ethanporcaro/eric-fulltext-meta huggingface dataset:
School Administrators' Beliefs that School Improvements Were Due to Formal School Registration: A Rasch Measurement
Author: Witten, Harm
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Administrator Attitudes,Beliefs,Educational Development,Investigations,Foreign Countries,Questionnaires,Item Response Theory,Educational Policy,Educational Practices,Systems Analysis,Eligibility,Accreditation (Institutions),Quality Control,Program Effectiveness,Evaluation Criteria,Benchmarking,Goodness of Fit,Private Schools,Educational Improvement,Educational Assessment,Educational Indicators,Policy Analysis

This paper presents the results of an investigation into the attitudes of School Administrators to the relationship between formal school registration and school improvement. It concerns a mandatory inspection-type registration process for all Non-Government Schools in Western Australia. Part of the aim of this registration process was to help schools improve twelve educational and administrative aspects. These were: (1) School Governance, (2) School Financial Viability, (3) Enrolments &amp; Attendance, (4) Number of Students, (5) Instructional Time, (6) School Staff, (7) School Infrastructure, (8) School Curriculum, (9) Student Learning Outcomes, (10) Care for Students, (11) Disputes and Complaints, (12) Legal Compliance. A questionnaire based on these twelve aspects was designed with five items per aspect (60 items total), conceptually ordered from easy to hard, and given to 110 administrators. It was completed by 65 administrators for a useable, response rate of 59%. The data were analysed with the Rasch model computer program RUMM2030 which accommodated the small numbers by estimating parameters even when some response cell frequencies are zero or low. It does this by re-parameterising the thresholds into principal components (not the factor analysis kind), but components that make up the structure of the threshold parameters where there are data. The frequencies are not used directly, but rather functions of the frequencies are used as the sufficient statistics for these parameters and the thresholds are recovered from these. A unidimensional, linear scale, School Administrators' Beliefs That Actual School Improvements Were Due to Formal School Registration, was created with 48 items. The Person Separation Index of 0.86 was highly satisfactory. The item-trait interaction was 83.76, df = 96 with p = 0.81 supporting the creation of a unidimensional scale. The results showed that there was a group of items that administrators said were relatively easy to say that actual school improvements were due to formal registration and another group that administrators said were very hard to say that actual school improvements were due to formal registration. This study produced a new Rasch measurement for a key aspect of school improvement. It provides new insight into the policy and practice of school registration. (Contains 6 tables and 6 figures.)
Respectful, Responsible, and Reciprocal Ruralities Research: Approaching and Positioning Educational Research Differently within Australian Rural Communities
Author: Brown, Alice
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Rural Education,Ethics,Educational Research,Empathy,Disadvantaged,Comparative Analysis,Physical Activities,Foreign Countries,Informal Education,Mobility,Family (Sociological Unit),Young Children,Migrants

One approach that is helpful in framing and facilitating effective and ethical rural education research projects is centred on ensuring that researcher-participant relations are respectful, responsible and reciprocal, predicated on the shared principles of CHE (connectivity, humanness and empathy). This approach derives from a strengths-based paradigm that eschews deficit discourses about supposedly marginalised groups in favour of more enabling and productive narratives. This paper illustrates the appropriateness and utility of this approach to researching ruralities through a comparative analysis of two separate research projects involving rural residents in different parts of Queensland, Australia. One study investigated the approaches taken by selected rural families to enhancing the physical movement opportunities and experiences of their young children. The other inquiry explored the formal and informal learning aspirations and outcomes of members of mobile show or fairground communities whose itineraries pass through a succession of rural towns. The paper highlights ways in which the researchers, despite approaching and positioning educational research differently in their respective projects, worked to maximise the outcomes accruing to the participants. This maximising is a prerequisite of educational research that provides mutual benefits to participating communities and that builds on their ruralities respectfully, responsibly and reciprocally.
Sexperts! Disrupting Injustice through HIV Prevention and Legal Rights Education with Transgenders in Thailand
Author: Walsh, Christopher S.
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Acquired Immunodeficiency Syndrome (AIDS),Prevention,Sexual Identity,Social Justice,Civil Rights,Social Networks,Computer Mediated Communication,Peer Teaching,Counseling Techniques,Empowerment,Educational Technology,Sex Education,Health Promotion,Legal Aid,Social Bias,Telecommunications,Handheld Devices,Social Discrimination,Intervention,Internet

