ethanporcaro/eric-fulltext-meta huggingface dataset:
Research &amp; Action Report. Volume 31, Number 1, Fall/Winter 2009
Author: Mongeon, Rebecca, Ed.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Sociocultural Patterns,Females,Violence,Sex Fairness,Cultural Pluralism,Ethnic Diversity,Stress Variables,Refugees,African Americans,Foreign Countries,Athletics,Financial Support,Minority Groups,Social Justice,Court Litigation,Posttraumatic Stress Disorder,Gender Differences,Team Sports

The &quot;Research &amp; Action Report,&quot; published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) Commentary: The Courtroom in a Diverse Society--Understanding the Need for Cultural Competence (Monica Driggers); (2) Q&amp;A: Traumatic Stress among African Refugees in New Hampshire; (3) FairGameNews: Seeking Gender Equity on and off the Field (Laura Pappano); (4) Spotlight on Funding; (5) New Publications; (6) Short Takes; and (7) Global Connections. [Susan Lowry Rardin contributed to this issue. For Volume 31, Number 2 of &quot;Research &amp; Action Report&quot;, see ED511413.]
Research &amp; Action Report. Volume 31, Number 2, Spring/Summer 2010
Author: Mongeon, Rebecca, Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Females,Educational Research,Life Style,Health Behavior,Educational Technology,Computer Uses in Education,Social Development,Emotional Development,Leisure Time,Child Behavior,Child Health,Community Programs,Physical Activities,After School Programs,Workshops,Civil Rights,Court Litigation,Family Violence,Quality Control,Advertising,Gender Bias,Grants,Child Care,Success,Foreign Countries,Social Influences

The &quot;Research &amp; Action Report,&quot; published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) Spotlight on Funding; (2) Q&amp;A: Healthy Living in Out-of-School Time with Georgia Hall; (3) Connecting through Technology with the Jean Baker Miller Training Institute: Reflections and Perspectives from Amy Banks; (4) Open Circle: Updates from WCW's Social Emotional Learning Program; (5) New Publications; (6) Short Takes; (7) Commentary: How Women Can succeed--An Alternative View (Jean Hardisty); and (8) Global Connections. [Susan Lowry Rardin contributed to this issue. For Volume 31, Number 1 of &quot;Research &amp; Action Report&quot;, see ED511412.]
Formal, Non-Formal and Informal Learning in the Sciences
Author: Ainsworth, Heather L.
Date: 2010-07-31
Type: Reports - Research
Subjects: Informal Education,Adult Learning,Foreign Countries,Scientific Literacy,Nonformal Education,Conventional Instruction,Science Education,Professional Development,Engineering Education,Trend Analysis,Interviews,Educational Attitudes,Context Effect,Comparative Education,Learning Processes

This research report investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to the field of sciences and engineering in Canada and the United States, including professional development of adults working in these fields. It offers practical, concrete examples as well as a conceptual framework for understanding formal, non-formal and informal learning. It offers examples of how all three types of learning are valued in the fields of science and engineering in both educational and professional contexts. It also discusses science literacy, what it is and how popular media is elevating science literacy in general. This is a companion report to &quot;Formal, Non-formal and Informal Learning: The Case of Language Learning and Literacy in Canada&quot; (February, 2010) [ED508254]. Four appendixes are provided: (1) National Science and Engineering Organizations in Canada; (2) Provincial Science and Engineering Organizations in Canada; (3) Selected International Science and Engineering Organizations Outside Canada; and (4) Other Selected Science Organizations. A bibliography is also included. (Contains 5 tables and 3 figures.) [This report has been published by Onate Press, an imprint of Eaton International Consulting Inc. Funding to research and develop the report was provided The Career Focus Program, delivered by Service Canada.]
Dealing with Conflict and Aggression in Classrooms through Cooperative Learning Technique
Author: Singh, Vandana
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Student Attitudes,Conflict,Cooperative Learning,Family Structure,Teaching Methods,Aggression,Student Behavior,Adolescents,Violence,Cooperation,Competition,Goal Orientation,Adolescent Development,Identification (Psychology),Friendship

