ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Selection, Attrition, and Replacement in KIPP Middle Schools
Author: Nichols-Barrer, Ira
Date: 2011-04-08
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Middle Schools,Academic Achievement,Educational Opportunities,Low Income Groups,School Holding Power,Student Attrition,Access to Education,At Risk Students,College Preparation,Student Characteristics,School Districts,English (Second Language),Minority Groups,Family Income,Disabilities,Disadvantaged Youth,Comparative Analysis

The Knowledge Is Power Program (KIPP) is a network of charter schools designed to improve the educational opportunities available to low-income families. KIPP schools seek to boost their students' academic achievement and, ultimately, prepare them to enroll and succeed in college. This paper provides the most thorough analysis to date of the characteristics of students entering and departing KIPP schools, making use of longitudinal, student-level data from 22 KIPP middle schools and district schools in their surrounding communities. In Chapter II, the authors show that, on average, KIPP students are more likely to be black or Hispanic and have lower incomes than students in the surrounding school districts, but they are less likely to be English language learners or students with disabilities. Chapter III addresses attrition from KIPP schools. Students who transfer out of KIPP schools tend to have lower achievement than students who remain, but this is also true for nearby district schools: transferring students tend to be more disadvantaged than persisting students, regardless of what schools they attend. Chapter IV describes patterns of late arrival across the 22 KIPP middle schools in their sample. Supplemental tables are appended. (Contains 5 tables, 5 figures and 16 footnotes.)
Bullying and Harassment in Secondary Schools: A Critical Feminist Analysis of the Gaps, Overlaps, and Implications from a Decade of Research
Author: Meyer, Elizabeth J.
Date: 2007-04-00
Type: Information Analyses
Subjects: Secondary Schools,Feminism,Teacher Behavior,Bullying,Aggression,Sexual Orientation,Educational Research,Educational History,Secondary School Students,Racial Factors,Disabilities,At Risk Students,Student Behavior,Social Bias,Homosexuality,Foreign Countries

This paper presents an analysis of the past decade (1997-2007) of research conducted in the areas of bullying and harassment in secondary schools. The author presents trends in the research as well as addresses the significant gaps left in a field that is heavily influenced by one school thought. By applying a critical feminist lens to this body of research, the author suggests that important social dynamics of ability, race, gender, and sexual orientation have been virtually ignored in most projects designed to better understand bullying, harassment, and aggressive behavior in schools. (Contains 1 table.)
From Tacit Sensorimotor Coupling to Articulated Mathematical Reasoning in an Embodied Design for Proportional Reasoning
Author: Abrahamson, Dor
Date: 2011-04-00
Type: Reports - Research
Subjects: Mathematics Instruction,Grade 4,Grade 5,Grade 6,Elementary School Students,Computer Uses in Education,Interaction,Logical Thinking,Perceptual Motor Learning,Instructional Effectiveness

Mathematics education designers and researchers are beginning to appreciate the pedagogical potential of embodied interaction (EI) instructional activities, yet little theory is available to understand its historical roots, sociocognitive mechanisms, and implementation practice. We draw on empirical data (n = 22) from a Grades 4-6 EI interview-based exploratory design for proportionality that involved "What's-my-rule?" remote-controlling of virtual objects on a computer display. Students were guided to reinvent mathematical concepts by reflectively instrumenting entrained perceptuomotor competence with interpolated symbolical artifacts. Analyzing qualitatively for critical dimensions, we propose and demonstrate three interaction milestones enabling or constraining learners' participation in conceptual EI activities: (a) re-seeing particular design features as peripheral-technological rather than central-mathematical; (b) re-seeing some would-be pragmatic actions as epistemic; and (c) re-seeing symbolic artifacts as affording or enhancing the enactment, explanation, or evaluation of hands-in immersive solution procedures. We delineate emergent principles for an effective EI mathematics design framework. (Contains 5 figures and 4 footnotes.)
Overcoming Language and Cultural Barriers in School: Helping Hispanic Students Acquire Success in Elementary School
Author: Ivey, Pauline S.
Date: 2011-05-00
Type: Reports - Research
Subjects: Hispanic American Culture,Federal Legislation,Parent Participation,Cultural Differences,Hispanic American Students,Success,Elementary School Students,English (Second Language),Language Usage,Family School Relationship,Mainstreaming,Language of Instruction,Interviews,Teacher Attitudes,Elementary Schools,Administrator Attitudes,Public Schools,Barriers,Limited English Speaking,Spanish Speaking,Teacher Role

