ethanporcaro/eric-fulltext-meta huggingface dataset:
Digest of Education Statistics 2013. NCES 2015-011
Author: Snyder, Thomas D.
Date: 2015-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Higher Education,Dropouts,Educational Finance,Federal Aid,Definitions,Early Childhood Education,Educational Attainment,Elementary School Teachers,Expenditures,Educational Legislation,Federal Legislation,Disabilities,Equal Education,Educational Quality,Access to Education,Lunch Programs,National Security,Educational Facilities,Labor Force Development,Job Training,Drug Abuse,Drug Education,Allied Health Occupations Education,Allied Health Personnel,Hazardous Materials,School Safety,Vocational Education,Technical Education,Educational Environment,Veterans Education,Outcomes of Education,Comparative Analysis,Libraries,Technology Uses in Education

The 2013 edition of the &quot;Digest of Education Statistics&quot; is the 49th in a series of publications initiated in 1962. The Digest has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the Digest, material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the Digest contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices. The Digest contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Technology. Each chapter is divided into a number of topical subsections. Preceding the seven chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The Digest concludes with three appendices. The first appendix, &quot;Guide to Sources,&quot; provides a brief synopsis of the surveys used to generate the Digest tables; the second, &quot;Definitions,&quot; is included to help readers understand terms used in the Digest; and the third, &quot;Index of Table Numbers,&quot; allows readers to quickly locate tables on specific topics.
Great Principals at Scale: Toolkit
Author: Ikemoto, Gina
Date: 2014-06-00
Type: Tests/Questionnaires
Subjects: Principals,Educational Administration,School Districts,Administrator Effectiveness,Alignment (Education),Administrator Qualifications,Educational Policy,Cooperation,Work Environment,School Culture,Cooperative Planning,Professional Development,Career Development,Leadership Qualities,Accountability,Administrator Evaluation,Human Capital,Financial Support,Scoring Rubrics,Surveys,Evaluation Methods,Maps,Data Collection,Data Analysis,Planning,Resource Allocation

School leaders are critical in the lives of students and to the development of their teachers. Unfortunately, in too many instances, principals are effective in spite of--rather than because of--district conditions. To truly improve student achievement for all students across the country, well-prepared principals need the tools, support, and culture that enable them to be the best. New Leaders and the Bush Institute's Alliance to Reform Educational Leadership (AREL) launched the Conditions for Effective Leadership Project and partnered with leading researchers and practitioners to generate a comprehensive and research-based framework outlining the conditions necessary for transformational school leaders to succeed. The &quot;Great Principals at Scale Toolkit&quot; was designed in conjunction with the &quot;Great Principals at Scale: Creating District Conditions that Enable All Principals to be Effective&quot; report, which outlines and describes the essential district policies and practices that support effective leadership. The Toolkit provides resources for district leaders who want to improve conditions in their district that will enable all of their well-trained principals to be effective. Also included are a rubric and survey that district leaders can use to diagnose their current state as well as guidance on a process for identifying priority areas and strategies for improvements. [See the full report at ED556346.]
Great Principals at Scale: State &amp; Federal Policy Brief
Author: New Leaders
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Principals,Educational Administration,School Districts,Administrator Effectiveness,Alignment (Education),Administrator Qualifications,Educational Policy,Cooperation,Work Environment,School Culture,Government Role,Federal Government,State Government,Board of Education Policy,Cooperative Planning,Professional Development,Policy Formation,Career Development,Leadership Qualities,Accountability,Administrator Evaluation,Human Capital,Financial Support