In addition to growing epidemics of HIV transgenders in Thailand, a low awareness of how to access justice increases their vulnerability to HIV infection. This paper presents a unique case study of how one community-based and led organisations used social networking and instant messaging to address this problem among transgender community in Thailand. It describes and analyses how online peer-based health counseling integrated HIV education and prevention alongside access to justice through free university-based clinical legal education (CLE) works to empower transgenders. It argues that a community-based approach that integrates HIV prevention and education and access to justice within a wider
sexual health programme, through digital technologies, is a sustainable approach for other populations disproportionately at risk of HIV. Furthermore digital media offer strategic opportunities to overcome on-going political violence alongside entrenched stigma and discrimination that disrupt denial of access to justice. (Contains 1 figure.)
The Northern Territory Teaching Schools Program: Exploring the Promise of Partnerships in Regional Professional Experience
Author: Buckworth, Jenny
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Recruitment,Coping,Social Isolation,Professional Isolation,Preservice Teacher Education,Preservice Teachers,Faculty Mobility,Teacher Effectiveness,Communities of Practice,Partnerships in Education,Cooperation,Theory Practice Relationship,Faculty Development,Context Effect,Schools of Education

One of the key challenges for education in Northern Australia is attracting and recruiting teachers who can respond to the challenges of the region at the start of their careers through professional experience in the region. For pre-service students in regional locations such as the Northern Territory these challenges include coping with the distance and isolation, and high staff turnover. In response to these challenges there are initiatives to improve teacher quality and promote remote and regional areas as options for study to employment pathways. This paper describes and discusses the &quot;Teaching Schools&quot; Partnership, developed in 2006, involving teacher-employing authorities in the Northern Territory and Charles Darwin University 
to provide professional experience. Utilising Wenger and Lave's notion of &quot;Communities of Practice&quot; as a theoretical framework this paper analyses the challenges of offering professional experience with the resultant partnership 
practising, mutual engagement and joint enterprise of both parties. The paper will outline the current theoretical and conceptual principles and the framework of the &quot;Teaching Schools&quot; Partnership and describe practices that have made this collaborative successful. Close examination of this partnership reveals a need to extend the present outlook and potentially engage at a broader scale with increased focus on community. (Contains 3 tables and 2 figures.)
Schools as Community Hubs: Policy Contexts, Educational Rationales, and Design Challenges
Author: McShane, Ian
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,School Community Relationship,Parent School Relationship,Shared Facilities,Shared Resources and Services,Background,Intellectual History,Early Childhood Education,Community Involvement,Technology Integration,Public Policy,School Community Programs,Investment,Partnerships in Education,Design Requirements,Educational Objectives,Performance Factors

There is increasing interest in making more effective use of schools as community hubs, both in Australia and internationally. Investment in shared facilities aims to engage parents and local communities in schooling,  encourage civic participation, co-ordinate educational and community services and overcome disadvantages of location or service provision. Parent and community partnership with schools is an important priority within current educational policy, at both state and Commonwealth levels. It is a priority that can be supported from different parts of the political spectrum, fitting liberal conceptions of parental choice and private investment as well as more communitarian conceptions of local engagement, civic renewal and participatory design. There is increasing interest in making more effective use of schools as community hubs, both in Australia and internationally. Investment in shared facilities aims to engage parents and local communities in schooling, encourage civic participation, co-ordinate educational and community services and overcome disadvantages of location or service provision. Parent and community partnership with schools is an important priority within current educational policy, at both state and Commonwealth levels. It is a priority that can be supported from different parts of the political spectrum, fitting liberal conceptions of parental choice and private investment as well as more communitarian conceptions of local engagement, civic renewal and participatory design.This paper provides historical background, policy context and educational rationales for the rise of the community hub concept. It discusses how schools as community hubs have provided early childhood services, through both state funding and public-private partnership. It then focuses on the lack of alignment between the Commonwealth Government's top-down scheme of school capital investment, &quot;Building the Education Revolution,&quot; and other major public investments into digital infrastructure for schools. This lack of alignment points to a wider lack of community input into school redevelopment projects, alongside a fundamental difficulty in identifying the appropriate constituents of a target community. The paper concludes with four key challenges to the design and implementation of sustainable schools-based community hubs: governance and consultation; cross-jurisdictional issues; physical vs. digital infrastructure; and measurement of effectiveness.
The Silent Voice in the NAPLAN Debate: Exploring Children's Lived Experiences of the Tests
Author: Howell, Angelique
Date: 2012-12-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,National Surveys,Student Experience,Focus Groups,Classroom Observation Techniques,Emotional Response,Tests,Academic Achievement,Reading Skills,Mathematics Skills,Student Evaluation,Catholic Schools,Student Attitudes,Difficulty Level,Responses,Test Anxiety,Freehand Drawing,Negative Attitudes

