ethanporcaro/eric-fulltext-meta huggingface dataset:
A New Bet for Better Schools? Diversifying Philanthropic Strategies to Improve Student Learning. A Report from a Funder Briefing on Creating New Schools as a Grantmaking Strategy (Denver, Colorado, May 26-27, 2004)
Author: Grantmakers for Education
Date: 2004-05-00
Type: Reports - Descriptive
Subjects: Evidence,Educational Change,Private Financial Support,Change Agents,Change Strategies,Organizational Change,Philanthropic Foundations,Focus Groups,Educational Policy,Policy Analysis,Public Policy,Conferences (Gatherings),Donors,Educational Environment,Educational Improvement,Improvement Programs,Models,School Support,Best Practices,Educational Planning

For much of the past 20 years, philanthropists have invested significant time, money and knowledge into the important task of improving the nation's education system. Collectively, their efforts have targeted all aspects of the system--from helping teachers upgrade their skills and knowledge to creating better curricula and classroom tools, from underwriting research into effective teaching strategies to designing models for "whole school" reform, from strengthening the leadership in schools to advocating for broad policy changes that could spark school improvement. Recognizing the apparent challenge of changing existing schools and systems, some see a "new schools" strategy as their best leverage point for creating many more successful public schools. Others see it as a complementary strategy to pursue in tandem with continued efforts to change existing schools--thus diversifying their strategies and avoiding a single "bet" on only one approach. In May 2004, Grantmakers for Education and The Philanthropy Roundtable convened over 40 donors and grantmakers from foundations across the country to consider the effectiveness of a "new schools" strategy for philanthropy. With support from the Annie E. Casey Foundation and the Bill & Melinda Gates Foundation, the meeting--"Creating New Schools: Promising Strategy for Change?"--offered two days of conversation and reflection on the rationale for a new schools strategy, emerging evidence on its viability and the challenges grantmakers need to confront to support successful new schools initiatives. The highlights of the meeting include: (1) Joe Graba, a former educator and now senior policy fellow at Hamline University, addressed the question: "Why new schools?"; (2) Participants also had the opportunity to review preliminary research on the relative challenges of creating new schools versus improving existing schools; and (3) The meeting's second day focused on how funders could successfully support a high-quality new schools strategy. [This paper was written with the assistance of Bryan Hassel and Alex Medler.]
Count Us in: We're Still Here. Successful Transitions from Secondary School
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-05-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Education Work Relationship,Young Adults,Transitional Programs,Developmental Studies Programs,Youth Opportunities,Youth Programs,Effective Schools Research,Best Practices,Articulation (Education),Partnerships in Education,Leadership,Learning Strategies,Teaching Methods,Behavioral Objectives,Educational Objectives,Learning Experience,Educational Quality,Empowerment,Values,Well Being,Cultural Literacy,Delivery Systems,Performance Factors,Change Strategies,Educational Change

This guide is for all school leaders, and pastoral care, support and teaching staff who work with young people who are preparing to move on from secondary schooling to the next stage in their lives. It is also for people who work in partnership with the school to support young people who are going into employment or continuing their learning, for example, parents, residential care staff, college staff, and staff from agencies and services such as social work services, Careers Scotland, post-school psychological services, youth work services, voluntary providers, training providers, community groups, other educational establishments and employers. This guide provides examples of some of the things which school leaders, teachers and their partners do to support young people at transition. Successful transitions result in young people who are confident and resilient, and who are able to enter the world of work with the skills they need and contribute to society as a whole. Appended are: (1) Key publications and the national context; (2) Sources of support; and (3) Acknowledgements. (Contains 4 footnotes.)
Making the Most of Our Investments: How PK-3 Alignment Can Close the Achievement Gap from the Start
Author: Grantmakers for Education
Date: 2006-05-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Gap,Ethnic Groups,Systems Approach,Dropout Rate,Low Income Groups,Low Income,Early Childhood Education,Educational Policy,Educational Finance,Financial Support,Grants,Educational Legislation,Federal Legislation,Federal Programs,Disadvantaged Youth

