ethanporcaro/eric-fulltext-meta huggingface dataset:
Montclair State University: Documentation of the Teachers for a New Era Learning Network. Case Study
Author: Academy for Educational Development
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Urban Schools,Beginning Teacher Induction,Academic Achievement,Achievement Gains,Institutional Mission,Professional Development Schools,Teacher Education Programs,Preservice Teacher Education,Student Teachers,Schools of Education,Evidence,Organizational Change,Networks,Case Studies,Interviews,Outcome Measures,Program Effectiveness,Program Evaluation,Program Descriptions,Educational Change,Partnerships in Education,College School Cooperation,Beginning Teachers,Sustainability

The Academy for Educational Development (AED) sent a research team to Montclair State University (MSU) on September 25-26, 2008 to conduct interviews with individuals who play important roles in the university's teacher preparation program. These interviews, along with additional documentation provided by MSU and identified by the AED research team, provide the basis for this case study. This case study is one of nine prepared by AED to document evidence of institutional change in teacher preparation at nine of the 30 universities that took part in the Teachers for A New Era (TNE) Learning Network, an initiative supported beginning in 2005 by a grant from the Annenberg Foundation, with additional funding from the Carnegie Corporation of New York. AED selected the nine universities based upon a variety of factors, including their degree of engagement in the Learning Network, and their willingness to specify a program objective and indicator (s) of change that reflected important work underway and would serve as the focus of this case study. Appended are: (1) Portrait of a Teacher; and (2) Interviewees.
Jackson State University: Documentation of the Teachers for a New Era Learning Network. Case Study
Author: Academy for Educational Development
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Theory Practice Relationship,Best Practices,Mentors,Video Technology,Teacher Education Programs,Preservice Teacher Education,Schools of Education,Cooperating Teachers,Beginning Teacher Induction,Academic Achievement,Evidence,Organizational Change,Networks,Case Studies,Interviews,Evaluation Methods,Outcome Measures,Program Effectiveness,Program Evaluation,Program Descriptions,Educational Change,Urban Education,Urban Universities,Partnerships in Education,College School Cooperation,Beginning Teachers,African American Teachers,Black Colleges

The Academy for Educational Development (AED) sent a research team to Jackson State University (JSU) on October 13-14, 2008 to conduct interviews with individuals who play important roles in the university's teacher preparation program (see Appendix A). These interviews, along with additional documentation provided by JSU and identified by the AED research team, provide the basis for this case study. This case study is one of nine prepared by AED to document evidence of institutional change in teacher preparation at nine of the 30 universities that took part in the TNE Learning Network. AED selected the nine universities based upon a variety of factors, including their degree of engagement in the Learning Network, and their willingness to specify a program objective and indicator(s) of change that reflected important work underway and would serve as the focus of this case study. Appended are: (1) Interviewees; and (2) Learning Network B Measuring Progress. (Contains 3 footnotes.)
Western Kentucky University: Documentation of the Teachers for a New Era Learning Network. Case Study
Author: Academy for Educational Development
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Mentors,Internet,Computer Assisted Instruction,Pilot Projects,STEM Education,Science Education,Teacher Education Programs,Preservice Teacher Education,Schools of Education,Cooperating Teachers,Teacher Education Curriculum,Beginning Teacher Induction,Academic Achievement,Evidence,Organizational Change,Networks,Case Studies,Interviews,Evaluation Methods,Outcome Measures,Program Effectiveness,Program Evaluation,Program Descriptions,Educational Change,Partnerships in Education,College School Cooperation,Beginning Teachers,Sustainability

The Academy for Educational Development (AED) sent a research team to Western Kentucky University (WKU) on June 19-20, 2008 to conduct interviews with individuals who play important roles in the university's teacher preparation program (see Appendix A). These interviews, along with additional documentation provided by WKU and identified by the AED research team, provide the basis for this case study. This case study is one of nine prepared by AED to document evidence of institutional change in teacher preparation at nine of the thirty universities that took part in the Teachers for A New Era (TNE) Learning Network. AED selected the nine universities based upon a variety of factors, including their degree of engagement in the Learning Network, and their willingness to specify a program objective and indicator(s) of change that reflected important work underway and could serve as the focus of a case study. Appended are: (1) Interviewees; (2) Learning Network--Measuring Progress; and (3) A Proposed Mentoring Model for New Teachers in Bowling Green and Warren County. (Contains 3 footnotes.)
University of Dayton: Documentation of the Teachers for a New Era Learning Network. Case Study
Author: Academy for Educational Development
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Measurement,Measures (Individuals),Cooperating Teachers,Field Experience Programs,Pedagogical Content Knowledge,Teacher Education Curriculum,Student Evaluation,Test Construction,Preservice Teacher Education,Student Teachers,Student Teacher Evaluation,Schools of Education,Academic Achievement,Evidence,Organizational Change,Networks,Case Studies,Interviews,Observation,Evaluation Methods,Outcome Measures,Program Effectiveness,Program Evaluation,Program Descriptions,Educational Change,Urban Education,Urban Universities,Partnerships in Education,College School Cooperation,Sustainability,Urban Schools,Church Related Colleges,Catholics,School Community Relationship,Living Learning Centers

