ethanporcaro/eric-fulltext-meta huggingface dataset:
How to Thank a Teacher
Author: Davis, Matthew
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Fund Raising,Teachers,Social Networks,Web Sites,Prosocial Behavior,Letters (Correspondence),Rewards,Teacher Student Relationship

When it comes to expressing your appreciation to teachers, here's the drill: if the words don't come easily, don't let them get in the way. This guide is full of simple, affordable, straight-from-the-heart actions and gifts that will speak louder than words. And for those who are comfortable putting pen to paper, check out suggestions for written notes and thank-you letters. The ideas and suggestions compiled in this guide come from many corners: (1) annual holiday gift guides; (2) Our Teacher Appreciation Week coverage; (3) comments from Edutopia's Stuff We Love group; (4) Facebook discussions; and (5) a poll conducted asking teachers what gifts they appreciate most. Teacher wish lists reflect ever-shrinking district budgets and resources, featuring a consistent chorus of requests for classroom supplies. And, still, many teachers continue to extoll the virtues of a good old-fashioned thank-you note. A list of resources is included. [Illustrations by Jared Andrew Schorr.]
Review of Education in Mathematics, Data Science and Quantitative Disciplines: Report to the Group of Eight Universities
Author: Brown, Gavin
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Stakeholders,Science Education,Foreign Countries,Mathematics Education,Universities,Higher Education,Mathematics Skills,Elementary Secondary Education

The Reference Committee firmly shares the view that the state of the mathematical sciences and related quantitative disciplines in Australia has deteriorated to a dangerous level, and continues to deteriorate. Accordingly the author decided to structure this Report around a small number of recommendations, some long term and others to address immediate problems. In the last five years there have been many reviews analysing the mathematical sciences in Australia and elsewhere. Australia has gone backwards over the last 20 years in terms of the quality and quantity of students completing Year 12 mathematics. This is despite considerable effort put into improving the situation, including Government funding. This deterioration hasn't been the case in every country. This report does not attempt a comprehensive overview of the mathematical sciences, but rather, on the basis of these sources, stakeholder consultations and material provided by individual universities, attempts a concise justification for the author's view expressed in the opening sentence. Appended are: (1) Reviews of last five years; and (2) Go8 Review of Education in Mathematics, Data Science and Quantitative Disciplines.
Response to the DEEWR Discussion Paper: &quot;An Indicator Framework for Higher Education Performance Funding&quot;. Go8 Position Paper
Author: Group of Eight (Australia)
Date: 2009-12-00
Type: Opinion Papers
Subjects: Higher Education,Foreign Countries,Educational Finance,Financial Support,Educational Policy,Socioeconomic Status,Educational Objectives,Government Role,School Role,Educational Assessment,Measures (Individuals),Academic Standards,Inclusion,Educational Attainment,Student Experience,Outcomes of Education,Measurement Techniques,Public Agencies

The Higher Education Performance Funding to be introduced in 2011 is a key development in the policy and financing framework for Australian Higher Education. The performance funding framework, along with mission-based compacts, the new equity initiatives, the relaxing of caps on Commonwealth supported places and the establishment of the Tertiary Education Quality and Standards Agency (TEQSA) will radically change the drivers of higher education in Australia into the future. It is important these measures are implemented within a well considered policy framework and a strong understanding of the overall impacts. The Government's consultations on performance funding and low-SES participation provide opportunities for important inputs to be made. This response outlines the broader policy implications of the performance funding initiative, the Group of Eight's (Go8) approach to the Government's objectives, explores general policy issues which need further consideration, identifies specific concerns with the proposed measures, and suggests a way forward in partnership. (Contains 8 footnotes.)
Top Ten Tips for Assessing Project-Based Learning: Plus, a Bonus Tip on How to Assemble a PBL Tool Kit
Author: George Lucas Educational Foundation
Date: 2011-00-00
Type: Guides - Classroom - Teacher
Subjects: Program Effectiveness,Active Learning,Internet,Feedback (Response),Student Projects,Program Evaluation,Evaluation Methods,Guides,Teamwork,Educational Technology,Professional Development,Thinking Skills,Problem Solving,Formative Evaluation

This classroom guide is intended to inspire and expand teachers' thinking about effective assessment in project-based learning (PBL). The tips listed in this guide are organized to follow the arc of a project. First comes planning, then the launch into active learning, and then a culminating presentation. Reflection is the final stage, and it's equally important for students and teachers. At each stage, paying attention to assessment will pay dividends. The top ten tips for assessing PBL are: (1) Keep it real with authentic products; (2) Don't overlook soft skills; (3) Learn from big thinkers; (4) Use formative strategies to keep projects on track; (5) Gather feedback--fast; (6) Focus on teamwork; (7) Track progress with digital tools; (8) Grow your audience; (9) Do-it-yourself (DIY) professional development; and (10) Assess better together. This guide also offers a bonus tip on how to assemble a PBL tool kit. (Contains 37 online resources.)
How to Create Social Media Guidelines for Your School
Author: Anderson, Steven
Date: 2012-05-07
Type: Reports - Descriptive
Subjects: Computer Uses in Education,Guidelines,Feedback (Response),Boards of Education,School Culture,Administrative Organization,Research,Lawyers,Legal Problems,Parents,Students,School Policy,Social Networks,Internet

