ethanporcaro/eric-fulltext-meta huggingface dataset:
Grants for Alternative Programs. Research Brief
Author: Muir, Mike
Date: 2004-12-20
Type: Reports - Descriptive
Subjects: Nontraditional Education,Grants,Educational Finance,Grantsmanship,Web Sites,Internet

There seem to be no grants directly geared toward alternative programs (although the Bill and Melinda Gates Foundation has an interest in funding projects focusing on reforming high schools). This should not be a deterrent, however, as there are plenty of funding sources interested in projects and activities which would support an alternative education program. Presented in this paper are sites that will lead to collections of potential funding sources, grant writing tips, and other resources. (Contains 23 online resources.)
Assessment for Closing the Achievement Gap. Research Brief
Author: Muir, Mike
Date: 2005-01-10
Type: Reports - Descriptive
Subjects: Student Evaluation,Achievement Gap,Evidence,Teaching Methods,Formative Evaluation,Action Research,Evaluation Utilization,Improvement Programs,Educational Resources

Assessment "for" learning is not the same as assessment "of" learning. Assessment of learning is assessment for accountability purposes, to determine a student's level of performance on a specific task or at the conclusion of a unit of teaching and learning. The information gained from this kind of assessment is often used in reporting. Assessment "for" learning, on the other hand, acknowledges that assessment should occur as a regular part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process. Scientific evidence (Black & Wiliam--"Inside the Black Box") shows that formative assessment is an essential component of raising achievement. Beyond the Black Box reports, "the research indicates that improving learning through assessment depends on five, deceptively simple factors: (1) the provision of effective feedback to pupils; (2) the active involvement of pupils in their own learning; (3) adjusting teaching to take account of the results of assessment; (4) a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; and (5) the need for pupils to be able to assess themselves and understand how to improve." Meanwhile, assessment for learning involves: (1) the sharing of learning intentions/objectives and success criteria with pupils; (2) giving oral and written feedback to pupils based on these intentions/objectives, with the feedback relating directly to their learning in a way that they can understand and act upon; (3) the use of questioning to help pupils express and discuss their ideas and their understanding; and (4) the nurturing of pupils as independent learners through the development of self assessment and peer assessment. (Contains 8 online resources.)
Science: A Portrait of Current Practice in Scottish Schools
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Science Curriculum,Educational Practices,Educational Improvement,Educational Planning,Science Instruction,Science Achievement,Self Esteem,Student Characteristics,Citizenship Education,Environmental Education,Student Participation,Elementary Secondary Education,Early Childhood Education

&quot;Science: A portrait of current practice&quot; is part of a series of portraits by Her Majesty's Inspectorate of Education (HMIE) which builds on the messages of the &quot;Improving Scottish Education&quot; report. This portrait reviews the extent to which current practice in science is successfully promoting the four capacities of Curriculum for Excellence. The report shows that in many preschool centres and schools, children and young people already display some of the attributes, skills and capabilities of the four capacities of Curriculum for Excellence. The pre-school centres and schools exemplified in this portrait highlight effective practice across Scotland. Inspection findings indicate there are many strengths in science education. Our children and young people benefit from an encouraging learning environment which promotes positive attitudes to science. Improvements being made to learners' experiences in science are developing aspects of their investigative and collaborative team workings skills well. Increasingly in science, the motivation of children and young people is being enhanced through partnership working and links with national and local science facilities. Such experiences are also developing well their citizenship skills and awareness of environmental issues and the impact of science on society. The science literacy results in the &quot;2007 Scottish Survey of Achievement (SSA) Science, Science Literacy and Core Skills&quot; are encouraging. They show that children and young people have the ability to apply their understanding of science to socially relevant contexts. Attainment remains strong in the early stages of primary school, and at Standard Grade, Intermediate 2, Higher and Advanced Higher levels across the separate sciences. Attainment at Intermediate 1 and Access 3 is improving. Commentary on Attainment in Science in Primary and Secondary Schools, Drawing on Evidence from Inspections 2004-2008 is appended. (Contains 9 footnotes.)
Adequate Yearly Progress. Research Brief
Author: Walker, Karen
Date: 2004-12-13
Type: Reports - Descriptive
Subjects: Educational Indicators,Federal Programs,Educational Improvement,Federal Legislation,Middle Schools,High Schools,Educational Legislation,Student Needs,Educational Assessment,Difficulty Level,Staff Development,Elementary Secondary Education

