ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating for the Public Good through Comprehensive Federal Research and Development Policies. Policy Brief. ASHE/Lumina Fellows Series. Issue 3
Author: Mendoza, Pilar
Date: 2007-11-00
Type: Reports - Evaluative
Subjects: Graduate Students,Graduate Study,Research and Development,Foreign Countries,Scientists,Intellectual Property,Training

The broad national research and development (R&amp;D) enterprise is directly linked to graduate education in science and engineering. Graduate students are not only the future scientists of society, through research assistantships, they also provide valuable labor for the development of research and technology. Therefore, federal R&amp;D policies should be designed to foster scientific and technological innovation to improve societal needs, as well as more adequately train scientists. Inspired by innovative R&amp;D strategies implemented in Canada and the United Kingdom (U.K.), the author provides specific recommendations in this brief to enhance American R&amp;D capacity through the better training of future scientists for the demands of the 21st century. (Contains 1 table.)
Impacts of Kindergarten Classroom Organization on Mathematics Learning of English Learners
Author: Garrett, Rachel
Date: 2012-00-00
Type: Reports - Research
Subjects: Kindergarten,Young Children,English Language Learners,Small Group Instruction,Mathematics Instruction,Achievement Gap,Mathematics Achievement,Grouping (Instructional Purposes),Homogeneous Grouping,Ability Grouping,Heterogeneous Grouping,Class Organization

The purpose of this study is to investigate whether small group instruction in kindergarten widens or closes the achievement gap in mathematics between EL students and non-EL students. The first objective is to examine whether the impacts of small group instruction on math learning differ between EL kindergartners and their non-EL peers. For example, if small group instruction brings more benefit to ELs than it does to non-ELs, then grouping may have the potential of helping EL students to catch up in math learning. If the opposite is true, then grouping may leave EL students further behind academically. However, even if small group instruction is beneficial to the ELs, it may not lead to a substantial reduction in achievement gap if ELs have less access to grouped instruction in comparison with their non-EL peers. Conversely, if grouping practices occur at the detriment of EL students, overuse of this practice could also exacerbate achievement disparities. Therefore, the second objective is to examine whether ELs and non-ELs have equal opportunities for small group instruction in kindergarten. If the use of grouping differs between the two groups, we ask the extent to which the amount of change in math achievement gap between ELs and non-ELs over the kindergarten year is attributable to their differential access to small group instruction. The authors make distinctions among within class homogeneous grouping, mixed ability grouping, and alternate use of both. Additionally, given past research evidence (Hong &amp; Hong, 2009), we allow grouping effects to depend on math instruction time. (Contains 4 tables.)
Process Dimensions of Child Care Quality and Academic Achievement: An Instrumental Variables Analysis
Author: Auger, Anamarie
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Child Care,Preschool Education,Educational Quality,Preschool Children,Low Income Groups,Academic Achievement,Outcomes of Education

Child care quality is usually measured along two dimensions--structural and process. In this paper the authors focus on process quality--the quality of child care center instructional practices and teacher interactions with students. They use an instrumental variables technique to estimate the effect of child care center process quality on academic achievement for children. They use a national data set, focusing on low-income children, to examine the effects of high process quality child care on math, reading and vocabulary outcomes for preschool children. The goal is to discover the causal effect of process quality on children's academic outcomes in the preschool years. The present study is an analysis of secondary data collected at different sites around the country, which is described in detail here. Data from the Preschool Curriculum Evaluation Research Initiative Study are used in the study. (Contains 2 tables.)
The &quot;How&quot; and &quot;For Whom&quot; of Program Effectiveness: Dissecting the &quot;Responsive Classroom&quot;[R] Approach in Relation to Academic Achievement
Author: Abry, Tashia
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Intervention,Classroom Techniques,Teaching Methods,Elementary School Teachers,Reading Achievement,Mathematics Achievement,Program Effectiveness,Grade 4,Elementary School Students,Student Characteristics,Program Implementation,Fidelity