Social media is fast becoming as ubiquitous as the air we breathe. In recent months, many schools and districts around the country have taken steps to create social media policies and guidelines for their students and staff. In the author's work with several districts to draft these documents, he has seen many approaches that work well, and some that do not. That said, there is no silver bullet for administrators; every school, district, and state has a different set of circumstances. With that in mind, the author offers seven steps, along with resources, that will help you determine the best approach for your own community. These steps are: (1) Examine your school culture; (2) Organize a team; (3) Research phase; (4) Draft your document and incorporate feedback; (5) Make sure the school attorney and school board see the draft; (6) Introduction to the school community; and (7) Review periodically. Resources are included. [This paper was produced in collaboration with Facebook.]
Back-to-School Guide: Jump-Start Learning with New Media. Updated with New Tools and Resources for 2010-11
Author: George Lucas Educational Foundation
Date: 2010-00-00
Type: Guides - Classroom - Teacher
Subjects: Teachers,Internet,Science Projects,Guides,Cooperative Learning,Educational Technology,Technology Integration,Computer Uses in Education,Computer Literacy,Computer Software,Social Networks,Educational Methods,Citizenship Education,Science Activities,Classroom Techniques

To help teachers get off to a good start, this paper presents the updated "Back-to-School Guide" that is brimming with new-media ideas and resources. It outlines ten tips, along with easy-to-use tools, that will help teachers build their classroom community, survey students to bring out their ideas, and make learning more collaborative. Links to resources for incorporating everything from infographics to citizen science projects are included.
Mobile Devices for Learning: What You Need to Know
Author: Robledo, S. Jhoanna
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Educational Technology,Electronic Learning,Handheld Devices,Computer Literacy,Elementary Secondary Education,Academic Standards,Access to Computers,Computer Oriented Programs,Students,Parents,Parent Participation,Classroom Techniques

The Common Core State Standards call for students to develop digital media and technology skills. One way to help them reach that goal: incorporate gadgets they're already familiar with--cell phones, tablets, and smartphones--into their learning environment. Mobile devices are becoming essential to students' daily lives. According to a 2011 Pew Internet Project teen survey, 77 percent of 12- to 17-year-olds have cell phones, a major jump from 45 percent in 2004. And yet, many schools do not allow cell phones and the like. New York City schools, for example, have prohibited students from bringing cell phones, or electronic devices in general, to class. This paper discusses the pros and cons of mobile devices for learning; presents a rundown of available devices and how they have been deployed in classrooms; provides resources and tools that support mobile learning; shares ideas for elementary, middle, and high school classrooms; and describes how to get parents on board the mobile device train. A list of resources is included. [Funding for this paper was provided by Google.]
Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt
Author: Barron, Brigid
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Computer Uses in Education,Experiential Learning,Active Learning,Cooperative Learning,Problem Based Learning,Teaching Methods,Student Projects,Inquiry,Philanthropic Foundations,Educational Technology,Educational Environment,Problem Solving,Educational Opportunities,Critical Thinking,Program Implementation,Robotics,Engineering Education,Citizenship Education,Small Group Instruction

The George Lucas Educational Foundation began in 1991 with an ambitious mission: to demonstrate how innovative learning environments in classrooms, supported by powerful new technologies, could revolutionize learning. As an organization founded by George Lucas, its members believed that the same benefits of technology that were transforming business, health care, manufacturing, entertainment, and other sectors could be applied in education. This belief led to their support for research published in the book, "Powerful Learning: What We Know About Teaching for Understanding" (Jossey-Bass, 2008), from which this paper is excerpted. The research highlighting the benefits of authentic learning, together with a growing interest in providing students with more engaging, thought-provoking learning opportunities, has prompted teachers at all grade levels to experiment with incorporating inquiry-based learning into their curriculum. But interest alone does not make for effective implementation of new models. Indeed, "learning by doing" has a somewhat checkered track record, in part because teachers often lack the information, support, and tools necessary to fully integrate and support this alternative approach to teaching and learning. This excerpt seeks to expand the authors' knowledge of the benefits of inquiry-based learning, as well as to deepen their understanding of the components of an effective inquiry-based lesson or unit. This excerpt explores three approaches to inquiry-based learning: project-based learning, problem-based learning, and learning by design, highlighting key research and unpacking important elements of each approach.
Maintaining an Effective Research Environment in Australia. Submission to IP Australia Patents Law Reform Process
Author: Group of Eight (Australia)
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Innovation,Foreign Countries,Educational Change,Intellectual Property,Federal Legislation,Research,Universities,Higher Education

