ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing for Growth: Human Capital Innovations in Charter Public Schools
Author: Chadwick, Christi
Date: 2011-05-00
Type: Reports - Research
Subjects: Charter Schools,Leadership Effectiveness,Human Capital,Teacher Effectiveness,Case Studies,Educational Quality,Teacher Recruitment,Teacher Selection,Incentives,Teacher Education,Leadership Training,Alternative Teacher Certification,Nonprofit Organizations,School Administration

Charter schools and successful charter management organizations that run them have grown significantly over the past decade but they must dramatically increase their scale in order to meet the demand for high-quality public school options for America's children. The limited supply of effective leaders and teachers is one of the key barriers standing in the way of more rapid growth for CMOs. Unless CMOs find strategies to overcome this challenge, they will not be able to meet the demand for growth. To learn more about CMOs' human capital initiatives aimed toward overcoming this barrier, the authors conducted case studies of CMOs that have dealt with issues of growth and addressed human capital constraints. Through their study they identified key strategies and lessons learned from the practices of six CMOs. In this paper, they summarize those strategies and provide ideas for next-generation growth. They found that successful CMOs: (1) Formalize processes and infrastructure; (2) Make the most of the people they attract; and (3) Import and induct management talent. (Contains 2 figures and 68 endnotes.)
Digital Media and Learning
Author: John D. and Catherine T. MacArthur Foundation
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Evidence,Instructional Design,Young Adults,Internet,Learning Processes,Educational Media,Grants,Information Technology,Computer Mediated Communication,Outcomes of Education,Careers,Educational Principles,Social Networks,Instructional Innovation

MacArthur launched the digital media and learning initiative in 2006 to explore how digital media are changing the way young people learn, socialize, communicate, and play. Since 2006, the Foundation has awarded grants totaling more than $100 million for research, development of innovative new technologies, new learning environments for youth, including a school model based on game design principles, and efforts to build the new field of digital media and learning. The goal of the grantmaking in digital media and learning is to create more opportunities for more young people to achieve the time-honored outcomes of a good education--career, academic, and civic success--through the adoption and use of a simple set of principles that re-imagines how young people learn and how that learning is supported. A new framework for thinking about learning--connected learning--has emerged as a result of the grantmaking. It draws on successful approaches of the past, is based on evidence of what works best in the contemporary context, and is designed for the digital age. MacArthur supports demonstration sites that put the connected learning approach into action. They include Hive Learning Networks, Quest to Learn schools, and YOUmedia, an innovative teen space for engagement and learning. (Contains 7 resources.)
The MacArthur Foundation in Nigeria: Report on Activities
Author: John D. and Catherine T. MacArthur Foundation
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Democracy,Grants,Social Change,Financial Support,Organizations (Groups),Universities,Educational Improvement,Institutional Advancement,Sexuality,Health,Civil Rights,Mothers,Mortality Rate,Laws

In 2007, Nigeria passed an important milestone: one elected government passed power to another for the first time in the nation's history. Though imperfect, the poll demonstrated powerfully that Nigeria's representative democracy was not a transient phase between periods of military repression but a growing reality. For 20 years, the MacArthur Foundation has given grants in Nigeria, in the belief that Africa's most populous nation was going through a transition of significance for the whole of sub-Saharan Africa. MacArthur has invested $100 million and supported almost 500 individuals and organizations committed to the vision of a Nigeria that is free and fair, and offers opportunity to all its citizens. MacArthur's efforts concentrate in three areas: (1) Strengthening Nigeria's universities; (2) Reducing maternal mortality and improving sexual and reproductive health; and (3) Advancing respect for human rights and the rule of law. This report describes the Foundation's grantmaking and lists the organizations it supports.
Exploring the Possibilities of Technology
Author: Fanton, Jonathan F.
Date: 2006-06-00
Type: Opinion Papers
Subjects: Educational Technology,Influence of Technology,Technology Uses in Education,Performance Technology,Human Factors Engineering,Grants,Mass Media Effects,Mass Media Role,Mass Media Use,Educational Innovation,Educational Development

