ethanporcaro/eric-fulltext-meta huggingface dataset:
National Report on Schooling in Australia, 2006. Preliminary Paper. National Benchmark Results Reading, Writing and Numeracy Years 3, 5 and 7
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Literacy,Numeracy,Benchmarking,Elementary School Students,Reading Achievement,Mathematics Achievement,Writing Achievement,Educational Assessment,Metropolitan Areas,Rural Areas,Public Schools,Private Schools,Males,Females,Indigenous Populations,English Language Learners,Student Participation,Educational Trends

In March 1997, all State, Territory and Commonwealth education ministers agreed on the national goal: that every child leaving primary school should be numerate and able to read, write and spell at an appropriate level. To provide focus for this goal, ministers agreed to a sub-goal: that every child commencing school from 1998 will achieve a minimum acceptable literacy and numeracy standard within four years. To help support the achievement of these goals, ministers agreed to the implementation of the National Literacy and Numeracy Plan, the essential features of which are: (1) early assessment and intervention for students at risk of not achieving minimum required standards; (2) development of national benchmarks for each of years 3, 5, and 7; (3) assessment of student progress against these benchmarks; (4) national reporting of benchmark data, and (5) professional development for teachers. Education authorities in all States and Territories, assisted by the Commonwealth, have been engaged in implementing these elements of the plan since its formulation. This paper concerns the national reporting of benchmark data for 2006 and follows on from earlier editions of the &quot;National Report on Schooling in Australia,&quot; which published data for 1999, 2000, 2001, 2002, 2003 and 2005. The publications reflect the continuing development of the benchmark reporting process. This 2006 edition also provides data on the performance of students in metropolitan, provincial, remote and very remote areas. In each State and Territory, students' school locations are categorised using the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Geographical Location Classification, and procedures closely related to the approaches of the Australian Bureau of Statistics. In this 2006 edition, results for the performance of Indigenous students by geolocation are reported for the first time. (Contains 30 tables and 12 figures.) [For &quot;National Report on Schooling in Australia, 2005. Preliminary Paper. National Benchmark Results Reading, Writing and Numeracy Years 3, 5 and 7,&quot; see ED534693.]
National Report on Schooling in Australia, 2005. Preliminary Paper. National Benchmark Results Reading, Writing and Numeracy Years 3, 5 and 7
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Literacy,Numeracy,Benchmarking,Elementary School Students,Reading Achievement,Mathematics Achievement,Writing Achievement,Educational Assessment,Metropolitan Areas,Rural Areas,Public Schools,Private Schools,Males,Females,Indigenous Populations,English Language Learners,Student Participation,Educational Trends

In March 1997, all State, Territory and Commonwealth education ministers agreed on the national goal: that every child leaving primary school should be numerate and able to read, write and spell at an appropriate level. To provide focus for this goal, ministers agreed to a sub-goal: that every child commencing school from 1998 will achieve a minimum acceptable literacy and numeracy standard within four years. To help support the achievement of these goals, ministers agreed to the implementation of the National Literacy and Numeracy Plan, the essential features of which are: (1) early assessment and intervention for students at risk of not achieving minimum required standards; (2) development of national benchmarks for each of years 3, 5, and 7; (3) assessment of student progress against these benchmarks; (4) national reporting of benchmark data, and (5) professional development for teachers. Education authorities in all States and Territories, assisted by the Commonwealth, have been engaged in implementing these elements of the plan since its formulation. This paper concerns the national reporting of benchmark data for 2005 and follows on from earlier editions of the &quot;National Report on Schooling in Australia,&quot; which published data for 1999, 2000, 2001, 2002, 2003 and 2004. The publications reflect the continuing development of the benchmark reporting process. This 2005 edition also provides data on the performance of students in metropolitan, provincial, remote and very remote areas. In each State and Territory, students' school locations are categorised using the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Geographical Location Classification, and procedures closely related to the approaches of the Australian Bureau of Statistics. (Contains 30 tables and 12 figures.) [For &quot;National Report on Schooling in Australia, 2004. Preliminary Paper. National Benchmark Results Reading, Writing and Numeracy Years 3, 5 and 7,&quot; see ED534694.]
Children's Perception of Learning with Educational Games Using iPod Touches
Author: Allsop, Yasemin
Date: 2011-08-28
Type: Dissertations/Theses - Masters Theses
Subjects: Concept Mapping,Student Attitudes,Educational Games,Learning Experience,Library Services,Video Games,Handheld Devices,Educational Technology,Telecommunications,Surveys,Interviews,Observation,Foreign Countries,Elementary School Science,Elementary School Students

