ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective Instruction for Adolescent Struggling Readers: Professional Development Module.  Second Edition. Facilitator's Guide
Author: Murray, Christy S.
Date: 2010-00-00
Type: Guides - Classroom - Teacher
Subjects: Literacy,Reading Difficulties,Reading Failure,Adolescents,Intervention,Facilitators (Individuals),Multimedia Materials,Educational Technology,Inservice Teacher Education,Guidelines,Reading Instruction,Learning Modules,Guides,Reading Research,Student Motivation,Learner Engagement,Individualized Instruction,Worksheets

Effective reading interventions for students struggling in the early grades have been a focus of considerable research over the past 20 years (Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Foorman & Torgesen, 2001; Geva & Siegel, 2000; Klingner & Vaughn, 1996). Comparable research targeting older struggling students has only recently started to develop, partly in response to recent data suggesting that one in three fourth-grade students  is reading below a basic level and only 31% of eighth graders are proficient readers (Lee, Grigg, & Donahue, 2007). State, district, and school leaders are motivated to improve the literacy skills of older students, and need materials and support that link the available research to improved teacher practice. This professional development package is designed with that need in mind. A Training of Trainers (TOT) PowerPoint has also been designed to train others to facilitate presentations of this module (abbreviated here as EIASR-PD). It contains presentation guidelines and suggestions for customizing the PD for different audiences. A Useful Companion: Aligning Bringing Literacy Strategies into Content Teaching with Effective Instruction for Struggling Adolescent Readers--PD Module is appended. (Contains 2 tables and 1 footnote.) [For related reports, see "Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice" and "Effective Instruction for Adolescent Struggling Readers: A Practice Brief" (ED521836).]
Working with CCBI: Volunteer Workbook. Information Collection and Exchange Number M0073
Author: Peace Corps
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Vocational Education,Workshops,Educational Technology,Teaching Methods,Educational Strategies,Lesson Plans,Training Methods,Training Objectives,Technical Assistance,Program Guides,Foreign Countries,Learning Activities,Demonstrations (Educational),Educational Objectives,Community Development,Motivation,Cognitive Style,Information Utilization,Data Collection,Program Development,Program Implementation,Volunteers,Workbooks

&quot;Community Content-Based Instruction&quot; grew out of several development initiatives and field needs. It began to take shape in a Gender and Public Health Education for Teachers Workshop and an In-Service Education Workshop for Volunteers and their counterparts, in the spring of 1996 in Eritrea. Since that time, the concept has been further developed and refined through efforts in the field and at headquarters. This workbook is a complement to the training an individual receives as part of his pre-service training (PST) and in-service training (IST). The workbook is full of activities that will bring an individual into contact with his new community. Many activities involve observing people and recording what an individual sees. This workbook is organized around a typical lesson plan design. Each section of the workbook presents an individual with some fundamental information and the opportunity to practice what he has just learned. The goal is for an individual to be able to apply what he learns to his activities in the classroom and in the community. [For the &quot;Community Content-Base Instruction Manual&quot;, see ED521840.]
Community Content-Based Instruction Manual. Information Collection and Exchange Publication No. T0112
Author: Peace Corps
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Workshops,Educational Technology,Vocational Education,Teaching Methods,Educational Development,Educational History,Concept Formation,Community Development,Community Action,Educational Strategies,Lesson Plans,Training Methods,Training Objectives,Technical Assistance,Program Guides,Foreign Countries,Inservice Teacher Education

&quot;Community Content-Based Instruction&quot; grew out of several development initiatives and field needs. It began to take shape in a Gender and Public Health Education for Teachers Workshop and an In-Service Education Workshop for Volunteers and their counterparts, in the spring of 1996 in Eritrea. Since that time, the concept has been further developed and refined through efforts in the field and at headquarters. This manual is a comprehensive reference on community content-based instruction (CCBI). It provides information on the history and development of CCBI as an education developmental approach related to corresponding approaches to development. It provides field examples including programming insights and suggestions for staff, various training agendas and possible training scenarios, a broad array of CCBI lessons, unit planning, and references to help in the implementation of CCBI. Appended are: (1) 4MAT--A Plan for Preparing an Activity; (2) CCBI for Students and Community Members; (3) Levels of Learning; (4) Questions and Answers about CCBI; and (5) Resource List. [For &quot;Working with CCBI: Volunteer Workbook&quot;, see ED521839.]
Nonformal Education Manual. Information Collection and Exchange Publication No. M0042
Author: Peace Corps, Information Collection and Exchange (ICE)
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Nonformal Education,Evaluation,Learning Activities,Educational Environment,Media Adaptation,Adult Learning,Needs Assessment,Cognitive Style,Teaching Methods