It is widely stated that a purpose of patent law is to encourage inventors to innovate and to disclose their inventions for the benefit of society. In return for this disclosure they receive a limited exploitation monopoly defined essentially by commercial pursuits. A necessary implication of the requirement of disclosure is that knowledge embodied in an invention is available to society to drive the process of innovation, even during the life of the patent. Notwithstanding the lack of Australian judicial consideration of the issue, research organisations typically hold that research use of patented subject matter is not within the monopoly granted by the Patents Act. This current status quo is relied on by the research community, to ensure an unrestricted environment for research and to facilitate innovation. If research is not to be adversely affected, any clarification of the law must deliver an outcome which does not diminish this current freedom. The comments in this paper respond to the second round of consultations invited by IP Australia. They also follow from discussions with IP Australia representatives at a meeting held on 3 February 2010 at the offices of the Go8. In order to assist consideration of reframing the current proposal this paper provide a number of annexures: (1) A preferred drafting model which crystallises the matters raised in this paper; (2) Examples of how the provision has been cast in other jurisdictions; (3) Examples definitions of research and experiment; and (4) Examples of successful ARC research applications. (Contains 22 footnotes.)
Summer Rejuvenation Guide: 10 Tips to Help You Relax, Reflect, and Recharge for the Coming School Year
Author: George Lucas Educational Foundation
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Leisure Time,Teachers,Astronomy,Social Networks,Faculty Development,Story Telling,Recreational Activities,Student Projects,Community Services,Exercise,Reading,Travel

During the rush of the school year, free time is an all-too-scarce commodity for busy teachers. Summer's another story. More relaxed schedules allow a little breathing room to reflect, collaborate, plan ahead--or just unwind. The time off is all important for helping teachers get reinvigorated and ready for the new school year. Whether your summer plans call for getting fit, heading off on an adventure, or just watching the stars under the nighttime sky, this resource-packed guide shares ideas to help you make the most of your break from the bell schedule. It presents ten tips to help you relax, reflect, and recharge for the coming school year.
Response to the DIAC Discussion Paper: &quot;Review of the General Skilled Migration Points Test&quot;. Go8 Position Paper
Author: Group of Eight (Australia)
Date: 2010-02-15
Type: Opinion Papers
Subjects: Employment Qualifications,Stakeholders,Foreign Countries,Migration,Human Capital,International Education,Labor Needs,Foreign Students

The Group of Eight (Go8) applauds the government's intention to comprehensively reform the skilled migration program, and it welcomes the opportunity to submit this response to the General Skilled Migration (GSM) Points Test Discussion Paper. The Go8 has argued for some time that it is inappropriate to link international education to the skilled migration program. Educational decisions should not be driven by the availability of extra points for studying in Australia nor for undertaking courses with narrowly defined occupational ends. Rather, the level and quality of educational qualifications should underpin the new skilled migration program so that the government, in consultation with relevant stakeholders, can better meet Australia's short, medium and long term human capital needs. This paper provides the Go8's response to specific questions raised by the Department of Immigration and Citizenship (DIAC) in its 15 February paper.
Framework for Evaluation of Equity Initiatives
Author: Bexley, Emmaline
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Evidence,Curriculum Design,Learning Experience,Universities,School Orientation,Outcomes of Education,Access to Education,Intervention,Academic Achievement,Public Policy,Educational Policy,School Responsibility,Institutional Mission,Equal Education,Foreign Countries

The Framework for Evaluation of Equity Initiatives has been prepared to support the Go8 Equity Strategy. Its purpose is to assist Group of Eight (Go8) universities to evaluate the effectiveness of their equity initiatives and interventions in the context of federal policies and the distinctive missions and responsibilities of the individual Go8 institutions. The framework provides an exploration of potential methods for evaluating a range of equity programs, noting some of the methodological complexities involved. There is an emphasis on looking beyond access and participation to ensuring academic achievement and outcomes. The Framework for Evaluation of Equity Initiatives is necessarily an evolving document that will be enhanced over time based on experience across the Go8 universities. The present document is a starting point for creating evidence-based approaches to practice. (Contains 2 tables and 1 footnote.)
Families: Influences in Children's Development and Behaviour, from Parents and Teachers' Point of View
Author: de Figueiredo, Claudia Rodrigues Sequeira
Date: 2012-12-00
Type: Journal Articles
Subjects: Child Development,Child Behavior,Family Influence,Divorce,Marriage,One Parent Family,Children,Parent Attitudes,Teacher Attitudes,Behavior Problems,Foreign Countries

