ethanporcaro/eric-fulltext-meta huggingface dataset:
International Research and Studies Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Higher Education,Instructional Materials,Second Language Learning,Area Studies,Private Agencies,English (Second Language),Federal Aid,International Education,Expertise,Modern Languages,Public Agencies,Federal Legislation,Surveys,Educational Research,Second Language Instruction,Organizations (Groups),International Studies

The International Research and Studies Program supports surveys, studies, and instructional materials development to improve and strengthen instruction in modern foreign languages, area studies, and other international fields. The purpose of the program is to improve and strengthen instruction in modern foreign languages, area studies and other international fields. Eligible applicants are public and private agencies, organizations, institutions, and individuals. Funds awarded may not be used for the training of students and teachers. No cost-sharing is required. Congress finds that systematic efforts are necessary to enhance the capacity of institutions of higher education in the United States for: (A) producing graduates with international and foreign language expertise and knowledge; and (B) research regarding such expertise and knowledge. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act.
Language Resource Centers Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Teacher Effectiveness,Higher Education,Learning Resources Centers,Program Effectiveness,Performance Tests,Teaching Methods,Learning Strategies,Applied Linguistics,Second Language Instruction,Second Language Learning,Grants,Standards,Language Skills,Teacher Education,Uncommonly Taught Languages,Summer Programs,Institutes (Training Programs),Faculty Development,Language Teachers,Material Development

The Language Resource Centers (LRC) program provides grants to institutions of higher education to establish, strengthen, and operate resource centers that serve to improve the nation's capacity to teach and learn foreign languages. Eligible applicants are institutions of higher education. Duration of the grant is four years. Center activities include: (1) Conduct and disseminate research on teaching and learning methods, including the use of technology; (2) Develop and disseminate research-based language materials for K-16 that reflect effective teaching strategies; (3) Develop skill-level standards for languages; (4) Develop, apply, and disseminate performance tests; (5) Train teachers in the use of performance tests, effective teaching and learning strategies, and technology; (6) Focus on the teaching and learning of less commonly taught languages; and (7) Operate intensive summer institutes for foreign language learning and provide professional development. The LRC program draws on institutional strengths in foreign language teaching, applied linguistics, second language acquisition and materials development. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act.
National Resource Centers Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Second Language Instruction,Federal Aid,International Studies,Resource Centers,Grants,Second Language Programs,Program Descriptions,Improvement Programs,Undergraduate Study,Instructional Materials,Educational Research

The National Resource Centers Program provides grants to institutions of higher education to establish, strengthen, and operate comprehensive and undergraduate centers that are national resources for: (1) Teaching modern foreign languages, especially the less and least commonly taught languages; (2) Disciplinary instruction to provide a thorough understanding of areas where these languages are used; (3) Disciplinary instruction in international studies; (4)Internationalizing professional programs, including language study; (5) Center-related research and dissemination; and (6) Curricular and instructional materials for K-16 educators. Eligible applicants are institutions of higher education. Grants may be used to support: (1) Modern foreign language instruction; (2) Instruction in fields necessary to provide a full understanding of the areas, regions, or countries in which the languages are commonly used; (3) Resources for training and research in international and foreign language aspects of professional and other fields of study; (4) Opportunities for training and research on issues in world affairs that concern one or more countries; (5) Outreach on national, regional, and local levels; and (6) Linkages with overseas institutions of higher education and other organizations that may contribute to the teaching and research of the center. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act.
Fulbright-Hays Seminars Abroad Program and Special Bilateral Projects
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Social Sciences,Seminars,International Educational Exchange,Humanities,Global Education,Eligibility,Participant Characteristics,Teacher Exchange Programs,Teacher Improvement,Improvement Programs,Multicultural Education

