ethanporcaro/eric-fulltext-meta huggingface dataset:
Community College Enrollment Surge: An Analysis of Estimated Fall 2009 Headcount Enrollments at Community Colleges. Policy Brief 2009-01PBL
Author: Mullin, Christopher M.
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Community Colleges,Academic Aspiration,Articulation (Education),Geographic Regions,Urbanization,Enrollment,Enrollment Trends,Economic Climate,School Surveys,Enrollment Influences,Educational Policy,Student Financial Aid,Enrollment Rate,Job Training,Student Costs,Outreach Programs,National Surveys,Guidelines

In an attempt to better understand how community colleges responded to the economic maelstrom, the American Association of Community Colleges (AACC) surveyed its member institutions to examine changes in enrollment, local factors contributing to enrollment shifts, and the lessons learned from their experiences. The authors found the following: (1) Nationally, the number of students enrolled in credit-bearing courses at community colleges in fall 2009 increased by 11.4% from fall 2008 and 16.9% from fall 2007; (2) Full-time enrollment at U.S. community colleges increased 24.1% in a 2-year time period from fall 2007 to fall 2009; and (3) The largest percentage change from fall 2007 to fall 2009 occurred in U.S. towns and in the Rocky Mountain region. The predominant factors perceived to influence the increased fall 2009 enrollments identified by respondents included the following: (1) The Availability of Workforce Training; (2) Cost Savings; (3) Outreach to the Community; and (4) Structural Capacity. From their own perspective, community colleges learned some valuable lessons during the fall 2009 enrollment increase, including but not limited to the following: (1) Encouraging potential students to apply early for financial aid; (2) Using data from multiple sources to respond to changes in demand; (3) Reaching out to the community--including but not limited to underserved populations, high schools, and job placement centers--to promote the value of a community college education; and (4) Maintaining flexibility in institutional operations to be better prepared to respond to dramatic environmental changes. Policy implications include: (1) The need for further education and training is occasionally unexpected. As such, all citizens should be made aware of the federal financial assistance programs; and (2) Improved transfer and articulation policies will be critical in ensuring that some community college students are able to achieve their educational aspirations. Appendices include: (1) Fall Enrollment Survey; (2) Invitation to Participate in the Survey; (3) Follow-Up Letter; and (4) Definitions of Geographic Region and Degree of Urbanization. (Contains 3 figures, 2 tables, and 5 notes.)
Priorities and Results. 2009 Annual Report
Author: Teach For America
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Teacher Recruitment,Beginning Teachers,Alternative Teacher Certification,Educational Change,Public Service,Disadvantaged Schools,Annual Reports,Sustainability,Educational Assessment,Program Effectiveness

While 2009 presented serious economic challenges for this nation, and particularly for the low-income communities Teach for America serves, the year also presented new opportunities. The depressed economy forced school districts to cut hiring and struck at each of Teach For America's funding streams, but with the continued enthusiasm for public service, talent--the most precious resource in education reform and historically the greatest constraint on Teach For America's growth--was in greater supply than ever. Moreover, new opportunities in the policy environment produced fresh possibilities for Teach For America, and for education reform in general. As the fourth year of Teach For America's 2010 growth plan is concluded, it is energized by the impact of sustained investments in its four organizational priority areas: growing in scale while increasing the diversity of its corps, maximizing corps members' impact on student achievement, fostering the leadership of alumni as a force for change, and building an enduring institution. This paper presents the 2009 annual report of Teach For America.
The Business Case for Environmental and Sustainability Employee Education
Author: Gullo, Krista
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Cost Effectiveness,Best Practices,Economic Factors,Employees,Environmental Education,Profiles,Corporations,Staff Development,Sustainable Development,Work Environment,Administrative Policy,Administrative Principles,Foreign Countries,Interviews,Reputation,Social Responsibility

This white paper examines the business case for environmental and sustainability (E&amp;S) employee education and engagement. The &quot;business case&quot; is defined as both quantifiable measures of the business value for the sustainability program (e.g. money saved, energy use reduction, etc.) as well as less easily measurable assets such as reputation enhancement. Information in the white paper is primarily based on qualitative, anecdotal data and interviews, a review of company reports and Web sites as well as media articles, books and recent reports from Green Impact, ICF International (ICF) and MIT Sloan Management Review. The examples outlined in this white paper build on cases documented in &quot;The Engaged Organization&quot; report from Cisco, Clean Clothes, Hewlett-Packard (HP), Stonyfield and Walmart. Additional company case study examples from Baxter, Citigroup, Darden, eBay, IKEA, Intel, Lockheed Martin, Kimberly-Clark and Sodexo are also presented. Company Profiles is appended. (Contains 2 footnotes and 14 resources.) [Funding for this paper was provided by Kimberly-Clark.]
The Engaged Organization: Corporate Employee Environmental Education Survey and Case Study Findings
Author: Gullo, Krista
Date: 2009-03-00
Type: Reports - Research
Subjects: Employees,Environmental Education,Case Studies,Surveys,Questionnaires,Corporations,Staff Development,Sustainable Development,Work Environment,Administrative Policy,Personnel Policy,Administrative Principles,Educational Trends,Training Methods,Electronic Learning,Foreign Countries,Interviews

