ethanporcaro/eric-fulltext-meta huggingface dataset:
Key Science and Engineering Indicators: 2010 Digest. NSB 10-02
Author: Roesel, Cheryl, Ed.
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Global Approach,Engineering,Public Agencies,Engineering Education,Research and Development,Technological Advancement,Labor Force,Science Education,Elementary Secondary Education,Competition,Economics,Technology,Sciences,Comparative Analysis,International Trade,Industry,Statistical Data,Educational Trends,Enrollment

The National Science Board (Board) is required under the National Science Foundation (NSF)   Act, 42 U.S.C. (United States Code) Section 1863 (j) (1) to prepare and transmit the biennial &quot;Science and Engineering Indicators&quot; (&quot;SEI&quot;) report to the President and to the Congress by January 15 of every even-numbered year. The report is prepared by the NSF Division of Science Resources Statistics (SRS) under the guidance of the Board. It is subject to extensive review by Board members, outside experts, interested federal agencies, and SRS internal reviewers for accuracy, coverage, and balance. Indicators are quantitative representations--summaries--of factors relevant to the scope, quality, and vitality of the science and engineering (S&amp;E) enterprise. &quot;SEI&quot; is the major authoritative source of these high-quality U.S. and international data. &quot;SEI&quot; is factual and policy-neutral; it neither offers policy options nor makes policy recommendations. The indicators included in the report are intended  to contribute to the understanding of the current S&amp;E environment. This digest of key S&amp;E indicators draws from the Board's &quot;Science and Engineering Indicators 2010&quot;, the 19th volume of this biennial series. The digest serves to draw attention to important trends and data points from across &quot;SEI 2010&quot; and to introduce readers to the data resources available in the report. A list of glossary and key to acronyms and a list of online resources are presented. [For the related reports, see &quot;Science and Engineering Indicators 2010&quot; (ED514060) and &quot;Globalization of Science and Engineering Research: A Companion to the Science and Engineering Indicators 2010&quot; (ED514062).]
Science and Engineering Indicators 2010. NSB 10-01
Author: Lehming, Rolf F.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Statistical Data,Engineering,Sciences,Elementary Secondary Education,Higher Education,Mathematics Education,Science Education,Engineering Education,Labor Force,Scientists,Technical Occupations,Research and Development,Global Approach,Industry,Science and Society,Scientific Attitudes,Foreign Countries

&quot;Science and Engineering Indicators&quot; (SEI) is first and foremost a volume of record comprising the major high-quality quantitative data on the U.S. and international science and engineering enterprise. SEI is factual and policy neutral. It does not offer policy options, and it does not make policy recommendations. SEI employs a variety of presentation styles--tables, figures, narrative text, bulleted text, Web-based links, highlights, introductions, conclusions, reference lists--to make the data accessible to readers with different information needs and different information-processing preferences. The data are &quot;indicators.&quot; Indicators are quantitative representations that might reasonably be thought to provide summary information bearing on the scope, quality, and vitality of the science and engineering enterprise. The indicators reported in SEI are intended to contribute to an understanding of the current environment and to inform the development of future policies.   SEI includes seven chapters that follow a generally consistent pattern; an eighth chapter, on state indicators, presented in a unique format; and an overview that precedes these eight chapters. The chapter titles are: (1) Elementary and Secondary Education; (2) Higher Education in Science and Engineering; (3) Science and Engineering Labor Force; (4) Research and Development: National Trends and International Linkages; (5) Academic Research and Development; (6) Industry, Technology, and the Global Marketplace; (7) Science and Technology: Public Attitudes and Understanding; and (8) State Indicators. An appendix volume, available online at http://www.nsf.gov/statistics/indicators/, contains detailed data tables keyed to each of the eight chapters. SEI includes a list of abbreviations/acronyms and an index. Each chapter consists of contents and lists of sidebars, text tables, and figures; highlights; introduction (chapter overview and chapter organization); a narrative synthesis of data and related contextual information; conclusion; notes; glossary; and references. [For the related reports, see &quot;Key Science and Engineering Indicators: 2010 Digest&quot; (ED514059) and &quot;Globalization of Science and Engineering Research: A Companion to the Science and Engineering Indicators 2010&quot; (ED514062).]
Preparing the Next Generation of STEM Innovators: Identifying and Developing Our Nation's Human Capital. NSB-10-33
Author: National Science Foundation
Date: 2010-05-05
Type: Reports - Evaluative
Subjects: Human Capital,Quality of Life,Innovation,Identification,Accountability,Human Resources,Job Development,STEM Education,Labor Force