The Fulbright-Hays Seminars Abroad Program and Special Bilateral Projects provides short-term study and travel seminars abroad for U.S. educators in the social sciences and humanities for the purpose of improving their understanding and knowledge of the people and culture of other countries. There are approximately 10 seminars with 16 participants in each seminar annually. Seminars are four to six weeks in duration and are conducted in the summer. This program holds an annual competition. Eligible applicants include: (1) Elementary School Teachers; (2) Middle or High School Teachers in fields of social sciences or humanities, including languages; (3) Administrators or Curriculum Specialists who have responsibility for curriculum in fields of social sciences or humanities, including languages; (4) Faculty or Administrators from institutions of higher education--public or private, two- or four-year--in the fields of social sciences or humanities, including languages; and (5) Librarians, Museum Educators, Media or Resource Specialists who have responsibility for curricula, at the education levels noted above, in fields of social sciences or humanities, including languages. Applicants must meet the following criteria: (1) Citizenship--must be a citizen of the United States or a permanent resident; (2) Academic Preparation--must hold at least a bachelor's degree from an accredited college or university; (3) Professional Experience--(A) must have at least three years of full-time experience in the professions listed (by the time of departure for the seminar); and (B) must be currently employed full-time in a professional capacity in a U.S. school system, institution of higher education, local education agency (LEA), state education agency (SEA), library or museum; and (4) Health--must be physically and psychologically able to participate in all phases of the seminar. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act.
Technological Innovation and Cooperation for Foreign Information Access Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Libraries,Innovation,Federal Aid,Consortia,Information Management,Information Needs,Information Policy,Information Technology,Access to Information,Eligibility,International Education,Technological Advancement

The Technological Innovation and Cooperation for Foreign Information Access (TICFIA) Program supports projects focused on developing innovative technologies for accessing, collecting, organizing, preserving, and disseminating information from foreign sources to address the U.S.' teaching and research needs in international education and foreign languages. Institutions of higher education, a public or nonprofit private library, or consortia of such institutions or libraries in the United States are eligible to apply for grants under the TICFIA Program. The federal share of the total cost of carrying out a program supported by a grant under this section shall not be more than 66.66 percent. The non-federal share of such cost may be provided either in-kind or in cash, and may include contributions from private sector corporations or foundations. Funding for the TICFIA Program is on a three-year award cycle. The average amount for an award is between $100,000 to $195,000 per year. An average of 10 awards per cycle are given. A list of eligible activities is provided. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act.
Undergraduate International Studies and Foreign Language Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Higher Education,Second Languages,Nonprofit Organizations,Curriculum Development,Federal Aid,International Studies,Community Colleges,Consortia,Grants

The Undergraduate International Studies and Foreign Language Program provides funds to institutions of higher education, a consortia of such institutions, or partnerships between nonprofit organizations and institutions of higher education to plan, develop, and implement programs that strengthen and improve undergraduate instruction in international studies and foreign languages. Institutions of higher education and nonprofit organizations, including professional and scholarly associations, are eligible to apply for grants under this program. Institutions of higher education may use federal funds in accordance with program requirements to revise and update curricula and develop additional faculty expertise. Grant awards are normally made for projects extending over a period of two years. Organizations, associations, and institutional consortia are eligible for three years of support. Applicants for multi-year funding must provide a plan of operation and budget for each year for which support is requested. Continuation of an award is subject to a satisfactory performance level and the availability of funds. Programs are carried on primarily within the United States. A list of the eligible activities is provided. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act.
Unlocking Emergent Talent: Supporting High Achievement of Low-Income, High Ability Students
Author: Olszewski-Kubilius, Paula
Date: 2012-11-00
Type: Reports - Research
Subjects: Gifted,Academic Achievement,Evidence,Program Effectiveness,Best Practices,High Achievement,Talent Development,Social Support Groups,Models,Expertise,Public Policy,Low Income,Identification,English (Second Language),Second Language Learning,Advanced Courses,Program Descriptions

This report takes a comprehensive look at achievement for low-income promising learners--past, present, and future. At its core, it challenges the nation to move beyond its near-singular focus of achieving minimum performance for all students, to identifying and developing the talent of all students who are capable of high achievement, including the promising low-income and culturally and linguistically diverse students who too often literally languish in schools. The foundation for this report was built at the National Summit on Low-Income, High-Ability Learners, convened by the National Association for Gifted Children in 2012. The Summit gathered experts to share the latest research on the education and development of low-income, high-ability students, identify barriers to achievement in school and success in adulthood, share information about successful school-based and supplemental programs, and recommend areas in need of further research. The report sets the stage for major strides in both understanding and action, by spotlighting strong evidence-based program models that produce performance results for low-income, high-ability learners, recommending educational best practices, and identifying both research and public policy gaps that, if filled, could achieve significant results for the future. It identifies numerous factors that impede participation in advanced programs by low-income, high-ability students. Drawing on lessons from successful school-based and supplemental program and service models featured at the Summit, this report highlights their common factors such as expanded learning time, augmented student support networks, and enriched curriculum, and makes best practice recommendations in identification practices, programs and services, and supportive school cultures. The case made within the pages of this report gives researchers, educators, practitioners, and policy makers reasons to be optimistic about the future they can--and must--create for low-income, high-ability learners, as well as a roadmap for success. Appended are: (1) Successful Programs; and (2) Summit Participants. (Contains 91 endnotes.)
Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning
Author: Patrick, Susan
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: Competency Based Education,Elementary Secondary Education,State Policy,Educational Policy,Educational Change,Individualized Instruction,Accountability,Technology Uses in Education,Educational Finance,Educational Cooperation,Federal State Relationship,Academic Standards,State Standards,Student Evaluation,Faculty Development