Research shows that Hispanic second language students are not as successful as their English-speaking peers in school. The problem is in part due to several factors: curriculum deliverance in a foreign language, cultural differences, and family/school disconnect. Current census reports reveal that Hispanic populations in the United States, and therefore within public schools, are on the rise. With the passing of the 2002 Elementary and Secondary Education Act, also known as No Child Left Behind, mainstream classroom curriculum instruction is now primarily taught in English. Without honoring the many languages and cultures that California students bring to the classroom, the disconnect between school and home deepens. This study followed qualitative design research using the interview format to research ways to more fully integrate Hispanic students and their families into the public school system. Teachers and administrators served as participants in data collection. Results indicated that honoring Hispanic culture within the curriculum and broadening the definition of parent participation, Hispanic students and families feel more connected to the educational process.
Public Participation in Scientific Research: Defining the Field and Assessing Its Potential for Informal Science Education. A CAISE Inquiry Group Report
Author: Bonney, Rick
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Scientific Research,Environmental Education,Action Research,Citizen Participation,Science Education,Meta Analysis,Models,Scoring Rubrics,Ornithology,Ecology,Scientists,Volunteers,Partnerships in Education,Participatory Research,Outcomes of Education,Case Studies

Despite the growing number of collaborations between volunteers and professional scientists, research efforts investigating the impacts of such collaborations, which we have termed Public Participation in Scientific Research (PPSR), have been very limited. Examples of PPSR projects include citizen science, volunteer monitoring, and participatory action research.  In this report conducted under the auspices of CAISE (Center for the Advancement of Informal Science Education), we present a conceptual model consisting of three permeable categories of PPSR, distinguished primarily by the level of decision-making control of participants in the scientific process. To analyze outcomes we examined case studies of each type of project using a rubric based on the Evaluation Framework for Informal Science Education. Our findings suggest that the level of participant decision-making control may impact participant outcomes differently. We conclude with specific recommendations to further advance our understanding and practice of environmental education through public participation in scientific research. An appendix presents: Public Participation in Research Projects funded by the National Science Foundation since 2000. (Contains 5 tables and 2 footnotes.) [This report was published by the Center for Advancement of Informal Science Education (CAISE).]
Turkish Students' Force Meanings
Author: Menekse, Muhsin
Date: 2009-09-00
Type: Reports - Research
Subjects: Foreign Countries,Misconceptions,High School Students,Elementary School Students,Middle School Students,Preschool Children,Interviews,Scientific Concepts,Gender Differences,Age Differences,Physics,Concept Formation

What are Turkish pre, elementary, middle, and high school students' force ideas? And, how do Turkish students' non-normative force ideas differ or be similar to the well-known force misconceptions reported in the literature? Students have false and persistent beliefs about the physical world and they struggle with challenging misconceptions based on their perceptions of everyday experiences. The current study applied the coding schemes from diSessa, Gillespie, and Esterly (2004) to interviews conducted with 78 students from two cities in Turkey in order to investigate students' understandings of force concept. Specifically, this study focuses on Turkish students' force meanings in different situations and the commonalities of the ideas at various age groups. The results show that there are significant differences, in terms of force meanings, among grade levels and high school tracks but no difference by gender nor city students live. Also, the distribution of force meanings across grade levels indicate remarkable findings, such as force meanings are uniformly distributed for both middle and high school students. Overall, this study, with its large sample size and in-depth interview questions, offers a significant contribution to the limited literature of Turkish students' force-meanings. (Contains 2 tables and 2 figures.)
Managing the Organizational Vision, Mission, and Planning: Five Steps toward a Successful Leadership Strategy
Author: Ricci, Frederick A.
Date: 2011-03-15
Type: Reports - Descriptive
Subjects: Higher Education,Instructional Leadership,Organizational Objectives,Leadership Responsibility,Goal Orientation,Change Agents,Strategic Planning,Educational Environment,Self Evaluation (Groups),Systems Approach,Futures (of Society),Models,Resource Allocation,Organizational Communication

