ethanporcaro/eric-fulltext-meta huggingface dataset:
Managing Culture--Making Culture Work for You
Author: National Centre for Vocational Education Research, Leabrook  (Australia).
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Organizational Change,Ethics,Organizational Culture,Productivity,Outcomes of Education,Economic Factors,Vocational Education

An understanding of culture in organisations can offer insights into individual and group behaviour, and leadership. It can help to explain not just what happens in an organisation, but why it happens. However, many people are concerned not just with understanding culture, and hence organisational life. They see culture as something to be influenced to achieve organisational goals of productivity, profitability, and success in core business. They want to manage culture. This fact sheet has been produced by the consortium research program's research activity 4: "Cultures and structures." Its aim is to help RTOs develop a greater understanding of the impact of cultures on their organisational capability. This fact sheet explores how cultures can be managed and changed, ethical considerations in managing culture, and tools and strategies used to manage culture.  A list of resources is included.
Education in the Balance: A Report on the Academic Workforce in English. Report of the 2007 ADE Ad Hoc Committee on Staffing
Author: Modern Language Association of America
Date: 2008-12-10
Type: Numerical/Quantitative Data
Subjects: Teacher Salaries,Higher Education,Federal Aid,Tenure,Academic Degrees,Student Financial Aid,Enrollment,Educational Policy,College Faculty,Teacher Surveys,English (Second Language),Second Language Instruction,Language Teachers,Sex,Teacher Characteristics,Undergraduate Students,Employment Level,Tables (Data)

The National Study of Postsecondary Faculty (NSOPF) surveys more than 26,000 faculty members in all fields in US colleges and universities. Those canvassed by the NSOPF form a nationally representative sample of full- and part-time faculty members in degree-granting public and private not-for-profit institutions that are located in the 50 states and the District of Columbia and that participate in the student aid programs authorized under Title IV of the Higher Education Act. The NSOPF allows researchers access to systematic data about faculty members in specific teaching fields. Information reported on teachers of English in higher education includes: (1) Numbers and Percentages of Faculty Members in Different Employment and Tenure Statuses; (2) Number of Full-time Tenured and Tenure-Track, Full-Time Non-Tenure-Track and Part-Time Faculty Members; (3) Total Student Enrollment and Undergraduate Student Enrollment; (4) Numbers, Percentages, Academic Degree of English by Type of Institution; and (5) Average Salary Information. Appended are charts and tables relating to: (1) Data from the 2004 National Study of Postsecondary Faculty on the Gender Distribution of Faculty Members in English Employed in Different Faculty Categories; and (2) Staffing Patterns in English Departments in Public and Private Institutions. (Contains 3 notes, 41 figures, and 21 tables.) [This document was published with the Association of Departments of English (ADE).]
An Analysis of Adjuncts: A Syntacto-Discoursal Approach (A Case Study in Contemporary Persian)
Author: Jafari, Azita
Date: 2008-12-00
Type: Information Analyses
Subjects: Sentences,Semantics,Form Classes (Languages),Grammar,Indo European Languages,Semiotics,Syntax,Structural Linguistics,Verbs

In broad terms, this paper is concerned with adjunct construction in Persian, which is an Indo-Iranian Language. During the recent century, specially in its final decades, different researches have been done about adjuncts and adjunction among different languages, but despite the fact that they are very important in Persian language, no attempts have been done regarding the position of adjuncts based on the Minimalist Program and functional Grammar. So authors of this article, after reviewing the records of Persian and non-Persian linguistic researches, introduce adverbs and prepositional phrases in Persian language, then their syntactic position is determined, based on, and Ernest (2002), Halliday (2004), Radford (2004) and Haegeman (2006). According to the data which have been analyzed in this paper, it is concluded that, in Persian sentences, the structural differences can be made to follow from the semantic one. The view of adverbial licensing makes the overall grammar more restrictive by banning reference to different syntactic structures for different semantic classes of adjuncts.
Materials Development in English as a Second Language: An Indian Experience
Author: Meganathan, Rama
Date: 2008-07-00
Type: Journal Articles
Subjects: Textbooks,Foreign Countries,Material Development,Faculty Development,English (Second Language),Second Language Instruction,Second Language Learning,Course Descriptions,Curriculum Design,National Curriculum,Teaching Methods