Performance-based learning is one of the keys to cracking open the assumptions that undergird the current educational codes, structures, and practices. By finally moving beyond the traditions of a time-based system, greater customized educational services can flourish, preparing more and more students for college and careers. This proposed policy framework, designed to expedite state policy development in performance-based learning, may be applied to all next generation learning. Building upon the 2011 Competency-Based Learning Summit convened by the International Association for K-12 Online Learning (iNACOL) and the Council of Chief State School Officers (CCSSO), this discussion explores how state policy can loosen the regulatory environment that is handcuffing administrators and educators who are ready to move toward student-centered, competency-based models of learning. Transitioning to a competency-based system requires deep analysis and wide-reaching creativity. Thus, chief state school officers will want to work collaboratively, drawing on insights and innovations from other states in order to expedite the process of constructing a set of policies that promote innovation and breakthrough strategies, rather than the traditional compliance model. (Contains 8 resources, 7 online resources and 3 footnotes.) [Funding for this paper was provided by the Stupski Foundation. For related report, &quot;It's Not a Matter of Time: Highlights from the 2011 Competency-Based Summit,&quot; see ED537332.]
The Online Learning Definitions Project
Author: International Association for K-12 Online Learning
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Online Courses,Blended Learning,Elementary Secondary Education,Definitions,Educational Opportunities,Educational Improvement,Improvement Programs,Educational Research,Educational Practices,Policy Formation,Guidance Programs,Vocabulary Development,Research Projects

The mission of the International Association for K-12 Online Learning (iNACOL) is to ensure all students have access to a world-class education and quality online learning opportunities that prepare them for a lifetime of success. &quot;The Online Learning Definitions Project&quot; is designed to provide states, districts, online programs, and other organizations with a set of definitions related to online and blended learning in order to develop policy, practice, and an understanding of and within the field. The initiative began with a thorough literature review of existing definitions, followed by a research survey to iNACOL members and experts to ensure the efficacy of the definitions adopted. These definitions should be implemented and monitored by each state, district or organization, as they reserve the right to apply the definitions according to the best interest of the population for which they serve. A bibliography is included.
The Class of 2011: Young Workers Face a Dire Labor Market without a Safety Net. EPI Briefing Paper #306
Author: Shierholz, Heidi
Date: 2011-04-20
Type: Reports - Evaluative
Subjects: College Graduates,Employment Patterns,Public Policy,Labor Market,Unemployment,High School Graduates,Labor Economics,Labor Supply,Employment Opportunities,Employment Potential,Employment Problems,Employment Projections,Economic Climate,Economic Factors,Economic Impact,Economic Opportunities,Economic Progress,Young Adults,Youth Opportunities,Youth Problems,Youth Employment,Job Development

The Great Recession left a crater in the labor market that has been devastating for unemployed Americans of all ages. After more than two years of unemployment at well over 8%, there is a hole of more than 11 million jobs, with average spells of unemployment lasting nearly nine months. The weak labor market has been particularly tough on young workers. In 2010, the unemployment rate for workers age 16-24 was 18.4%--the worst on record in the 60 years that this data has been tracked. Though the labor market has started to "slowly" recover, the prospects for young high school and college graduates remain grim. This briefing paper examines the dire labor market confronting young workers and concludes with ways that government policy could help. (Contains 11 figures and 2 endnotes.)
Do Public School Teachers "Really" Receive Lavish Benefits? Richwine and Biggs' Recent Report Doesn't Make the Grade. EPI Issue Brief #324
Author: Morrissey, Monique
Date: 2012-02-09
Type: Reports - Evaluative
Subjects: Educational Attainment,Public School Teachers,Salary Wage Differentials,Teacher Employment Benefits,Workers Compensation,Compensation (Remuneration),Teacher Salaries,Comparable Worth,Research Reports,Statistical Bias,Reader Response,Audits (Verification),Job Security,Personnel Policy

