ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of NSF&apos;s International Research Fellowship Program: Final Report
Author: Martinez, Alina
Date: 2012-04-23
Type: Tests/Questionnaires
Subjects: Fellowships,Postdoctoral Education,Scientists,International Programs,Scientific Research,Philanthropic Foundations,Program Evaluation,Cooperation,Capacity Building,Global Approach,Program Effectiveness,Engineering,Technical Occupations,Participant Characteristics,STEM Education,Research Opportunities,Researchers

Among the National Science Foundation&apos;s (NSF) postdoctoral programs, the International Research Fellowship Program (IRFP) is unique in its emphasis on providing postdoctoral fellows with international research experiences. Established in 1992, IRFP provides financial support to postdoctoral scientists for a research experience abroad lasting from 9 to 24 months; there is no restriction on the geographical location of the hosting institution. IRFP aligns closely with the National Science Board&apos;s call for NSF to support the international science engagement of scientists and engineers. NSF contracted with Abt Associates to conduct an evaluation of IRFP, to gather evidence about whether the IRFP program has achieved its goal of furthering the collaborative activities and international partnerships of early career STEM researchers. The evaluation found evidence that the IRFP program is meeting its goals, which are to: (1) Introduce early career scientists and engineers to opportunities for international research collaboration; (2) Build research capacity and global perspective of participants; and (3) Forge long-term relationships between U.S. and foreign S&amp;E researchers. This report presents the findings from the evaluation of IRFP, which was designed to investigate the characteristics of IRFP applicants and their motivations for participation, the host researchers&apos; motivations for participating in the program, participants&apos; experiences in and perceptions of the program, and outcomes of the program. The report describes the methodology used to conduct the evaluation (Chapter 2); characteristics of IRFP applicants and their motivations for participation, and the host researchers&apos; motivations for participating in the program (Chapter 3); participants&apos; experiences in and perceptions of the program (Chapter 4); outcomes of the program (Chapter 5); and conclusions and implications of the findings of the evaluation. The evaluation demonstrated that individuals derive important benefits from the program, both on an individual and a collective basis. Former fellows and hosts strongly endorsed the IRFP program, and would recommend IRFP to their students and colleagues. IRFP offers an opportunity for interested researchers to develop their international research collaborations early in their careers. The following are appended: (1) NSF-Generated IRFP Highlights; (2) Non-Response Bias Study; (3) Detailed Description of Impact Analysis; (4) Detailed Description of Benchmarking Analysis; (5) Surveys; and (6) Comparison of IRFP Applicants to SDR.
A Teacher for Every Classroom: New Teachers in the Baltimore City Public Schools, 1999-2004
Author: Mac Iver, Martha Abele
Date: 2005-09-00
Type: Numerical/Quantitative Data
Subjects: Beginning Teachers,Alternative Teacher Certification,Intellectual Disciplines,Expertise,Secondary Education,Praxis,Teacher Persistence,Teacher Recruitment,School Districts,Data Collection,Decision Making,Public Schools

This study, commissioned by The Abell Foundation, analyzes new teachers hired by the Baltimore City Public School System (BCPSS) over the past several years. In particular, the study compares different categories of new teachers: those with full professional certification, teachers in alternative certification programs (Teach for America, the BCPSS Teaching Residency Program, and Project SITE SUPPORT), and conditionally (formerly provisionally) certified teachers who were not participating in alternative programs. This preliminary study lays the foundation for future research in which this relationship can be examined. This study sought to address whether alternatively certified teachers provided the school system with: (1) More subject area expertise at secondary level (measured by college major or minor) than available from other new teachers; (2) Higher PRAXIS scores (PRAXIS 1, PRAXIS 2a (content area) and PRAXIS 2b (pedagogy); (3) Higher rates of retention; and (4) Lower rates of non-renewal. This study documents some of the contributions made by alternative certification programs to the BCPSS teacher recruitment efforts. During the first two years after their hiring date, teachers in alternative certification programs were notably more likely to remain with the system than either certified teachers or conditionally certified teachers not involved in programs. While most of the Teach for America (TFA) teachers tended to leave by the end of Year 3, teachers in other alternative certification programs, such as PSS, remained with the system at higher rates than regularly certified teachers through years 4 and 5. Three-year retention rates for TFA were as high as three-year retention rates for certified teachers in BCPSS. While many teachers in the alternative certification programs did leave the system after gaining a master's degree and certification, they made a contribution during their stay. Teachers in alternative certification programs helped to fill openings in high need areas, and brought particular content knowledge in science, mathematics and Spanish that was difficult for the system to find elsewhere. In a system where there are not always enough math teachers for all high school students, even a short-term teacher with content area knowledge was helpful. The Teach for America program, in particular, brought teachers with excellent academic credentials to the system. Project SITE SUPPORT and the Baltimore Teaching Residency program brought a more diverse group of teachers to the system. For the time being, the alternative certification programs appear to be essential for helping to staff all the district's classrooms. The appendix provides &quot;Comparative Teacher Retention Rates.&quot;
Student Centered Curriculum: Elementary School
Author: Rondone, Atria
Date: 2014-05-00
Type: Dissertations/Theses
Subjects: Student Centered Curriculum,Elementary School Curriculum,Outcomes of Education,Mixed Methods Research,Elementary School Teachers,Interviews,Quasiexperimental Design,Teacher Attitudes,Kindergarten,Grade 1,Grade 2,Grade 3,Young Children,Student Attitudes,Direct Instruction