Family plays a very important role in infant's development and behaviour, being that the parents' divorce can be a very stressful experience. This is an exploratory and comparative study that aims at identifying the differences in children's behaviour with divorced parents (or separated) and married parents (or living together), based on the parents and the teachers' perceptions. The authors recruited a convenience sample of 62 children (30 with single parents, and 32 children with married parents) between six and nine years old. To evaluate the parents' perceptions about their children's behaviour, the Portuguese versions of the CBCL (Child Behaviour Check List) and the TRF (Teacher Report Form) for the teachers' perceptions were used. According to the results obtained, teachers indicate single parents' children as having more behavioural problems in two different dimensions than children with married parents; single parents' children without siblings are pointed out as having more behavioural problems than the ones who do not, by their parents and the more spaced the visits of the father are, in single parents' children, more behavioural problems they have, according to the mothers. Therefore, based on our results, teachers and parents indicate that divorce has a negative impact on children's behaviours. (Contains 6 tables.)
Psycholinguistic Correlates of Progress in Literature of Students of Russian Vocational Training School
Author: Nuriakhmetov, Aidar
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Psycholinguistics,Correlation,Grades (Scholastic),Psychological Testing,Vocational Schools,Males,Adolescents,Literature,Personality Traits

The article describes psycholinguistic correlates of progress in literature, discovered on the basis of correlation analysis of grades, and results of several psychological and psycholinguistic tests were taken in the context of comprehensive psycholinguistic research based on one of Russian vocational training schools. Analysis revealed a list of psycholinguistic characteristics related with progress in literature. (Contains 6 tables.)
Counseling Practices in Monitoring Vocational Behaviour of Students in Tertiary Institution
Author: Chinweike, Omeje Joachim
Date: 2012-11-00
Type: Journal Articles
Subjects: Foreign Countries,Counseling Techniques,Career Counseling,College Students,Career Choice,Occupational Information,Counselors,Questionnaires,Gender Differences

The study investigated counseling practices in monitoring vocational behaviors of students in tertiary institution. Two research questions and two hypotheses guided the study. The subjects for the study comprise 72 female and 43 male counselors drawn from both Nsukka and Obollo Afor education zones of Enugu State. The instrument for data collection was questionnaire, mean score, and t-test statistics were used in data analysis. Results showed that the approaches counselors use in equipping students with vocational information for career choice are media outlet, individual counseling, group counseling, career day/week, field trip/excursion, assemblies, seminars/workshop, and orientation. It equally revealed that counselors do not use any follow-up strategy in monitoring students' behaviour after imparting vocational information to them. Implications of the findings were highlighted and recommendations were made. (Contains 4 tables.)
Crisis in Adult Learning and Education in the United States--And a Postscript of Hope
Author: Hill, Bob
Date: 2012-12-21
Type: Reports - Evaluative
Subjects: Adult Learning,Adult Education,Violence,Social Problems,Social Class,Social Systems,Climate,Peace,Activism,Social Action,Informal Education,Nonformal Education

We in the U.S. live at the edge of radical possibilities, but few seem to actually see  openings available for profound change, or perhaps have become simply too paralyzed to act. After all, the U.S. government in the post 9-11 world has placed "national security" above "liberty" and taken unprecedented measures to monitor citizens' activities--including warrantless (without court approved) surveillance. We are surrounded by the seemingly immovable forces of a panopticon (Foucault's notion of an instrument of discipline), of colonization of our lifeworlds, of systemic injustice, of crushing inequalities, of hyper consumerism and commercialization, of greed, power and violence against people, animals and the Planet. This paper contemplates, who are raising voices of resistance, of righteous indignation and just rage, and of revolutionary change at this time? Who dares to confront the political and the powerful, and when they do, what are the consequences? "Where is the soul and conscience of adult education and learning today?" It looks at three scenarios, (1) Addiction to--or indifference toward--violence, (2) the upward redistribution of wealth, and (3) the linkage of eco-catastrophe with hyper-capitalism. It argues that the State and formal adult education are inadequate to the task of creating a better world--a goal of adult education. But all is not lost. Pockets of youth and some adult educators in the U.S. are unfettering their dreams and unchaining their behaviors, explore social movement learning, probing the ways that dominant discourses are displaced in informal and nonformal venues by emancipatory ones; they are opening escape hatches into education for uncompromising social transformation. (Contains 19 endnotes and 1 footnote.) [This paper first appeared in modified form in "Voices Rising," 10(432), the online journal of the International Council for Adult Education (ICAE) (http://www.icae2.org).]