ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Loan Debt Levels and Their Implications for Borrowers, Society, and the Economy
Author: Cornelius, Luke M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Loan Programs,Debt (Financial),Economic Impact,Educational Benefits,Federal Aid,Federal Programs,Community Benefits,Paying for College,Statistical Distributions

Upward mobility is a prized aspect of the American dream based upon the belief that those from humble origins can climb the socioeconomic ladder through education and hard work. Increasingly, postsecondary education is an essential component of that dream. However, many students, particularly those from low to moderate income families, find it necessary to rely upon student loans, which include direct loans from the U.S. Department of Education as well as those from private lenders, to finance their studies. A growing concern among policymakers is the increasing amount of debt students incur to pay for their postsecondary education. This article provides an overview of the implications associated with the growing student loan debt burden for borrowers, society, and the economy.
Education Funding and Student Outcomes: A Conceptual Framework for Measurement of the Alignment of State Education Finance and Academic Accountability Policies
Author: Knoeppel, Robert C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Accountability,State Policy,Educational Finance,Outcomes of Education,Academic Achievement,Educational Resources,Alignment (Education),State Aid,Performance Factors,Predictor Variables,Measurement Techniques,Measurement Objectives,Court Litigation,Program Implementation,Scheduling,Socioeconomic Influences,Student Characteristics,Models,Elementary Secondary Education,Educational Administration,Outcome Measures

The conceptualization and measurement of education finance equity and adequacy has engaged researchers for more than three decades. At the same time, calls for increased academic accountability and higher student achievement in K-12 public education have reached new levels at both the national and state levels. Aligning these represents an emerging area of research with many challenges. For example, recent efforts by the authors to measure the alignment of fiscal equity and student outcomes using an equity ratio faced challenges, particularly because traditional education finance statistical measures do not fully account for factors that either impeded or contributed to their alignment. In this article, the authors first review the process they used to create an equity ratio used to measure alignment. They then turn to their subsequent and related research to identify relevant contextual factors. Based upon these studies, they propose a conceptual framework that illustrates the interrelationship of factors associated with the alignment of education finance and accountability policies.
Library and Archives of Canada Collections as Resources for Classroom Learning
Author: Sly, Gordon
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Archives,Library Materials,Educational Resources,Classroom Techniques,Primary Sources,Electronic Libraries,High School Students,History Instruction,Historical Interpretation,Heritage Education,Units of Study,Lesson Plans,Behavioral Objectives

This article promotes the online use of primary documents from Library and Archives of Canada (LAC) collections by high school students conducting historical inquiry into a major historic event in Canada's past. It outlines a unit of seven history lessons that the author wrote for the &quot;Learning Centre&quot; at www.collectionscanada.ca/education/indexe. html, a website recently created by LAC. The unit: &quot;Canada and the Cold War: The Gouzenko Affair&quot; offers a variety of student-centered, skill-oriented teaching/learning strategies with supporting online resources. A major criterion for these educational resources is that they fit into the official curricula of each province and territory in Canada.
Discovering Your Place in History
Author: White, Carol
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Heritage Education,Cultural Maintenance,Educational Resources,Information Sources,History Instruction,Educational Needs,Program Development,Program Descriptions,Organizational Theories,Organizational Objectives,Material Development

The Historica Foundation of Canada has a mandate to provide or support programs and resources for the teaching of Canadian history in Canadian schools. This paper outlines how Historica discovered what was needed and the programs and resources they developed to fulfill their mandate.
Discovering the Past: Engaging Canadian Students in Digital History
Author: Levesque, Stéphane
Date: 2006-00-00
Type: Journal Articles
Subjects: Teaching Methods,History Instruction,History,Inquiry,Computer Mediated Communication,Computer Assisted Instruction,Web Sites,Information Technology,Foreign Countries,Lesson Plans

This paper deals with the impact of current digital technology revolution on history education. Based on four developments engendered by this revolution (liberalization of historical knowledge, intensification of digital archives, web-based communication, and active computer-based learning), it argues that digital history has the potential to offer powerful tools for inquiry-based learning in the classroom. The Virtual Historian, a newly created web-based program, is used as an example of the potential impact of such technology on students' historical learning.
Educating the Next Generation of Global Citizens through Teacher Education, One New Teacher at a Time
Author: McLean, Lorna R.
Date: 2006-00-00
Type: Journal Articles
Subjects: Citizen Participation,Teaching Methods,Ethical Instruction,Social Studies,History Instruction,Global Approach,Teaching Skills,Preservice Teachers,Nationalism,Teacher Education Programs,Program Descriptions,Foreign Countries,Lesson Plans,Geography Instruction,Civics,Educational Resources,Units of Study