Student-centered learning has an important place in education because it fosters student engagement and allows the traditional micromanaging teacher to transform into a guide. The current education model emphasizes teacher control and curriculum based on standardized testing, which stunts students' natural learning processes. This study investigates the positive outcomes of student-centered learning and how these practices can be included in mainstream, elementary classrooms. A review of the literature found that student-driven curriculum uses experiential knowledge and student choice to increase student responsibility and retention, while establishing effective techniques for self-regulation. It also exposes the difficulties in creating a student-centered environment for contemporary teachers due to the many political, financial and creative factors that affect decisions about classroom organization and lesson planning. This study follows a mixed method design using qualitative and quantitative data. Participants include four, female teachers between the ages 20 to 40 from an elementary setting. In addition, a pilot study was conducted in a mock classroom using selected students to participate and provide feedback about direct-instructional approach versus a student-motivated lesson. Results indicated that students prefer having a choice in the classroom. It was also shown that there are multiple ways to integrate student choice into a mainstream classroom. Appendices include: (1) Interview Questions; (2) A Questionnaire; and (3) Basic Lesson Plan Format-#3.
The New Segregation: An Analysis of Current Contexts of Inclusive Education
Author: Grant, Marquis C.
Date: 2014-07-31
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,African Americans,Disabilities,Equal Education,Access to Education,Inclusion,Mainstreaming,Regular and Special Education Relationship,Homogeneous Grouping,Student Rights,Track System (Education),Heterogeneous Grouping,Disproportionate Representation,Team Teaching,Teacher Collaboration,Elementary Secondary Education

The decision handed down by the Supreme Court in Brown v. Board of Education was not only a legal victory for African Americans in the United States, but all groups who were forced into exclusionary environments. In the shadows of Brown, advocates began seeking reforms that would allow students with disabilities to receive their education alongside their non-disabled peers based on legal concepts like least restrictive environment (LRE) and mandates outlined in political policies such as the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), which set in motion the idea of inclusion within the general education classroom. However, many argue that inclusion has not eliminated the existence of segregation in the classroom. In fact, some current practices are considered to be separation tactics in disguise, imposing on the rights of children with disabilities to fully accessing the general education curriculum through homogeneous grouping and tracking.
Through the Looking Glass: Examining the Practice of Science Classroom Dissection with a Multi-Faceted Lens
Author: Witte, Melissa Marie
Date: 2014-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Laboratory Procedures,Biology,Science Instruction,Qualitative Research,Anatomy,Physiology,Secondary School Science,Secondary School Teachers,Science Teachers,Interviews,High Schools,Ethics,Health,Safety,Instructional Effectiveness,Teacher Attitudes,Beliefs

Dissection of lab specimens is a common procedure in science classrooms, yet there are many unasked and unexamined questions relating to this practice. In addition to ethical considerations, there are personal and environmental health impacts of using conventional dissection, which has historically included animals and animal organs embalmed in preservative chemicals. The efficacy of using dissection as a learning tool is worth examining. The purpose of this thesis is to ask, analyze, and examine the multi-faceted questions associated with the use of dissection in the general science classroom. In addition, it is an invitation to engage a discussion about the possible negative consequences of using dissection, and to encourage consideration of alternatives that might be more ethically, pedagogically, and environmentally sound than existing practices. A review of the literature reveals that as many as 75% of classroom biology teachers use dissection and, generally, it is widely accepted and lauded as an important tool for learning about anatomy and physiology. Teachers express concern for a variety of issues associated with dissection, primarily student health and safety, and respect for lab specimens. As a response to these and other concerns, alternatives to physical dissection have been developed. These, however, are not widely used for a variety of reasons. The field research completed in this study is a qualitative analysis of the intellectual and emotional attitudes and beliefs associated with using dissection in the general science classroom. Additional perspectives are represented, and incorporated into the literature review, by interviews with experts in the fields of solid waste management and conservation biology. Example warning labels are appended.
Long Term English Language Learners: Failure Is Not an Option
Author: Diaz-Zamora, Jennifer
Date: 2014-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: English Language Learners,Academic Achievement,Teaching Methods,Middle School Teachers,Dropouts,Dropout Rate,Comparative Analysis,Qualitative Research,Focus Groups,Middle School Students,Language Proficiency,Federal Legislation,Educational Legislation,Court Litigation,Bilingualism,Bilingual Education,Student Attitudes

