ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study of Academic Exercises Used for Teaching Social Studies in English at Saint Joseph Bangna School Thailand
Author: McBain, Robert
Date: 2011-10-00
Type: Reports - Research
Subjects: Foreign Countries,Social Studies,English (Second Language),Second Language Learning,Instructional Materials,Books,Web Sites,Vocabulary,Grammar

The purpose of this research was to highlight the problems ESL students faced when studying social studies at Saint Joseph Bangna School. In particular, what improvements could be made to the kinds of academic exercises contained within the books &amp; websites as teaching materials. It was designed around three research questions relating to what problems students faced when studying social studies. What kinds of academic exercises do their social studies books and websites contain. And finally in what ways can these books and websites be improved. The researcher carried out a broad, shallow and qualitative approach using three phases starting with a student survey of the books. The second phase was a more in-depth study of 50 books from Saint Joseph School Bangna library &amp; Saint Gabriel's library and a random sample of 25 websites. The research findings were recorded on data tables and it was shown that many of the books used for ESL social studies had few quality academic exercises for students to study the necessary grammar and other items to prepare them for studying. As a result, the researcher completed the research by designing new style academic exercises that focused on these vital study areas of vocabulary and related grammar related to the texts.
Education Regulations: Burying Schools in Paperwork. Hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education of the Committee on Education and the Workforce. U.S. House of Representatives, One Hundred Twelfth Congress, First Session (March 15, 2011). Serial Number 112-12
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Federal Legislation,Federal Regulation,Government Role,Government School Relationship,Politics of Education,Elementary Secondary Education,Compliance (Legal),School Districts,Recordkeeping,School District Autonomy,Public Schools,Coordination,Information Management,Cost Effectiveness,Superintendents

This paper presents the Committee on Education and the Workforce's hearing examining the adverse impact extensive federal regulations and reporting requirements have on teachers, administrators and students in elementary and secondary schools. Too many schools and school districts are overwhelmed by unnecessary paperwork requirements. Currently, the paperwork burden imposed by the Department of Education is larger than that of the Department of Defense, the Department of Energy, the Department of Housing and Urban Development, the Department of Interior and the Department of Justice. Members testifying before the committee were: Honorable Duncan Hunter, Chairman, Subcommittee on Early Childhood, Elementary and Secondary Education; and Honorable Dale E. Kildee, ranking member, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witnesses testifying before the committee were: Charles Grable, assistant superintendent for instruction, Huntington County Community School Corporation (HCCSC); Robert P. Grimesey, Jr., Ed.D., superintendent, Orange County Public Schools; Jennifer A. Marshall, director, domestic policy studies, the Heritage Foundation; and James Willcox, chief executive officer, Aspire Public Schools. (Contains 23 footnotes.)
Education Regulations: Weighing the Burden on Schools and Students. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, First Session (March 1, 2011). Serial Number 112-7
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Federal Legislation,Federal Regulation,Government Role,Government School Relationship,Institutional Autonomy,Educational Legislation,School Law,Compliance (Legal),Data Collection,Cost Effectiveness,Costs,Economic Impact,Federal Aid,Politics of Education,Educational Indicators,Federal Programs,Job Development,Accountability

This hearing is the first in a series convened by the Committee on Education and the Workforce to examine federal rules and regulations that undermine the strength of the nation's education system. The House has charged this committee to look at rules and regulations within the jurisdiction that may hinder job creation and economic growth. This hearing is part of that important effort. Members testifying before the committee were: Honorable John Kline, Chairman, Committee on Education and the Workforce; and Honorable George Miller, senior Democratic member, Committee on Education and the Workforce. Witnesses testifying before the committee were: Dr. Edgar B. Hatrick, III, superintendent, Loudoun County Public Schools; Kati Haycock, president, the Education Trust; Christopher B. Nelson, president, St. John's College; and Gene Wilhoit, executive director, Council of Chief State School Officers.
Education Reforms: Promoting Flexibility and Innovation. Hearing before the Committee on Education and the Workforce. U.S. House of Representatives, One Hundred Twelfth Congress, First Session (April 7, 2011). Serial Number 112-17
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Federal Legislation,Status,Educational Practices,Educational Change,Educational Improvement,Barriers,Administrative Organization,Resistance to Change,Federal Regulation,State Regulation,Educational Innovation,Disabilities,Superintendents,Private Schools,Federal Aid,Cost Effectiveness