Behind Act of 2001 and its many facets, an area of major concern for most schools is how to make Adequate Yearly Progress. The definition for AYP has been written about in numerous articles. What very early research is indicating is that more elementary schools and middle schools are making AYP in both reading and math, than seems to be happening in high schools. There are no guaranteed methods or strategies that will help every school make AYP. However, there are suggestions from research that can assist with helping a school make AYP. These suggestions are presented in this paper. (Contains 13 online resources.)
Academic Requirements for Eligibility. Research Brief
Author: Muir, Mike
Date: 2005-10-17
Type: Reports - Research
Subjects: Academic Achievement,Eligibility,Athletics,Athletes,Participation,Graduation Requirements,Academic Standards,Benchmarking,Educational Resources,Educational Change,Educational Practices,High School Students

There is a lot written about eligibility requirements, but almost all of it is about NCAA first year eligibility requirements and their impact on high schools. Much less is written about high school eligibility requirements and their impact on student performance. Coaches, parents, and educators offer many reasons for there to be lax or no academic eligibility requirements. These reasons include the fear that students who couldn't participate in athletics might drop out of school, or that all students, regardless of grade point average, should be able to play. But studies suggest that athletes have higher grades than nonathletes and that participation in athletics has a positive influence on adolescents' academic outcomes. Students who participate in support systems, such as the PASS (Promoting Achievement in School through Sports) program, are more likely to improve their grades and are more likely to restore eligibility to participate in sports. (Contains 7 online resources.)
Education for Citizenship: A Portrait of Current Practice in Scottish Schools and Pre-School Centres
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-09-00
Type: Reports - Descriptive
Subjects: Educational Policy,Foreign Countries,Citizenship Education,Young Adults,Social Development,Portraiture,Educational Practices,Teaching Methods,Educational Objectives,Preschool Education,Surveys,Individual Development

&quot;Education for Citizenship--a portrait of current practice&quot; is the first in a series of portraits by Her Majesty's Inspectorate of Education (HMIE), depicting current practice in key aspects of the Scottish school curriculum. The portrait series is a new initiative by HMIE, flowing from the &quot;Improving Scottish Education&quot; report. An important purpose of the portrait series is to relate existing pedagogy and curricular provision to the aspirations of &quot;A Curriculum for Excellence&quot; (ACfE). The aspirations of education for citizenship in Scotland are entirely consonant with the four capacities of ACfE. Educators are increasingly recognising that for children and young people to become responsible citizens and to participate actively in society, now and as they mature, schools and pre-school centres will need to promote their development as confident individuals, effective contributors and successful learners. ACfE defines clearly the desirable outcomes which should result from effective approaches to education for citizenship. Under the headings of the four capacities, these outcomes should increasingly influence such approaches and provide reference points against which the impact of pedagogy can be evaluated for effectiveness. Many aspects of education for citizenship are embedded in the day-to-day activities of pre-school centres and schools and are encouraging the emotional, personal and social development of pupils. This provides a sound basis on which to build. This portrait illustrates the extent to which these outcomes are being achieved and what more now needs to be done. The development of citizenship skills is crucial not only for children and young people in schools but also for young people and mature adults undertaking education and training in post-compulsory sectors of education. List of schools included in the HMIE inspection survey of education for citizenship is appended. (Contains 8 footnotes.)
Beyond Language: Strategies for Promoting Academic Excellence among Immigrant Students. The Claremont Letter. Volume 2, Issue 2
Author: Perez, William
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Academic Achievement,Immigrants,Achievement Need,Psychological Characteristics,Psychology,Motivation,Youth,Educational Practices,Graduate Study,Graduate Students,Higher Education,English (Second Language),Language Acquisition,Learner Engagement,Biculturalism,Acculturation,English Language Learners

In this issue of &quot;The Claremont Letter,&quot; the author argues that efforts to educate immigrant youth need to expand beyond a sole focus on language. Focusing solely on getting immigrant students to become English Proficient is short-sighted and inadequate. Efforts to educate immigrant youth need to include recognition of the various cultural and psychological resources that students bring into the classroom setting. First, the author discusses the research literature that describes the cultural and psychological characteristics that immigrant youth bring into the context of learning. Second, he details the damaging effects of forced linguistic and cultural assimilation and shows how these schooling practices undermine the achievement motivation of immigrant students. Finally, he suggests classroom and school practices that can be implemented to support and nurture academic excellence among immigrant youth.
Three Flaws in the Education System and How to Fix Them. The Claremont Letter. Volume 1, Issue 2
Author: Drew, David E.
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Knowledge Base for Teaching,Academic Achievement,Higher Education,Tests,Testing,Education,Academic Aptitude,Student Attitudes,Achievement Gap,Graduate Study