When most people think of the perks of teaching, an image that comes to mind is a shiny apple presented by a gap-toothed pupil. A recent paper by Jason Richwine of the Heritage Foundation and Andrew Biggs of the American Enterprise Institute claims that public school teachers enjoy lavish benefits that are more valuable than their base pay and twice as generous as those of private-sector workers (Richwine and Biggs 2011). According to Richwine and Biggs, this makes teachers' total compensation 52 percent higher than fair-market levels and amounts to $120 billion "overcharged" to taxpayers each year. This finding, and previous research by the same authors (Biggs and Richwine 2011), are at odds with a large body of research showing that public school teachers and other government workers have total compensation that is lower--or at least no higher--than that of comparable private-sector workers. How do Richwine and Biggs get such different results? Their research comparing public- and private-sector pay has been critiqued elsewhere, so this brief will address the authors' specific case against school teachers, focusing on benefits. This brief will show that, among other things, Richwine and Biggs: (1) compare teachers with private-sector workers with much lower educational attainment; (2) selectively alternate between the cost of benefits to employers and the value to workers, and inappropriately equate the latter with the often much higher cost to individuals of obtaining equivalent benefits; (3) triple the cost of teacher pensions by assuming a very low rate of return on pension fund assets, or by assuming a very high cost of guaranteeing these benefits; (4) inflate the cost of retiree health benefits and seasonal leave; and (5) place an arbitrary dollar figure on the value of job security to workers, while ignoring the advantage to employers of employee retention. (Contains 1 table and 3 endnotes.)
A Different Kind of Choice: Educational Inequality and the Continuing Significance of Racial Segregation. Working Paper
Author: Rothstein, Richard
Date: 2012-08-21
Type: Reports - Evaluative
Subjects: Equal Education,Achievement Gap,Charter Schools,Evidence,School Choice,School Desegregation,Racial Segregation,Social Integration,Desegregation Methods,Desegregation Plans,Social Change,Social Class,Metropolitan Areas,Suburban Schools,Urban Schools,School Restructuring,Racial Discrimination,Federal Government,Government Role,Race,Educational Policy,Politics of Education

Despite the growing ideological divisions, there has been a surprising political convergence on some issues related to urban policy, social services, and housing. From the spread of charter schools and school choice to the expansion of home ownership through financial deregulation, it is apparent that liberals and conservatives agree. Yet these points of agreement hide or exacerbate racial and economic segregation, and geographically concentrate its deleterious consequences. The Obama Administration's embrace of urban charter schools and school choice is emblematic of this convergence, yet in fact, charter schools are even more segregated than regular public schools. Despite lack of evidence of their efficacy, and strong empirical support for benefits of school integration, Administration officials fail to describe the achievement gap as a reflection of metropolitan segregation. Establishing racially homogenous charter schools in urban neighborhoods, even where charter schools are successful, is but the latest example of what George Romney's allies dismissed as "gilding the ghetto." George Romney had a better approach. He understood that the suburbs themselves must be desegregated so that disadvantaged children could attend predominantly middle class schools in their own neighborhoods. He was defeated in his efforts, and partly because of this defeat, the achievement gap between black and white children has not narrowed nearly as much as it might have done in the last half century. It is unlikely to narrow much further without revisiting the imperative of residential integration in the metropolitan areas. (Contains 126 endnotes.)
The Compensation Question: Are Public School Teachers Underpaid? Analysis and Opinion
Author: Mishel, Lawrence
Date: 2012-09-25
Type: Opinion Papers
Subjects: Public School Teachers,Opinions,Compensation (Remuneration),Workers Compensation,Salary Wage Differentials,Comparable Worth,Teacher Salaries,Teaching (Occupation),Comparative Analysis,Teacher Employment Benefits

Over the past few years, as cash-strapped states and school districts have faced tough budget decisions, spending on teacher compensation has come under the microscope. The underlying question is whether teachers are fairly paid, underpaid, or overpaid. In this forum, two pairs of respected economists offer very different answers. Andrew Biggs of American Enterprise Institute and Jason Richwine of the Heritage Foundation argue that, considering skills, workload, and benefits, today's teachers are, on average, overpaid. Lawrence Mishel of the Economic Policy Institute and Joydeep Roy of Columbia University and New York City's Independent Budget Office argue that Richwine and Biggs are off the mark, and that teachers deserve a raise. (Contains 1 table.)