Over the last few years, the Board and staff of the MacArthur Foundation have been exploring the implications of the digital age. They are engaged in a continuous and purposeful meditation on technological innovations and their possibilities for all the work they do. Their working hypothesis is that the digital revolution will rank with the invention of the printing press, the telephone, and the automobile as technologies that initiated transformative moments in modern history. It will take a while to appreciate this fully and adjust to the profound impact of the digital age. And it will take concerted effort. While it is common these days to marvel at the effects of technology on everyone's lives, the scale and scope of the changes may be even greater than they realize. In this essay, the author describes how MacArthur's approach to major programs in education and media is being recast. Then he discusses how technology is advancing existing strategies across the full spectrum of MacArthur's work worldwide, offering examples from its programs in the environment, population and reproductive health, and urban revitalization, among others. (Contains 3 footnotes.)
Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. An Occasional Paper on Digital Media and Learning
Author: Jenkins, Henry
Date: 2006-10-19
Type: Reports - Evaluative
Subjects: Educational Technology,Ethics,Community Involvement,Informal Education,Research Skills,Multiple Literacies,Media Literacy,Internet,Influence of Technology,Computer Literacy,Competence,Social Change,Participation,Educational Environment,After School Programs,Networks,Cooperation,Skill Development,Educational Principles,Educational Practices,Critical Thinking,Simulation,Thinking Skills,Educational Policy,Computer Games,Play,Computer Uses in Education,Role of Education

Educators must work together to ensure that every American young person has access to the skills and experiences needed to become a full participant, can articulate their understanding of how media shapes perceptions, and has been socialized into the emerging ethical standards that should shape their practices as media makers and participants in online communities. A central goal of this report is to shift the focus of the conversation about the digital divide from questions of technological access to those of opportunities to participate and to develop the cultural competencies and social skills needed for full involvement. Schools as institutions have been slow to react to the emergence of this new participatory culture; the greatest opportunity for change is currently found in afterschool programs and informal learning communities. Schools and afterschool programs must devote more attention to fostering what we call the new media literacies: a set of cultural competencies and social skills that young people need in the new media landscape. Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking. These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom. The new skills include: (1) Play; (2) Performance; (3) Simulation; (4) Appropriation; (5) Multitasking; (6) Distributed Cognition; (7) Collective Intelligence; (8) Judgment; (9) Transmedia Navigation; (10) Networking; and (11) Negotiation. (Contains 81 sources.) [This paper was written with Katie Clinton, Ravi Purushotma, Alice J. Robison, and Margaret Weigel.]
How to Motivate Military Veterans to Participate in the GI Bill
Author: Baskas, Richard S.
Date: 2012-10-08
Type: Reports - Research
Subjects: Military Personnel,Veterans,Access to Education,Federal Legislation,Educational Opportunities,Barriers,Student Financial Aid,War,Higher Education,Veterans Education,Motivation Techniques,Participation,Researchers,Educational Strategies

Over the years, some military veterans have been influenced by barriers, preventing them from using their educational benefits. Any active duty member or military veteran could have been exposed to and influenced by these barriers and become unmotivated and not use or discontinue using these benefits. If veterans do not use their educational benefits, this could result in postsecondary institutions losing their military veteran population, and the military recruitment population could decrease causing our country's national security to become more vulnerable. The purpose of this paper is to express the researcher's position towards motivating active duty members and military veterans to use their educational benefits. The research question addressed how military veterans could overcome these barriers and take advantage of these educational benefits. The research methodology was a literature review through Google Scholar to obtain primary and secondary sources to support the researcher's position. A literature review determined the relevance of the sources in supporting the researcher's position. The results suggested that the literature was a strong supporter towards the researcher's position of how military members and veterans should overcome these barriers to use their benefits. The implications of this study could help military members and veterans understand how to become motivated to overcome these barriers to attend postsecondary institutions and gain a college degree.
Agencies and Organizations. Made in B.C.: A History of Postsecondary Education in British Columbia. Volume 6
Author: Cowin, Bob
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Educational History,Public Agencies,Organizations (Groups),Educational Policy,Agency Role,Institutional Role,Higher Education,Government Role,Vocational Education,Professional Associations,Advocacy,Canada Natives,Faculty Organizations,Student Organizations,Educational Administration,College Faculty,College Students,College Administration

This report describes agencies (established by government) and organizations (established by others) that dealt exclusively with postsecondary education in British Columbia, Canada and which had at least one professional employee and/or were separate legal entities. Of the fifty groups described since 1960, about two dozen existed in 2012. The current groups tend to have special interest or self interest mandates, whereas system-level bodies providing educational and other leadership were more common in previous decades. Although the information is presented thematically rather than chronologically, four eras are evident: (1) launch of a comprehensive postsecondary system (to 1973); (2) helping the young system to mature (to 1987); (3) supports in particular areas (to 1997); and (4) transition into the next generation postsecondary system. Agencies are categorized as either decision-making or facilitative. Categories for organizations include institutional advocacy, students, employers and employees, and information and infrastructure. The report is descriptive rather than interpretative, but quotes in sidebars convey the character and context of the various bodies and a few concluding thoughts are provided. A list of acronyms is appended. (Contains 3 footnotes.) [For Volume 5, see ED532003.]
Understanding Families with Children with Special Needs in China
Author: Huang, Sunny
Date: 2012-08-31
Type: Reports - Descriptive
Subjects: Disabilities,Foreign Countries,Special Needs Students,Special Education,Cultural Influences,Child Rearing,Attitudes toward Disabilities,Social Influences,Social Attitudes,Public Policy,Grief,Coping,Social Discrimination,Costs,Social Networks,Access to Education,Parent Education,Parents

