ethanporcaro/eric-fulltext-meta huggingface dataset:
Science and the Entrepreneurial University. Research & Occasional Paper Series: CSHE.9.10
Author: Atkinson, Richard C.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Entrepreneurship,Research and Development,School Business Relationship,Scientific Research,Research Universities,Economic Development,Innovation,Educational Development,Educational History,Educational Change,Change Strategies,Trend Analysis

The current and still-evolving role of the American research university has been shaped by four key developments in the past sixty-five years: the historic decision to establish a comprehensive postwar federal science policy, described in Vannevar Bush's 1945 report, "Science, The Endless Frontier;" the Bayh-Dole Act of 1980; economic analyses from the 1950s onward that have validated the central role of knowledge in economic growth and influenced government and university policy on industry-university research; and various experiments with such research that have led to an increasing integration of research universities and industrial partners in the pursuit of innovation. Can American research universities continue to meet intensifying demands for innovation that advances regional, state, and national economic growth? This paper answers the question with a conditional yes. It describes the trend toward closer relations between universities and industry and how this trend is encouraging new ways of conducting scientific research and new forms of organization within the research university. It concludes with several recommendations for preserving the competitive advantage research universities contribute to American economic leadership: correcting our underinvestment in research in certain disciplines, such as the physical and social sciences; ensuring that federal support for research is sufficient to train graduate students in the numbers needed for national economic competitiveness and to encourage young faculty to pursue research projects with potential for innovative breakthroughs; and to make it easier for foreign-born students to remain in this country once they have earned advanced degrees in American universities. (Contains 18 endnotes.) [This report was prepared as the basis for Richard C. Atkinson's remarks at the Conference of Presidents of Academies and Scholarly Societies in honor of the fiftieth anniversary of the establishment of the Israel Academy of Sciences and Humanities, March 14-17, 2010, Jerusalem, Israel.]
Master Planning in Brazilian Higher Education: Expanding the 3-Year Public College System in the State of Sao Paulo. Research &amp; Occasional Paper Series: CSHE.10.10
Author: Pedrosa, Renato H. L.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Public Colleges,Private Sector,Enrollment Rate,Foreign Countries,State Government,Master Plans,Colleges,College Students,Vocational Education,Research,Research Universities

Until recently, Higher education (HE) in Brazil had been, identified with colleges and universities running traditional academic undergraduate programs, with expected graduation time of 4 years or more. The universities in the state of Sao Paulo are at the top of international rankings among Brazilian HEIs, accounting for about half of all indexed research done in Brazil and responsible for 40% of all PhD degrees granted in the country. They have a total enrolment of almost 200,000 students, about 1/3 of those in graduate programs. However, by 2000, with pressure for expansion of the HE system in Brazil and in Sao Paulo increasing, it became clear that the singular model of the research-oriented HE institution was no longer a viable one to meet enrollment demand and labor needs. In 2001, Sao Paulo's state government initiated its first attempt at a &quot;Master Plan&quot; focused on how to expand its network of Higher Education institutions. The main target was to achieve a net enrollment rate of 30% for the whole system (private sector included) by 2020, twice the 2005 figure of 15%. At first, plans were made to create a new 2-year college system similar to that of the United States. But that proved infeasible. By 2005 a new plan emerged to expand the existing system of public State Technological Colleges (FATECs) composed of local or regional, colleges which offer 3-year programs, usually related to the economic and development needs of a particular area. Thus far, this program of expansion been a success, while preserving the function of the universities as more selective and research oriented enterprises. A relatively quiet revolution is under way in Brazilian HE, reflecting a global trend in many emerging economy countries where institutional diversification, including the development of a strong system of HEIs offering vocational programs, has played a key role in expanding HE access. (Contains 3 figures and 4 footnotes.)
Who Will Be Left to Teach? CenterView
Author: Center for the Future of Teaching and Learning
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Enrollment Rate,Job Layoff,Teacher Effectiveness,Financial Problems,Teacher Supply and Demand,Economic Impact,Educational Finance