Over the last several months, the Committee on Education and the Workforce has been actively examining the current state of education in the nation. Everyone has listened to state and local leaders who are working to improve the quality of education the children receive. Through a series of hearings, they have heard stories of both challenges and opportunities facing schools. The opportunities are found in the determination of countless individuals who realize the current system is failing our children and are fighting to do something about it. As a result, parents, grandparents, teachers, reformers and community leaders are shining a bright light on a broken system and pursuing real change that puts children first. The challenges, unfortunately, are in many ways found in an education bureaucracy resistant to the very kind of meaningful reforms people are trying to achieve. Policymakers have over the years added layers of mandates and regulations that weigh down our nation's schools. Every federal tax dollar spent should provide results, but they must ensure that the regulatory burdens don't outweigh the benefits of federal assistance. Members testifying before the committee to address these issues were: Honorable Larry Bucshon, a Representative in Congress from the State of Indiana; Honorable John Kline, Chairman, Committee on Education and the Workforce; and Honorable George Miller, senior Democratic member, Committee on Education and the Workforce. Witnesses testifying before the committee were: Dr. Gary M. Amoroso, superintendent, Lakeville Area Public Schools; Janet Barresi, superintendent of public instruction, Oklahoma State Department of Education; Dr. Terry B. Grier, superintendent, Houston Independent School District; and Yohance C. Maqubela, chief operating officer, Howard University Middle School of Mathematics and Science.
Australian Vocational Education and Training Statistics: Apprentices and Trainees, 2010--Annual
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Apprenticeships,Student Attrition,Certification,Statistical Data,Tables (Data)

This annual publication provides a summary of training activity in apprenticeships and traineeships in Australia, from the period 2000 to 2010. It includes information on training rates, attrition rates, completion rates and duration of training. State/territory cuts of data are also available in excel format in the &quot;data&quot; tab. Highlights include (1) 3.8% of Australian workers were employed as an apprentice or trainee as at December 2010, compared with 3.1% in 2000. (2) Within the trades, 12.1% of workers were employed as an apprentice or trainee as at December 2010, compared with 9.5% in 2000. (3) Overall commencements increased from 2009 to 2010 by 15.7%, with trade commencements up 21.9%. (4)The completion rate for contracts of training commenced in 2005 was 46.2% for trade apprentices and trainees and 52.2% for non-trade apprentices and trainees. (5) Attrition rates from contracts within the first 12 months for apprentices and trainees have remained steady between 2003 and 2009, ranging from 30.5% to 32.9%. (6) 30.1% of trade apprentices and trainees completing at certificate III and above in 2010 finished their training in two years or less, compared with 20.8% in 2000. (Contains 20 tables, 4 figures and 18 notes.)
The Effects of Background Music in the Classroom on the Productivity, Motivation, and Behavior of Fourth Grade Students
Author: White, Kevin N.
Date: 2007-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Classical Music,Grade 4,Elementary School Students,Productivity,Student Motivation,Student Behavior,Student Surveys,Teacher Surveys,Interviews

Many students in a fourth grade classroom at Logan Elementary School are expressing  numerous types of negative behaviors, are not motivated to learn, and do not stay on-task.  In an effort to change these students, an action research study was conducted that  implemented background music in the classroom. There were ten fourth grade students  who participated in the study. The study was conducted over a course of three weeks.  The researcher focused on four main points: does background music increase student  motivation, positive behavior, relaxation, and staying on-task. The results suggest that  the overall class met the project's main points. Implementing background music in the  fourth grade classroom at Logan Elementary School has proven to be an effective tool. Appended to this document are: (1) Classroom Observation Form; (2) Music Survey; (3) Background Music in the Classroom Student Exit Survey; (4) Student Interview #1; (5) Student Interview #2; (6) Student Interview #3; (7) Notes--Comments from Students about Background Music. (Anecdotal Notes); (8) Music in the Classroom: Teacher Survey; (9) Why Implement Background Music in the Classroom? Teacher Questionnaire; and (10) Informed Consent Form. (Contains 3 tables.)
Learning from the Past: Leadership Philosophies of Pioneer Presidents of Historically Black Colleges
Author: Boggs, Olivia M.
Date: 2011-08-09
Type: Historical Materials
Subjects: College Presidents,Black Colleges,African American Leadership,Educational History,Philosophy,African American Education