This article presents the process of recent curricular revision and material development in English at the national level in India in a limited way. Teachers' needs and wants, their participation in the development of materials, the dilemmas of teachers and their implications for classroom transactions are discussed from the experiences of one of the members of the materials development team. The paper attempts to answer the following questions: (1) Should India need a textbook at the national level? (2) Should methodology influence material or vice-versa? (3) What material for textbooks should be used in countries like India? (4) Can teachers make good materials? Is it possible to include materials development as part of professional development of teachers? (Contains 3 notes.)
Curiosity Corner. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Preschool Curriculum,Literacy Education,Educational Research,Instructional Effectiveness,Oral Language,Phonological Awareness,Cognitive Ability,Mathematics Achievement,Evidence

&quot;Curiosity Corner&quot; is an early childhood curriculum emphasizing children's language and literacy skills. It comprises two sets of 38 weekly thematic units, one for three-year-olds and one for four-year-olds. Program staff conduct daily lessons using sequential daily activities. The What Works Clearinghouse (WWC) reviewed three studies of &quot;Curiosity Corner.&quot; One meets WWC evidence standards, and one meets WWC evidence standards with reservations. One study did not meet eligibility screens. The two studies included more than 500 preschool children from 34 preschools in Florida, Kansas, and New Jersey. Based on these two studies, the WWC considers the extent of evidence for &quot;Curiosity Corner&quot; to be medium to large for oral language and small for print knowledge, phonological processing, cognition, and math. No studies that meet WWC standards with or without reservations examined the effectiveness of &quot;Curiosity Corner&quot; in the early reading and writing domain. &quot;Curiosity Corner&quot; was found to have no discernible effects on oral language, print knowledge, phonological processing, cognition, and math. The following appendixes are included: (1) Study Characteristics; (2) Outcome Measures; (3) Summary of Study Findings; (4) Summary of Kindergarten Follow-Up Findings; (5) Ratings; and (6) Extent of Evidence by Domain. (Contains 9 footnotes and 22 tables.) [This report has been updated to include a review of two studies that have been released since 2006: (1) Preschool Curriculum Evaluation Research (PCER) Consortium. (2008). Chapter 5. &quot;Curiosity Corner&quot;: Success for All Foundation. In &quot;Effects of Preschool Curriculum Programs on School Readiness&quot; (pp. 75-83). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education; and (2) Chambers, B., Chamberlain, A., Hurley, E. A., &amp; Slavin, R. E. (2001). &quot;Curiosity Corner: Enhancing preschoolers' language abilities through comprehensive reform.&quot; Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, April 2001. A complete list and disposition of all studies reviewed is provided in the references. For the 2007 edition of report, see ED497619.]
Criminal Justice Issues for Arizona. The Pinal County Domestic-Violence Court Some Early but Encouraging Results. Issue 3, August 2008
Author: Arizona State University, Morrison Institute for Public Policy
Date: 2008-08-00
Type: Collected Works - Serial
Subjects: Case Records,Family Violence,Courts,Criminals,Supervision,Justice,Counties,Educational Attainment,Aggression,Coping,Satisfaction,Databases,Sanctions,Drug Abuse,Gender Differences,Racial Differences,Employment Level,Age Differences,Marital Status,Incentives,Outcomes of Treatment,Recidivism

This brief, the third issue in the &quot;Criminal Justice Issues for Arizona&quot; series, reveals that Pinal County's specialized court for domestic-violence cases offers some promising results for dealing with this common and complex offense. This report contains an analysis of data collected in the Pinal County Domestic Violence Database, which as of April 2008 contained 666 case records of domestic-violence offenders who were processed by one of the three courts. The database also contained information on a comparison group of offenders; however, these offenders are not included in this analysis because of insufficient numbers.  Court officials are currently developing a more appropriate comparison group for use in a subsequent analysis. Table 3 presents the frequency and percent of offenses by levels of education: 8th grade and below, some high school, high school diploma, some college, college graduate, post-graduate degree, and unknown. Key findings include: (1) Offenders showed a significant increase in their self-reported coping abilities and in their satisfaction with the criminal-justice system during their period of supervision; (2) Offenders showed a significant decrease in their self-reported propensity for abusiveness to an intimate partner during their period of supervision; and (3) Only 9% of offenders committed another offense while in the program. (Contains 14 tables.)
The Accountability Illusion: Nevada
Author: Thomas B. Fordham Institute
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Improvement,Educational Indicators,Federal Programs,Intervals,Accountability,Limited English Speaking,Educational Legislation,Reading Achievement,Mathematics Achievement,State Government,Educational Policy,State Standards,Disabilities,Comparative Analysis,Cutting Scores,Student Diversity,Elementary Schools,Middle Schools,Predictor Variables,English (Second Language),Hispanic American Students,African American Students,White Students,American Indians,Asian American Students,Pacific Islanders,Low Income Groups,Institutional Characteristics,Student Subcultures,Low Achievement,Academic Failure,At Risk Students