When March 15 rolls around each year, districts, schools and teachers are sent into a frenzy of planning, anticipating, and dreading the annual distribution of pink slips. This year, 26,000 pink slips were issued--last year there were 26,500 pink slips issued by the March deadline. Given the magnitude of budget cuts and resulting teacher layoffs, it comes as no surprise that there has been a steep decline in the number of individuals preparing to become teachers. In 2001-02 there were well over 77,000 enrollees in preparation programs, but by 2006-07 that number had dropped by more than 25,000 candidates. Of course these numbers translate to fewer first- and second-year teachers in the schools. In just one year, 2007-08 to 2008-09, nearly 6,500 fewer novice teachers remain on the job. This issue of &quot;CenterView&quot; considers what lies ahead for California schools and why the downstream effect of current budget decisions matter. (Contains 3 footnotes.)
Teachers' Ideas about How &quot;Schools&quot; Can Help Improve Educational Outcomes for Children and Youth in the Foster Care System. Ready to Succeed in the Classroom
Author: Center for the Future of Teaching and Learning
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Educational Improvement,Foster Care,Teacher Attitudes,Discussion Groups,Teacher Student Relationship,Guidelines,Educational Environment,Student Needs,Educational Needs,School Role,Educational Strategies

The issue of improving educational outcomes for children and youth in foster care is receiving some long-overdue attention, but the voices of classroom teachers have not been prominent in the discussions so far. To help fill this gap, a team from the Center for the Future of Teaching and Learning and funded by the Stuart Foundation convened six discussion groups in late 2009 to explore how teachers and foster children and youth interact in the classroom. The discussion group sessions were held in three California counties (Fresno, Orange, and Sacramento). This document is one of three highlighting &quot;wish lists&quot; from teachers who participated in these discussions. The wish lists capture teachers' ideas about what would help them serve children and youth in foster care better, at three different levels: within their schools, at the district or administrative level, and outside the school system (within the broader community). Their ideas for &quot;individual schools&quot; are summarized in this paper, followed by discussion questions for school staff, teachers and principals that are based on the teachers' wish lists.
Youth Substance Use Interventions: Where Do They Fit into a School's Mission? A Center Report
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Trend Analysis,Youth Problems,Student Problems,Substance Abuse,Elementary Secondary Education,School Involvement,Partnerships in Education,Educational Change,School Policy,Educational Legislation,Federal Legislation,Drug Addiction,Institutional Mission,Models,Innovation,Intervention,Context Effect,Family School Relationship,School Community Relationship,School Districts,Busing

This report addresses the question: &quot;Where do interventions for concerns about substance use fit into the work of schools?&quot; By way of background, we begin by differentiating between use and abuse and briefly summarizing some major issues and data relevant to substance use and treatment of abuse and dependency. And, to highlight the importance of adopting a broad perspective in understanding the causes of substance problems seen at schools, we outline a reciprocal determinist paradigm. Then, given increasing calls for interventions that go beyond basic direct treatment for substance abuse and dependency, a sample of such intervention needs is highlighted. These were chosen because they are likely candidates for school involvement. We follow this with a discussion of the negatives that arise when schools are asked to add interventions in an ad hoc, piecemeal manner and when the interventions are mainly framed in the context of a system of care model. Recognizing that multifaceted nature of youth problems, we outline the need to fit substance use concerns into efforts to move schools forward in establishing a comprehensive, cohesive approach that can more effectively address the range of student problems with which schools are faced. We conclude with a discussion of some key implications for school policy and implementation of innovative practices, including those that are evidence-based. Appended are: (1) Enhancing the Blueprint for School Improvement in the ESEA [&quot;Elementary and Secondary Education Act&quot;] Reauthorization: Moving from a Two to a Three-Component Approach; (2) Frameworks for &quot;Reworking Infrastructure&quot; at School, Feeder Patterns, District Levels, and for School-Community Collaboratives; and (3) Background on Initiatives for Connecting School-Community-Home Resources. (Contains 4 exhibits.)
Ready to Succeed in the Classroom: Findings from Teacher Discussion Groups on Their Experiences and Aspirations Teaching Students in the Foster Care System
Author: Center for the Future of Teaching and Learning
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Discussion Groups,Foster Care,Barriers,Student Evaluation,Educational Resources,Student Rights,Outcomes of Education,Educational Improvement,Teacher Attitudes,Teacher Student Relationship,Guidelines,Educational Environment,Student Needs,Educational Needs,School Role,Family School Relationship,Classroom Environment,Classroom Techniques,Classroom Communication