Gaps in academic achievement between students from various racial and ethnic groups and from low-income families are a cause for national concern. The advent of high stakes testing and the increased awareness of high dropout rates have rekindled the search for ways to help all children succeed in school. Many strategies to address lagging achievement have focused on discrete points of the education system, such as middle and high school reform. However, there is an increasing interest and movement by educators and grantmakers to confront the problem where it often starts--between the ages of three and eight--and to take a systems approach that aligns learning from pre-kindergarten (pre-K) through third grade (PK-3). Although aligning pre-K through third grade sounds straightforward, there are many curricular details, systemic challenges and funding intricacies that make PK-3 program integration a complex process. Grantmakers for Education brought together grantmakers, educators and advocates for a two-day briefing entitled &quot;Making the Most of Our Investments: How PK-3 Alignment Can Close the Achievement Gap from the Start.&quot; Presentations, group discussions and a site visit addressed the following key issues: (1) The research and policy context for PK-3 systems; (2) Strategies for successfully aligning prekindergarten with the K-3 system; (3) PK-3 alignment in action--what does it look like on the ground?; and (4) Advancing PK-3 systems through grantmaking--what are the leverage points for funders? This report is a compendium of the knowledge, strategies and insights shared by meeting presenters and participants. It is organized in four sections: (1) Understanding the PK-3 Landscape; (2) PK-3 Alignment in Practice; (3) Grantmaker Engagement; and (4) What's Needed in the Future. (Contains 5 footnotes and 6 resources.) [Additional funding for this paper was provided by The New School Foundation.]
Engineering in Scotland's Colleges: A Report by HM Inspectors for the Scottish Funding Council
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-10-00
Type: Reports - Evaluative
Subjects: Vocational Education,Engineering,Foreign Countries,Telecommunications,Employment Opportunities,Statistical Data,Focus Groups,Engineering Education,Adult Education,Higher Education,College Role,Comparative Analysis,Colleges

Engineering has played an important role in Scotland's industrial history. Over the years, the skills requirements of industry have changed as the technology has progressed and the industrial base of the country has developed. Over the past decade, there have been substantial changes in the employment opportunities for people with engineering skills as some areas of employment have grown while others have diminished. Recent reports by Scottish Engineering have indicated growth in manufacturing orders, employment and investment over the past few years. People with engineering skills also have important contributions to make in other sectors of the economy, including transport, telecommunications and business services. Overall, engineering skills continue to be very important for the Scottish economy. This report seeks to examine the role of Scotland's colleges in the provision of education and training in engineering, the quality of that provision and the factors that influence it. The term &quot;engineering&quot; is used in this report to include subjects as diverse as aeronautical engineering, automotive engineering, electrical installation, electronic engineering, fabrication and mechanical engineering. Many of the statistics in the report are drawn from the Scottish Further and Higher Education Funding Council's (SFC) database. For consistency, the engineering superclass of subjects is used as the basis for comparisons of SFC statistical data. Appended are: (1) Extract from the SFC list of subject superclasses; (2) Scottish Credit and Qualifications Framework; (3) Examples from the range of programmes offered by two colleges; (4) Bibliography; (5) Focus group questions; (6) Glossary; and (7) Acknowledgements. (Contains 4 tables, 3 charts, and 28 footnotes.)
Assessing, Recording and Analysing Learner Progress and Outcomes
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Portfolio Assessment,Foreign Countries,Educational Assessment,Educational Indicators,Academic Achievement,Holistic Approach,Higher Education,Adult Education,Colleges,Benchmarking,Trend Analysis,Outcomes of Education,Educational Attainment,Student Records,Recordkeeping

The annual collection and publication by the Scottish Further and Higher Education Funding Council (SFC) of college performance indicators has focused attention on what these indicators actually tell and whether they provide a fully comprehensive and meaningful story of what college learners achieve. Since 2005 HMIE has overtly made more holistic evaluations of learner progress and outcomes and graded accordingly during external reviews. At the same time, colleges have been working to strike a balance across the various aspects of learner progress and outcomes of learners in a real attempt to form an overall measure of learner success. HMIE has consulted widely and engaged with Scotland's colleges to reach an understanding of the value and use of performance indicators (PIs) and other measures to assess learner progress and outcomes and to capture the views of colleges. This report summarises and comments upon the practices of Scotland's colleges in the use of performance indicators and their developments in recording and assessing the wider achievement of learners. The report also makes recommendations on the use of PIs within colleges and on the development of national measures of learner achievement. Appended are: (1) Performance indicator definitions; (2) Examples of good practice; (3) The use of performance indicators on learner progress in post-16 provision in England and Wales; (4) Bibliography; and (5) Colleges participating in this study. (Contains 2 footnotes.)
Education for Pupils with Autism Spectrum Disorders
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-10-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Students,Autism,Communication Disorders,Pervasive Developmental Disorders,Behavior Problems,Student Behavior,Individualized Education Programs,Foreign Countries,Outcomes of Education,Program Effectiveness,Educational Administration