In the context of an experimental trial, the authors examined variability in treatment and control teachers' use of several &quot;Responsive Classroom&quot; (RC) practices to predict students' 4th grade academic achievement. Further, they examined the extent to which use of the &quot;RC&quot; practices is differentially important for subgroups of students. They conducted analyses corresponding to two research questions. First what is the relative contribution of practice-specific indices of teachers' use of &quot;RC&quot; practices on 4th grade students' mathematics and reading achievement? Second, to what extent are these associations moderated by student characteristics including initial achievement and gender? (Contains 2 tables and 2 figures.)
Applying the Five-Step Model of Fidelity Assessment to a Randomized Experiment of a High School STEM Intervention
Author: Kopp, Jason P.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Program Implementation,Fidelity,Models,Program Evaluation,STEM Education,Intervention,High School Students,Grade 10,Grade 11

Assessing fidelity of implementation is becoming increasingly important in education research, in particular as a tool for understanding variations in treatment effectiveness. Fidelity of implementation is defined as &quot;the determination of how well an intervention is implemented in comparison with the original program design during an efficacy and/or effectiveness study&quot;. Failing to achieve a high degree of implementation fidelity can lead to wide discrepancies between intended and achieved treatment strength. Accordingly, it has been shown that fidelity can have significant effects on outcomes. Despite the importance of fidelity, there has been a lack of a unifying framework for fidelity assessment across various disciplines. To this end, Nelson, Cordray, Hulleman, Sommer, &amp; Darrow created a simple five-step procedure for assessing intervention fidelity. Their procedure involves 1) specifying the intervention model, 2) identifying appropriate fidelity measures, 3) determining the reliability and validity of those measures, 4) combining fidelity indices, if appropriate, and 5) linking fidelity and outcome measures. Despite the theoretical promise of this model, it has yet to be applied to actual interventions and outcomes. To address this gap in the literature, the authors applied the above five-step procedure to data from a randomized field intervention designed to increase enrollment and motivation in STEM courses for high school teens. The intervention was based on expectancy-value theory, and aimed to increase the perceived utility value of STEM courses for both parents and teens. (Contains 2 figures.)
Instructional Variability in Bilingual Education Programs: Time of Year, Raters, and Content
Author: Branum-Martin, Lee
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Bilingual Education Programs,Immersion Programs,Spanish Speaking,Educational Practices,Observation,Language of Instruction,Reading Instruction,Language Arts,Oral Language,English (Second Language),Spanish,Time on Task,Elementary School Teachers,Preschool Teachers,Differences

There are many types of programs for Spanish speaking students in the US, with varying methods and goals. Some preliminary work suggests that bilingual classrooms may differ widely in instruction, even under the same program labels. However, there are few studies which have compared the extent to which various bilingual program models differ in actual instruction delivered. Directly measuring instructional practice however, is difficult and costly, involving the influence of time, raters, content, and programs (Raudenbush, 2008). The purpose of the current paper is to estimate the relative influence of these important sources of variance in classroom observations completed in a large quasi-experiment of bilingual education. (Contains 6 tables.)
Conducting Rigorous Research in Multilingual Context: A Randomized Field Trial of the Good Behavior Game
Author: Kurki, Anja
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Student Behavior,Games,Multilingualism,Bilingual Education,Hispanic American Students,Elementary School Students,Elementary School Teachers,Faculty Development,Coaching (Performance),Program Effectiveness,Field Tests

This paper describes the design and preliminary results regarding the testing of the Good Behavior Game in schools that vary in their proportion of Latinos and the use of bilingual instruction. The authors discuss how working with multicultural schools/school district has influenced the design, intervention and training, data collection, and analytic approaches of a randomized field trial testing the impact of GBG under various models of professional development for teachers. They will also present preliminary impact results from the first cohort (from school year 2010-2011). (Contains 4 tables.) [This work is jointly supported by IES grant R305A090446 (PI Poduska), NIDA grant R01 DA030452 (PI Poduska), NIMH grant R01MH040859 (PI Brown), and NIDA grant P30DA027828 (PI Brown).]
The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally. Issues &amp; Answers. REL 2012-No. 133
Author: Lacireno-Paquet, Natalie
Date: 2012-03-00
Type: Numerical/Quantitative Data
Subjects: Beginning Teachers,Teacher Characteristics,Teaching Experience,Preservice Teacher Education,Classroom Environment,Class Size,Limited English Speaking,Individualized Education Programs,Public School Teachers,Teacher Attitudes,Teacher Education,Teacher Effectiveness,Teacher Persistence,Comparative Analysis,Program Effectiveness