Demographic and socioeconomic shifts in nation's population and changes in the family structure have placed increasing demands on the schools. There is a pressing need to understand the factors that give rise to and maintain aggressive behaviours across adolescence and also suggest techniques for dealing with the increased incidence of aggression and violence. As suggested by the frustration-aggression theory (1939), the blocking of the goal directed behaviour leads to frustration which created the motive for aggression. Fear of punishment or disapproval may cause the aggressive behaviour to be displaced against some other target, or oneself. In the classrooms, the learning goals are structured to promote cooperative, competitive or individualistic efforts. In contrast to the cooperative situations, competitive situations are one in which students work against each other to achieve the goal that only one or few can attain. in the competition there is negative interdependence among the goal achievements; students perceive that they can obtain the goals if and only if the other students in the class fail to obtain their goals (Deutsch, 1962; Johnson &Johnson, 1989). This paper will discuss how the technique of cooperative learning can prove useful to overcome the root cause of conflict, aggression, intolerance which develops in the students. Through this technique, a positive interdependence could be developed among the group members for accomplishing the goal.
ACT Profile Report: National--Graduating Class 2010
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. The ACT is designed for students who plan to attend college, and the report results are based on students who completed the recommended college preparatory courses as defined by ACT, including four or more years of English; and three or more years of Mathematics, Social Sciences and Natural Sciences. The report focuses on: (1) Performance (student test performance in the context of college readiness); (2) Access (number of graduates exposed to college entrance testing and the percent of race/ethnicity participation); (3) Course Selection (percent of students pursuing a core curriculum); (4) Course Rigor (impact of rigorous coursework on achievement); (5) College Readiness (percent of students meeting ACT College Readiness Benchmark Scores in each content area); (6) Awareness (extent to which student aspirations match performance); and (7) Articulation (colleges and universities to which your students send test results.) Five sections include: (1) Executive Summary; (2) Academic Achievement; (3) College Readiness and the Impact of Course Rigor; (4) Career and Educational Aspirations; and (5) Optional Writing Test Results. (Contains 6 figures and 21 tables.)
Inclusion Doesn't Always Mean Included
Author: Grant, Marquis C.
Date: 2009-01-12
Type: Reports - Evaluative
Subjects: Disabilities,Federal Legislation,Inclusive Schools,Barriers,Regular and Special Education Relationship,Teacher Education,Teacher Attitudes,Special Education,Student Diversity,Learning Problems,Expectation,Teacher Responsibility

Children identified for special education services were once denied access to regular education classrooms and their peers regardless of the nature of their disabilities. In recent decades, efforts have been made to integrate more exceptional children into mainstream environments. The term inclusion has manifested itself into modern education through the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), and No Child Left Behind (NCLB), all of which provide provisions as to how exceptional education students would co-exist with their mainstream peers. However, not everyone has embraced this form of integration and questions linger about just how effective the laws have been in regulating the education system so that no child is discriminated against.
Teachers' Guide to Using "A Day in the Life of a Drop"
Author: US Environmental Protection Agency
Date: 2008-05-00
Type: Guides - Classroom - Teacher
Subjects: Water,Scientific Concepts,Elementary School Students,Wastes,Environmental Education,Conservation (Environment),Ecology,Natural Resources,Public Agencies,Public Health,Teaching Methods,Teaching Guides,Instructional Materials,Educational Resources,Environmental Standards,Water Quality,Hazardous Materials,Water Pollution,Learning Activities