The vision of academic and business leaders often sets a pattern for all activities to follow.  Organizational objectives, tasks, performance, and uses of resources are needed to obtain and reach current and future society trends influencing organizational goals. This paper identifies 5 steps leaders need to create a systems approach toward establishing effective strategic planning and outcomes by bringing together individuals within the organization.  These five steps: 1. Reviewing the mission, vision, and values; 2. Embracing Change; Creating new higher educational leadership model; 3. Thinking big and focusing on strategy; 4. Preparing environmental and strategic advantage profile; and 5. Preparing for future challenges, have been successful in government and business. The objectives were to: 1.  create a critical framework for evaluating environment forces, establishing goals, developing strategies to achieve the vision, and implement strategic plans and assess strategies. 2. develop a model framework for improved coordination and assessment of activities. 3. encourage desire for adaptability of changes toward effective decisions to better support established objectives. 4. allow more effective allocation of time and resources to identify new opportunities by encouraging creative thinking toward new opportunities. and 5. create a framework for communication patterns and empowering subordinates. Adhering to these strategies in higher education will prepare higher education administrators for "leader shock" in the future.
Promising Practices Supporting Low-Income, First-Generation Students at DeVry University
Author: Miller, Abby
Date: 2011-05-00
Type: Reports - Research
Subjects: First Generation College Students,Low Income Groups,At Risk Students,College Students,Social Support Groups,Student Personnel Services,School Holding Power,Two Year Colleges,Comparative Analysis,Proprietary Schools,Federal Aid,Student Characteristics,Enrollment Trends,Employment Level,Costs,Paying for College,Graduation Rate,Student Financial Aid

This paper offers a comprehensive description of the academic and social support systems for low-income, first-generation students attending a major four-year, for-profit, multi-campus university. College retention and success research has determined that effective support services succeed in retaining and graduating low-income, first-generation students by "acknowledging their backgrounds, needs, and expectations and then taking action to accommodate them" (Myers, 2003). Campuses like DeVry University do not have federal outreach such as TRIO Student Support Services, which are federally-funded programs designed to provide academic and social assistance for individuals from disadvantaged backgrounds. Consequently, the goal of this study is to identify the kinds of academic and social support services, if any, that a for-profit education institution like DeVry University provides. While data are not yet available that can determine the effectiveness of DeVry University's recent support initiatives, the findings from this study highlight practices at DeVry that are grounded in the literature on effectively supporting low-income, first-generation students. These are practices that other for-profit institutions can look to emulate. Appendices include: (1) References; and (2) Interview Protocols. Individual sections contain footnotes. (Contains 7 tables and 14 figures.)
Expanding Access and Opportunity: The Washington State Achievers Scholarship
Author: O'Brien, Colleen
Date: 2011-00-00
Type: Reports - Research
Subjects: Scholarships,Paying for College,Financial Support,Educational Opportunities,Low Income Groups,Eligibility,Outreach Programs,Program Effectiveness,Program Evaluation,Program Design,Enrollment Influences,Barriers,Academic Aspiration,College Bound Students,College Attendance,Enrollment Management,Access to Education,Incentives

In 2001, the Bill &amp; Melinda Gates Foundation launched the multi-year, multi-million dollar Washington State Achievers Scholarship program. Concerned about disparities in college participation for low-income students in the state of Washington versus their wealthier peers, the Gates Foundation partnered with the College Success Foundation (CSF), formerly the Washington Education Foundation, to provide scholarships to eligible low-income students to attain a four-year postsecondary degree. The program targets juniors in 16 Achievers High Schools, which have high levels of low-income students and are implementing school redesign. Approximately 500 students each year receive financial support to help pay for college, and mentoring and other assistance to assure their preparation for and participation in postsecondary education. By 2015, more than 5,000 low-income students will have received scholarship assistance to attend college. Through six cohorts, 3,340 Achievers Scholars have been selected as high school juniors. Of this group, 3,010 have received the scholarship, with the remainder either not fulfilling eligibility requirements (such as completing high school) or choosing to attend a non-eligible college, frequently a four-year institution out of state. This report synthesizes the findings of research conducted on the Washington State Achievers program through Summer 2006. (Contains 9 tables, 11 figures and 16 footnotes.) [This paper was prepared for the Bill &amp; Melinda Gates Foundation and the College Success Foundation. This paper was written with support from Christopher Williamson, Jennifer Engle and Kelley Downs.]
Student Retention and Graduation: Facing the Truth, Living with the Consequences. Occasional Paper 1
Author: Tinto, Vincent
Date: 2004-07-00
Type: Reports - Evaluative
Subjects: Federal Government,Educational Policy,Access to Education,Higher Education,School Holding Power,Federal Aid,Low Income,College Graduates,Graduation Rate,Correlation,Economic Status,Graduation,Dropouts,Dropout Prevention,First Generation College Students

Since the National Defense Education Act of 1958, a primary objective of federal higher education policy has been to increase access to higher education for those who would not otherwise attend, especially those from low income backgrounds. Increasing attention is now being paid to enhancing student retention and graduation, making sure that students not only get in the door of higher education but also are successful in staying there through the completion of a degree. This paper provides a broad survey of what is known about why students leave college before completing their program of study. It also presents strategies that are successful in promoting retention and graduation and offers suggestions for federal policy directions to improve retention. The information and recommendations contained in this paper are aimed at informing the discussions surrounding the reauthorization of the Higher Education Act. (Contains 6 footnotes.)
National Dispute Resolution Use and Effectiveness Study. Executive Summary
Author: Schrag, Judy A.
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,State Departments of Education,Conflict Resolution,Special Education,Hearings,Disabilities,School Personnel,Federal Legislation,Educational Legislation,Parents,Parent School Relationship,Individualized Education Programs,Grievance Procedures,Satisfaction