New Leaders and the George W. Bush Institute's Alliance to Reform Education Leadership (AREL) released a report entitled &quot;Great Principals at Scale: Creating District Conditions that Enable All Principals to Be Effective&quot; in June 2014. This brief summarizes the framework presented in that report and recommends actions that states and the federal government can take to promote district conditions that support effective leadership. The framework arranged school system conditions into four key strands: alignment, culture, effective principal management and support, and systems and policies to effectively manage school talent. Regrettably, the experts who helped develop the framework agree that these conditions typically do not exist in most school systems. In particular, a collaborative district culture and authority for principals to staff their schools tend to be missing in many school districts. Creating these conditions will not simply be a matter of enacting new policies and programs--it will require large shifts in organizational culture and operations. Those shifts can be supported by states and the federal government. Provided is a summary of actions state or federal leaders can take to operationalize the recommendations described in more detail in this brief. The actions do not represent an exhaustive list rather, they reflect the most important ways to bring the recommendations to life. Illustrative examples from the field are provided throughout the brief. [See the full report at ED556346.]
Leading from Every Seat: Empowering Principals to Cultivate Teacher Leadership for School Improvement. Version 1.0
Author: Broin, Alexandra
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Principals,Empowerment,Transformational Leadership,Teacher Leadership,Instructional Leadership,Educational Improvement,Educational Policy,Educational Practices,Case Studies,Administrator Role,Leadership Role,Faculty Mobility,Resource Allocation

Since 2000, &quot;New Leaders&quot; have prepared outstanding principals to transform America's underserved schools and communities. Yet the role has become vastly more complex and demanding--and principals, no matter how heroic, cannot do it all alone. Great leaders, by definition, bring out the best in their people to create exceptional teams. Through working with high-performing principals across the country, important insights into the critical role other school and system-level leaders play in accelerating school transformation have been gained, infusing schools with much needed expertise and capacity to strengthen teaching and boost student learning. For that reason, &quot;New Leaders&quot; increasingly turned their attention to supporting the development of teacher leaders, instructional leadership teams, and principal supervisors, helping to build communities of leaders within schools and across school systems. This white paper on teacher leadership draws on experience and supports efforts to advance the policies and practices that enable great school leaders to succeed. &quot;Leading from Every Seat&quot; includes a series of actionable policy recommendations--steps local, state, and federal officials can take--to support principals to cultivate teacher leadership and create vibrant schools where teachers grow and students excel.
The Strength of Organisational Culture: Organisational Performance in South African Schools
Author: Bipath, Keshni
Date: 2014-11-00
Type: Journal Articles
Subjects: Organizational Culture,Organizational Effectiveness,Organizational Climate,Organizational Theories,Academic Achievement,School Effectiveness,Group Dynamics,Questionnaires,Principals,Scores,Administrator Attitudes,Educational Practices,Elementary Secondary Education,Foreign Countries

One of the more frequently cited cultural dimensions within the field of cultural research is that of cultural strength (Cameron &amp; Ettington, 1998). Early published works on organisational culture argue that there is an absolute need for a &quot;strong&quot; culture for organisations to be effective. This study has examined the contradiction between the strong school culture and academic performance in Mpumalanga Province under the Bantu Education (DET) school system. The aim of the research was to examine the dynamics of school culture strength (measured as values and norms); leadership; and the organisational performance of schools. A quantitative research approach was used. A total of 1130 questionnaires were completed by principals, School Management Team (SMT) members and educators. The findings show that the schools in Mpumalanga had a strong organisational culture, yet their performance was the lowest of all the provinces in South Africa. The paper argues: Mpumalanga schools should deconstruct their original organisational culture paradigms which evolved out of the DET system of education and that they should reconstruct their organisational cultures with renewed energy and enthusiasm for a better educated generation in the future.
English Language Development Policy: Foreign Teachers, Hegemony, and Inequality of Education in Thailand
Author: Wannachotphawate, Wilaiwan
Date: 2015-03-07
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Foreign Nationals,Second Language Instruction,Educational Quality,Teacher Effectiveness,Language Proficiency,Educational Policy,Language of Instruction,Teaching Methods,Discourse Analysis,Power Structure,Equal Education,Policy Formation,Stakeholders,Citizen Participation,Language Teachers,Government Role

