ethanporcaro/eric-fulltext-meta huggingface dataset:
Recovery Act: Increasing the Public's Understanding of What Funds Are Being Spent on and What Outcomes Are Expected. Report to the Republican Leader, U.S. Senate. GAO-10-581
Author: US Government Accountability Office
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Public Agencies,Federal Programs,Accountability,Awards,Reports,Web Sites,Probability,Sampling,Research Methodology,Program Evaluation

A hallmark of efforts to implement the $862 billion American Recovery and Reinvestment Act of 2009 (Recovery Act) is to be transparent and accountable about what the money is being spent on and what is being achieved. To help achieve these goals, recipients are to report every 3 months on their award activities and expected outcomes, among other things. This information is available on Recovery.gov, the government's official Recovery Act Web site. As requested, this report covers 11 federal programs focused on broadband, energy, transportation, federal buildings, and civil works activities, representing $67 billion in Recovery Act funding. Primarily, the report (1) describes how the Office of Management and Budget (OMB) and federal agencies implemented the act to report funds' uses and (2) assesses the extent to which descriptions of awards meet GAO's transparency criteria. It also describes reported uses of funds for the 11 programs. GAO reviewed requirements for reporting in the act and OMB's guidance. Based on these requirements, GAO developed a transparency assessment and applied it to a probability sample of descriptions from 14,089 recipient reports. In addition, GAO reviewed 52 projects in detail in states that it had contacted as part of its bimonthly reviews and interviewed federal, state, and local officials about their experiences with reporting descriptions of awards. Appended are: (1) Broadband Initiatives Program; (2) Broadband Technology Opportunities Program; (3) Weatherization Assistance Program;(4) Geothermal Technologies Program; (5) High-Speed Intercity Passenger Rail Program; (6) Grants-in-Aid for Airports; (7) Highway Infrastructure Investment; (8) Supplemental Discretionary Grants for a National Surface Transportation System; (9) Transit Capital Assistance; (10) Federal Buildings Fund; (11) Civil Works Program; (12) Federal Agency Actions to Review Recovery.gov for Accuracy; (13) Additional Information on Methodology; (14) Error Rates Associated with Estimates of the Extent to Which Awards Met Our Transparency Criteria; (15) Comments from the Department of Commerce; and (16) GAO Contracts and Staff Acknowledgments (Contains 13 tables, 6 figures, and 84 footnotes.)
Rural Education Issues: Rural Administrators Speak Out
Author: Williams, Julia
Date: 2010-05-01
Type: Reports - Research
Subjects: Rural Schools,State Legislation,Focus Groups,School Districts,State Agencies,Rural Education,Resource Allocation,Professional Education,Administrator Attitudes,Public Schools,Surveys,Educational Policy,Superintendents,Principals,Best Practices

The purpose of this study was to identify the issues that most affect Minnesota's rural public school administrators as they attempt to fulfill the mandates required from state legislation and communities. A second purpose was to identify exemplary practices valued by individual Minnesota rural schools and districts. Electronic surveys were sent to all of the superintendents, principals, and business managers in the 141 school districts that belong to the Minnesota Rural Education Association for a total of 465 surveys. These members were asked to provide demographic information, priorities, needs, best practices, and policy suggestions in order to establish lines of inquiry for further investigation. Researchers then conducted focus groups of school administrators in each of six regions of Minnesota following the results of the survey. Results identified three priority categories of concern, attainment of student performance and learning goals, fiscal management and curriculum and instruction, with ten related needs for assistance, in addition to policy and process changes identified to address those concerns. After analysis of this study's survey responses and focus group participation, the needs and priorities collected from leaders of rural school districts indicate opportunities to review and revise current funding policies, as well as considerations to modify or review procedures employed by state agencies, professional education organizations, colleges and universities. While it is true that additional financial resources would always be welcomed, participants in this study identified means by which rural education could be improved through revised allocation of resources. By systematically soliciting the insights of the individuals who can balance the requirements of the federal and state mandates with the realities of the communities they serve, may be able to strengthen the connections between rural schools, and those who make decisions. (Contains 1 table.)
Project Based Learning for Life Skill Building in 12th Grade Social Studies Classrooms: A Case Study
Author: Zimmerman, Daniele C.
Date: 2010-06-00
Type: Dissertations/Theses - Masters Theses
Subjects: Active Learning,Student Projects,Daily Living Skills,High School Seniors,Social Studies,Case Studies,Educational Strategies,Constructivism (Learning),High Schools,Classroom Environment,Secondary Education,Multiple Intelligences