In the fall of 2009, a team from the Center for the Future of Teaching and Learning and funded by the Stuart Foundation convened six discussion groups to explore how teachers and foster children and youth interact in the classroom to improve educational outcomes. The discussion group sessions were held in three California counties--Fresno, Orange, and Sacramento--and covered the following topics: (1) Unique barriers that children in foster care experience in the classroom; (2) Strategies for welcoming a new student known to be in the foster care system; (3) Quick assessments to gauge a student's level and progress; (4) Wish lists--what teachers would like to see from their schools, districts, and communities to help them be more effective with this population; (5) Strategies for engaging families and  caregivers of foster children and youth; and (6) General advice for other teachers who have  foster children in their classrooms. This document captures teachers' ideas, aspirations, and experiences in each of these areas, followed by an appendix listing some resources that individual teachers have found helpful. It is designed to be a conduit for the voices of teachers who have struggled to help foster children succeed in school--so that they can share what they have learned with other teachers, whether they are novice or veteran. The discussions focused on the experiences of classroom teachers and covered elementary, middle, high school, and alternative school settings. In addition, several administrators attended the sessions and spoke from their perspectives as former teachers as well as administrators. Finally, one teacher was a foster child herself, and several had become foster parents and were able to contribute from those perspectives as well. Appended are: (1) Resources; and (2) Examples of Formal and Informal Assessments. (Contains 1 footnote.) [This report was prepared for the Stuart Foundation and the Ready to Succeed Leadership Team.]
Ready to Succeed in the Classroom: Summary Report. Teachers' Advice, Strategies and Tips to Help Students in the Foster Care System Succeed in the Classroom.
Author: Center for the Future of Teaching and Learning
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Discussion Groups,Foster Care,Student Rights,Outcomes of Education,Educational Improvement,Teacher Attitudes,Teacher Student Relationship,Guidelines,Educational Environment,Student Needs,Educational Needs,School Role,Classroom Environment,Classroom Techniques,Classroom Communication,Educational Strategies

The issue of improving educational outcomes for children and youth in foster care is receiving some long-overdue attention, but the voices of classroom teachers have not been prominent in the discussions so far. To help fill this gap, a team from the Center for the Future of Teaching and Learning and funded by the Stuart Foundation convened six discussion groups in late 2009 to explore how teachers and foster children and youth interact in the classroom. The discussion group sessions were held in three California counties (Fresno, Orange, and Sacramento). This document highlights some of the general advice and specific strategies and tips that teachers offered during these discussions. [This report was prepared for the Stuart Foundation and the Ready to Succeed Leadership Team. For the full report, see ED511840.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP
Author: Chudowsky, Naomi
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Scores,Achievement Gains,Educational Trends,Mathematics Achievement,Trend Analysis,Reading Achievement,Elementary School Students,Mathematics Tests,Reading Tests,Secondary School Students,Testing Programs,Achievement Tests,Federal Legislation,Educational Legislation,Comparative Analysis

In recent years, scores on the annual state reading and mathematics tests used for accountability have gone up in most states. These trends in state test scores do not always coincide, however, with trends on the National Assessment of Educational Progress (NAEP), the federally sponsored assessment that is administered periodically to representative samples of students for the nation as a whole and for each state. Consequently, questions arise about which set of assessments is more credible. This study by the Center on Education Policy (CEP), an independent nonprofit organization, analyzes whether state-level trends in NAEP reading and mathematics results contradict or confirm trends in state test scores. The study focuses on the 23 states with sufficient state test data, meaning states that had comparable data on percentages of students reaching proficiency for 2005 through 2009 for at least one grade/subject combination. For reasons explained later in this report, the authors compared trends between 2005 and 2009 at grades 4 and 8 in the percentage of students scoring at or above the proficient level on state tests and the percentage scoring at or above the basic level on NAEP. They also analyzed achievement on state tests and NAEP using an indicator based on mean, or average, test scores. They found more agreement between trends on state tests and NAEP than is commonly acknowledged. In general, the majority of states with sufficient data showed gains on both their state test and NAEP. The size of the gains tended to be larger on state tests than on NAEP, however. Here are the main findings from the study: (1) Since 2005, test scores have increased in most states with sufficient data; (2) Within the same state, trends on NAEP usually moved in the same direction as trends on state tests; and (3) Gains on state tests tended to be larger in size than gains on NAEP. Appendices include: (1) Tables with Specific State Names for Data Included in This Report; and (2) State-by-State Percentages Proficient/Basic on State Tests and NAEP. (Contains 11 tables, 1 box and 9 footnotes.)
Patterns in the Identification of and Outcomes for Children and Youth with Disabilities. Final Report. NCEE 2010-4005
Author: Blackorby, Jose
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Federal Legislation,Disability Identification,Infants,Toddlers,Intervention,Special Education,Preschool Children,Children,Adolescents,Young Adults,Child Development,Communication (Thought Transfer),Cognitive Development,Emotional Development,Physical Development,Social Development,Sex,Race,Ethnicity,Classification,National Competency Tests,Reading Achievement,Mathematics Achievement,Numeracy,Literacy,Eligibility,Graduation,Child Health,Outcomes of Education