Whenever international assessments of student achievement are conducted, in which tests of subject matter knowledge are given to students around the world, the United States scores poorly. In this issue of &quot;The Claremont Letter,&quot; the author identifies three mistakes American educators make that undermine student learning, and suggests how these problems can be corrected.
Scheduling Advisory. Research Brief
Author: Muir, Mike
Date: 2005-10-31
Type: Reports - Descriptive
Subjects: Scheduling,Middle School Students,Comprehensive Guidance,Developmental Studies Programs,Educational Resources,Critical Path Method

More and more high schools are implementing Advisory programs for a variety of reasons: personalization, academics & study skills, life success skills, self-knowledge, addressing the concern about students feeling "lost" in the high school setting, first line of contact for the parents, and portfolios. But finding a way to schedule advisory can seem more of a challenge than designing an advisory curriculum. Schools have several approaches to scheduling advisory. Many schools have a 20-40 minute advisory every day, often either at the beginning of the day, near the end of the day, or built around the lunch schedule. Not all advisory programs run the entire school year. Middleton High School's Freshman Advisory class is held between 2nd and 3rd hours during the 1st semester. Other schools only have advisory on special advisory days. (Contains 10 online resources.)
Technical Education: A Portrait of Current Practice in Scottish Schools
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-05-06
Type: Reports - Descriptive
Subjects: Technical Education,Foreign Countries,Conferences (Gatherings),Educational Improvement,Curriculum Development,Academic Achievement,Self Esteem,High Schools,Information Technology

&quot;Technical Education--a portrait of current practice&quot; is one in a series of portraits by Her Majesty's Inspectorate of Education (HMIE), illustrating current practice in key aspects of the Scottish curriculum. The portrait series is a recent initiative by HMIE, flowing from the &quot;Improving Scottish Education&quot; (ISE) report. It is intended to promote improvements in Scottish education by drawing on the findings of inspections, to stimulate reflection and debate and to promote improvements. This portrait draws on inspections from 2002-2007 and from examples of effective practice in schools which were showcased at HMIE good practice conferences in 2006 and 2007. These presentations exemplified high standards in young people's experience, from pre-school to higher education, across the spectrum of technical education, and with a special focus on meeting pupils' needs. The portrait will be updated and enhanced with further case studies and inspection evidence in due course. An important purpose of this portrait is to relate current thinking and practice on learning and teaching, and the curriculum of technical education, to the aspirations of &quot;Curriculum for Excellence.&quot; It aims to stimulate all of us with an interest in learning and teaching in technical education to engage in considering how well our subject promotes the development of the four capacities for all young learners, and thereby make a contribution towards a smarter Scotland. Ambitious Excellent Technical Education showcases, relating to margin references are appended. (Contains 2 footnotes.)
A Mind-Set Is a Difficult Thing to Change: Why Reforming Low-Performing Schools Requires Eradicating Negative Beliefs about Students. The Claremont Letter. Volume 2, Issue 3
Author: Thompson, Gail
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Academic Achievement,School Restructuring,Beliefs,Negative Attitudes,African American Students,Hispanic American Students,Minority Group Students,Low Income Groups,Social Attitudes,Racial Attitudes,Attitude Change,Change Strategies,Educational Change,Ethnic Stereotypes,Theory of Mind,Educational Improvement,Improvement Programs,Low Achievement

Numerous researchers have devoted their careers to school reform. At the same time, many politicians have gotten elected by promising to fix failing schools. Although a lot of time, energy, and money have been invested in tackling this problem, the problem persists: Too many schools in the United States are failing to prepare too many students for admission to four-year colleges and universities or to be eligible for decent-paying jobs immediately after high school (Kozol, 2005). Though the topics of school reform and the achievement gaps have generated a lot of research, discussion, and controversy, one related topic that hasn't received as much attention as it should is the effects of negative mind-sets, attitudes, and beliefs about low-performing students. In recent years, the author has become increasingly convinced that true reform won't ever occur until detrimental mind-sets have been addressed and eradicated. To put it bluntly, many of the people who are in a position to improve schools harbor beliefs that are counterproductive to what they say they want to do, and that actually end up harming the same groups of students who have historically underachieved. In this article, the author describes four common harmful mind-sets about African American, Latino, and low-income students that she has identified through her research and from the work of other researchers, and shows how these mind-sets affect students. One harmful mind-set involves parents, the other three pertain to the students themselves, and taken together these mind-sets have contributed to the inequality of educational opportunity that remains rampant in the United States.
Arts-Focused School Partnerships. Research Brief
Author: Burton, Ella M.
Date: 2007-09-10
Type: Reports - Descriptive
Subjects: Partnerships in Education,Change Strategies,Organizational Change,Group Dynamics,Family School Relationship,School Community Relationship,Educational Resources,Educational Research