The Academy for Educational Development (AED) sent a research team to the University of Dayton (UD) on November 5-7, 2008, to conduct interviews with individuals who played significant roles in the university's teacher preparation program (see Appendix A). These interviews, along with additional materials provided by UD and identified by the AED research team, provided the basis for the case study. This case study is one of nine prepared by AED to document evidence of institutional change in teacher preparation at nine of the thirty universities that took part in the Teachers for A New Era (TNE) Learning Network. AED selected the nine universities based upon a variety of factors, including their degree of engagement in the Learning Network, and their willingness to specify a program objective and indicator(s) of change that reflected important work underway and could serve as the focus of a case study. Appended are: (1) Interviewees; and (2) Learning Network--Measuring Progress. (Contains 2 footnotes.)
University of North Carolina Greensboro: Documentation of the Teachers for a New Era Learning Network. Case Study
Author: Academy for Educational Development
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Credentials,Teacher Role,Teacher Educators,Inservice Teacher Education,Mentors,Professional Development Schools,Philanthropic Foundations,Teacher Education Programs,Preservice Teacher Education,Student Teachers,Schools of Education,Cooperating Teachers,Beginning Teacher Induction,Evidence,Organizational Change,Networks,Case Studies,Interviews,Outcome Measures,Program Effectiveness,Program Evaluation,Program Descriptions,Educational Change,Educational History,Partnerships in Education,College School Cooperation,Beginning Teachers,Master Teachers

The Academy for Educational Development (AED) sent a research team to the University of North Carolina at Greensboro (UNCG) on October 23-24, 2008, to conduct interviews with individuals who play important roles in the university's teacher preparation program. These interviews, along with additional documentation provided by UNCG and identified by the AED research team, provide the basis for this case study. This case study is one of nine prepared by AED to document evidence of institutional change in teacher preparation at nine of the 30 universities that took part in the Teachers for A New Era (TNE) Learning Network, an initiative supported from 2005-2009 by a grant from the Annenberg Foundation, with additional funding from Carnegie Corporation of New York. AED selected the nine universities based upon a variety of factors, including their degree of engagement in the Learning Network and their willingness to specify a program objective and indicator(s) of change that reflected important work underway and provided a focus for this case study. Interviewees are appended. (Contains 5 footnotes.)
[Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities]
Author: Office for Civil Rights (ED)
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Disabilities,Academic Accommodations (Disabilities),Postsecondary Education,Civil Rights,Pamphlets,Student Responsibility,Student Rights,School Responsibility,Assistive Technology

More and more high school students with disabilities are planning to continue their education in postsecondary schools, including vocational and career schools, two- and four-year colleges, and universities. Students with disabilities need to be well informed about their rights and responsibilities as well as the responsibilities postsecondary schools have toward them. Being well-informed will help ensure that they have a full opportunity to enjoy the benefits of the postsecondary education experience without confusion or delay. The information in this pamphlet, provided by the Office for Civil Rights (OCR) in the U. S. Department of Education, explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools. This pamphlet also explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services, to ensure that the school does not discriminate on the basis of disability. (Contains 1 footnote.)
Eastern Kentucky Teacher and Administrative Stress: Part III
Author: Wright, Sam
Date: 2012-11-00
Type: Reports - Research
Subjects: Public Schools,Anxiety,Superintendents,Principals,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Gender Differences,School Size,Fiscal Capacity,Enrollment,Institutional Characteristics,Age,Surveys,Women Faculty,Women Administrators