Consortium for Appropriate Dispute Resolution in Special Education (CADRE) partner, the National Association of State Directors of Special Education (NASDSE) has been systematically gathering dispute resolution information from State Education Agencies (SEAs) to analyze formative (process) and summative (outcome) information on the use and effectiveness of conflict resolution procedures. The &quot;National Dispute Resolution Use and Effectiveness Study&quot; reviews previously published research, examines recently collected data, and makes important recommendations. This paper presents an overview of these studies and a list of recommendations. [This paper was prepared for the National Association of State Directors of Special Education (NASDSE). For the full report, &quot;National Dispute Resolution Use and Effectiveness Study,&quot; see ED519720.]
Teacher Education for Tomorrow
Author: Berry, Barnett
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Teacher Education,Teacher Effectiveness,Teacher Qualifications,Public Schools,Teacher Certification,Change Strategies,Teacher Competencies,Program Effectiveness,Teacher Education Programs,Educational Policy,Educational Technology

The National Council for the Accreditation of Teacher Education (NCATE) has launched a process to transform how teachers are prepared to meet the "urgent needs" of America's public schools. NCATE's Blue Ribbon Panel on clinical preparation is developing both principles and actions needed to ensure that the next generation of teachers embodies teaching as a practice-based profession for the 21st century. In this paper the author outlines the urgency for change as well as major issues facing teacher education and the policies needed to ensure qualified, well-prepared, and effective teachers for every student. (Contains 47 endnotes.) [This paper was prepared for the National Council for the Accreditation of Teacher Education.]
Recruiting and Retaining Quality Teachers for High-Needs Schools: Insights from NBCT Summits and Other Policy Initiatives
Author: Berry, Barnett
Date: 2007-11-00
Type: Reports - Evaluative
Subjects: Evidence,Teacher Leadership,Educational Policy,Teacher Recruitment,Teacher Persistence,Incentives,Teaching Conditions,Change Strategies,Disadvantaged Schools,Conferences (Gatherings),Focus Groups,Improvement Programs,Educational Improvement

Over the last 24 months--with support from the National Education Association and the National Board for Professional Teaching Standards--over 2,000 National Board Certified Teachers (NBCTs) from North Carolina, Ohio, Oklahoma, South Carolina, and Washington examined teacher recruitment and retention research and participated in structured dialogues with leading policymakers from their states. Summits were organized for NBCTs in Mississippi and Wisconsin as well. After studying the research, teacher leaders from the five states developed a comprehensive set of policy recommendations based on both evidence and their unique experiences--many in high-needs schools. The collective voices of these NBCTs have made a difference in several of the states, but much more needs to be done. In this paper the author and his colleagues draw on the best available empirical evidence, key case studies, and the insights from some of the nation's most accomplished teachers to suggest how everyone may build on the foundation of existing programs. (Contains 31 endnotes.) [This report was written with Melissa Rasberry and Alice Williams.]
Toward a Voluntary System of Accountability Program (VSA) for Public Universities and Colleges
Author: McPherson, Peter
Date: 2006-08-01
Type: Reports - Evaluative
Subjects: Undergraduate Study,Universities,Accountability,Public Colleges,Benchmarking,Administrative Principles,Measurement Objectives,Stakeholders,Program Implementation,Measurement Techniques,Evaluation Methods,Program Descriptions,Academic Standards,Research Design

Every public university is engaged now in serious and ongoing accountability appraisal with significant time and resources dedicated to the task. The academy's commitment to accountability is real. Focusing on accountability for undergraduate education, one of several important functions of public universities satisfies a need, but it should not be construed as accounting for the totality of university output. The authors suggest a voluntary accountability system in which universities may elect to participate. This paper represents the beginning of an effort and there clearly must be a community process developed to monitor and make appropriate modifications as time goes on. If the academy can agree on this meaningful but manageable set of accountability measures, they would generally satisfy the public by providing more useful information. There would be economy and value in that result. The authors urge that this accountability data be used only to compare specific universities with their own past performance and with the performance of comparable universities. They think that regional accreditors will want to consider using the set of accountability measures to help satisfy their standards and governing boards may also want to substitute these measures for the information they currently require of institutions. They begin with the set of first principles that presidents and provosts felt to be important tests of the viability of a voluntary system of national public university accountability.