Scientific and technological innovation continues to play an essential role in catalyzing the creation of new industries, spawning job growth, and improving the quality of life in the United States and throughout the world. Innovation relies, in part, on individuals possessing the knowledge, skills, creativity, and foresight to forge new paths. The National Science Board (Board) is pleased to present its recommendations on how to support the identification and development of talented young men and women who have the potential to become this country's next generation of science, technology, engineering, and mathematics (STEM) innovators. This report contains a series of policy actions, a research agenda, and three key recommendations detailing how this nation might foster the identification and development of future STEM innovators. This report draws on the findings from an expert panel discussion held at the National Science Foundation (NSF) on August 23-25, 2009, and a 2-year examination of the issue by the Board with the support of expert staff from the NSF Directorate for Education and Human Resources and the U.S. Department of Education. Appendices include: (1) Charge to the NSB Committee on Education and Human Resources, Expert Panel Discussion on Preparing the Next Generation of STEM Innovators; (2) STEM Innovators Expert Panel Participants; and (3) STEM Innovators Expert Panel Agenda. (Contains 91 endnotes.)
Differentiated Instruction for Girls
Author: Goebel, Kym
Date: 2010-12-14
Type: Opinion Papers
Subjects: State Standards,Guidelines,Individualized Instruction,Teaching Methods,Gender Differences,Females,Interpersonal Relationship,Verbal Communication,Student Projects,Relevance (Education),Feedback (Response)

Gender based learning has become an acceptable facet of the differentiated classroom.  The female learner has unique needs that can be addressed through differentiated instruction.  There are distinct differences between men and women. These differences effect how females approach learning as well as how they retain information. "A fundamental premise of differentiating instruction is that certain steps must be taken to guarantee students will learn what they need to learn in order to meet curriculum guidelines and state standards." (Preszler 2006) (Contains a list of 6 resources.)
The Impact of Financial Incentives on Academic Achievement and Household Behavior:  Evidence from a Randomized Trial in Nepal
Author: Sharma, Dhiraj
Date: 2010-11-21
Type: Reports - Research
Subjects: Incentives,Academic Achievement,Learning Motivation,Foreign Countries,Rewards,Scores,Gender Differences,Socioeconomic Status,Tutors,Family Environment,Homework,Student Motivation,Cost Effectiveness,Causal Models,Student Behavior

We present evidence on the impact of piece rate financial incentives on students' school  outcomes from a randomized field experiment in Nepal. Despite several experimental and  institutional factors making it less likely of finding a positive treatment effect, I find that  incentives increase average aggregate scores by 0.09 standard deviations. The bulk of the  aggregate gain is constituted of large gains in two subjects with relatively high baseline scores. There is no noticeable difference in gains between males and females and incentives have a relatively higher impact on students from higher socioeconomic strata and the lower quartiles. My study contributes to the growing literature on short term impact of academic incentives by recording household response to the incentives. I show that the proportion of students who received help with schoolwork at home, either from a hired tutor or a household member, increased among the subgroups that exhibit the most gains in scores. Finally, financial rewards do not have an adverse impact on students' intrinsic motivation to learn. (Contains 34 footnotes, 12 tables, and 1 figure.) [Support for this research was provided by the Ohio Agricultural and Research Development Center at the Ohio State University.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Nebraska
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy

This paper profiles Nebraska's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the percentages reaching the basic level on NAEP (National Assessment of Educational Progress) increased at grade 4 in both reading and math. At grade 8, however, the percentages scoring proficient in reading and math on the state test increased, while the percentages scoring basic in these subjects on NAEP showed no change. Average annual gains were larger on the state test than on NAEP in both reading and math at grades 4 and 8. Nebraska did not provide average (mean) score data. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
Fifth Annual Early College High School Initiative Evaluation Synthesis Report. Six Years and Counting: The ECHSI Matures
Author: Berger, Andrea R.
Date: 2009-08-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,High Schools,College Credits,Higher Education,Acceleration (Education),Dual Enrollment,Partnerships in Education,Program Descriptions,Transitional Programs,Nontraditional Education,Summative Evaluation,Student Educational Objectives,Educational Objectives,Disproportionate Representation,Program Effectiveness,Accountability,Philanthropic Foundations,Program Evaluation,Annual Reports,Grants,Tables (Data),First Generation College Students,Low Income Groups,Minority Group Students,Limited English Speaking