At the close of the Civil War the United States was forced to grapple with the tremendous challenge of what to do with the millions of newly freed men, women, and children who, for more than three centuries, had been denied basic human rights, including learning how to read and write. During Reconstruction, several educational institutions were founded for the purpose of teaching basic literacy to former slaves. With few exceptions, white missionaries and former soldiers initially administered these schools. However, by the beginning of the 19th century black men and women took on the task of developing and guiding these institutions through the arduous journey of becoming fully accredited, degree-granting colleges during an era of extreme racial tension exacerbated by the rise of the Ku Klux Klan, race riots, political propaganda, and limited governmental protection. This article examines writings and speeches of five of these leaders to determine the philosophical tenets that ultimately sustained these institutions. The five researched presidents are Robert Russa Moton, Mordecai Wyatt Johnson, John Hope, Benjamin Elijah Mays, and Mary McLeod Bethune. The research was guided by three questions: What were the beliefs of effective African American college leaders of the past? Do they have implications for academic settings serving large numbers of Black students today? How might administrators learn from the past in order to effectively educate African American college students today? Findings revealed three consistencies among the five leaders: A communicated commitment to the liberation and full participation of Americans of African descent, global identification with people of color throughout the Diaspora, and a well-communicated vision of high expectations for student excellence and success. Appended to this document is the Last Will and Testament of Mary McLeod Bethune, originally published in "Ebony Magazine," August, 1955.
Afterschool: Key to Health and Wellness for Pre-Teens and Teens. MetLife Foundation Afterschool Alert. Issue Brief No. 45
Author: Afterschool Alliance
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Physical Education,Middle Schools,Physical Activities,Food,Adolescents,Preadolescents,After School Programs,Wellness,Health Promotion,Summer Programs,Obesity,Nutrition,Eating Habits,Middle School Students,Youth,Enrichment Activities,Athletics

With a growing number of school hours devoted to increased instructional time and physical education programs being scaled back in many schools, the afterschool hours are becoming increasingly crucial to ensuring the healthy development of the nation's youth. Additionally, with students spending the majority of their waking hours and consuming the majority of their meals out of school, afterschool and summer learning programs present a unique opportunity to promote healthful eating and living habits. Middle schoolers in particular, who are often fueled by their desire to find a place where they belong and are at risk of making decisions that negatively affect their overall health, can benefit greatly from the lessons on nutrition and the increased opportunities for physical activity that afterschool programs can provide. Middle school programs across the country offer youth a mix of academic and physical enrichment that promotes positive physical, emotional and social development. By offering sports programs, teaching children about healthy food choices, supplying mentors to steer teens and pre-teens away from drugs, smoking and alcohol, and displaying other innovative ways to promote healthy lifestyles among adolescents, afterschool programs are leading the way toward healthier lifestyles for America's middle schoolers. This brief offers examples of ways that afterschool programs can promote healthy living and better prepare a generation of middle schoolers. This brief is the third in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. (Contains 19 endnotes.) [For related reports, see "Afterschool: Providing Multiple Benefits to Middle School Students. MetLife Foundation Afterschool Alert. Issue Brief No. 42" (ED511973); "Afterschool: Middle School and Science, Technology, Engineering and Math (STEM). MetLife Foundation Afterschool Alert. Issue Brief No. 44" (ED522621); and "Afterschool: Supporting Career and College Pathways for Middle School Age Youth. MetLife Foundation Afterschool Alert. Issue Brief No. 46" (ED522622).]
Afterschool: Middle School and Science, Technology, Engineering and Math (STEM). MetLife Foundation Afterschool Alert. Issue Brief No. 44
Author: Afterschool Alliance
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Expertise,Middle School Students,Engineering,After School Programs,STEM Education,After School Education,Technology Education,Mathematics Education,Science Education,Engineering Education