This paper examines primary school-aged children's lived experiences of the National Assessment Program--Literacy and Numeracy (NAPLAN) tests. NAPLAN emulates the neoliberal accountability agendas of English and US education systems, with results published on the My School website. Research on the impact of NAPLAN to date has focused predominantly on schools, school leaders and teachers; however there is a lacuna in the literature pertaining to children. In this study, 100 children across 5 classrooms within 2 schools serving different socioeconomic status (SES) communities drew a picture about their experience and wrote about their drawing after completing the tests. Focus group discussions and classroom observations were also conducted. Inductive, thematic analysis of the data revealed emotion as the most dominant category. Negative responses were most prevalent among children in year 7 who often failed to see any purpose in the tests, but most severe in responses from students with learning difficulties. The focus group discussion with the year 3 children in the higher SES school provided evidence that this group is most likely to perceive NAPLAN as high-stakes. Persuasive evidence suggesting linkages between negative emotional responses and poor test performance indicates outcomes which are counterproductive to the central aim of NAPLAN, which is to improve learning outcomes. (Contains 1 table and 15 figures.)
Does Raising the State Compulsory School Attendance Age Achieve the Intended Outcomes? REL 2014-005
Author: Mackey, Philip E.
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Compulsory Education,State Legislation,Educational Legislation,Dropouts,Truancy,Discipline Problems,Social Indicators,Educational Indicators,Bullying,Suspension,Expulsion,Referral,Age,Outcome Measures,High School Students,Dropout Prevention

Maryland recently raised its compulsory school attendance age from 16 to 18 in two stages: from 16 to 17 at the beginning of the 2014-15 school year and from 17 to 18 at the beginning of the 2016-17 school year (Maryland Senate Bill 362, 2012). The Maryland State Department of Education, a member of Regional Educational Laboratory Mid-Atlantic's School Completion and Engagement Research Alliance, requested technical assistance from Regional Educational Laboratory Mid-Atlantic in fulfilling reporting requirements to the legislature and in implementing the policy changes. Against this background, this review addresses the following research questions: (1) What changes have occurred in dropouts, truancy, and disciplinary actions in states that raised their compulsory school attendance age during 2002-11? (2) What broader social outcomes have been identified in studies using national datasets? (3) How have these states measured changes in these expected outcomes? The study design includes the following: (1) Data on changes in state compulsory attendance laws will be accessed from state websites; (2) Data on outcomes associated with changes in compulsory attendance age will be accessed from government and non-government documents; and (3) State officials associated with dropout prevention programs will also be contacted via email for information about outcomes associated with changes to compulsory attendance age. Presently, findings indicate that there is insufficient evidence to build a case for or against raising the compulsory school attendance age. Despite divergent views on the merits, recent studies conclude that if states enact stricter compulsory attendance age laws, they should do so in conjunction
with complementary retention and dropout prevention policies that create a comprehensive approach. The following are appended: (1) Methodology; (2) Summary of statutes raising the age of compulsory school attendance, 2002-11; and (3) Summary of compulsory school attendance requirements. (Contains 2 tables, 2 figures, 1 map, and 6 notes.) [This report was prepared for the Institute of Education Sciences (IES) under Contract ED-IES 12-C-0006 by Regional Educational Laboratory Mid-Atlantic administered by ICF International. To view the summary of this report see ED544500.]
Does Raising the State Compulsory School Attendance Age Achieve the Intended Outcomes? Summary. REL 2014-005
Author: Mackey, Philip E.
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Compulsory Education,State Legislation,Educational Legislation,Dropouts,Truancy,Discipline Problems,Social Indicators,Educational Indicators,Bullying,Suspension,Expulsion,Referral,Age,Outcome Measures,Dropout Prevention,High School Students