This activity has been designed to help students understand a variety of concepts related to water use, efficiency, and students' own impacts on their watershed. It is intended for use both in the classroom and at home. The first concept covered in this exercise is, "What is a watershed?" Ideally this concept will be conveyed in the context of the watersheds in which the students live to enhance understanding of the concept and connection to the places where students live. It is extremely important to convey the idea that watersheds come in all different shapes and sizes and that smaller watersheds are nested inside larger ones, much like Russian dolls. This paper provides activities that can help your students bridge the gap between a large concept, and their home watershed. The goal is to help students understand the connections between the source of the water they use; the ways their water use habits affect the environment and human health and ways to reduce their impacts by pledging to take steps to use water more efficiently.
Healthy Schools: Lessons for a Clean Educational Environment
Author: US Environmental Protection Agency
Date: 2008-01-00
Type: Guides - Non-Classroom
Subjects: Risk Management,Public Health,Child Health,Educational Environment,Health Promotion,Hazardous Materials,Web Sites,Compliance (Legal),Pollution,Water,Sustainable Development,Educational Facilities Design,Recycling,Conservation (Environment)

More than 53 million children and 6 million adults in the United States spend their days in elementary and secondary schools. Reducing environmental risks inside these buildings is critical to maintaining the public health. Almost all of New England's children will spend a large portion of their childhood in school. To help children stay healthy, parents and teachers must reduce their exposure to environmental hazards in school environments. When students and their teachers are healthy and comfortable, children learn and produce more in the classroom, which in turn improves performance and achievement later in life. This brochure can help school employees and parents recognize potential environmental health issues at schools, both indoors and outdoors. It includes basic information about a broad range of topics, and links to web sites that offer more information and guidance on how to have a healthier school environment and comply with relevant laws. EPA's Healthy School Environments web site provides access to programs that help prevent and resolve environmental issues in schools.
Recycling at Penn State's Beaver Stadium. &quot;Recycle on the Go&quot; Success Story
Author: US Environmental Protection Agency
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Recycling,State Universities,Recreational Facilities,College Athletics,Sanitation,Programs

With a 13-year-old recycling program, The Pennsylvania State University's (Penn State) Beaver Stadium in the past diverted nearly 30 tons of recyclables per year from local landfills. A new initiative to promote recycling in the stadium's tailgating area has helped Penn State more than triple its old recycling record, collecting 112 tons in 2008. Proceeds from the sale of the recycled materials are donated to the local United Way--more than $54,000 to date.
University of Tennessee, Neyland Stadium's Recycling Program. &quot;Recycle on the Go&quot; Success Story
Author: US Environmental Protection Agency
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Recycling,Programs,Recreational Facilities,State Universities,Sanitation,Program Effectiveness

Neyland Stadium, located on the University of Tennessee (UT) campus in Knoxville, is home of the UT Volunteers football team. With a seating capacity of 104,079, it is the largest football stadium in the South, and the third-largest college stadium in the country. Since 1993, the stadium has collected more than 50 tons of materials for recycling. The recycling efforts at UT's Neyland Stadium are spearheaded through &quot;Good Sports Always Recycle&quot;[TM] (GSAR), a recycling program cosponsored by UT, Eastman Chemical Company, Knoxville Coca-Cola Bottling Company, Waste Connections, and Food City. The program encourages Big Orange fans to toss their empty plastic cups and bottles into designated recycling bins located in the concourses and tailgating areas. UT's Athletics Department began working with GSAR in 1993 to increase recycling at sporting events and in the community. Today the program recycles plastic cups, water bottles, and cardboard inside the stadium and at athletic events throughout the year, and plastic bottles, aluminum cans, and newspapers in tailgating areas. The recycling program also helps educate students across Tennessee about the benefits of recycling.
Learning about Acid Rain: A Teacher's Guide for Grades 6 through 8. EPA 430-F-08-002
Author: US Environmental Protection Agency
Date: 2008-04-00
Type: Guides - Classroom - Teacher
Subjects: Environmental Education,Scientific Concepts,Program Descriptions,Information Dissemination,Public Agencies,Educational Resources,Environmental Standards,Water Quality,Hazardous Materials,Federal Regulation,Public Health,Ecology,Teaching Guides,Lesson Plans,Experiments,Games,Glossaries,Instructional Materials,Pollution