Autism spectrum disorders, as the name suggests, do not represent a single nor straightforward set of needs to be met. The challenges facing education and other professionals, and the young people whose needs are being addressed, are considerable. The key is to see past the presenting issues, often behavioural in nature, to the communication disorders beyond that and to find what works for each individual concerned. This report is about the extent to which the needs of pupils with autism spectrum disorders are being met across a range of educational establishments and services. It evaluates the progress pupils make in their learning and the extent to which they achieve to their fullest potential within the various forms of provision. &quot;Education for Pupils with Autism Spectrum Disorders&quot; highlights the variety of provision and arrangements for meeting the needs of pupils with ASD. Across the various forms of provision, the task group found that most pupils were making good progress towards the targets in their individualised educational programmes. However, these programmes were frequently deficient in either the attention given to addressing the underlying ASD needs or conversely in addressing achievement across the curriculum. This report was produced in response to the request of the Scottish Ministers that Her Majesty's Inspectorate of Education (HMIE) carry out a task to evaluate and report on the educational provision for pupils with autism spectrum disorders (ASD). As part of that task, HMIE was charged with identifying good practice and making recommendations for moving forward. Appended are: (1) Glossary; (2) Membership of Advisory Group; and (3) Literature Review. (Contains 10 tables, 2 charts, and 30 footnotes.)
Changing Lives: Adult Literacy and Numeracy in Scotland
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2005-06-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Quality Control,Adult Literacy,Numeracy,Foreign Countries,Tutors,Literacy Education,Self Concept,Achievement Gains,Teacher Student Relationship,Educational Practices

One of the recommendations of the &quot;Adult Literacy and Numeracy in Scotland&quot; report (ALNIS), published in 2001, was that progress against its recommendations should be reviewed at the end of the third year of the national initiative. This HMIE report contributes to that review of progress. The report confirms that the initiative is having a positive impact on individuals' lives, and includes impressive personal testimony from many learners. Literacies programmes are making important contributions to individuals' sense of self-worth and self-confidence. They are making a significant difference to participants' capacity to contribute within the family, at work and in the community. More focused monitoring of learners' progress and achievement is now needed to enable quantification of the specific literacy gains across the large group of learners and to provide assurance that the national initiative is having the effect that Ministers intended. Across all providers, teaching, learning and most aspects of support are generally effective. Tutors are very committed to their learners and to playing their full part as professionals in progressing the adult literacy and numeracy strategy. Relationships between tutors and learners, and among learners, are warm, supportive and characterised by good humour and a concern for the welfare of others. However, there is scope for individual providers to improve in areas such as initial assessment of learners, the use of learning plans and quality assurance. The main emphasis has been on literacy, and attention should be given to developing numeracy skills. Further development of adult literacies in Scotland will require clearer direction and impetus at both national and local levels to build on the progress and developing good practice described in this report. Improved central arrangements are needed to promote a wider range of training opportunities for practitioners. Bibliography and glossary are included. (Contains 2 footnotes.)
Foundation Strategies for Influencing Education Policy: A Seminar for Education Grantmakers (Cambridge, Massachusetts, June 1-4, 2005)
Author: Grantmakers for Education
Date: 2005-06-00
Type: Reports - Descriptive
Subjects: Private Financial Support,Public Policy,Change Strategies,Organizational Change,Politics of Education,Philanthropic Foundations,Policy Formation,Advocacy,Strategic Planning,Policy Analysis,Investment,Institutional Advancement,Organizational Objectives,Skill Development,Decision Making Skills,Seminars,Political Influences,Grants,Capacity Building,Educational Policy,Change Agents

Increasingly, foundations are choosing to engage in public policy debates as a way of leveraging their investments and increasing their impact in advancing improvements community-wide, statewide or nationally. For foundations, influencing public policy decisions can happen in different ways: funding policy research and dissemination, building public will, supporting advocacy and educating lawmakers about key policy issues. For its 2005 Education Grantmakers Institute, Grantmakers for Education organized &quot;Foundation Strategies for Influencing Education Policy.&quot; The 2005 institute was organized in collaboration with the Communications Network and the Harvard Graduate School of Education. Held every two years on a university campus, GFE's institute is designed as a one-of-a-kind learning opportunity for funders to sharpen their practice in an intimate learning environment. It features leading-edge thinking from academia and the field, case study analyses, action planning and peer-to-peer discussions. This paper is divided into five parts including: (1) Why Engage in Policy Change?; (2) Tools and Skills for Education Advocacy; (3) Philanthropy and the Political Process; and (4) Planning and Evaluating Policy Initiatives. [This paper was written with the assistance with Anne Mackinnon.]
SoSTI Course: An Elective Science Course for Thai Upper Secondary School Non-Science Students
Author: Pruekpramool, Chaninan
Date: 2013-01-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Elective Courses,Measures (Individuals),Foreign Countries,Opinions,Musical Instruments,Constructivism (Learning),Science Curriculum,Core Curriculum,Nonmajors,Interdisciplinary Approach,Music Education,Acoustics,Instructional Development,Questionnaires,Attitude Measures,Scientific Attitudes,Pretests Posttests