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and policies to be used in tracking the adequate yearly progress (AYP) of schools toward these goals. This report examines Nevada's NCLB accountability system, particularly how its various rules, criteria and practices result in schools either making AYP, or not making AYP. It also gauges how tough Nevada's system is compared with other states. Nevada's definitions of proficiency generally ranked at or above average compared to the standards set by other states in the study, meaning that students had to perform at a higher level in order to be deemed proficient in Nevada. Nevada's minimum subgroup size is relatively small, resulting in more subgroups being held separately accountable in Nevada than would be in other states. These factors join to impact overall ranking. Compared to the other 27 states examined, Nevada places in the lower end of the distribution in terms of the number of schools making AYP. The report concludes that although in some respects, Nevada's NCLB accountability system is working as intended by the legislation, NCLB shortcomings are also evident, and should be considerations for Congress in future reauthorizations of the act. (Contains 10 footnotes, 6 figures, and 6 tables.) [For &quot;The Accountability Illusion,&quot; see ED504712. For individual state reports, see ED504680-ED504694, ED504711, and ED504719.]
Magnet Schools and Peers: Effects on Mathematics Achievement
Author: Ballou, Dale
Date: 2007-11-00
Type: Reports - Evaluative
Subjects: Neighborhood Schools,Magnet Schools,Teacher Effectiveness,Mathematics Achievement,Academic Achievement,Peer Influence,Computation,Attendance Patterns,Institutional Characteristics,Racial Differences,Family Income,African American Students,White Students,Hispanic American Students,Middle School Students,Elementary School Students,Research Methodology,Control Groups

I estimate the impact of attending a magnet school on student achievement in mathematics in a moderately large Southern district. Admission to magnet schools is through lotteries. Actual attendance by lottery winners is of course voluntary. I use lottery outcomes as instruments to control for bias due to self-selection of enrollees. Because lottery winners would have attended zoned schools of varying quality in the absence of magnet schools, the response to treatment is necessarily heterogeneous. Even so, these instruments are capable of identifying the effect of treatment on the treated for all students who enter magnets through the lottery. I also exploit lottery outcomes to estimate the effect of peers on student achievement. Conditional on attendance zone, a magnet lottery determines whether a student is assigned to a school with the characteristics of the magnet school or one with the characteristics of their neighborhood school. Thus, within this group, there is randomized assignment with respect to the entire set of school characteristics, including peers. This furnishes a way of identifying peer effects free of bias caused by endogenous choice of peers. Results indicate that race and income of peers have a substantial impact on achievement: the estimated difference between a school where students are 75 percent black and one in which students are 25 percent black is more than half a year's normal growth in mathematics. Further analysis indicates that these peer characteristics are not proxies for other determinants of achievement, such as teacher quality or heterogeneity in the response to treatment. (Contains 9 tables and 8 notes.)
Optimizing Distributed Practice: Theoretical Analysis and Practical Implications
Author: Cepeda, Nicholas J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Intervals,Educational Practices,Retention (Psychology),Long Term Memory,Experiments,Time Factors (Learning),Learning Processes,Study Habits,Review (Reexamination)

More than a century of research shows that increasing the gap between study episodes using the same material can enhance retention, yet little is known about how this so-called distributed practice effect unfolds over nontrivial periods. In two three-session laboratory studies, we examined the effects of gap on retention of foreign vocabulary, facts, and names of visual objects, with test delays up to 6 months. An optimal gap improved final recall by up to 150%. Both studies demonstrated non-monotonic gap effects: Increases in gap caused test accuracy to initially sharply increase and then gradually decline. These results provide new constraints on theories of spacing and confirm the importance of cumulative reviews to promote retention over meaningful time periods. (Contains 4 footnotes, 5 figures and 3 tables.) [This article was printed in the in-press version of: &quot;Experimental Psychology&quot; (2009). Its contents may differ from the final published version.]
Using Developmental Science to Transform Children's Early School Experiences. Issues in PreK-3rd Education. Number Four
Author: Maxwell, Kelly
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Young Children,Educational Practices,Memory,Misconceptions,Child Development,Teaching Methods,Early Childhood Education,Educational Experience