Thailand's Participation as a member of the ASEAN Community forces her government to accelerate improvement of her citizens' competency of the English language. The continuing wave by Thai governments to develop and modernize the quality of education has influenced Thai society. Within Thailand, English proficiency has been reported as being inferior to many ASEAN countries. Consequently, Thai state has launched alternative educational policies to elevate the quality of education and English skills of her citizens. Also Thai Ministry of Education (MOE) commenced persuading Thai schools to initiate its English Program (EP) curriculum in 1995. A portion of the requirements in providing EP is for foreign teachers to teach 5 subjects of Thai curriculum in English. The mythology of foreign teachers and English language development has been combined in Thai society. Eleven years later, the average results of Thai students in English Language, compared to other subjects, were the lowest despite many rules and regulations being produced enforcing schools, teachers, and students to rise above this poor quality status. This article utilizes Foucault's discourse analysis as its research method to explore the resistances against the power of the Thai state in Thailand's modern cultural phenomena regarding English language development policies, foreign teachers, hegemony, and inequality of Thai education. The facts discovered here help us to re-evaluate rules and institutions and to participate in the formation of a political will where the stakeholders have their roles as citizens to play. This article &quot;is to make windows where there were once walls.&quot; Michel Foucault.
Community of Inquiry and Video in Higher Education: Engaging Students Online
Author: Conrad, Oliver
Date: 2015-05-00
Type: Information Analyses
Subjects: Literature Reviews,Video Technology,Online Courses,Teaching Methods,Educational Technology,Technology Uses in Education,Teacher Student Relationship,Higher Education,Social Influences,Communities of Practice,Learner Engagement,Feedback (Response)

The purpose of this literature review was to explore how video technology can be effectively used in an online classroom setting. The author found and cited online journals with information about the Community of Inquiry (CoI) framework. He further explored specific sources that could give readers an idea how online video technology can affect each of the three elements of the CoI framework. These three elements are cognitive presence, teaching presence, and social presence. This literature review also contains information about the overall impact of online video technology on higher education as well as strategies to implement video in online classrooms. Results indicate that due to the sheer masses of educational online videos, sifting through them to find relevant and accurate content will remain a challenging task for instructors. The literature further indicates that it is highly advisable to build a course design around the use of video instead simply of exposing students to videos without an accompanying strategy in mind. One fact though does become clear: Online video technology helps with establishing a social presence for both the instructor and the student. Educators could potentially further investigate the impact of online video technology in relation to the community of inquiry. There is already enough literature in existence that would allow another researcher to explore these issues in more depth.
Who Teaches High School Physics? Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On
Author: White, Susan
Date: 2014-12-00
Type: Reports - Research
Subjects: Physics,Secondary School Teachers,High Schools,National Surveys,Educational Opportunities,Teacher Characteristics,Teaching Load,Teacher Qualifications,Academic Degrees,Educational Attainment

During the 2012-13 academic year, the authors collected data from a representative national sample of over 3,500 public and private high schools across the U.S. to inquire about physics availabilities and offerings. This report describes their findings.
Astronomy Degree Recipients Initial Employment: Results from the Follow-Up Survey of Degree Recipients, Classes of 2010, 2011 and 2012 Combined. Focus On
Author: Pold, Jack
Date: 2015-04-00
Type: Reports - Research
Subjects: Astronomy,College Graduates,Employment,Graduate Surveys,Followup Studies,Salaries,Private Sector,Government Employees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Job Satisfaction,Scientific Personnel,Demography,Colleges

Each fall the Statistical Research Center (SRC) conducts its Survey of Enrollments and Degrees, which asks all degree-granting physics and astronomy departments in the US to provide information concerning the numbers of students they have enrolled and counts of recent degree recipients. In connection with this survey, SRC asks for the names and contact information for their recent degree recipients. This degree recipient information is used to conduct the Follow-up Survey in the winter following the academic year in which they received their degrees. The post-degree outcome data in this &quot;Focus On&quot; come from that survey. This edition of &quot;Focus On&quot; provides profiles for astronomy bachelor's, master's, and PhD degree recipients from the classes of 2010, 2011, and 2012.
Physics Doctorates Initial Employment: Data from the Degree Recipient Follow-Up Survey for the Classes of 2011 and 2012. Focus On
Author: Mulvey, Patrick
Date: 2014-12-00
Type: Reports - Research
Subjects: Physics,Doctoral Degrees,College Graduates,Employment,Higher Education,Graduate Surveys,Followup Studies,Salaries,Government Employees,Private Sector