When the modern U.S. environmental movement began in the 1970s, it relied largely on regulation to reduce negative environmental impacts. Companies responded by creating centers of environmental expertise within their organizations. The major focus of a second wave of corporate environmentalism, which began during the late 1980s, was on demonstrating the business value of environmental sustainability to the executive suite. In the 21st century, all jobs are green jobs. Businesses already know that environmental education matters. Environmentally educated employees can improve a business' bottom line. In tough economic times, sustainability practices save money and reduce impact on the environment. The National Environmental Education Foundation (NEEF) set out to explore the current landscape--how far individuals have come in this third phase--by researching how companies are engaging and educating their employees on environmental issues. This report contains findings of NEEF's groundbreaking survey and case studies. The results of the survey and case studies suggest that environmental education is becoming standard practice at many companies though clearly there is no one-size-fits-all model. Most promising is how many companies see that environment and sustainability (E&amp;S) knowledge is valuable, particularly for new hires, and expect it to increase in importance as a hiring factor. Appendices include: (1) Survey questions; and (2) Case study questions. (Contains 6 footnotes and 18 figures.) [Funding for this report was provided by Kimberly-Clark.]
Alabama Education News. Volume 29, Number 1. August-September 2005
Author: White, Rebecca Leigh, Ed.
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Educational Objectives,Parent Participation,Parent School Relationship,Public Education,Faculty Development,Elementary Secondary Education,Program Descriptions,Academic Achievement,Federal Programs,Educational Indicators,Awards,Child Health,Computer Security,Crime Prevention

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Alabama Schools Make Annual Yearly Progress; (2) Meet Alabama's 2005 Teacher of the Year; (3) Alabama Education in the News; (4) New School Year Offers Healthier Choices &amp; Changes for Students; (5) Parental Involvement is Crucial for Students' Educational Success; and (6) &quot;Don't Get Hooked by a Crook&quot;. Regular features include: (1) Good News in Alabama Schools; (2) Board Briefs; (3) Awards, Opportunities and Professional Development; (4) Calendar; and (5) Teacher of the Month.
Alabama Education News. Volume 30, Number 1, August-September 2006
Author: White, Rebecca Leigh, Ed.
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Educational Objectives,Public Education,Faculty Development,Awards,Elementary Secondary Education,Program Descriptions,Federal Programs,Educational Indicators,Academic Achievement,Achievement Gains,Parent Participation,Parent School Relationship

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Great Gains in Proficiency Yet More Work to Do; (2) Points of Interest: News You Might Have Missed from the Alabama Department of Education; and (3) Statewide Parent Visitation Month. Regular features include: (1) Good News in Alabama Schools; (2) Board Briefs; (3) Awards, Opportunities and Professional Development; (4) Calendar; and (5) Teacher of the Month.
Research Library Issues: A Bimonthly Report from ARL, CNI, and SPARC. RLI 270
Author: Baughman, M. Sue, Ed.
Date: 2010-06-00
Type: Collected Works - Serial
Subjects: Research Libraries,Doctoral Dissertations,Media Adaptation,Electronic Publishing,Library Science,Graduate Study,Student Diversity,Recruitment,Minority Groups,Library Services,Work Environment,Nonprint Media,Copyrights

"Research Library Issues" ("RLI") is a bimonthly report from ARL (Association of Research Libraries), CNI (Coalition of Networked Information), and SPARC (Scholarly Publishing and Academic Resources Coalition). This issue includes the following articles: (1) Celebrating 10 Years of ARL's Initiative to Recruit a Diverse Workforce (Mark A. Puente); (2) ETDs and Graduate Education: Programs and Prospects (Joan K. Lippincott and Clifford A. Lynch); (3) Urban Copyright Legends (Brandon Butler); and (4) Open Access Week: Library Strategies for Advancing Change (Jamaica Jones and Andrew Waller with Jennifer McLennan). News and ARL Calendar 2010 are included. Individual articles contain tables and endnotes.
Report on Transfers from Community Colleges at Virginia Public Institutions
Author: State Council of Higher Education for Virginia
Date: 2009-10-01
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Associate Degrees,Public Colleges,Time to Degree,Bachelors Degrees,Enrollment,Enrollment Rate,College Transfer Students,Transfer Rates (College),Graduation Rate