This study describes the characteristics and experiences of beginning public school teachers in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. This study uses data from the 2007/08 Schools and Staffing Survey to describe the characteristics and experiences of beginning teachers in the Regional Educational Laboratory Northeast and Islands Region states (Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Vermont) and nationally. Beginning teachers are defined as teachers who reported that they started teaching during or after the 2003/04 school year and therefore had fewer than five years of teaching experience. The report focuses on variables related to teachers' preparation and workplace supports that research suggests might be associated with their perceptions of preparedness, effectiveness, and retention. This study provides data to help states in the region tailor initiatives to the needs of beginning teachers. It responds to a request expressed by stakeholders in four of the region's states and the New England Collaborative for Educator Effectiveness (formed by six New England states evaluation) to better understand the characteristics and preparation of beginning teachers in the region and to have information on how beginning teachers are supported. This study also contributes to the literature on teacher preparation, working conditions, and support by providing an overview of the characteristics and experiences of beginning teachers in the Northeast Region and nationally. Appended are: (1) Review of the literature; (2) Data and methodology; (3) Study sample, weights, and imputation; and (4) Comparison of beginning teachers sampled in the Schools and Staffing Survey. (Contains 1 box, 40 tables and 7 notes.) [For &quot;The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally. Summary. Issues &amp; Answers. REL 2012-No. 133,&quot; see ED530614.]
The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally. Summary. Issues &amp; Answers. REL 2012-No. 133
Author: Lacireno-Paquet, Natalie
Date: 2012-03-00
Type: Reports - Research
Subjects: Beginning Teachers,Teacher Characteristics,Teaching Experience,Preservice Teacher Education,Classroom Environment,Class Size,Limited English Speaking,Individualized Education Programs,Public School Teachers,Teacher Attitudes,Teacher Education,Teacher Effectiveness,Teacher Persistence,Comparative Analysis,Program Effectiveness

This summary describes a study that examines characteristics and experiences of beginning public school teachers in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. This study uses data from the 2007/08 Schools and Staffing Survey to describe the characteristics and experiences of beginning teachers in the Regional Educational Laboratory Northeast and Islands Region states (Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Vermont) and nationally. Beginning teachers are defined as teachers who reported that they started teaching during or after the 2003/04 school year and therefore had fewer than five years of teaching experience. The report focuses on variables related to teachers' preparation and workplace supports that research suggests might be associated with their perceptions of preparedness, effectiveness, and retention. This study provides data to help states in the region tailor initiatives to the needs of beginning teachers. It responds to a request expressed by stakeholders in four of the region's states and the New England Collaborative for Educator Effectiveness (formed by six New England states evaluation) to better understand the characteristics and preparation of beginning teachers in the region and to have information on how beginning teachers are supported. This study also contributes to the literature on teacher preparation, working conditions, and support by providing an overview of the characteristics and experiences of beginning teachers in the Northeast Region and nationally. (Contains 1 note.) [For the full report, &quot;The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally. Issues &amp; Answers. REL 2012-No. 133,&quot; see ED530612.]
What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?
Author: Palmer, W. P.
Date: 1996-07-00
Type: Reports - Research
Subjects: Chemistry,Scientific Concepts,Knowledge Level,Textbooks,Questionnaires,Change,Physical Environment,Teacher Attitudes,Conflict,Classification,Test Construction,Computer Mediated Communication,Communities of Practice,Course Content,Foreign Countries

The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.
The Correlation between Poverty and Learning: What Can Be Done to Help Children with Limited Resources Learn
Author: Gassama, Sorie
Date: 2012-03-28
Type: Reports - Evaluative
Subjects: Poverty,Economically Disadvantaged,Correlation,At Risk Students,Disadvantaged Youth,Case Studies,Child Health,Child Development,Cultural Awareness,Cultural Influences,Student Behavior,Low Achievement,Educational Quality,Student Needs,School Role,Teacher Role,Parent Participation,Classroom Environment,Cooperation,Student Motivation