There are increasing dialogues and exchanges for special education programs between China and the rest of the world as the development continues in China. Policy makers, administrators, and educators need to keep in mind the historical and cultural backgrounds when working with families with children with special needs in China. Together, this collaborative effort can provide better services for these families.
Persistence. Snapshot Report, Fall 2011
Author: National Student Clearinghouse
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,College Students,Trend Analysis,Institutional Characteristics,Full Time Students,Part Time Students,Private Colleges,Public Colleges,Two Year Colleges

Today's college student is not your '60s drop-out. In 2010, college students tended to stay enrolled (i.e., persist), even if it was in a different school, according to the National Student Clearinghouse Research Center. For a student enrolled in the fall, persistence is defined as either continued enrollment during the next term after the fall or degree completion, even if either occurs at a different U.S. higher education institution. This paper presents information on the following: (1) Percentage of College Students Staying in School; and (2) How Persistence Varied by Type of Institution.
Teaching the Holocaust in the Republic of Germany
Author: Ellis, Marsha
Date: 2010-12-04
Type: Reports - Research
Subjects: Teaching Methods,Jews,Music,Foreign Countries,History,Death,Art Education,Literature,Poetry,Interviews,Student Role,Critical Thinking,Reflection,Educational Philosophy,Creativity

The purpose of this paper is to observe the approaches used by educators to facilitate learning about the Holocaust. The examples provided in this paper are one of various approaches that are used by educators teaching in the Federal Republic of Germany. Approaches will be different from country to country, from school to school, and from educator to educator. The paper provides the reader insight on the methods that are being used by the educators of The Federal Republic of Germany to promote the importance of learning and teaching the Holocaust with the use of the arts, literature, music, poetry, history and interviews. This paper will attempt to show the importance of stressing the need for self-evaluation of teaching efforts by all educators. The paper shares with the reader how the role and responsibility of the educator is to teach the learners, through various methods, how to reflect upon and raise questions as to why the Holocaust occurred and how learning about these events could affect the direction of their lives and society. The roles and responsibility of the learners will be discussed to show how the use of reflection and critical thinking about the events can raise questions and provoke discussions on how they may apply the knowledge to the world today in order to prevent a re-occurrence of history. Each topic will attempt to address how learning is facilitated with the use of art, music, literature, history, politics, and education and using the knowledge of the events that occurred in the Holocaust with the use of interviews of the victims/survivors who own it. &quot;The story of the Holocaust is first and foremost a human story. Any discussion of its victims, its perpetrators or those who stood by and watched must attempt to understand the human being involved. The encounter between students and the people who were present in the events of the Holocaust--their daily lives and reality--must serve as the foundation for meaningful educational work.&quot;  (www1.yadvashem.org/yv/en/education/school/pedagogical_philosophy.asp).
Is Literacy a Right or an Obligation?
Author: Ellis, Marsha L.
Date: 2012-03-03
Type: Reports - Descriptive
Subjects: Adult Literacy,Illiteracy,Access to Education,Democratic Values,Civil Rights,Labeling (of Persons),Social Attitudes,Social Responsibility,Educational Responsibility

The purpose of this paper is to identify the social stigmas that are placed on the illiterate that would stimulate thoughts and create dialogue that would enable people to critically think about how being illiterate is viewed in America. This paper is intended to possibly transform or alter the opinions of the mainstream supporters regarding the possible circumstances that contribute to adult illiteracy and if literacy should be deemed as a right or an obligation within a democratic society.
Education in Chronically Poor Rural Areas Lags across Generations. Issue Brief Number 24
Author: Ulrich, Jessica D.
Date: 2011-00-00
Type: Reports - Research
Subjects: Educational Attainment,Rural Areas,Economically Disadvantaged,Adults,Educational Quality,Investment,Regional Characteristics,Differences,Community Characteristics,Educational Environment,Comparative Analysis,Parent Background,Trend Analysis,Telephone Surveys,Rural Economics,Rural Education,Rural Population,Poverty Areas,Disadvantaged Environment,Poverty,Educational Background