This study is aimed to develop the interdisciplinary SoSTI (science of sound in traditional Thai musical instruments) course for Thai non-science upper secondary school students to study the students' attitudes toward science before and after studying from the course. The SoSTI course development is based on the interdisciplinary concept model and constructivist theory. The research study is divided into five phases: (1) pre-developing the course, (2) developing the course, (3) conducting the pilot study, (4) implementing and evaluating, and (5) analyzing data and writing the conclusion, respectively. The SoSTI course is an elective course corresponding to the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). This course was conducted with 35 12th-grade non-science students in the second semester of the 2010 academic year at a school in Bangkok, Thailand, for a whole semester. The research instruments were students' attitude toward science questionnaire, and students' opinions toward the SoSTI course questionnaire. The results of this study presented that, after completing the SoSTI course, the students' attitudes toward science comparing before and after studying the SoSTI course were not significantly different at the 0.05 level. However, they have positive opinions toward the course. [This work was financially supported by the Institute for Promotion of Teaching Science and Technology (IPST), Bangkok, Thailand.] (Contains 3 tables and 2 figures.)
The Effect of the Past on the Present: Cook Islands Teachers' Perceptions of Language Teaching
Author: Edwards, Frances
Date: 2013-01-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),English Language Learners,Beliefs,Knowledge Base for Teaching,Knowledge Level,Learning Experience,Educational Practices,Learning Theories,Learning Processes,Achievement Need,Teacher Characteristics,Teacher Attitudes,Pacific Islanders,Transfer of Training,Second Language Instruction

In many countries where English is taught as a second language, the majority of the language teachers are NNS (non-native speakers) of English. Little research based on the experience of NNS teachers in a Pacific Islands context seems to be available. This article explores the knowledge, beliefs, and insights of three Cook Islands teachers and the generative role that their language learning histories play in their approach and practice to English language teaching. Their own English language learning experiences (in both formal and informal contexts), as well as their community's  responses to English language, have clearly affected these teachers' language teaching philosophies and practices. These findings give rise to considerations necessary when planning future initiatives aimed at improving language teacher practice.
Analysis of the Questions Asked through Digital and Face-to-Face Reference Services
Author: Tsuji, Keita
Date: 2013-01-00
Type: Journal Articles
Subjects: Public Libraries,Foreign Countries,Reference Services,Electronic Mail,Computer Mediated Communication,Library Research,User Needs (Information),Questioning Techniques,Content Analysis,Investigations,Classification,Cluster Grouping,Information Seeking,Problem Sets,Qualitative Research

In Japan, only a few public libraries provide e-mail reference services. To help public libraries start e-mail reference services, the authors investigated reference questions received by libraries via e-mail and traditional face-to-face services. The authors found that research questions are more frequently observed among e-mail questions and questions about the local area are slightly more frequently observed. Librarians who are planning to start e-mail reference services should be aware of these tendencies. (Contains 10 tables.)
Learning Goals and Strategies in the Self-regulation of Learning
Author: Gaeta Gonzalez, Martha Leticia
Date: 2013-01-00
Type: Journal Articles
Subjects: Educational Environment,Goal Orientation,Secondary School Students,Late Adolescents,Foreign Countries,Structural Equation Models,Student Motivation,Learning Strategies,Behavioral Objectives,Cognitive Ability,Learning Motivation,Achievement Need,Learning Processes,Cognitive Style,Self Management,Metacognition,Questionnaires,Self Evaluation (Individuals),Predictor Variables,Aptitude Treatment Interaction

In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic environment and students' personal goal orientations. In this study, the author analyzed the interactions between these cognitive, volitional, and motivational variables in late adolescence. To achieve this goal, the author proposed a model by means of SEM (Structural Equation Modeling). The investigation was developed with 268 4th-grade secondary school students, from public and private schools, in a northwestern city in Spain. Analysis of the proposed model showed the following results: the perception of a classroom learning goal structure relates significantly to a personal learning goal orientation, and the latter relates positively to the use of meta-cognitive strategies, the use of volitional strategies has a mediating effect between a learning goal orientation and the use of meta-cognitive strategies. Results are discussed in detail in the document. (Contains 2 figures.)