Acid rain is a complex environmental problem which affects the United States and many other countries around the world. The United States Environmental Protection Agency (EPA) was established in 1970 to address environmental issues, such as acid rain. Through its programs, EPA works to protect human health and the environment in the United States by developing and enforcing regulations and studying environmental conditions. As part of EPA's public outreach on acid rain, EPA first developed this guide in 1990. This revised guide is designed to help students better understand the science, cause and effect, and regulatory and citizen action that are part of understanding and addressing acid rain. This book is intended for teachers of students in 6th-8th grade. It is written at a 6th grade level and the language, concepts, and experiments may need to be adapted for other grades accordingly. Games, Additional Resources, Glossary and Participation and Completion Certificate are also included.
3Ts--Training, Testing, and Telling: A Guide for Community Partners
Author: US Environmental Protection Agency
Date: 2006-08-00
Type: Guides - Non-Classroom
Subjects: Water Quality,Water,Testing,Hazardous Materials,Cooperation,Child Health,Safety,Health Education,Training,Environmental Education,Program Descriptions,Educational Policy,Educational Strategies,Child Care Centers,School Buildings,Poisoning,Child Safety,School Safety,Public Health,Safety Education,Utilities,Financial Support,Partnerships in Education,Information Dissemination,Community Organizations,School Community Relationship,Guidelines,Guides,Public Agencies,Educational Resources,Environmental Standards

The United States Environmental Protection Agency (EPA) wants to ensure schools and child care facilities are safe environments for the nation's children. In response to rising public concern over the health risks posed to young children by lead in the drinking water, EPA is launching a "3Ts--Training, Testing, and Telling" program. This initiative is designed to encourage school officials and child care facility operators to implement a voluntary program that incorporates the following: (1) training; (2) testing; and (3) telling. Training focuses on alerting school administrators, custodians, utilities and water officials to the risks of lead poisoning and the means of mitigating those risks. Testing underscores the importance of monitoring the lead levels in school and child care facility drinking water to identify and respond to any existing problems. Telling emphasizes the need to communicate with the public regarding all facets of the issue, from funding and initiating a testing protocol, to reporting results, if needed, and proposing a remediation strategy. The 3Ts is a call for education, collaboration, and partnership-building to find necessary funding and encourage utilities to be more sensitive to public concern about water quality. This booklet is divided into six sections: (1) Campaign Background; (2) Overview of the State of Water in the United States; (3) Collaboration Opportunities Available to Your Organization; (4) How to Promote "3Ts--Training, Testing, and Telling" into Your Community; (5) Incorporating "3Ts--Training, Testing, and Telling" into Local Events and Health Observances; and (6) Community Partnership Proposal.
Assessing the Need for Evidence-Based Home Visiting (EBHV): Experiences of EBHV Grantees. Brief 1
Author: Paulsell, Diane
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Home Visits,Needs Assessment,Grants,Planning,Data Collection,Influences,Barriers

The Maternal, Infant, and Early Childhood Home Visiting Program, authorized by Section 2951 of the Affordable Care Act of 2010 (P.L. 111-148), will provide $1.5 billion to states over five years to provide comprehensive, evidence-based home visiting services to improve a range of outcomes for families and children residing in at-risk communities (due to high rates of poverty, violence, poor health outcomes, and other factors). To receive the funds, each state must conduct a statewide needs assessment that (1) identifies at-risk communities, (2) assesses the state's capacity to provide substance abuse treatment and counseling, and (3) documents the quality and capacity of existing early childhood home visiting programs as well as gaps in these services. A number of the grantees participating in the Children's Bureau's Supporting Evidence-Based Home Visiting (EBHV) to Prevent Child Maltreatment grantee cluster prepared needs assessments to plan for implementing or expanding grant-related evidence-based home visiting services. This brief provides information about how grantees planned the assessments and collected the data, as well as facilitators and barriers to carrying out the assessments. It also describes lessons identified by grantees.
Alabama Education Quick Facts, 2009-2010
Author: Alabama Department of Education
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Dropouts,School Size,Graduation Requirements,Boards of Education,School Personnel,High School Students,Public Schools,Educational Finance,Budgets,Enrollment Trends,Transportation,Lunch Programs,Breakfast Programs,Dropout Rate,Student Evaluation,Teacher Salaries,Income,Taxes,Racial Differences,Gender Differences