Reported here are the results of analyses to describe the patterns of identification and academic and developmental outcomes for children with disabilities, conducted as part of the 2004 National Assessment of the implementation of the Individuals with Disabilities Education Act (IDEA). This report provides background context for National Assessment studies on program implementation and effectiveness. It provides a national description of the outcomes of children identified for services under IDEA and, as appropriate, in comparison with the outcomes of samples including their nondisabled peers. The results are presented by the age groups that correspond with a federal and local emphasis on children younger than school age and in elementary, middle and high schools, ages 0-3, 3-5, 6-9, 10-13, and 14-17. Further, the findings are reported across a 10-year time frame as well as for a single time point, describing a comprehensive picture of identification patterns and outcomes for each age group. Finally, extant data sources were used for analysis rather than costly new data collection. This report objectively presents descriptive findings from these analyses and provides relevant contextual information, such as the legislative background on IDEA. This study was not designed to assess how outcomes presented in this report are affected by identification or declassification practices, nor is it designed to measure impacts of IDEA services on child outcomes. Appendices include: (1) (a) Database Descriptions; (b) Infants and Toddlers Identified for Early Intervention Services Under IDEA: Appendix Tables; (c) Preschool Children Identified for Services Under IDEA: Appendix Tables; and (d) School-Age Children Identified for Services Under IDEA: Appendix Tables; and (2) Technical Notes. Individual sections contain footnotes. (Contains 64 exhibits.)
(Inter)Views: Engaging Freshmen in Primary Research in the Composition Classroom
Author: Webb, Adam
Date: 2010-00-00
Type: Reports - Research
Subjects: Majors (Students),Writing Assignments,Writing Exercises,Grading,Autobiographies,Writing Instruction,College Freshmen,Personal Narratives,Interviews,Teaching Methods,Citations (References),Academic Discourse,Resumes (Personal),Scoring Rubrics,Internet,Surveys,Research Papers (Students)

While literacy autobiographies, citizenship autobiographies, and family narratives are common first writing assignments in the freshmen composition classroom, they are usually followed by some kind of research proposal, annotated bibliography, or research essay. While there is nothing wrong with literacy and citizenship autobiographies or family narratives, do these kinds of writing assignments prepare students for the transition to conducting academic research that usually begins with secondary sources? This study offers an alternative approach by introducing students to academic research and writing by teaching them strategies in conducting primary research. This approach involves having students develop a professional resume and conduct a series of three semi-formal interviews with individuals within their majors, careers, and future professions. Students then write reflections for each interview and then synthesize the information and knowledge they have gathered into one final reflection document. The study that follows is a mixed method design, involving quantitative and qualitative data from a survey conducted online. The study was conducted at the University in West Texas during the spring semester 2010. The duration of the study lasted approximately six weeks and involved two composition classrooms with 25 students per class. The following are appended: (1) Choice 1: Spring Semester 2010 Writing Assignments #1; (2) Choice 2: Spring Semester 2010 Writing Assignments #1; (3) Writing Assignment #1: The Resume Grading Rubric; (4) Writing Assignment #2: The &quot;Interviews&quot; Grading Rubric; and (5) Survey. (Contains 2 figures.)
Who's Really Disrupting the Classroom? An Examination of African American Male Students and Their Disciplinary Roles
Author: Butler, Bettie Ray
Date: 2009-00-00
Type: Journal Articles
Subjects: African American Students,Urban Schools,Behavior Patterns,Discipline,Elementary Secondary Education,Educational Change,Males,Student Attitudes,Student Behavior,Disproportionate Representation,Behavior Problems,Asian American Students,Hispanic American Students,White Students,American Indians,Racial Differences,Racial Bias

A plethora of research (McCadden, 1998; Monroe 2005; Skiba, Peterson, & Williams, 2000) on student discipline emphasizes the inequities surrounding the distribution of disciplinary actions taken by schools/school districts in regards to behavior, particularly for African American males. This study provides an in-depth examination of disciplinary roles, and argues that by making distinctions between whether a student can be identified as an instigator (i.e. any individual who encourages another individual to commit an offense), participant (i.e. any individual who willfully instigates, abets, or commits an offense), or offender (i.e. any individual who commits an offense) will potentially reveal more about their level of disruption. Drawing upon a sample of 6,301 behavior occurrences committed by African American males in a K-12 urban school district in the mid-western region of the U.S., a counterargument is presented suggesting that African American males are not the primary culprits of disruption. As a result of the findings of this study, recommendations will be made to teachers, counselors, and administrators to reduce the behavior patterns of African American males and improve academic achievement. (Contains 6 tables.)