Four foundations for young children's development appear to underlie children's competence and predict success in school from pre-kindergarten through third grade--self-regulation, representation, memory, and attachment. If teachers united what they know about child development with quality educational practices, what would school be like for young children in pre-kindergarten through third grade? Seven major differences are highlighted in this paper. These are: (1) Development, Content, and Process; (2) Play (Self-Regulation); (3) Understanding Misconceptions (Representational Thought); (4) Covering The Real Basics (Memory); (5) Relationships (Attachment); (6) Experimentation, Explanation, and Explicit Instruction; and (7) Deciding What to Teach. (Contains 1 footnote.)
Impact Evaluation of Burkina Faso's BRIGHT Program. Final Report
Author: Levy, Dan
Date: 2009-06-12
Type: Numerical/Quantitative Data
Subjects: Eligibility,Females,Educational Objectives,Outcomes of Education,Academic Achievement,Program Effectiveness,Foreign Countries,Evaluation Methods,Enrollment Rate,Rural Areas,Rural Schools,Intervention,Comparative Analysis,Mathematics Achievement,French,Second Language Learning,Scores,Achievement Tests,Developing Nations,Evidence,Statistical Analysis,Cost Effectiveness,School Effectiveness,Educational Assessment

The BRIGHT program was designed to improve the educational outcomes of children in Burkina Faso. It focused on girls in particular and was implemented in 132 rural villages throughout the 10 provinces of the country in which girls' enrollment rates were lowest. It consisted of constructing primary schools with three classrooms and implementing a set of complementary interventions. This report documents the main findings from the impact evaluation of the BRIGHT program. The evaluation design involved comparing children in the 132 BRIGHT villages (participant group) with children in 161 similar villages that had applied to participate in BRIGHT but were not chosen (comparison group). In general, the main conclusions are that BRIGHT had about a 20 percentage point positive impact on girls' primary school enrollment, and had positive impacts on Math and French test scores for both girls and boys. Although the magnitude of BRIGHT's estimated impacts is larger than that observed in typical education interventions in developing countries, a cost-effectiveness analysis would be needed to assess whether the effects are large on a per-dollar basis. In particular, it would be useful to know whether building a less expensive school of the sort typically built in Burkina Faso would have generated similar impacts. While this evaluation cannot answer this question definitively, the authors found suggestive evidence indicating that part of the impact of BRIGHT came from having built a school in villages in which no school would have been available, and part from having built a school with a better infrastructure and add-on components than the typical school that would have been available without BRIGHT. Appendices include: (1) Copy of Application Form; (2) Rules to Calculate Eligibility Score; (3) List of Communities with Eligibility Scores; (4) School and Household Questionnaires; (5) Request for Proposal for Data Collection; (6) Training Manual Used for Data Collection; (7) Statistical Analyses to Verify Appropriateness of Regression Discontinuity Design; (8) Statistical Analyses to Verify Robustness of Impact Estimates; and (9) Access vs. Quality. (Contains 1 box, 16 tables, 10 figures, and 9 footnotes.)
Measuring School and Teacher Effectiveness in EPIC Charter School Consortium--Year 2. Final Report
Author: Potamites, Liz
Date: 2009-10-23
Type: Reports - Evaluative
Subjects: Urban Schools,Charter Schools,Teacher Effectiveness,Awards,Grouping (Instructional Purposes),Consortia,Principals,Teaching Methods,School Effectiveness,Models,Academic Achievement,Intervals,Elementary Secondary Education,Class Rank

New Leaders for New Schools, a nonprofit organization committed to training school principals, heads the Effective Practices Incentive Community (EPIC), an initiative that offers financial awards to effective educators. Through this initiative, New Leaders offers financial awards to educators in two urban school districts and a consortium of charter schools. New Leaders contracted with Mathematica Policy Research to help design the methods for identifying effective schools and teachers. The approach used for each partner differs, depending on the priorities of the partner and the type of information available to measure school and teacher performance. This report presents the methods used to identify effective schools and teachers for a consortium of over 140 charter schools in 17 states and the District of Columbia during the second year of this project. This year's model differs from that of last year in four respects. First, the authors used a shrinkage method to help ensure that schools (and teachers) with small numbers of students in their model were not overrepresented at the top (and bottom) of the resulting performance measures. Second, they added teacher-level estimates for charter schools. Third, they estimated models using two years of performance data rather than just one. Finally, they changed the treatment of schools that cover multiple grade spans. Last year, those schools had multiple chances for winning awards (one for each grade span). This year, they altered their model so each school had only one chance of getting an award. More details on these changes are presented in the discussion of this year's methods. A section on Technical Details of the Value-Added Model is appended. (Contains 2 tables, and 7 figures, and 26 footnotes.)