Joyce Epstein at Johns Hopkins University is the nation's pre-eminent expert on School, Family and Community Partnerships. Dr. Epstein is the Director of the Center on School, Family and Community Partnerships. A membership organization associated with the center is available and provides significant help in the development of school/family/community partnerships. This organization and the research available support the creation of partnerships to support the success of all youngsters' in school and in later life. Dr. Epstein's research is centered on identifying the attributes of successful partnerships and how schools can nurture and sustain such partnerships. (Contains 15 online resources.)
Reporting on a Talk I Gave Some Months Ago, the Headline in "La Opinion," Los Angeles' Premier Spanish Language Newspaper, Declared the City's School System "en crisis permanente." No One Wrote in to Disagree. The Claremont Letter. Volume 3, Issue 1
Author: Kerchner, Charles T.
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Organizational Change,Educational Change,Public Education,Educational Policy,Policy Formation,Change Strategies,Politics of Education,Educational Practices,School Restructuring,Educational Improvement

Reporting on a talk the author gave some months ago, the headline in "La Opinion," Los Angeles' premier Spanish language newspaper, declared the city's school system "en crisis permanente." No one wrote in to disagree. Indeed, at the end of "Learning from L.A.: Institutional Change in American Public Education" (Harvard Education Press) the author and his colleagues invoke the words "permanent crisis" to describe the current political state of the country's second largest school system. But the underlying question is what study of Los Angeles implies for other cities and for the residents of the green leafy suburbs, where many Claremont Graduate University alumni live. The answer is, "plenty." At the end of "Learning from L.A.," they suggest five policy levers that those who would improve education in the city might want to pull: (1) Pass legislation that would allow groups of LAUSD (Los Angeles Unified School District) schools to operate autonomously but still within the governance umbrella of the District; (2) Send money directly to the schools through a weighted student formula model of funding; (3) Create positive incentives; (4) Transform teaching and learning; and (5) Increase variety and choice in the system. (Contains 6 notes.)
Emotional Mastery and Performance Knowledge: A Dialogue between Education and the New Sciences. The Claremont Letter. Volume 1, Issue 3
Author: Arguelles, Lourdes
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Mental Disorders,Depression (Psychology),Stress Variables,Test Anxiety,Science Education,Academic Achievement,High Stakes Tests,Adolescents,Higher Education,Test Wiseness,Testing,Testing Problems,Anxiety

It is well known among scholars and practitioners that stress and anxiety responses are genuine scientifically measurable reactions to a perceived stressor. It is also common knowledge that high levels of stress and anxiety have a multitude of negative psycho-physiological effects. These effects can contribute to the development of depression and other mental disorders. They can also severely inhibit cognitive functioning and thus academic performance. A cursory review of the research literature on test anxiety defines this form of anxiety as one resulting in negative intellectual, emotional, and physical responses to the perception of being evaluated. Higher than normal levels of test anxiety are becoming commonplace in our schools and seem directly attributable to the prevailing culture of high stakes testing and standardized education, a culture that has compounded the multiple social, demographic, and pedagogical problems that have beset our schooling system for decades. This issue of &quot;The Claremont Letter&quot; describes how the Claremont Graduate University addresses the challenges that face adolescent students in its schools.
Loss of Talent? Citizenship and Higher Education Access for Undocumented Students. The Claremont Letter. Volume 4, Issue 1
Author: Perez, William
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: College Bound Students,Undocumented Immigrants,Student Characteristics,Citizenship,Access to Education,Federal Legislation,State Legislation,Student Financial Aid

The author began studying undocumented students in the spring of 2006 to better understand the educational experiences of those who wanted to go to college or who were already in college. He invited three of his CGU (Claremont Graduate University) students--Richard Cortes, Heidi Coronado, and Karina Ramos--to join his research team. To better understand the issue and generate and activities that most college-bound students list on their college applications, he did not expect the high levels of community service and volunteering that they reported. These findings were particularly remarkable because these immigrant youth are so marginalized in our society. They have almost no legal rights, they can be deported at any time, are not eligible for any type of government services, cannot legally work, and most frustrating of all, they are not eligible for grants or loans to attend college. Among the most significant findings, they discovered that as a group, college-eligible undocumented students demonstrate academic achievement, leadership participation, and civic engagement patterns that are often above that of their US-citizen counterparts. Based on findings from his research, the author argues that the civic and academic dedication of undocumented students warrants at the very least official government recognition. Going a step further, the federal government can even support and encourage this type of civic commitment by rewarding such model behavior with legislation that provides a path to legalization. (Contains 7 notes.)