Maryland raised its compulsory school attendance age from 16 to 18 in two stages: from 16 to 17 at the beginning of the 2014/15 school year and from 17 to 18 at the beginning of the 2016/17 school year (Maryland Senate Bill 362, 2012). The Maryland State Department of Education (MSDE) sought technical assistance from the Regional Educational Laboratory Mid-Atlantic in fulfilling reporting requirements to the legislature and in implementing the policy changes. The present study includes a review of data from other states that raised their compulsory school attendance age to examine subsequent changes in dropouts, truancy rates, and disciplinary actions, and to identify the data needed to track and report the impact of the policy change. Research questions are: (1) What changes have occurred in dropouts, truancy, and disciplinary actions in states that raised their compulsory school attendance age during 2002-11? (2) What broader social outcomes have been identified based on national databases? (3) How have these states measured changes in these expected outcomes? This study found no state-specific studies aimed at measuring changes in dropouts, truancy, and disciplinary actions following a rise in the compulsory school attendance age, so no data elements used by other states can be reported here. However, some suggested data elements for future analyses are presented in the full report. [This report was prepared for the Institute of Education Sciences (IES) under Contract ED-IES 12-C-0006 by Regional Educational Laboratory Mid-Atlantic administered by ICF International. To view the full report, see ED544499.]
2011-12 National Postsecondary Student Aid Study (NPSAS:12). Price Estimates for Attending Postsecondary Education Institutions. First Look. NCES 2014-166
Author: Simone, Sean
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Student Costs,Undergraduate Students,Noninstructional Student Costs,Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools,Full Time Students,Graduate Students,Postsecondary Education,Attendance Patterns,Paying for College,Financial Needs,Student Characteristics,Institutional Characteristics,Dependents

This First Look publication provides price estimates for attending postsecondary education institutions using data from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12), the most comprehensive, nationally representative survey of student financing of postsecondary education in the United States. The survey includes about 95,000 undergraduate and 16,000 graduate students attending 1,500 postsecondary institutions in the 50 states and the District of Columbia (prior cycles of NPSAS also included institutions from Puerto Rico). The report describes the overall price of attendance (including tuition and fees, books and materials, housing, food, transportation, and personal expenses) associated with attending 2-year and 4-year colleges and universities. The report also examines net price (the price of attendance minus financial aid). Two appendices provide: (1) Glossary; and (2) Technical Notes and Methodology. (Contains 14 tables, 21 footnotes, and 1 exhibit.) [For appended data tables, see http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014166. This report was prepared in part under Contract No. ED-IES-09-C-0039 by the National Center for Education Statistics and RTI International.]
What Works Clearinghouse Quick Review: &quot;Are Tenure Track Professors Better Teachers?&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: College Faculty,Nontenured Faculty,Teacher Effectiveness,Introductory Courses,College Freshmen,Learning,Academic Achievement,Course Selection (Students),Educational Research

The study reviewed in this paper examined whether taking a course with atenured/tenure track professor versus a nontenured/tenure track professor for first-term freshman-level courses (e.g., introductory economics) was associated with whether students enrolled and performed well in future classes in the same subject. The study uses a quasi-experimental research design. As such, it could potentially meet What Works Clearinghouse (WWC) evidence standards with reservations. However, the WWC does not have enough information about baseline equivalence to determine the study rating at this time. A more thorough review (forthcoming) will determine the rating for the study and report more fully on its results. [The following study is reviewed in this &quot;Quick Review&quot;: Figlio, D. N., Schapiro, M. O., &amp; Soter, K. B. (2013). &quot;Are tenure track professors better teachers?&quot; (NBER Working Paper 19406). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org. See ED544502. This quick review was prepared for the What Works Clearinghouse by Development Services Group, Inc. under contract ED-IES-12-C-0084]
PISA 2012 Data Tables, Figures, and Exhibits. NCES 2014-024
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: International Programs,Student Evaluation,Standardized Tests,Mathematics Achievement,Reading Achievement,Science Achievement,Scientific Literacy,Problem Solving,Money Management,Cross Cultural Studies,Foreign Countries,Socioeconomic Status,Cultural Differences,Racial Differences,Cutting Scores,Gender Differences,Scores,Public Schools,Mathematics Skills,Reading Skills,Science Process Skills

&quot;PISA 2012 Data Tables, Figures, and Exhibits&quot; is a companion publication to the report entitled: &quot;Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context. First Look at PISA 2012. NCES 2014-024&quot;. PISA 2012 assessed students' mathematics, reading, and science literacy. PISA 2012 also included computer-based assessments in mathematics literacy, reading literacy, and general problem solving, and an assessment of students' financial literacy. The detailed tables and figures contained in this report provide Percentage Data distribution of 15-year-old students on PISA literacy scales, by proficiency level and education system in 2012. PISA results are presented in the report in terms of average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. For proficiency levels, results are reported in terms of the percentage reaching level 5 or above and the percentage below level 2. Higher proficiency levels represent the knowledge, skills, and capabilities needed to perform tasks of greater complexity. At levels 5 and 6, students demonstrate higher-level skills and are referred to as &quot;top performers&quot; in the subject. Conversely, students performing below level 2 are referred to as &quot;low performers.&quot; (Contains 68 tables, 4 exhibits, and 11 figures.) [To access the report: &quot;Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context. First Look at PISA 2012. NCES 2014-024,&quot; see ED544504.]