Based on the assumption that project based learning (PBL) in 12th grade social studies classrooms contributes to the development of life skills for high school seniors in this advanced and globalized time, this research will investigate student experiences with PBL methods for helping them acquire skills along with a case study of a successful PBL program. The purpose of this study is to help educators discern the value of this instructional strategy. Constructivism refers to the concept that students learn through their experiences and curriculum designed around the Theory of Multiple Intelligences allows them the opportunity to learn through a variety of methods during each lesson. A qualitative approach to gathering research, using the interview format was conducted with three teachers who agreed to participate in the study. These teachers had created a unique PBL program in their high school classrooms. The focus of their work was to document the success in teaching life skills to high school students with the goal of preparing them for college, jobs, and life after secondary education. I also gathered information by observing the teachers as they were involved in working actively with students using PBL. The major themes found within the literature highlight the success of the project based learning method, the importance of skill building for life and that fundamental changes are needed for education and instruction.  I believe that I can conclude that from my reading, review, research, interviews and observations that the PBL method is successful in teaching and building life skills in high school social studies classrooms, and is able to better prepare students for life after secondary education. Thanks to this instructional method students are able to acquire skills that will help them achieve success in college, the work-force and in life.
Quality Education through Child-Friendly Schools: Resource Allocation for the Protection of Children's Rights
Author: Orkodashvili, Mariam
Date: 2010-06-25
Type: Reports - Evaluative
Subjects: Childrens Rights,Educational Quality,Resource Allocation,International Organizations,Child Health,Nutrition,Sex Fairness,Guidelines,Educational Planning,Cooperation,Foreign Countries,Institutional Characteristics,Access to Education,Health Promotion,Inclusive Schools,Educational Environment

The paper discusses the idea and purpose of Child-Friendly Schools (CFSs) initiated by the UNICEF. It analyses the implications of CFSs in terms of improving children's health and nutrition, promoting gender equality, protecting children's rights, re-defining education quality and creating positive psycho-emotional environment at schools. Experience is now showing that a framework of rights-based, child-friendly schools can be a powerful tool for both helping to fulfill the rights of children and providing them an education of good quality. At the national level, for ministries, development agencies, and civil society organizations, the framework can be used as a normative goal for policies and programmes leading to child-friendly systems and environments, as a focus for collaborative programming leading to greater resource allocations for education, and as a component of staff training. At the community level, for school staff, parents, and other community members, the framework can serve as both a goal and a tool of quality improvement through localized self-assessment, planning, and management and as a means for mobilizing the community around education and child rights.
The Influence of Secondary Social Studies Teachers' Opinions on Teaching and Learning
Author: Rumpf, Emily
Date: 2010-06-29
Type: Reports - Research
Subjects: Social Studies,Secondary School Teachers,Secondary Education,High Schools,Teacher Attitudes,Measures (Individuals),Program Effectiveness,Course Content,Teacher Motivation,Teacher Influence,Student Attitudes,Teacher Student Relationship

The purpose of this research was to determine whether secondary social studies teachers' opinions impact the way they teach and how that impacts the students' learning. Neutrality is important within a classroom, but passion is rarely neutral and can spark interest and motivation in some students but it is also possible it can have a negative effect. There were 14 participants in this study which included teachers from a middle and high school suburban district in Central New York. All participants responded to a questionnaire and three out of 14 participated in an individual interview and classroom observations during social studies lessons. It is clear from this analysis that teachers' enthusiasm creates a positive impact on students' learning and the converse is also true. Teachers may want to reflect on their opinions to maximize students learning in the social studies classroom. Questionnaire and interview questions are appended. (Contains 9 figures.)
Double-Shift Schooling and EFA Goals: Assessing Economic, Educational and Social Impacts
Author: Orkodashvili, Mariam
Date: 2009-09-25
Type: Reports - Evaluative
Subjects: Foreign Countries,School Schedules,Equal Education,Economically Disadvantaged,Cost Effectiveness,Access to Education,Time Factors (Learning),Extended School Day,School Organization,Context Effect,Educational Finance,Economic Impact

The aim of the paper is to discuss the system of double-shift schooling and assess it from economic, social and educational angles referring to different cases from Sub-Saharan African countries. The paper makes an attempt to prove that despite certain challenges that it faces, the system of double-shift schooling is the best solution for poor countries to achieve the millennium goal of Education for All with limited resources, and an optimum strategy for rich countries to use resources more efficiently. Thus, if wisely implemented and managed, double-shift schools can be the best way to achieve the goal of universal education in both poor and rich countries. (Contains 1 footnote.)
A Study of the Effectiveness of Sensory Integration Therapy on Neuro-Physiological Development
Author: Reynolds, Christopher
Date: 2010-06-07
Type: Reports - Research
Subjects: Learning Problems,Sensory Integration,Physiology,Program Effectiveness,Anatomy,Brain,Therapy,Cognitive Processes,Learning Processes,Child Development,Data Analysis,Student Evaluation,Children,Foreign Countries