The purpose of this research was to survey randomly selected Eastern Kentucky Superintendents to collect data about stress in public schools. This was the third year of a continuation study for Eastern Kentucky that collected data on how men and women teachers and men and women administrators handle stress. A stress survey (Appendix A) was sent to randomly selected school superintendents located in the Eastern Kentucky region serviced by Morehead State University (22 Counties, See Appendix D). The survey was conducted during the spring of 2012. The random survey resulted in an 80% return.  The conclusions for the survey were: (1) A majority of the superintendents (75%) indicated men teachers handle stress the best. (2) A majority of the superintendents (90%) indicated men school administrators handle stress the best. (3) A majority of superintendents (50%) indicated high school teachers handle stress the best. (4) A majority of the superintendents (45%) indicated high school administrators handle stress the best. (5) A majority of superintendents (75%) felt enrollment makes a difference in the level of stress for teachers. (6) The superintendents (95%) felt enrollment makes a difference in the level of stress for school administrators. (7) A majority of the superintendents (90%) felt the financial condition of a school district makes a difference in the level of stress for teachers. (8) The superintendents unanimously (100%) felt the financial condition of a school district makes a difference in the level of stress for school administrators. (9) A majority of the superintendents (70%) felt age makes a difference in the level of stress for teachers. (10) A majority of the superintendents (70%) felt age makes a difference in the level of stress for school administrators. (11) The superintendents (65%) felt the 21-30 age group of teachers suffer the highest level of stress. (12) The superintendents (30%) felt school administrators in the 41-50 age group suffered the highest level of stress. (13) The superintendents unanimously indicated stress was increasing for teachers. (14)  The superintendents unanimously indicated stress was increasing for school administrators. The results of the superintendent stress survey were compared to the previous two year surveys of principal and teacher stress surveys. Five appendices are included: (1) Eastern Kentucky Teacher and Administrative Stress Survey; (2) Letter to Superintendents; (3) Follow-up Letter to Superintendents; (4) Service Region for Morehead State University; and (5) Authors' Information. [For Part II, see ED529289.]
National AIAN Head Start Collaboration Needs Assessment 2009
Author: Academy for Educational Development
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Health Services,Program Effectiveness,School Readiness,Family Literacy,Needs Assessment,Cooperation,Alaska Natives,American Indians,Community Services,Child Care,Alignment (Education),Homeless People,Professional Development,Federal Programs,Early Childhood Education,Preschool Children

The Office of Head Start/Region 11 serves nearly 23,000 American Indian/Alaska Native (AIAN) children in 26 States throughout the country: Alaska, Arizona, California, Colorado, Idaho, Kansas, Maine, Michigan, Minnesota, Mississippi, Montana, Nebraska, Nevada, New Mexico, New York, North Carolina, North Dakota, Oklahoma, Oregon, South Carolina, South Dakota, Texas, Utah, Washington, Wisconsin and Wyoming. According to the Head Start Program Information Report (PIR) for the 2007-2008 program year, there were 152 AIAN Head Start programs in the region and 42 AIAN Early Head Start programs (many of these being joint HS/EHS programs). OHS/Region 11 supports approximately 154 grantees--each a tribal sovereign nation or consortia of tribal nations--with governing bodies that are independent from the States. The Head Start Collaboration Needs Assessment (CNA) was designed in 2008 by a work group of Head Start State Collaboration Directors (HSSCDs) over the course of several months. Touching on the nine key priority areas pertaining to collaboration as outlined in the &quot;Improving Head Start for School Readiness Act of 2007&quot; legislation (i.e., Child Care; Community Services; Education/Head Start-Pre K Partnership Development; Education/Head Start Transition and Alignment with K-12; Family/Child Assistance; Family Literacy; Health Services; Services for Children Experiencing Homelessness; Services for Children with Disabilities) and also including the area of Professional Development, members of the work group selected topic areas on which they would like to focus, then created questions that, from their experience as HSSCDs, were most significant vis-a-vis pertaining to Head Start's extent of partnering with service providers; and the extent of performing specific collaboration-related tasks. Open-ended questions pertaining to grantee's description of other issues/challenges, and a description of what works well in addressing needs in each specific topic area were also included. Members of the work group then shared their questions with the larger group who reviewed them and suggested modifications, as appropriate. This paper presents their findings. National AIAN Head Start Collaboration Needs Assessment is appended. (Contains 5 footnotes.)
Western Oregon University: Documentation of the Teachers for a New Era Learning Network. Case Study
Author: Academy for Educational Development
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Evidence,Organizational Change,Case Studies,Science Education,Mathematics Education,Standards,Educational Innovation,Teacher Education Programs,Preservice Teacher Education,Student Teachers,Student Teacher Evaluation,Schools of Education,Pedagogical Content Knowledge,Academic Achievement,Networks,Interviews,Evaluation Methods,Outcome Measures,Measurement,Measures (Individuals),Program Effectiveness,Program Evaluation,Program Descriptions,Educational Change,Partnerships in Education,College School Cooperation,Sustainability,Work Sample Tests,Educational History,Bilingual Students