The Early College High School Initiative (ECHSI) launched in 2002 with the support of the Bill & Melinda Gates Foundation. The ECHSI provides funds for the development of Early College Schools (ECSs) that serve students who traditionally are underrepresented in postsecondary education and offers them the opportunity to simultaneously pursue a high school diploma and earn college credits. The ECHSI is in its sixth year, and this is the fifth annual synthesis report for the ECHSI. This report describes some key characteristics of ECSs. A brief overview shows that although the ECHSI continued to grow in terms of the number of schools participating, the growth was slower than in prior years. This report provides overall positive findings about the academic performance and experience of students attending ECSs. The results suggest that, although ECSs are not a magic bullet, many ECS students typically underrepresented in postsecondary education are experiencing academic success. The findings are particularly promising for females and students from homes where English is not the primary language; these students reported feeling more engaged in their coursework and possessed higher GPAs in high school classes than other groups of students. However, the ECHSI partners must continue to focus on the most appropriate methods to enable all students--in particular, first-generation college-going students--to be successful as well. Appendices include: (1) ECHSI Evaluation 2007-08 Data Collection and Analyses; (2) Statistical Tables; and (3) State and Federal Policy Environment for the ECHSI. (Contains 13 figures, 49 tables, and 88 footnotes.)
Scholarly Communications at Two Academic Atmospheres: Technology-Based Society and Paper-Based Society
Author: Refaat, Hossam Eldin Mohamed
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Communication (Thought Transfer),Scholarship,Research,Higher Education,Comparative Analysis,Technology,Editing,Layout (Publications),Information Dissemination,Access to Information,Information Management,Archives,Research Utilization

Scholarly communication is a multi-relationship topic that is interconnected to various fields and disciplines. Efforts of faculty members, librarians, publishers, information specialists, information technologists and archivists have to be combined together in order to establish and create scholarly communication in any society. In addition of being a multi-relation topic, scholarly communication can be considered an important criterion in assessing and evaluating higher education systems in different countries. Excellent higher education systems have excellent scholarly communications systems, and fair or moderate higher education systems have moderate or fair scholarly communication systems and so on. Therefore, one can assume that there is a positive and a strong relationship between the level of scholarly communication in a certain country and the type of that country, where advanced countries have advanced scholarly communication systems, and poor or developing countries have poor or weak scholarly communication systems. The purpose of this paper is to compare and contrast higher education systems in technology-based societies and paper-based societies. (Contains 2 footnotes.)
The Society of Jesus and the Missionary Experience of Father Matteo Ricci in China between &quot;Reformatio Ecclesiae&quot; and Inculturalisation of the Gospel
Author: Sani, Roberto
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Clergy,Catholics,Religious Education,Cultural Relevance,Biblical Literature,Religious Organizations

Sustained by rich archival and published material, this paper describes the experience of Father Matteo Ricci in China in the perspective of the general evolution of the Church and European Catholicism between the sixteenth and the seventeenth centuries. Father Matteo Ricci's missionary works are re-read in the light of the more complex urgencies of re-launching a new universalism of the Church, stemming from Catholic Reform and the Council of Trent in which the Society of Jesus was both protagonist and interpreter not only in a cultural and educational role but also in a missionary one. In this way, a new  missionary strategy was inaugurated in the East Indies: a strategy, which was aware of the  conviction that the work of evangelisation should take root in local culture, attitudes and traditions. This was a strategy that Father Ricci applied in a creative and original way, laying the foundations for the start of a real process of inculturalisation of the Gospel in China. (Contains 118 footnotes.)
2010 AAUW Annual Report
Author: American Association of University Women
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Females,Gender Discrimination,Womens Education,Sex Fairness,Gender Issues,Equal Opportunities (Jobs),Salaries,College Students,Stereotypes,Hispanic Americans,Advocacy,Minority Groups,Science Education,Mathematics,Education,Technology Education,Engineering Education,Career Choice