The 21st Century's information economy has been creating more jobs that require not only a college education but also a fair amount of expertise in the fields of science, technology, engineering and math--collectively known as STEM. The last several decades have seen the industrial- and manufacturing-based economy shift to a service economy fueled by information, knowledge and innovation. According to the U.S. Bureau of Labor Statistics, between 1996 and 2006, the United States lost three million manufacturing jobs. In that same timeframe, 17 million service sector jobs were created, specifically in the areas of health care, education, environment, security and energy. From 2008-2018, many of the fastest-growing jobs in the service sector are and will be STEM-related, high-end occupations that include doctors, nurses, health technicians and engineers. Industries projected to have the most employment growth are in scientific, technical and management consulting; computer systems design; and employment services. In order to help prepare youth for these careers, individuals need to think about STEM learning opportunities beyond the traditional school day. Afterschool programs are currently serving more than 1.3 million middle school students, with many programs providing engaging STEM content. Combining STEM learning with afterschool programming offers middle school students a fun, challenging, hands-on introduction to the skills they will need in high school, college and the workplace.  This issue brief highlights afterschool programs that incorporate STEM activities, giving middle school students time to develop an interest in STEM and inspiring them to learn. This brief is a second in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. (Contains 17 endnotes.) [For related reports, see &quot;Afterschool: Providing Multiple Benefits to Middle School Students. MetLife Foundation Afterschool Alert. Issue Brief No. 42&quot; (ED511973); &quot;Afterschool: Key to Health and Wellness for Pre-Teens and Teens. MetLife Foundation Afterschool Alert. Issue Brief No. 45&quot; (ED522620); and &quot;Afterschool: Supporting Career and College Pathways for Middle School Age Youth. MetLife Foundation Afterschool Alert. Issue Brief No. 46&quot; (ED522622).]
Afterschool: Supporting Career and College Pathways for Middle School Age Youth. MetLife Foundation Afterschool Alert. Issue Brief No. 46
Author: Afterschool Alliance
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Careers,Middle School Students,Higher Education,Core Curriculum,Middle Schools,Continuing Education,After School Programs,Summer Programs,Career Planning,Adolescents,Youth,College Readiness,Career Development,College Preparation,College Bound Students,Mentors

In order to ensure that middle school youth are on a path toward higher education and careers, an early introduction to the importance of continuing education past high school is necessary. The middle school years are a vital time to teach the importance of college and career readiness and the linkages to success in life. This issue brief discusses how afterschool programs offer a key opportunity to expose middle school students to higher education options and career paths and to teach them skills that can unlock doors to future career prospects. The afterschool hours offer time for apprenticeships, guest speakers and project-based activities that are not always available during a school day focused on a core curriculum. Middle school is a critical time to ensure that youth are on a clear path to a productive future, and afterschool is an essential support to help middle schoolers move ahead to success in higher education and careers. This brief is a fourth in a series of four Issue Briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. (Contains 26 endnotes.) [For related reports, see "Afterschool: Providing Multiple Benefits to Middle School Students. MetLife Foundation Afterschool Alert. Issue Brief No. 42" (ED511973); "Afterschool: Middle School and Science, Technology, Engineering and Math (STEM). MetLife Foundation Afterschool Alert. Issue Brief No. 44" (ED522621); and "Afterschool: Key to Health and Wellness for Pre-Teens and Teens. MetLife Foundation Afterschool Alert. Issue Brief No. 45" (ED522620).]
Quality Afterschool: Helping Programs Achieve It and Strengthening Policies to Support It. Afterschool Alert. Issue Brief No. 47
Author: Afterschool Alliance
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: After School Programs,After School Education,Academic Achievement,Educational Improvement,Summer Programs,Enrichment Activities

For years, policy makers, program directors and parents have attested to the widespread benefits of afterschool programs. Fortunately, a wide variety of research ranging from quantitative studies and polls to qualitative reports and field observations has corroborated the need for afterschool enrichment. As the field grows and resources thin out--especially given the economic recession and subsequent budget cuts--it is increasingly important to secure afterschool's place as a necessity for youth. Promoting quality in the field of afterschool, which includes before school and summer learning programs, is one way to ensure researchers continue to find positive outcomes that can convince policy makers to increase investments in this valuable resource to children and parents. This brief discusses: (1) the academic and social, safety, and familial impacts of quality afterschool programs; (2) eight characteristics exemplified by quality programs; (3) tools that can aid in implementing quality afterschool programs; and (4) policy recommendations that should be considered in designing any new afterschool/summer initiative or in revising existing policy. (Contains 29 endnotes.)
English Language Learners: Becoming Fluent in Afterschool. Afterschool Alert. Issue Brief No. 49
Author: Afterschool Alliance
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Economically Disadvantaged,Second Language Learning,Risk,English (Second Language),English,After School Programs,Public Schools,Academic Achievement,Immigrants,Federal Legislation,Literacy,Language Skills

English Language Learners (ELLs), a diverse group of individuals from across the world who are learning English for the first time, make up the fastest growing segment of the student population in United States public schools. ELL students are tasked with the two-fold challenge of learning a new language and simultaneously keeping up with academic content taught in a language they have not yet mastered. This difficulty is compounded by the fact that many ELLs come from economically disadvantaged circumstances and have parents who may not themselves have high school diplomas, both of which are independent risk factors for a lack of academic success. This brief describes how afterschool programs offer additional supports to help ELLs thrive in the classroom. (Contains 29 endnotes.)