The use of computer games on mobile devices in schools for learning is still relatively new and is constantly evolving. The successful integration of this emerging technology into education requires a longitudinal study into how they are being perceived by learners and teachers. Finding out what works well with children in the terms of technology and pedagogy will be beneficial for both educators and technology developers as well providing an insight into how children learn. This paper is focused on students' perceptions of learning with games using iPod Touches. Both qualitative and quantitative approaches were employed including; surveys, interviews, observations and analysis of the children's work. The research involved different steps; finding literature, practical research in a primary classroom, analysing the data as an outcome of the practical research to understand the students' attitude towards learning with games using iPod touches. The overall student perception of learning with games using iPod touches was a positive one. Many described their experience   as &quot;fun&quot;, &quot;cool&quot; and &quot;interactive&quot;. It was evident in this study that iPod Touches had an impact on students' learning experience by making learning more interesting and fun, but it is difficult to measure if this had any effect on their actual learning. Appended to this document are the following: (1) Technology Survey; (2) Group 1 Concept map A; (3) Group 2 Concept map A; (4) Group 3 Concept map A; (5) Group 1 Concept map B; (6) Group 2 Concept map B; (7) Group 3 Concept map B; (8) Group 1 interview comments ; (9) Group 2 interview comments ; and (10) Group 3 interview comments. (Contains a bibliography and 8 tables.)
Education across the UK Nations: Performance, Inequality and Evidence. Program on Education Policy and Governance Working Papers Series. PEPG 12-08
Author: Machin, Stephen
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Evidence,Educational Objectives,Outcomes of Education,Educational Change,Educational Indicators,Foreign Countries,Educational Policy,Governance,Educational Assessment,Comparative Analysis,Comparative Education,Change Strategies,Equal Education,Academic Achievement,Performance Factors,Educational Attainment,Institutional Characteristics,Policy Analysis,Politics of Education

The four &quot;home countries&quot; of the United Kingdom are becoming increasingly different with regard to education policy. Nevertheless, they are still highly comparable as compared to education systems elsewhere. Over time, they have had a similar legislative framework (particularly in England, Wales and Northern Ireland) and, in a broader sense, there is a similar social context across the four countries. For example, there is a comparable level of inequality across many education indicators, with similar trends emerging in recent times. In-depth analysis by the National Equality Panel (2010) attributed this to the fact that policies most important for influencing distributional outcomes (such as tax and benefits) are UK-wide. In this paper, the authors take the opportunity to appraise differences and similarities in educational policies and outcomes in the four UK nations. The fact that England has pursued very different policies in the recent past than Scotland, Wales and Northern Ireland provides a good testing ground to undertake such a comparative review of what has and has not worked so well in terms of the education reforms that have taken place. The content of the paper is structured as follows. In Section 2, the authors discuss some key areas of education policy in England, Wales, Scotland and Northern Ireland. In Sections 3 and 4, they compare the countries in terms of educational performance and inequality. In Section 5, the authors then discuss evaluation evidence as it relates to key educational issues and the differences and similarities in educational outcomes across the different UK nations. Section 6 offers some concluding remarks. Data Appendix is included. (Contains 8 tables, 1 figure and 6 footnotes.)
Data Implementation Manual for Enrolments for the 2005 and 2006 School Years. National Goals for Schooling. Collection of Information on Student Background Characteristics. For Use by Schools, School Systems and Testing Agents. First Edition
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2004-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Enrollment,Student Characteristics,Elementary School Students,Secondary School Students,Parent Background,Educational Attainment,Occupations,Socioeconomic Background,Indigenous Populations,Native Language,Sex,Data Collection,Student Records,Information Storage,Privacy