The Academy for Educational Development (AED) sent a research team to Western Oregon University (WOU) on November 17-18, 2008, to conduct interviews with individuals who play important roles in the university's teacher preparation program. These interviews, along with additional materials provided by WOU and identified by the AED research team, provide the basis for this case study. This case study is one of nine prepared by AED to document evidence of institutional change in teacher preparation at nine of the 30 universities that took part in the Teachers for A New Era (TNE) Learning Network. AED selected the nine universities based upon a variety of factors, including their degree of engagement in the Learning Network and their willingness to participate in a series of case studies that explored progress toward site-specific program objectives related to one or more of the TNE design principles. Interviewees are appended. (Contains 3 footnotes.)
Field of Degree and Earnings by Selected Employment Characteristics: 2011. American Community Survey Briefs. ACSBR/11-10
Author: Ryan, Camille
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Bachelors Degrees,Majors (Students),Adults,Income,Employment,Private Sector,Government Employees,Self Employment,Education Work Relationship,National Surveys

This brief provides information about the field or major of bachelor's degrees, earnings, and selected employment characteristics for the population aged 25 and over with a bachelor's degree or higher. Data on field of bachelor's degree was first collected in the American Community Survey (ACS) in 2009. Respondents who reported that their highest degree completed was a bachelor's degree, master's degree, professional degree, or doctorate degree were asked to write in the specific major(s) of their bachelor's degree. Respondents with more than one bachelor's degree, or with more than one major field, were allowed to report multiple fields of degree. This brief examines only the first field of degree reported. Identification of the field of degree was collected only for the bachelor's degree. (Contains 1 figure, 3 tables, and 5 footnotes.)
Statewide Aid Policies to Improve College Access and Success
Author: Hashmi, Jodut
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Higher Education,Student Financial Aid,Outcomes of Education,State Aid,Educational Objectives,Access to Education,Graduation Rate,Educational Attainment,Public Colleges,College Attendance,College Students,Low Income Groups,Incentives

Through its Vision Project, the Massachusetts Board of Higher Education in collaboration with the University of Massachusetts has established a goal to produce the best-educated citizenry and workforce in the nation. Toward achieving this leadership status, the project has identified five key educational outcomes for the Massachusetts public higher education system: (1) College Participation; (2) College Completion; (3) Student Learning; (4) Workforce Alignment; and (5) Elimination of Disparities. This paper focuses on three of those outcomes: college participation; college completion; and the elimination of disparities in outcomes between different groups of students. It provides background information for developing and implementing state financial aid policy to achieve the goals identified within the key outcomes for the Vision Project. Other initiatives in the Vision Project are addressing the student learning and workforce alignment aspects. The Pros and Cons of State Aid Policies to Improve College Access and Success are appended. [This paper was prepared for the Massachusetts Working Group on Graduation and Student Success Rates.]
The Best of Two Worlds: Lessons from a Community College-Community Organization Collaboration to Increase Student Success
Author: Wahl, Ellen
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Community Organizations,Community Colleges,Partnerships in Education,Cooperation,Young Adults,Academic Achievement,At Risk Students,Compensatory Education,Immigrants,Low Achievement,Human Services,Educational Attainment,Disproportionate Representation,High School Equivalency Programs,Integrated Services

New York City's College Access and Success Initiative (CAS) focuses on improving the odds of success for young people who have graduated from failing high schools, are recent immigrants, or who have dropped out and then attained a GED. Begun in 2004, it demonstrates how colleges and community organizations can integrate education and youth development to improve student success. CAS brings together: (1) The New York City College of Technology--City Tech--is a college within the City University of New York system; (2) The Cypress Hills Local Development Corporation is a community-based organization that provides housing development and human services in East New York; and (3) The Youth Development Institute, an intermediary, develops, supports, and assesses practice and policy innovations in New York City and nationally. A predecessor to this report, &quot;Building a Better Bridge,&quot; by Michael Chavez Reilly (2008), describes the experiences of students and staff in the early stages of CAS. This report describes the initiative's key components as they have evolved over five years. It explores the practices, challenges, and policy implications of this innovative programming. The two reports seek to build understanding of: (1) The needs and strengths of young people who are underrepresented in higher education and who too rarely complete a credential; and (2) The ways that youth development organizations and colleges--institutions that rarely work together and that have differing strengths, sizes, and professional cultures--can collaborate to improve student success. The results are encouraging. According to data from the college, CAS students have graduated from City Tech at more than twice the rate of their peers from the same community in East New York, and 75 percent of the graduates have gone on to Bachelor's programs. Appended  are: (1) Partnership Agreement; and (2) Partnership Chart. (Contains 19 endnotes.) [This paper was written with Justine Beaton and Vivian Vazquez.]