There is a sizable number of English Language Learners (ELL) that are not succeeding in schools and are academically &quot;falling through the cracks.&quot; The purpose of this thesis is to gather information that identifies reasons why students are not succeeding academically and which strategies individual teachers can implement to help these students attain academic success. The literature reveals that Long Term English Language Learners have lower levels of literacy and tend to drop out more frequently compared to native English speakers. This is a qualitative study using a focus group at a middle school. Data were collected from individuals in a focus group. This study found six key strategies that could be used by teachers teaching English Language Learners to improve their students' proficiency in English. Implications for future research include continuing to explore effective ways to support ELL students in becoming proficient in English in the elementary grades.
Teacher Rewards: Going beyond the Stickers--Moving beyond Extrinsic Motivation
Author: Taylor, Cheryl
Date: 2014-07-23
Type: Reports - Research
Subjects: Rewards,Teacher Motivation,Teacher Attitudes,Qualitative Research,Graduate Students,Foreign Countries,Online Surveys,Teacher Persistence,Rural Schools,Urban Schools,Elementary School Teachers,Secondary School Teachers,Intention,Interpersonal Relationship,Teacher Influence,Lifelong Learning,Work Environment,Middle School Teachers

Studies have shown that teachers appreciate intrinsic rewards, such as student achievement, positive relationships with students, self-growth, and mastery of professional skills, far greater than extrinsic motivators, like holidays and salary (Plihal, 1981; Plihal, 1982; Ashiedu &amp; Scott-Ladd, 2012; Baleghizadeh &amp; Gordani, 2012). This paper presents the findings, regarding rewards of teaching, from a qualitative study conducted with a cohort of beginning graduate students in Red Deer, Alberta, in the summer of 2014. The study used an electronic online survey to gather information regarding the rewards teachers associate with the profession and what drives their decision to stay within in the profession. Participants in the study were current teachers in both rural and urban K-12 schools. Similar to the Dinham &amp; Scott (1997) and Ashiedu &amp; Scott-Ladd (2012) studies, we found that intrinsic motivators are the primary rewards for teachers and these motivators &quot;had most influence on intention to stay in the profession.&quot; According to the results of our research, participants valued building relationships, making a difference in the lives of their students, life-long learning and working in a dynamic environment within a fulfilling occupation as the main rewards of teaching. Findings from our study indicated that intrinsic rewards were key factors contributing to teacher retention and longevity within the profession. Our study conclusions lead us to further question whether or not teachers who are motivated by intrinsic rewards are also those teachers who experience teacher burnout.
Serving the Student-Survivor: Exploring the Transitional and Psychosocial Needs of School-Aged Children with Cancer and Chronic Illness
Author: Lanin, Devon Malia
Date: 2014-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Student Needs,Special Needs Students,Cancer,Chronic Illness,Qualitative Research,Literature Reviews,Student Personnel Services,Psychological Needs,Social Influences,Public Schools,Teacher Competencies,School Counselors,Child Health,Interviews,Depression (Psychology),Social Isolation,Power Structure,Information Dissemination,Resource Allocation,Social Bias,Student Role,Family Influence,Questionnaires

The advances in medicine today have created an emerging population of student-survivors, school-aged children living with and/or recovering from serious health conditions (Bauman, 2010). Each school day in the United States, 46 young people, or the equivalent of two classrooms of students, learn they have cancer (Cure Search National Childhood Cancer Foundation, 2010). These statistics reflect the fact that cancer is one of the most chronic illnesses in childhood. Most serious childhood medical issues will have life-long ramifications. This qualitative research study is comprised of an in-depth review of the research literature and the responses and information gathered from two professionals. The purpose of the study is to identify common issues faced by student-survivors and to examine the relationship between psychosocial support and school performance. The results indicate that there is a commonality of psychosocial issues that affect this population. Chronically ill children are experiencing school related problems and the information being exchanged between the trinity of professionals, which includes-educators, medical professionals, and mental health professionals- to families is inconsistent and confusing thwarting access to resources. It can be concluded that the needs of this population are not being met in the traditional context of the public school system and that teachers are feeling ill prepared to serve them, but that positive school experiences, in one form or another, amidst childhood illness can provide the social structure necessary to alleviate the feelings of isolation and psychological distress commonly experienced. An appendix presents a Chart of Transcribed Expert Interview Responses.
How to Build an Effective Co-Teaching Relationship between Teachers
Author: Indelicato, Julietta
Date: 2014-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Team Teaching,Teacher Collaboration,Elementary School Teachers,Teamwork,Grade 1,Grade 2,Grade 3,Grade 4,Individualized Instruction,Teacher Student Ratio,Teaching Methods,Interpersonal Communication,Teacher Role,Expectation,Teaching Models,Cooperative Planning,Space Utilization,Teaching Styles,Teacher Surveys,Teacher Behavior,Feedback (Response)