Background: Sensory integration theory proposes that because there is plasticity within the central nervous system (the brain is moldable) and because the brain consists of systems that are hierarchically organised, it is possible to stimulate and improve neuro-physiological processing and integration and thereby increase learning capacity. Objective: Accordingly, the objective of this study was to assess the effectiveness of sensory integration therapy on improving the neuro-physiological capacity of children identified as having learning difficulties. Method: The Beery VMI and the TVPS-3 were used as appropriate neurological development tests to measure the improvement in neuro-physiology of the children. The study of 62 children diagnosed as having learning difficulties was conducted over the 2007-08 and 2008-09 school years in Dubai, United Arab Emirates. Results: In both visual perceptual and visual motor integration assessments, the median standardised scores for the study cohorts over the two academic years showing extremely statistically significant and very statistical significant results with a correlated increase in neuro-physiological performance across the two assessment schemes. Conclusion: The results suggest an unusual advancement in the children's development. They indicate that the sensory integration therapy program was distinctly effective in improving the neuro-physiological development of children with learning difficulties. (Contains 11 footnotes, 6 tables, and 7 figures.) [This document was published by the British Institute for Learning Development.]
Integrating Calculators in the Secondary Mathematics Classroom: Teachers' Attitudes and Perspectives
Author: Mason, Andrea
Date: 2010-06-28
Type: Reports - Research
Subjects: Calculators,Mathematics Skills,Mathematics Teachers,Basic Skills,Skill Development,Mathematics Instruction,Middle Schools,High Schools,Technology Integration,Data Collection,Questionnaires,Observation,Interviews,Thinking Skills

The purpose of this study was to analyze secondary mathematics teachers' experiences, attitudes, beliefs, and practices in teaching and learning mathematics using the calculator. The study also focused on the role of the calculator in the mathematics classroom. A high number of students lack simple math skills and many use the calculator at all times. This led to the question, is the calculator a substitute for learning and authentic understanding? Data was collected through questionnaires, observations, and interviews. Results show that (1) teachers believe students can successfully learn mathematics using calculators, however (2) teachers believe that the calculator can contribute to a lack of mathematical understanding and threaten basic skill development and (3) the role and use of the calculator in the middle and high school differ significantly. These results demonstrate that integrating the calculator in the secondary mathematics classroom is a complicated, deliberated task and teachers need to be prepared to do so with as much support and knowledge as possible. Three appendixes are included: (1) Teacher Questionnaire Part II; (2) Teacher Interview Questions; and (3) Calculator Terms. (Contains 6 tables and 6 figures.)
The Impact of At-Risk Students Enrolled in Advanced Placement Courses on a High School Culture
Author: Posthuma, David
Date: 2010-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Campuses,Critical Theory,Equal Education,Advanced Placement,School Culture,Ethnography,At Risk Students,Questionnaires,School Location,Administrators,High School Students,Evaluation Methods,African Americans,Hispanic Americans,Teacher Student Relationship

The purpose of this study was to determine student, teacher, and administrator perceptions of AVID [Advancement Via Individual Determination] students participating in advanced placement courses in high school. Access to advanced placement courses has been limited. Nevertheless, the numbers of students participating in advanced placement courses from all learner groups is increasing. As more AVID students enroll in these courses, it becomes valuable to educational leaders to understand the perspectives of the administration, faculty, and students involved in such courses. The theoretical framework of this study was critical theory, with an emphasis on educational equity and school culture. An ethnographic study was used and included interviews, questionnaires, document review, and observations. Four major themes emerged: (a) past practices of inequity, (b) current practices against inclusion, (c) current practices for improvement, and (d) future action. Overall, the data indicated that, at the school site, past and present gatekeeping practices have restricted and continue to restrict student access to AP courses. Nevertheless, inclusive practices are gaining strength, and an increasing number of AVID students are taking AP classes. Thirteen appendixes are included: (1) IRB [Institutional Review Board] District Permission Letter; (2) Administrator Consent Form; (3) Teacher Consent Form; (4) Student Assent Form; (5) Parental/Guardian Consent Form; (6) IRB Approval Letter; (7) Administrator Questionnaire; (8) Administrator, AVID Coordinator, and AP Counselor Interview Questions; (9) Teacher Questionnaire; (10) Teacher Interview Questions; (11) Student Questionnaire; (12) Student Interview Questions; and (13) Codes. (Contains 5 figures.)
National Indian Education Study--Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8. Statistical Analysis Report. NCES 2010-463
Author: Mead, N.
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: American Indians,Alaska Natives,American Indian Education,Grade 4,Grade 8,Educational Experience,Culturally Relevant Education,American Indian Culture,American Indian Languages,Student Characteristics,Educational Environment,Academic Aspiration,Family School Relationship,School Community Relationship,Language of Instruction,Student Evaluation,State Standards,Academic Standards,Student School Relationship,Parent Student Relationship,National Surveys

