between Honors consultants and Honors external reviewers as well as the benefits derived from both sets of specialists. Very important to Honors directors and deans is the section concerning the external review process. This section provides Honors administrators explicit information on the various aspects of an external review. It details what administrators must do prior to a site visit, the goals and schedule for a successful site visit, and expectations subsequent to the site visit. The last section before the appendices offers directions for those who are interested in becoming a National Collegiate Honors Council (NCHC)-recommended Site Visitor. The following are appended: (1) Basic Characteristics of a Fully Developed Honors Program; (2) Characteristics of a Fully Developed Honors College; (3) Self-Study Outline; (4) The Honors Annual Report; (5) Checklist for an External Review; (6) Sample Honors Policies and Procedures Document; (7) Learning Outcomes Assessment; (8) Honors Advising Surveys; (9) Honors Student Surveys (10) Senior Checklist; (11) Alumni Questionnaires; and (12) Sample Site Visit Report.
Fundrai$ing for Honor$: A Handbook. National Collegiate Honors Council Monograph Series
Author: Andrews, Larry R.
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Honors Curriculum,Fund Raising,Alumni,Donors,Educational Finance,Endowment Funds,Grants,Grantsmanship,College Administration,Advisory Committees,Financial Support,Public Relations

To many honors administrators, fundraising is alien and frightening. This monograph is directed primarily to honors deans and directors, who have widely varying experience with fundraising. It may also be useful reading for those staff members, faculty, and development officers who have some responsibility for honors fundraising. It focuses on what the honors academic leader can bring to fundraising efforts. Because many honors administrators face fundraising with inexperience, dread, and even hostility, the author has organized the work developmentally, beginning with the easiest stages of initiation and progressing toward greater challenges. Honors leaders more experienced in fundraising may choose to skim over the early parts to arrive at sections more relevant to their level of experience. Readers, of course, may consult only those topics with which they are least familiar. Other sources, some listed in the bibliography, can provide a more analytic breakdown of the different aspects of fundraising planning, procedure, and management. Some offer detailed instruction and advice on such topics as writing a good case statement. The structure this author has chosen to use reflects his own learning process as he moved from a faculty member utterly innocent of fundraising to an experienced dean reasonably comfortable with all aspects of the process. The following chapters are presented: (1) Baby Steps: Getting Started; (2) Finding the Pace: Increasing the Momentum; and (3) Bold Strides: Becoming a Pro! Appended are the following: (1) Glossary; (2) NCHC E-mail Survey, Fall 2007; (3) Sample Documents; and (4) Annotated Bibliography.