Judging from public debate and policy, there is renewed interest about the state of young peoples' civic engagement, their character development and their knowledge levels about public issues. At the same time, there are persistent concerns about the narrow and nationalist construction of the very curriculum which should be challenging young peoples' ideas and perceptions of the world in Social Studies or History curricula. The following article discusses some of the ways in which the Developing a Global Perspective for Educators/Développement d'une perspective globale pour enseignants et enseignantes&quot; initiative at the Faculty of Education, University of Ottawa aims to address the knowledge deficit, the paucity of pedagogical skills and the provision of curricula with preservice students.
Creating a Culture of Intellectual Feedom through Leadership and Advocacy
Author: Stripling, Barbara K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Influences,Intellectual Freedom,Librarians,Role,Library Role,Leadership Responsibility,Advocacy,Leadership Qualities,School Policy,Access to Information,Student Empowerment,Inquiry,School Libraries,School Community Relationship

Culture involves behavior, attitudes, beliefs, and invisible norms and expectations. The question for school librarians is: How is a culture of intellectual freedom built, and what is the role of the librarian? School librarians are expected to be instructional leaders from &quot;the middle.&quot; They are not in positions of authority over other teachers, and yet they provide connective tissue across the school and often influence instructional strategies, the implementation of inquiry-based teaching, a focus on independent reading, the use of technology and resources, and the integration of skills instruction across the curriculum. If school librarians want to establish a culture of intellectual freedom, they must exert strong leadership and sustained advocacy. A culture of intellectual freedom, through equitable access and freedom of expression, empowers individuals and even schools to grow and change. This article explains how librarians can lead and advocate for a culture of intellectual freedom by enabling their school communities to take action in several realms: connections, policy, access, and student empowerment through inquiry and independent reading.
ALA Office for Intellectual Freedom: Who We Are and How We Help Librarians
Author: Pekoll, Kristin
Date: 2015-00-00
Type: Journal Articles
Subjects: Intellectual Freedom,Libraries,Librarians,Library Services,Access to Information,Information Security,Library Role,Professional Associations

The American Library Association's (ALA's) Office for Intellectual Freedom (OIF) strives to educate librarians and the public about the nature and importance of intellectual freedom in libraries, and it will celebrate its fiftieth anniversary in 2017. Libraries are a forum for information and ideas (under the First Amendment), and librarians are responsible for making sure that every person has equitable and unrestricted access. At OIF, the first priority is to make sure that all librarians, educators, and users know this. The second priority is to fight any attempts to limit or remove access. This article briefly describes the roles and responsibilities of OIF and OIF staff.
A Snapshot of State Regulatory Framework Development in Elementary and Secondary Online Education
Author: Stedrak, Luke J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Online Courses,Electronic Learning,State Policy,State Regulation,Educational History,Educational Development,Curriculum Development,Integrity,Instruction,Educational Policy,Educational Practices

With the advent and growth of elementary and secondary online education in the United States, teaching and learning has undergone radical change with unimagined alternatives to traditional brick-and-mortar classrooms, and online education is here to stay. Law and policy in some states has lagged behind the emergence of online K-12 education. The purpose of this article is to provide a snapshot of current state regulatory frameworks related to elementary and secondary online education. The article is divided into the following sections: background information about K-12 online education; state statutory review of K-12 online education policy; curriculum matters; academic integrity in an online education environment; and teaching in K-12 online education. The final section presents conclusions and recommendations for future research.
Teacher Quality and Sorting across Traditional Public and Charter Schools in the Detroit Metropolitan Region
Author: Addonizio, Michael F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Quality,Public Schools,Charter Schools,Educational Change,Achievement Gap,Metropolitan Areas,Comparative Analysis,Classification,Teacher Characteristics,Correlation,Statistical Analysis,Educational Indicators,Teacher Qualifications,Statistical Significance,Teacher Placement