This manual provides information to assist schools and school systems to implement  changes required by Education Ministers to enrolment forms (and associated data collection and storage processes). This is to enable nationally comparable reporting of students' outcomes against the &quot;National Goals for Schooling in the Twenty-First Century.&quot; The changes relate to the collection of information on students': (1) sex; (2) Indigenous status; (3) socioeconomic background; and (4) language background. Some of the required data involves collecting information about the background of students' parents/guardians. The manual describes what is involved and what it means in practical terms for schools, school systems and testing agents. In brief, schools and school systems will need to collect background information on relevant students using agreed questions. The resulting information is to be supplied to testing agents (see Section 2.1.3) so that it can be linked with students' test forms. The manual is intended for people in schools and school systems who are involved in the: (1) design of enrolment forms and enrolment processes; (2) collection of information from parents; (3) design, maintenance or modification of student information storage and retrieval systems; (4) updating of student records; and (5) school-level management or coordination of literacy, numeracy and national sample testing. The manual also provides information for testing agents, i.e. the organisations that conduct the assessments. In some cases, school systems are the testing agents. Not all schools will need to use this manual. In large systems, for example, implementation will be a central responsibility. Appended are: (1) Implementation Checklist; (2) Background to the Implementation of Agreed Definitions for Student Background Characteristics; (3) Special Data Collection Forms; (4) Glossary; (5) Main Languages Spoken, by State/Territory; (6) Australian Standard Classification of Languages Coding Index; (7) Main Countries of Birth, by State/Territory; and (8) Standard Australian Classification of Countries (SACC) Coding Index.
National Data on Participation in VET in Schools Programs &amp; School-Based New Apprenticeships for the 2004 School Year
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: Workplace Learning,Tourism,Apprenticeships,Foreign Countries,Vocational Education,Participation,Enrollment,Secondary School Students,Adult Education,Secondary Education

Early in 2005, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Taskforce on Transition from School collected data on vocational education and training (VET) in Schools from all States and Territories in the following areas: (1) number of students enrolled in VET in Schools programs; (2) industry coverage by ANTA industry group; (3) annual student contact hours; (4) number of students undertaking structured workplace learning &amp; total hours; and  (5) number of students commencing a training agreement as a School-based New Apprentice. All jurisdictions have their own arrangements for collecting data and maintaining databases. Some data reported in this report are derived from collections maintained by Boards of Studies, while other data are derived from school system/authority collections or from state/territory training authorities. This paper presents the following data: (1) In 2004, a total of 211 885 students were enrolled in VET in Schools programs. This represents approximately 49 per cent of all senior secondary students; (2) The most popular industry areas for VET in Schools were Tourism &amp; Hospitality, Business &amp; Clerical, and Computing, which accounted for nearly 48 per cent of all enrolments; (3) 46.19 million hours of training were delivered representing an average of 218 hours per student across Australia. The average varies across States/Territories ranging from 332 to 28 hours per student; (4) 114 865 students spent a total of 6.71 million hours in structured workplace learning, an average of approximately 58 hours per student. The average varies across States/Territories ranging from approximately 11 to 160 hours per student; and (5) 12 998 School-based New Apprenticeships were commenced during 2004. More than 70 per cent of these apprenticeships were in the areas of Sales &amp; Personal Services, Tourism &amp; Hospitality, Business &amp; Clerical, and Automotive. (Contains 31 exhibits.)
Resourcing the National Goals for Schooling: An Agreed Framework of Principles for Funding Schools
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Equity (Finance),Educational Finance,Preservice Teachers,Teacher Education,Inservice Teacher Education,Inservice Education,Student Needs

Funding for school education in Australia should be on the basis of clear and agreed policy principles for achieving effectiveness, efficiency, equity and a socially and culturally cohesive society. On the basis of these principles a national framework for funding schools will be supported by complementary State and Commonwealth models for funding government and non-government schools. This paper presents an agreed framework of five principles for funding schools. The principles do not prescribe a funding policy for individual governments or systems. Together they represent a direction for complementary Commonwealth and State funding approaches that: (1) recognise the relative weight of different cost factors across school sectors; (2) recognise the specific needs and cost burdens of different levels of schooling; and (3) provide a basis for government support to meet the growing costs of schooling over time.
National Assessment Program--Civics and Citizenship Year 6 School Assessment, 2007
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,National Competency Tests,Educational Testing,National Programs,Civics,Citizenship,Academic Standards,Scoring,Elementary School Students,Scores,Data Analysis,Records (Forms)