This report describes the total number of Virginia Community College System (VCCS) transfer students each institution of higher education enrolled, and graduated from 2001-02 to 2005-06. The number of VCCS transfer students admitted to each higher education institution is not included because the State Council of Higher Education does not require the reporting of this information. The data tables included in this report provide information about VCCS students transferring to four-year institutions with, and without, the associate degree in the fall terms of 2001, 2002, 2003, 2004, and 2005. The tables indicate numbers of transfers attaining the baccalaureate within two, three, and four years after transfer. (Contains 3 tables.)
Research Library Issues: A Bimonthly Report from ARL, CNI, and SPARC. RLI 269
Author: Barrett, G. Jaia, Ed.
Date: 2010-04-00
Type: Collected Works - Serial
Subjects: Research Libraries,Access to Information,Electronic Publishing,Scholarship,Institutional Cooperation,Partnerships in Education,Certification,Authors,Copyrights,Public Policy,Group Unity,Funding Formulas,Contracts,Holistic Approach

&quot;Research Library Issues&quot; (&quot;RLI&quot;) is a bimonthly report from ARL (Association of Research Libraries), CNI (Coalition of Networked Information), and SPARC (Scholarly Publishing and Academic Resources Coalition). This issue includes the following articles: (1) Strategies for Opening Up Content: Laying the Groundwork for an Open System of Scholarship (Julia C. Blixrud); (2) Achieving Consensus on the University of Kansas Open-Access Policy (Ada Emmett and Town Peterson); (3) Improving Access with Open-Access Publishing Funds (Greg Tananbaum); (4) Model Language for Author Rights in Library Content Licenses (Ivy Anderson); and (5) Opening Up Content in HathiTrust: Using HathiTrust Permissions Agreements to Make Authors' Work Available (Melissa Levine). Individual articles contain endnotes.
The Calm and Alert Class: Using Body, Mind and Breath to Teach Self-Regulation of Learning Related Social Skills
Author: McGlauflin, Helene M.
Date: 2010-07-29
Type: Reports - Research
Subjects: Elementary School Students,Self Control,Interpersonal Competence,Metacognition,Physical Activities,Mental Health,Grade 1,Action Research,Teacher Surveys,Pilot Projects,Human Body,Holistic Approach

This article documents an action research pilot study called &quot;The Calm and Alert Class&quot;   which utilized the body, mind and breath of students to teach the self-regulation of learning related social skills. Sixty first graders in four classrooms at a public elementary school were offered a 30 minute class for 28 weeks, which taught explicit skills in these areas: respect for self, others and school; listening; following directions; self control; being calm and alert; maintaining a positive attitude; appropriate behavior in groups at various times of the school day. Effectiveness was monitored by the following data: beginning and midyear surveys of classroom teachers; midyear survey of parents; beginning and end of the year survey of students; anecdotal reports through observation by staff and parents. Results were promising. The group as a whole showed improvement in self -regulation at various times of the school day and individual students exhibited skill mastery and generalization in a number of instruction areas. Future actions based on data include continuing the class and expanding it to other grade levels at this site. Appended are: (1) Overview of Calm and Alert Class Units; (2) Teacher Surveys; (3) Documents for Parents; and (4) Concept Mastery Questions Asked of Students in September/May.
Report Card to the Public. 2003-2004 School Year
Author: Alaska Department of Education and Early Development
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: State Legislation,Federal Legislation,Boards of Education,Educational Policy,Public Education,Educational Legislation,Academic Achievement,Elementary Secondary Education,School Statistics,Public Schools,Tables (Data),Student Evaluation,Educational Assessment,Enrollment Rate,Enrollment Trends,Academic Standards,State Standards,Accreditation (Institutions),Educational Trends

This report is published in accordance with Alaska Statute 14.03.120 for the school year 2003-2004. This publication reports the status of public education. It is a source of information for Alaska's educational policy makers, including legislators, the Governor, the State Board of Education &amp; Early Development, local boards of education, parents, and communities. Under state law, each school district is required to report to its community information about its plans and performance. This publication is a statewide summary of those reports. The full &quot;Report Card&quot; now includes school-level data for every school in the state. It also has been revised in this year's edition to incorporate elements required by the federal No Child Left Behind Act. This publication is organized around the following key areas: State Profile; Standards and Assessments. (Contains 9 tables.)
Using Young Adult Literature and Literacy Theory to Teach Middle School Students How to Read through Critical Lenses
Author: King, Kathleen O'Connell
Date: 2010-07-00
Type: Reports - Research
Subjects: Middle School Students,Critical Theory,Thinking Skills,Teaching Methods,Adolescent Literature,Classics (Literature),Language Arts,Young Adults,Adolescents