Since 2005, the National Indian Education Study (NIES) has provided educators, policymakers, and the public with information about the background and academic performance of fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. This report, the second in a two-part series based on the 2009 NIES survey, describes AI/AN students, their teachers and schools, and the integration of native culture and language in their education. Part I of the series reports on the achievement of AI/AN students in reading and mathematics. (Contains 23 tables and 24 figures.) [For Part I, &quot;Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2009 Reading and Mathematics Assessments. NCES 2010-462&quot; see ED510598.]
National Indian Education Study--Part I: Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2009 Reading and Mathematics Assessments. NCES 2010-462
Author: Grigg, W.
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: American Indians,Alaska Natives,American Indian Education,National Competency Tests,Grade 4,Grade 8,Reading Tests,Mathematics Tests,Reading Achievement,Mathematics Achievement,Racial Differences,Scores,Student Improvement,Achievement Gains,Gender Differences,Low Income Groups,Regional Characteristics,Differences,Suburban Schools,Urban Schools,Rural Schools,Rural Urban Differences,Public Schools,Achievement Gap

The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN) students. It fulfills a mandate of Executive Order 13336 issued in 2004 calling for closer examination of the educational experiences and progress of AI/AN students as well as the promotion of research opportunities and collaboration with tribal communities. This report, the first in a two-part series in 2009, presents results on the achievement of AI/AN fourth- and eighth-graders in reading and mathematics. Results are reported for AI/AN students in the nation and for 12 states with relatively large populations of AI/AN students. The performance of AI/AN students is compared to that of other race/ethnicity groups as well as among AI/AN students based on gender, eligibility for the National School Lunch Program, region of the country, type of school location, and the proportion of AI/AN students in the schools they attend. Results from the 2009 assessments are also compared to the results from 2007 and 2005. Part II of the NIES, which is reported separately, provides information on the educational experiences of the fourth- and eighth-grade American Indian and Alaska Native students based on a survey administered as part of the NAEP assessments. (Contains 26 tables and 28 figures.) [For &quot;Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8. Statistical Analysis Report. NCES 2010-463&quot; see ED510597.]
Mission Statement Possible: What Do International Schools' Mission Statements Reveal about Their Cosmopolitan Education Tendencies?
Author: Hayden, Matthew J.
Date: 2008-05-01
Type: Dissertations/Theses - Masters Theses
Subjects: International Schools,Position Papers,Institutional Environment,Educational Practices,Student Diversity,Outcomes of Education,Cultural Pluralism,Institutional Characteristics

This research was undertaken to determine to what extent international schools saw themselves as cosmopolitan educators, deliberate or not. The mission statements of sixty-seven self-identified international schools were analyzed to measure the extent to which these schools articulated purposes that were consistent with dominant typologies and characteristics of cosmopolitanism, and were then compared with traditional themes of education found in these statements as well. The data shows that while international schools show a dominant predilection toward cognitive and academic development, they also contain a significant number of cosmopolitan characteristics and an orientation toward the development of attitudes and emotional development that aid in intercultural understanding and cosmopolitan ways of being. These cosmopolitan characteristics appear to be embedded in both traditional educational practices as well as in the general educational ethos of international schools. Three appendixes are included: (1) Orientations and Characteristics Frequencies and Percentages; (2) Frequencies of Characteristics per Mission Statement; and (3) Mission Statement Word Counts. (Contains 7 tables.)
Parent-Child Play, a Foundation for Positive Relationships: Replacing Stumbling Blocks with Building Blocks
Author: Kuchner, Joan F.
Date: 2010-06-23
Type: Reports - Evaluative
Subjects: Play,Parent Child Relationship,Preschool Children,Influences,Anxiety,Observation,Educational Objectives,Parent Attitudes,Elementary Education

Parenthood brings many responsibilities both economic and social. In the 21st century, these rarely include the mandate to play with your children. Yet, this emotionally rich experience holds the promise of bringing parents and children together for a mutually rewarding experience that will have repercussions through a lifetime. This paper explores the beliefs about play and education that influence parental attitudes and actions. It considers family roles and responsibilities that influence parent child play time, as well as the impact of messages from community institutions. The goals that parents have for their children and ways in which parent-child play can help both parents and children achieve these goals are juxtaposed with the personal, family, financial and neighborhood based stumbling blocks to parent child play, particularly in the preschool years. The paper concludes with suggestions for ways in which the community can help facilitate children's play with parents through the creation of play friendly places and messages.