This report highlights some of the outstanding accomplishments of AAUW (American Association of University Women) for fiscal year 2010. This year's annual report also features stories of remarkable women who are leading the charge to break through barriers and ensure that all women have a fair chance. Sharon is working to reduce the pay gap between men and women by teaching college women salary negotiation skills. Tamara is helping young girls uncover the wonders of science, technology, engineering, and math. Kristen is challenging a university's sex discrimination against female students. Rocio is encouraging Latina girls to defy the odds and pursue a college education. Kathy is advocating for women and girls in the halls of Congress. Although their individual missions differ, these women share one very important thing--with AAUW, they're able to extend their reach and maximize the impact they're having in their communities and across the country. They're fighting legal battles to end discrimination with AAUW's support. AAUW adds credibility, value, and visibility to their work.
K-12 Education: Many Challenges Arise in Educating Students Who Change Schools Frequently. Report to Congressional Requesters. GAO-11-40
Author: Ashby, Cornelia M.
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Educational Needs,Homeless People,Elementary Secondary Education,Federal Programs,Student Mobility,Students,Academic Achievement,Economic Climate,Institutional Characteristics,Student Characteristics,National Surveys,Educational Legislation,Federal Legislation,Student Behavior,Outcomes of Education,Educational Research,School Visitation,Interviews,School Districts,Student Needs

Educational achievement of students can be negatively affected by their changing schools often. The recent economic downturn, with foreclosures and homelessness, may be increasing student mobility. To inform Elementary and Secondary Education Act of 1965 (ESEA) reauthorization, the US Government Accountability Office (GAO) was asked: (1) What are the numbers and characteristics of students who change schools, and what are the reasons students change schools? (2) What is known about the effects of mobility on student outcomes, including academic achievement, behavior, and other outcomes? (3) What challenges does student mobility present for schools in meeting the educational needs of students who change schools? (4) What key federal programs are schools using to address the needs of mobile students? GAO analyzed federal survey data, interviewed U.S. Department of Education (Education) officials, conducted site visits at eight schools in six school districts, and reviewed federal laws and existing research. Appended are: (1) Scope and Methodology; (2) Data on Characteristics of Mobile Student Populations; (3) Data on Characteristics of Schools Regarding Mobile Student Populations; (4) Literature Review of Published Research on Student Mobility; and (5) GAO Contact and Staff Acknowledgments. (Contains 19 tables, 8 figures, and 24 footnotes.)
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Tennessee
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy,Test Score Decline

This paper profiles Tennessee's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 8 reading and math. At grade 4, trends on the state test and NAEP differed somewhat. In grade 4 reading, the percentage scoring proficient on the state test decreased while the percentage scoring basic on NAEP increased. In grade 4 math, the percentage proficient on the state test increased while the percentage basic on NAEP showed no change. Average annual gains were larger on the state test than on NAEP in grade 8 reading and grade 4 math. But in grade 4 reading and grade 8 math, average annual gains were larger on NAEP than on the state test. Trends in average (mean) scores moved in the same direction as trends in percentages proficient/basic in both subjects in grades 4 and 8. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Washington
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy,Test Score Decline

This paper profiles Washington's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) decreased in grade 4 reading. In grade 4 math, the percentage scoring proficient on the state test decreased while the percentage scoring basic on NAEP showed no change. Average annual declines were larger on the state test than on NAEP in grade 4 reading and math. Trends in average (mean) test scores on the state test and NAEP moved in the same downward direction in grade 4 reading as trends in percentages proficient/basic. In grade 4 math, average scores decreased on the state test and increased on NAEP. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Ohio
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy,Test Score Decline

This paper profiles Ohio's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 reading and grade 8 math. In grade 8 reading, the percentage of students scoring proficient on the state test decreased while the percentage scoring basic on NAEP increased. Average annual gains were larger on the state test than on NAEP in grade 4 reading and grade 8 math. In grade 8 reading, NAEP showed a gain while the state test showed a decline. Ohio did not provide (average) mean score data. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]