In the quest to raise student achievement in low-performing urban schools, researchers often point to the central importance of recruitment and retention of a high quality teacher workforce (Lankford, Loeb and Wyckoff 2002; Rivkin, Hanushek and Kain 2005; Jacob 2007). At the same time, advocates have proposed charter schools not only as a means to reform traditional public schools, but also as a strategy to close the achievement gap between urban students and their suburban counterparts in no small part because charter schools are often freed from many of the constraints faced by traditional public schools, allowing them greater flexibility to recruit and retain a qualitatively different teacher workforce (Center for Education Reform n.d.). Using data for the Detroit metropolitan region of Wayne, Oakland, and Macomb counties for the 2005-2006 school year, this study sought to answer four research questions: (1) Did charter school teachers differ in measures of teacher quality from traditional public school teachers; (2) Was there variability in teacher quality within traditional public and charter schools; (3) To what extent were teacher quality indicators associated with teacher effectiveness; and (4) Did teacher sorting take place across charter and traditional public schools? This article is divided into eight sections. It begins with a background section on charter schools in Michigan, followed by a section on research on teacher quality and sorting. The third section presents research methods used in the study while findings are discussed in the next four sections, one for each of the research questions. The article closes with a summary, conclusions, and recommendations for future research.
Access to Information: Perspectives of a Superintendent and a School Board Member
Author: Adams, Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Access to Information,School Libraries,Superintendents,Administrator Attitudes,Boards of Education,Librarian Attitudes,Academic Freedom,Intellectual Freedom,Administrator Role,Library Policy,Reading Material Selection,Library Role,Censorship

School librarians often wonder whether school superintendents and school board members understand and support intellectual freedom for students in K-12 schools. In this article, an administrator and a school board member discuss their thoughts and the actions they took to support access to information in the face of formal challenges to school library resources. The introduction to this article was written by Helen Adams. The article is divided into two sections: (1) &quot;Lessons Learned&quot; (Michael Moskalski); and (2) &quot;The Simpsons vs. The Freedom to Read: A School Board Member's Perspective&quot; (Linda L. McBride).
Global Awareness and Perspectives in Global Education
Author: Burnouf, Laura
Date: 2004-00-00
Type: Journal Articles
Subjects: Global Education,Social Studies,World Views,Cultural Awareness,Perspective Taking,Cross Cultural Training,Attitude Change,Ethnocentrism

This paper examines the whole notion of global education by discussing theoretical and practical understandings by major figures in the field. Global education is a recent addition in social studies and there are many different understandings and conceptual which effectively teach the concepts in schools as part of the entire curriculum. A review of the explanation of Hanvey's five dimensions and the four­-dimensional model of global education by Pike &amp; Selby as well as other figures in the field of global awareness and education are outlined. These understandings are used to form the conclusion that all students need to learn about global issues in school in order to become living and practicing citizens in our ever­-changing global society. In teaching social studies the need exists to shift from the Eurocentric way of examining the curriculum and looking at it from multiple perspectives.
History from a Philosophic Perspective
Author: Broom, Catherine
Date: 2008-00-00
Type: Journal Articles
Subjects: History,Philosophy,Teaching Methods,Historians,Citizenship,Self Concept,Foreign Countries,History Instruction

One of the key components of Social Studies has always been history, yet many of us seldom explore what we mean by history. This paper delves into the meaning of history through an examination of Collingwood's work and a discussion of how we can incorporate twentieth century thought into his work. This paper aims, in Collingwood's words, to &quot;deepen understanding&quot; of our craft.
&quot;Power Corrupts, PowerPoint Corrupts Absolutely&quot;: Why Digital Technologies Did Not Change the Social Study's Classroom
Author: Clare, Michael
Date: 2006-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Educational Technology,Information Technology,Curriculum,Technology Integration,Costs,Educational Policy,Foreign Countries,Web Sites,Lesson Plans,Educational Resources

The dreams and predictions of a digital classroom never quite materialized in the social studies history area. For a variety of reasons teachers keep the technology just outside the door peeking in but never truly welcomed. Not welcomed because of the nature of courseware initially offered, not welcomed because the technology was advanced for the sake of technology itself and was imposed on the teacher. For teachers to invite digital technology in, attention should be on the curriculum, the teacher's delivery of curriculum, and how the technology can assist and advance deeper understandings.
An Outside Place for Social Studies
Author: Foran, Andrew
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,History Instruction,Teaching Methods,Technology Uses in Education,Educational Technology,Experiential Learning,Outdoor Education,High Schools,Secondary Education

This article was motivated by Summer 2006 Canadian Social Studies: History Alive! Old Sources, New Technologies. In light of technological advancements, programs, and efforts to enhance social studies, it appears history educators have forgotten about and overlook the benefits of leading children to authentic, historical places that exist outside school settings. In many schools, social studies education has become strictly a classroom experience that is divorced from the community; consequently, students experience only the concept of content within the confines of the classroom. One strategy to transform curriculum requires teachers move away from a traditional mode of teaching and toward a partnership with their students as they create knowledge together within authentic places of learning.
The Importance of Educational Research in the Teaching of History
Author: Stafford, Joseph T.
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Research,History Instruction,Grade 10,High School Students,Foreign Countries,Teaching Methods,Learning Processes