Each fall the Statistical Research Center (SRC) conducts its Survey of Enrollments and Degrees, which asks all degree-granting physics and astronomy departments in the U.S. to provide information concerning the number of students they have enrolled and the counts of recent degree recipients. In connection with this survey, SRC asks for the names and contact information for their recent degree recipients. This degree recipient information is used to conduct their follow-up survey in the winter following the academic year in which they received their degrees. The data in this &quot;Focus On&quot; comes from that follow-up survey. New physics PhDs typically enter into one of three main employment types. For the classes of 2011 and 2012, the majority of PhD recipients accepted a postdoctoral appointment. Taking a postdoc has been the dominant post-degree outcome for physics PhDs since the class of 2001. About a third of physics PhDs accepted a potentially permanent position, while a smaller but significant proportion accepted &quot;other temporary positions.&quot;
What High School Physics Teachers Teach: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On
Author: Tyler, John
Date: 2014-12-00
Type: Reports - Research
Subjects: Secondary School Teachers,High Schools,Physics,National Surveys,Educational Opportunities,Educational Practices,Teacher Characteristics,Teacher Qualifications,Educational Attainment,Teaching Experience,Majors (Students),Instructional Program Divisions,Course Descriptions,Science Education

During the 2012-13 academic year, the Statistic Research Center (SRC) collected data from a representative national sample of over 3,500 public and private high schools across the U.S. to inquire about physics availabilities and offerings. This report describes their findings. SRC takes two different approaches to describe the characteristics of the 27,000 teachers who teach high school physics in the US. One of their approaches considers only a teacher's formal academic training; specifically, they look at the proportion of teachers with a major or minor in physics or physics education. Their other approach includes physics teaching experience and academic preparation to examine teacher characteristics; they focus on the latter in this report. More than half of the teachers teaching physics for the first time have prior teaching experience at the high school level, so many of the &quot;new&quot; high school physics teachers are not novice teachers. In this report, the authors examine the classes taught by these teachers, both the different types of physics classes and classes in other subjects.
Synthesis of Recent SAT Validity Findings: Trend Data over Time and Cohorts. Research in Review 2014-1
Author: Mattern, Krista D.
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Alignment (Education),Validity,Cohort Analysis,Grade Point Average,Correlation,Parent Background,Educational Attainment,Family Income,School Councils,College Admission,Longitudinal Studies,Student Characteristics,Ethnicity,Language Skills,Academic Persistence,Graduation,Institutional Characteristics,Language Usage

In March 2005, substantial revisions were made to the SAT, to better align test specifications with K-12 curriculum (Lawrence, Rigol, Van Essen &amp; Jackson, 2003). Over the last five years, the College Board has made a concerted effort to collect higher education outcome data to document evidence of the validity of the SAT for use in college admission in light of these changes to the test specifications. Due to this large-scale data collection initiative, numerous reports have been released documenting the validity of the SAT for use in college admission. However, the information is siloed within individual reports, making it particularly difficult to synthesize the results and get a sense of the main take-away points. The purpose of the current report is to summarize the research findings from the various reports into a single document, illuminating patterns across cohorts and years. The document will serve as an overview of the research done to date, in a straightforward, easily digestible manner. The report relies heavily on graphical representations of the data to elucidate the main findings; however, data in tabular form are also provided in appendices for interested readers.
Are AP® Students More Likely to Graduate from College on Time? Research Report 2013-5
Author: Mattern, Krista D.
Date: 2013-00-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Tests,Graduation,Higher Education,Correlation,Scores,College Students,Academic Persistence,Measures (Individuals),Academic Achievement,Questionnaires,Disproportionate Representation,First Generation College Students,Institutional Characteristics,Hierarchical Linear Modeling,Regression (Statistics),Student Characteristics

The current study examined the role of AP® Exam participation and performance on four-year college graduation in four years. Because students who take AP Exams can earn college credit while still in high school, it was expected that AP students would have higher four-year graduation rates. Moreover, it was expected that AP students who earned higher exam scores would also have a higher likelihood of graduating within four years compared to AP students who do not perform well on the exam because academic performance across a variety of measures has been positively linked to graduation. Two national samples were used to test these research questions, and the results confirmed a positive relationship between both AP Exam participation and performance with graduation within four years. This relationship was evident even after controlling for relevant institutional- and/or student-level factors. The academic and financial benefits of the AP Program are discussed. The following is appended: Table A1--HGLM Equations for the AP Exam Participation and Performance Models Examined.