Middle school students are socially conditioned through an inundation of messages conveyed by various mediums, and language arts teachers are capable of teaching them how to deconstruct messages through exercises in critical literacy. Many language arts teachers are not aware of critical theory and, if they are aware, rely solely on classic literature when teaching critical literacy. Research shows students are responding to young adult literature (YAL) therefore a more effective approach when teaching critical literacy would be to introduce YAL first and then use it as a bridge into classic literature. A literature review was conducted to examine the exercises currently taught in critical literacy, the history of YAL and the genres of YAL available today. The literature explores ways students can take what they learn in the language arts classroom and practice balanced decision making, become wise consumers, and contribute ethically to the greater good of society. To expand on the literature review, further research was performed through observation of a course in YAL at Vanderbilt University and interviews with the professor. The class explored critical theory and its application to YAL in the modern day classroom. Findings centered on the apparent need of the language arts teachers and their ability to create speculative and responsible citizens for society through the application of critical literacy practice. The most effective tool in engaging middle school students in these practices is YAL.
Environmental Education and Education for Sustainability Projects: Inspiring and Facilitating Implementation
Author: Williams, Ashley
Date: 2010-07-00
Type: Information Analyses
Subjects: Student Projects,Environmental Education,Active Learning,Sustainable Development,Program Implementation,Curriculum Implementation,Interviews,Observation,Educational Strategies,Social Action,Activism,International Education,Case Studies,Program Descriptions,Conservation (Environment)

Our world is faced with a vast array of environmental catastrophes ranging everywhere from climate change, to air and water pollution, to mass extinction of species which all threaten the environment and human existence. As of now, students are not being informed on the sustainability issues, or engaged in the change process at school. Rote memorization occurring in schools does not create critical thinkers that could help make the changes needed for the environment. The purpose of this study is to present ways in which these topics can be implemented in schools; specifically through local environmental action projects. Previous literature is presented which describes the need for environmental education and education for sustainable development, as well as the background of the movements. An exemplary model project, the STRAW Project, is presented through an interview with the creator of the project and personal observations of the project. The research has shown that when students are taught the skills they need to make a change for the environment and are engaged in environmental project based learning projects, they feel empowered and more ready to make a change. Other benefits and implementation methods are also presented. Appended are the interview questions.
Using Literature Circles to Increase Reading Comprehension in Third Grade Elementary Students
Author: Briggs, Shawna R.
Date: 2010-07-00
Type: Reports - Research
Subjects: Reading Comprehension,Grade 3,Action Research,Teaching Methods,Elementary School Students,Reading Instruction,Cooperative Learning,Group Activities,Interpersonal Competence,Student Participation,Program Effectiveness

Reading comprehension strategies are important skills for a child to learn. Good strategies support struggling students to be more successful in all subjects at school as reading is the basis for subsequent mastery of most subjects (Bender & Larkin, 2003). This action research project examined the use of literature circles in a third grade class. The research examined student performance on reading comprehension assessments before and after the use of literature circles. Other evidence of student learning and engagement with reading were examined. This paper presents the findings of this research and provides third grade teachers with literature circles activities to support the development of reading comprehension in their students. This research found that through the use of literature circles students developed better comprehension skills while increasing social skills that will lead to enriched learning. Appended are the following assigned literature circle roles completed by the students: Artful Artist; Cool Connector; Discussion Director; Passage Performer; and Super Storyteller.
Test Anxiety among Foreign Language Learners: A Review of Literature
Author: Aydin, Selami
Date: 2009-04-00
Type: Information Analyses
Subjects: Second Language Instruction,Second Language Learning,Examiners,Foreign Countries,Test Anxiety,Literature Reviews,Synthesis,Research Reports,Language Research,Student Characteristics,Language Tests,Student Attitudes,English (Second Language),Testing,Language Teachers

The findings obtained from previous research indicate that test anxiety has significant effects on the foreign language learning process. Thus, this paper aims to present a synthesis of research results on the &quot;sources&quot; and &quot;effects&quot; of test anxiety among foreign language learners. The results of the studies reviewed in the paper were mainly categorized under two sub-sections: the sources and effects of test anxiety. It is expected that the study will not only contribute to the limited research on the subject in Turkey, but also help increase the awareness among target groups such as learners, teacher and examiners. [This article was published in the &quot;Journal of Language and Linguistic Studies&quot; v5 n1 April 2009.]