Collaborative teaching is an option worth exploring at the elementary school level. The problem is many teachers lack the knowledge to effectively make these co-teaching relationships work. The purpose of this study is to identify effective co-teaching strategies to enhance collaborative teaching relationships. The study documents 1st through 4th grade classroom teachers, as well as individuals hired to work alongside the core classroom teachers, under their lead as &quot;co-teachers&quot;; an effort driven by the school's district to implement differentiated instruction and lower the teacher to student ratio. Participants were asked to reflect on themes previously published authors explored when they examined strategies to promote effective co-teaching relationships. Findings indicate the recommendations previous research outlined directly correlates with participants' feelings of dissatisfaction in their current co-teaching relationships in regards to collaboration through an equal partnership, communication which includes clarification of roles, responsibilities and expectations, an understanding of the six different co-teaching models, a secure common planning time, making the best use of a shared physical space, and sharing a similar teaching style/philosophy of teaching.
Culturally Diverse and Underserved Populations of Gifted Students in the United States and in Taiwan: Equitable Access to Gifted Education
Author: Ho, Ya-Ting
Date: 2014-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Cross Cultural Studies,Interviews,Academically Gifted,Teacher Attitudes,Racial Differences,Disproportionate Representation,Cultural Differences,Social Bias,Test Bias,Talent Identification,Definitions,Family Influence,Curriculum,Teaching Methods,Referral,Middle School Teachers,Elementary School Teachers

There is a continuing increase in the African American and Hispanic student populations in public schools. The students who are invited to gifted programs are overwhelmingly White. This is the situation in schools in the United States and also in Taiwan. Misunderstanding or unawareness of culture difference among educators might contribute to underrepresentation of minority students in gifted programs. The research literature reviewed indicates that a deficit in orientation, ineffective teacher referral policies, and the use of culturally biased assessments are the major reasons responsible for low rates of identification for gifted minority students. The purpose of this thesis is to explore more effective strategies to identify, or to increase awareness of gifted minority students and provide them equitable access to gifted education. The researcher interviewed six teachers of the gifted program to collect information in the United States and in Taiwan related to underrepresented minority students in gifted education programs. According to the results, the researcher generalized four key reasons of disparity in the gifted program: definition of giftedness, family factors, identification procedure and instruments, and curriculum and instruction.
Self-Advocacy: The Importance of Building Interpersonal-Communication and Help-Seeking Skills in Elementary School Children
Author: Gasparini, Daniel
Date: 2014-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Elementary School Students,Interpersonal Communication,Self Advocacy,Help Seeking,Academic Achievement,Teacher Researchers,Action Research,Interviews,Gender Differences,Genetics,Intellectual Disciplines,Trust (Psychology),Empowerment,Personal Autonomy,Goal Orientation,Peer Influence,Parents,Child Caregivers,Student Surveys,Parent Surveys

Now, more so than in the past, children have been deprived of the opportunity to learn and exercise effective interpersonal communication skills. Interpersonal communication skills, for elementary students, are important in the development of a student's ability to self-advocate. The purpose of this study is to identify techniques in which teachers may support interpersonal communication and self-advocacy skills among school-aged children. The literature reveals the importance of self-advocacy and help-seeking strategies on students' academic success. Unfortunately, as students approach the upper-elementary grades, they are bombarded with competing interests that can inhibit their help-seeking ability. Research methods used followed teacher action research carried out in a California public school. Surveys were examined for correlations and themes. Initial interviews were conducted with experts in the field and communication techniques were gathered from the literature. The results indicated that students' help-seeking ability depended on a vast array of factors, including, but not limited to: gender, genetic factors, subject, classroom environment, teacher trust, agency, autonomy, competing academic and social goals, and peer comparison. These findings also aligned developmentally with prior research and mirrored parent/guardian help-seeking ability.