This article discusses the importance of teachers integrating new educational research into their classroom instruction. The mandatory grade 10 History course in Ontario is used as an example of how such integration leads to improved teacher instruction and therefore student learning.
Ethics Today: Are Our Principles Still Relevant?
Author: Garnar, Martin
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethics,Administrative Principles,Library Associations,Relevance (Education),Social Change,Library Services,Intellectual History,Library Administration,Standard Setting

In 1939 technological advances included the first handheld electric slicing knife, the first mass-produced helicopter, and the first transmission of a picture via a cable system (Science and Technology 2001). That year also saw the first Code of Ethics adopted by the American Library Association (ALA OIF 2010, 311). Can an ethical code first promulgated the year World War II began remain relevant more than a decade into the twenty-first century? This article will demonstrate why these ethical principles are more important than ever and will inform the reader about the latest developments related to the Code of Ethics.
Standing by Their Principles: Two Librarians Who Faced Challenges
Author: Adams, Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Librarians,Barriers,School Libraries,Intellectual Freedom,Library Materials,Censorship,Resistance to Change,Professional Identity,Profiles,Library Administration,Library Policy,Change Agents,Recognition (Achievement),Awards,Elementary Secondary Education

What do school librarians fear most? Hands down, their biggest fear is a formal challenge to a resource in the school library. There are no accurate statistics about the number of challenges to school library resources. The staff of ALA's Office for Intellectual Freedom estimates that only about 20 percent are reported to ALA annually. For the year 2014 the number of challenges reported was 311 (ALA, 2015). Following an introduction by Helen Adams, two courageous school librarians tell the stories of their challenges and what they learned. Both were recognized with national awards for their stands against censorship. Dee Ann Venuto received the American Association of School Librarians Intellectual Freedom Award in 2011, and in 2013 DaNae Leu was awarded the Robert B. Downs Intellectual Freedom Award from the faculty of the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign. The first selection by DaNae Leu is entitled &quot;Not in Our House;&quot; and the second selection, by Dee Ann Venuto, is entitled &quot;Professional and Personal Growth: The Realities of Challenges to Intellectual Freedom.&quot;
Thematic Unit Planning in Social Studies: Make It Focused and Meaningful
Author: Horton, Todd A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Planning,Lesson Plans,Units of Study,Social Studies,Sequential Approach,Thematic Approach,Problem Sets,Student Educational Objectives,Foreign Countries

Unit planning is perhaps the most difficult of the teacher duties to execute well. This paper offers suggestions for improving focus and increasing the meaningfulness of thematic unit content for students. Stressing the concept of a Big Understanding, it outlines 6 sequential steps in the creation of units which, when applied, not only establish a purpose for the study of the material, but also foster the growth of citizens who are self-­actualized, learned, contributing members of a global society.
Don't Forget about Law: A Case for Law-Related Education in Elementary Social Studies
Author: Cassidy, Wanda
Date: 2004-00-00
Type: Journal Articles
Subjects: Law Related Education,Social Studies,Legal Responsibility,Citizenship Responsibility,Elementary Schools,Interdisciplinary Approach,Language Arts,School Policy,Educational Practices,Modeling (Psychology),Foreign Countries,Case Studies,Teaching Methods

In this article I argue that greater attention should be given to the law-related education dimension of social studies education. I posit that a basic understanding of law and its role in society and in our lives is fundamental to the social studies citizenship mandate. Law-related education may be incorporated in elementary social studies in several different ways: highlighting the legal aspect of a topic or theme found in the social studies curriculum; using legal procedures as strategies for addressing social studies topics and promoting critical thinking objectives; using law as a way to integrate social studies with language arts; and modeling and practicing law-related principles through the informal curriculum of school policies and practices.
Teaching Human Rights in Elementary Classrooms: A Literary Approach
Author: Darling, Linda Farr
Date: 2004-00-00
Type: Journal Articles
Subjects: Civil Rights,Elementary Education,Social Studies,Teaching Methods,Childrens Literature,Childrens Rights,Books,Age Differences

This article presents elementary social studies teachers with examples of children's literature that can be used to teach about children's rights as they were declared at the UN Convention on the Rights of the Child. Five books are summarized for younger audiences, and four are reviewed for older readers. The author also describes a recent informational book on fifteen children's rights appropriate for all elementary classrooms.