This brochure presents state statistics; Alabama public schools 2009-10; Alabama State Board of Education members; financial data; public school size and enrollment, 2009-10 school year; transportation; school meals; school personnel, 2009-2010; graduation requirements; student assessment; additional enrollment; and dropouts in school year 2008-09.
2008-2009 Alabama Education Report Card
Author: Alabama Department of Education
Date: 2010-04-02
Type: Numerical/Quantitative Data
Subjects: Public Education,School Safety,Discipline,Federal Legislation,Advanced Placement,High School Graduates,Graduation Rate,Attendance Patterns,Low Income Groups,Reading Achievement,Mathematics Achievement,English (Second Language),Dropout Rate,Academic Achievement,Trend Analysis,Exit Examinations,Mathematics Tests,Reading Tests,Standardized Tests,Student Evaluation,Writing Skills,Science Process Skills,Alternative Assessment,Counties,Teacher Qualifications,Teacher Certification,Financial Support,Income,Expenditure per Student,Costs,Career Education,Technical Education,Special Needs Students,Racial Differences,Minority Groups,Educational Improvement,African Americans,Whites,Hispanic Americans,Asian Americans,Pacific Islanders,American Indians,Alaska Natives

Year after year, the goal of educators, parents, and concerned citizens throughout Alabama is to provide this state's children with the highest level of quality education possible. The future of Alabama's businesses, industries, commerce, labor force, arts, humanities, and countless other areas are determined by the education that is provided to students today. This publication is a compilation of student, staffing, and funding information for the 2008-2009 school year in all Alabama public schools.
Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, January 2010
Author: Academic Senate for California Community Colleges
Date: 2010-01-00
Type: Collected Works - Serial
Subjects: College Governing Councils,Community Colleges,Master Plans,Institutional Mission,Cheating,Teacher Rights,College Faculty,Basic Skills,Adjunct Faculty,Prerequisites,Ethnic Studies,Institutional Autonomy,Outcomes of Education,Transfer Programs,Graduation Requirements,Academic Degrees,Faculty Development

The Rostrum is a quarterly publication of the Academic Senate for California Community Colleges. The following articles are included in this issue: (1) The Master Plan for Higher Education and the Missions of the California Community Colleges (Jane Patton); (2) Academic Dishonesty and the Faculty's Right to Assign a Grade: A Test of the Academic Senate's Authority (Mark Wade Lieu); (3) Basic Skills Initiative Work--We Have Gone Far and Deep! (Janet Fulks); (4) Basic Skills--The Front Line Faculty Are Often Adjuncts; How Do We Support and Involve Them? (Kathy Molloy); (5) Putting Prerequisites into Context: How We Got to Where We Are (Mark Wade Lieu); (6) Ethnic Studies Requirement: Understanding It and Fulfilling It (David Morse and Pamela Watkins); (7) Local Control--Who Needs It (Dianna Chiabotti); (8) Sharing Student Learning Outcomes (SLOs) With Your College Community (Lesley Kawaguchi and Joan Sholars); (9) &quot;All Senates Is Local&quot; (Dan Crump); (10) Transfer Degree Deja Vu (Beth Smith); (11) Fall 2009 Referred Resolutions--Revising the 50% Law and Response to AB 440: &quot;Transfer Degree&quot; (Michelle Pilati); (12) It's Not FSAs (Wheeler North); (13) A Look on the &quot;Bright Side&quot; of Flex Activities (Jon Trianon, Jeff Lamb, and Kathy Sorensen); and (14) Julie's In box. Individual articles contain references and sources.