Poverty is a phrase that has been constantly linked to failures in American schools. The beginning of every year sees an increasing number of children enrolling in schools. Most of these children come from poor socio economic backgrounds with needs that schools, even well funded ones, are unprepared to meet. Most people tend not to understand what poverty is and its devastating effects on families. When a family is embedded in poverty, the child's education becomes the least on their scale of preference. For the family without resources, survival takes the front seat. It can be wrong, however, for anyone to embrace the belief that parents from poor families overlook their children's education. The reality is that for them, keeping the children alive is of the utmost importance. In this paper, I will look into the effect of poverty on learning in American schools. Additionally, the difficulties faced by those teaching children of poverty will also be highlighted.
A Mindfulness-Based Cognitive Psychoeducational Group Manual for Problem Gambling
Author: Cormier, Abigail
Date: 2012-03-29
Type: Information Analyses
Subjects: Foreign Countries,Counseling Techniques,Team Training,Cognitive Restructuring,Program Effectiveness,Marketing,Rural Areas,Group Therapy,Definitions,Guides,Psychoeducational Methods,Addictive Behavior,Adults,Lesson Plans,Evaluation Methods,Questionnaires,Visual Aids,Group Activities,Worksheets,Group Counseling,Mental Health,Public Health,Instructional Materials

This project provides a comprehensive overview of the research literature on problem gambling in adults and includes a detailed mindfulness-based psychoeducational group manual for problem gambling, complete with an extensive group counselling consent form, assessment and screening protocols, 10 user-friendly lesson plans, templates for a marketing poster and session notes, ample client handouts, and facilitator notes. The literature review commences with the definition of problem gambling and continues with a discussion regarding the maintenance, prevalence, psychosocial costs, and consequences of problem gambling. The literature review concludes highlighting the definition of mindfulness, its effectiveness, the relevance and effectiveness of mindfulness-based therapy for problem gambling, and the effectiveness of group therapy for problem gambling. The project devotes substantial consideration to the treatment of problem gambling using mindfulness-based cognitive therapy. One of the strengths of this project is it addressed the lack of resources in rural areas for problem gamblers. The group program manual, entitled Freedom from the Gambling Fog, is designed to be used by counsellors who do not have the time or skill set to research or design a comprehensive group treatment plan. Appended to this document are the following: (1) A Mindfulness-Based Cognitive Psychoeducational Group Manual For Problem Gambling: Freedom from the Gambling Fog; (2) Group Counselling Informed Consent Form; (3) Client Feedback and Client Satisfaction Questionnaire; (4) Group Membership Expectations Handout; (5) Group Client Session Note; (6) Marketing Poster; (7) Group Schedule Handout; (8) Problem Gambling Characteristics Handout; (9) Phases of Gambling Addiction and Recovery Handout; (10) Stages of Change Handout; (11) &quot;Where Am I with My Gambling Problem?&quot; Handout; (12) Since I Quit Gambling Handout; (13) Signs of Recovery from Problem Gambling Handout; (14) Irrational Thoughts about Gambling Handout; (15) Mindfulness Handout; (16) Mindfulness Rationale Handout; (17) The Visitor Handout; (18) Mindfulness of Feelings Handout; (19) Mindfulness Visuals Handout; (20) Team Building Exercise; (21) S.M.A.R.T. Goals Handout; (22) Therapy Goals Handout; (23) Gambling Thought Record Handout; (24) Gambling Cycle Handout; and (25) Warning Signs Handout. (Contains 1 note.)
Higher Education, the Universities and Secondary Teacher Training in Papua New Guinea
Author: Palmer, W. P.
Date: 1986-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Secondary School Teachers,Universities,Teacher Education Programs,Educational Development,Educational Resources,Resource Allocation,Educational History,Educational Policy,Educational Planning,Educational Administration,Inspection,International Organizations

The purpose of this paper is to trace the growth of secondary and higher education in Papua New Guinea from its beginnings through the United Nations mission led by Sir Hugh Foot in 1962. The mission was most disappointed in the rate of educational progress in the territory of New Guinea which remained under United Nations mandate in the trusteeship of Australia. The Currie Commission resulted from the United Nations team's report and as a result of the Currie Commission's recommendations the University of Papua New Guinea was established followed by the establishment of Institute of Higher Technical Education also in Port Moresby which eventually became the University of Technology, Lae. The major part of the paper deals with the establishment of Goroka Teachers' College and its rapid growth as the major source of secondary teachers in Papua New Guinea through a variety of imaginative programs. Finally the paper considers the unequal distribution of resources between the three campuses of the University of Papua New Guinea. (Contains 2 tables.)