As part of the Community and Environment in Rural America (CERA) initiative, the Carsey Institute has been investigating broad trends between rural community types, including the education level of residents and their parents. Since 2007, Carsey researchers have conducted over 17,000 telephone surveys with randomly selected adult Americans from twelve diverse rural locations to ask about both their own and their parents' educational attainment, as well as their perceptions of school quality in their communities. Survey results conclude that educational achievement varies significantly by type of place in rural America. In chronically poor rural areas, 45 percent of residents have completed only high school or less, compared with 22 to 33 percent in amenity-rich, amenity-transition, and declining resource-dependent rural areas. Although people from all types of rural communities generally have more education than their parents, those in chronically poor rural areas still have relatively low education levels--a disadvantage that persists across generations. This brief highlights the need to invest in the educational systems of chronically poor rural areas where generations of underinvestment have contributed to persistent poverty. (Contains 3 figures and 8 endnotes.) [This work was supported by the Neil and Louise Tillotson Foundation.]
Food Stamp and School Lunch Programs Alleviate Food Insecurity in Rural America. Fact Sheet
Author: Smith, Kristin
Date: 2007-07-01
Type: Reports - Descriptive
Subjects: Lunch Programs,Rural Areas,Nutrition,Security (Psychology),Federal Legislation,Food,Welfare Services,Federal Programs,Hunger

The Food Stamp and the National School Lunch Programs play a vital role in helping poor, rural Americans obtain a more nutritious diet and alleviate food insecurity and hunger. This fact sheet looks at the extent to which rural America depends on these programs and describes characteristics of beneficiaries of these federal nutrition assistance programs. (Contains 2 tables and 8 endnotes.)
More Poor Kids in More Poor Places: Children Increasingly Live where Poverty Persists. Issue Brief Number 38
Author: Mattingly, Marybeth J.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Social Isolation,Rural Areas,Urban Areas,Community Surveys,Counties,Poverty,Economically Disadvantaged,Children,Public Policy,Racial Differences,Minority Groups,Definitions,Interviews,Focus Groups,Whites,Rural Economics,Rural Population,Rural Sociology,Rural Urban Differences,Regional Characteristics,Economic Climate,Comparative Analysis,Census Figures,Data Analysis,Geographic Isolation,Welfare Services,Child Welfare,African Americans,Hispanic Americans,American Indians,Alaska Natives

The authors of this brief examine child poverty rates using decennial census data from 1980, 1990, and 2000, as well as American Community Survey five-year estimates between 2005 and 2009, to identify those counties where child poverty has persisted. They find persistent child poverty in nearly twice as many U.S. counties as those that report high persistent poverty across all age groups. In all, 342 counties have experienced persistently high levels of poverty across all age groups during the past twenty-nine years. In contrast, more than 700 counties experienced persistent child poverty over the same period. Rural areas are disproportionately likely to have persistent high child poverty; 81 percent of counties with persistent child poverty are nonmetropolitan while only 65 percent of all U.S. counties are nonmetropolitan. Overall, 26 percent of rural children reside in counties whose poverty rates have been persistently high. This compares with 12 percent of urban children. Counties with persistent child poverty cluster in Appalachia, the Mississippi Delta, other areas of the Southeast, parts of the Southwest, and in the Great Plains. The authors comment that the overwhelming urban focus of welfare programs means policymakers often overlook needy families in rural areas. In addition to the high unemployment and low education levels that they document in the brief, the physical and social isolation associated with rural poverty create problems different from those in densely settled urban areas. They conclude that the reductions in government spending likely to result from the Great Recession, coupled with two decades of the devolution of policymaking responsibility from the federal to the state level (and occasionally to municipal governments), may have significant implications for children and fragile families in these persistently poor rural counties. (Contains 6 figures and 17 endnotes.)
Challenges in Serving Rural American Children through the Summer Food Service Program. Issue Brief No. 13
Author: Wauchope, Barbara
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Children,Rural Areas,Food Service,Summer Programs,Federal Programs,Lunch Programs,Breakfast Programs,Low Income Groups,Hunger,Poverty,Transportation,Barriers

Many families rely on U.S. Department of Agriculture (USDA)-funded school lunch and breakfast programs to make the family's food budget stretch, improving their food security throughout the school year. These programs feed about 31 million students annually.   During the summer where schools are not in session, food security decreases. The USDA developed the Summer Food Service Program (SFSP) to address this problem. The SFSP  funds state administrators who contract with local sponsors, typically schools, nonprofit organizations, summer camps, and local government agencies to provide meals to low-income children. These meals, along with summertime school lunches, where available, have been found to reduce the prevalence of food insecurity. For families living in rural America, rates of poverty and food insecurity are among the highest in the country, yet of all the SFSP sites, less than one-third are located in rural communities. Not only can fewer rural children participate in the summer programs, but even when the programs are available, rural children participate less than children in more urban areas. This brief outlines the results of an exploratory study of potential barriers to locating more programs in rural areas through sponsorship and to participation in those programs by rural children. The study concluded that the lack of transportation and long distances to Summer Food Service Program sites are the largest reported barriers to rural program implementation and participation. (Contains 19 endnotes.)