In 2007, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) conducted an assessment of a sample of Year 6 and Year 10 students across Australia to assess their proficiency in civics and citizenship. The assessment of civics and citizenship is part of a national plan that has been put in place to monitor and report on student achievement against the National Goals for Schooling in the Twenty-first Century. The National Goals--and the importance of monitoring student achievement in relation to them--were agreed to by all State, Territory and Federal Education Ministers in 1999. Under the national plan, student performance is being assessed in science, civics and citizenship and information and communications technology (ICT) in three-yearly cycles. The results are being reported against proficiency levels and standards that were established after the first round of testing in each of the three priority areas. The civics and citizenship assessment domain, which defined the scope of the National Assessment Program--Civics and Citizenship in 2004 and 2007, was developed during 2002-03 in consultation with a national Review Committee, established to ensure that the domain was inclusive of the different State and Territory curricula and that the items in the assessments were fair for students, irrespective of where they attended school. The information and assessment materials in this document have been designed to assist teachers to gauge their own students' proficiency in civics and citizenship. By replicating components of the National Assessment Program--Civics and Citizenship for Year 6 in the classroom, teachers will be able to compare the results of their classes and individual students with the national proficiency levels and standards in civics and citizenship. It is anticipated that teachers will be able to reflect on this information to enhance teaching and monitoring programs in our schools. Appended are: (1) Professional elaboration of the assessment domain; (2) Year 6 Assessment Booklet; (3) Year 6 Assessment Administration Guide; (4) Year 6 Marking Guide; (5) Year 6 Class Record Sheet; (6) Year 6 Item Analysis Sheet; and (7) Year 6 Class Analysis Sheet. (Contains 4 tables, 3 figures and 2 footnotes.) [For related reports, see &quot;National Assessment Program--Civics and Citizenship Years 6 &amp; 10 Report, 2007&quot; (ED534713) and &quot;National Assessment Program--Civics and Citizenship Year 10 School Assessment, 2007&quot; (ED534717).]
National Assessment Program--Civics and Citizenship Year 10 School Assessment, 2007
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,National Competency Tests,Educational Testing,National Programs,Civics,Citizenship,Academic Standards,Scoring,Secondary School Students,Scores,Data Analysis,Records (Forms)

In 2007, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) conducted an assessment of a sample of Year 6 and Year 10 students across Australia to assess their proficiency in civics and citizenship. The assessment of civics and citizenship is part of a national plan that has been put in place to monitor and report on student achievement against the National Goals for Schooling in the Twenty-first Century. The National Goals--and the importance of monitoring student achievement in relation to them--were agreed to by all State, Territory and Federal Education Ministers in 1999. Under the national plan, student performance is being assessed in science, civics and citizenship and information and communications technology (ICT) in three-yearly cycles. The results are being reported against proficiency levels and standards that were established after the first round of testing in each of the three priority areas. The civics and citizenship assessment domain, which defined the scope of the National Assessment Program--Civics and Citizenship in 2004 and 2007, was developed during 2002-03 in consultation with a national Review Committee, established to ensure that the domain was inclusive of the different State and Territory curricula and that the items in the assessments were fair for students, irrespective of where they attended school. The information and assessment materials in this document have been designed to assist teachers to gauge their own students' proficiency in civics and citizenship. By replicating components of the National Assessment Program--Civics and Citizenship for Year 10 in the classroom, teachers will be able to compare the results of their classes and individual students with the national proficiency levels and standards in civics and citizenship. It is anticipated that teachers will be able to reflect on this information to enhance teaching and monitoring programs in our schools. Appended are: (1) Professional elaboration of the assessment domain; (2) Year 10 Assessment Booklet; (3) Year 10 Assessment Administration Guide; (4) Year 10 Marking Guide; (5) Year 10 Class Record Sheet; (6) Year 10 Item Analysis Sheet; and (7) Year 10 Class Analysis Sheet. (Contains 4 tables, 3 figures and 3 footnotes.) [For related reports, see &quot;National Assessment Program--Civics and Citizenship Years 6 &amp; 10 Report, 2007&quot; (ED534713) and &quot;National Assessment Program--Civics and Citizenship Year 6 School Assessment, 2007&quot; (ED534716).]
The Effects of Early Grade Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida. Program on Education Policy and Governance Working Papers Series. PEPG 12-09
Author: Schwerdt, Guido
Date: 2012-08-00
Type: Reports - Research
Subjects: Core Curriculum,Academic Achievement,Performance Based Assessment,Grade 3,Grade Repetition,Student Promotion,Educational Policy,Outcomes of Education,Longitudinal Studies,Achievement Gains,Economic Impact,Evidence,Probability

A growing number of American states and school districts require students to meet basic performance standards in core academic subjects at key transition points in order to be promoted to the next grade. We exploit a discontinuity in the probability of third grade retention under a Florida test-based promotion policy to study the causal effect of retention on student outcomes over time. Regression discontinuity estimates indicate large short-term gains in achievement among retained students and a sharp reduction in the probability of retention in subsequent years. The achievement gains from retention fade out gradually over time, however, and are statistically insignificant after six years. Despite this fade out, our results suggest that previous evidence that early retention leads to adverse academic outcomes is misleading due to unobserved differences between retained and promoted students. They also imply that the educational and opportunity costs associated with retaining a student in the early grades are substantially less than a full year of per pupil spending and foregone earnings. (Contains 10 figures, 11 tables, and 19 footnotes.)