This manual is intended to provide both practical skills for engaging in nonformal education (NFE) and some underlying theory to help you define and develop your own approach to NFE. Based on two previously published Peace Corps resources, "Nonformal Education Manual" (ICE No. M0042) and "Nonformal Education Training Module" (ICE No. T0064), this resource represents a combination and elaboration of those manuals to bring together the best thinking from the past with the most current approaches in the field of NFE. The most obvious audiences for this manual are education Volunteers and those agriculture, business development, environment, health, youth development, and other Volunteers who are called upon to facilitate learning activities in their work, whether for in-school or out-of-school youth, colleagues or other adults. This manual includes ideas for those Volunteers who require theory and practical skills to conduct training workshops and learning activities in their communities and schools. However, NFE is more than an approach to training and session design; and as such, the reach of this manual extends far beyond those leading NFE sessions. NFE provides a powerful philosophy and an effective approach for identifying and creating learning opportunities and facilitating change in a community; therefore, it is an important tool for any Volunteer. Key resources are included. Appended are: (1) ASSET-BASED APPROACHES; (2) Assessment Tools; (3) Icebreaker/Warm-Up; (4) Ongoing Evaluation; (5) Final Evaluation; (6) Learning Methods and Learning Styles; (7) Sample Calendar of Training Events; (8) Role Plays--Two Approaches to Education; and (9) Role Plays--Two Approaches.
Libraries for All! How to Start and Run a Basic Library. Information Collection and Exchange Publication No. RE035
Author: Wendell, Laura
Date: 2009-01-00
Type: Guides - Non-Classroom
Subjects: Libraries,Library Administration,Library Materials,Library Services,Budgeting,Fund Raising,Purchasing,Librarians,Recruitment,Community Involvement,Books,Antisocial Behavior,Classification,Computers,Accounting,Library Development,Job Training,Financial Support,Library Associations,Library Networks,Publishing Industry

This book is for community leaders, librarians, library committees, volunteers, aid workers and others who are interested in the practical aspect of starting and maintaining a successful library. Throughout the developing world, countless dedicated people respond to the pressing need for information in their communities by helping to start a library. They often have no formal training in library science and overcome enormous difficulties to establish collections of resources that enrich their communities. This book is a practical guide to help communities meet the challenges of setting up and running a library. It was inspired by the author's own experiences setting up a library with a community in West Africa and shaped by letters from hundreds of other aid workers and community librarians from around the globe. First-hand experience with the frustrations, challenges and rewards of setting up a library has given the author a deep sense of respect for and solidarity with community librarians facing similar challenges. The introduction to this manual focuses on specific issues that the community and the library founder(s) need to address before establishing a library. The second and third sections focus on establishing and managing a library. Each section is divided into several parts. There is a list of "action steps" at the end of each part summarising what needs to be done at each stage of planning and running a library. It is best to read through the entire manual once before carrying out the action steps for each part. At the back of this book, there is a "Resource Guide" listing programs that can assist communities, library committees and librarians to carry out the action steps and manage their libraries. A bibliography is included. (Contains 30 figures.) [This book was made possible by funding from the UNESCO Network of Associated Libraries.]
Factors That Influence Alumni Major Giving at Doctoral Research Universities
Author: Dean, Michael S.
Date: 2007-12-11
Type: Reports - Research
Subjects: Alumni,Influences,Individual Characteristics,Participation,Student Experience,Administrators,Fund Raising,Research Universities,Private Financial Support,Institutional Characteristics,Differences,Private Colleges,Public Colleges

The purpose of this study was to investigate the perceptions of chief development officers about the influence of socio-demographic, alumni involvement, and student experience factors of alumni on major giving to higher education institutions.  This study also involved the investigation of differences between institutions with respect to institution type and alumni population size.  Additionally, the researcher constructed a profile of chief development officers from the respondents' demographic information.  The population of this study consisted of chief development officers from each of the 283 Carnegie classified Doctoral Research Universities.  Five socio-demographic factors, eleven alumni involvement factors, and three student experience factors were found to have a positive influence on alumni major giving.  A significant difference was found between public and private institutions with respect to the influence of student experiences on alumni major giving. (Contains 17 tables.)
American Indian Women: Sorting through Myth and History. A Study of American Indian Women, Stereotypes, and Education in the Classroom
Author: Attardo, Jessica L.
Date: 2005-08-02
Type: Dissertations/Theses - Masters Theses
Subjects: Females,American Indians,American Indian History,United States History,Stereotypes,High School Students,Knowledge Level,Social Studies,History Instruction,Rural Schools,Pretests Posttests

The following study was conducted to examine existing research in education regarding the development of stereotypes in children, analyze historical documents and research to acquire an accurate portrayal of American Indian women, and determine if secondary social studies students lack adequate knowledge about the history of American Indian women, notably Pocahontas and Sacagawea. Additionally, the goal of the study was to increase student knowledge of American Indian women and their realistic roles within their tribes during a one-class period of instruction. The subjects in the study were seventy-eight ninth, eleventh, and twelfth grade social studies students who attended a rural high school in Pennsylvania. All students whose data was utilized provided active permission to participate in the study. The students participated in a pretest of knowledge or impressions, educational instruction, and posttest assessment during one class period. The experimenter's hypothesis was that the secondary social studies students' examination scores would significantly increase following a one class period educational instruction on American Indian women. The study showed, based on the utilization of a t-test, that the hypothesis was confirmed. The mean difference between the pretest and posttest was 10.949, with a standard deviation of 2.5118, confirming the hypothesis at a 0.0001 level of significance. A bibliography is included. The following are appended: (1) Table 1: Mean Results of Pretest/Posttest All Subjects; (2) Table 2: Summary Values of Dependent T-Test Results; (3) Table 3: Mean Results of Pretest/Posttest by Gender and Table 4: Mean Results of Pretest/Posttest by Grade Level; (4) Table 5: Subject Data by Gender and Table 6: Subject Data by Known Grade Level; (5) Pretest/Posttest; (6) Table 7: Summary of All Subjects; (7) Table 8: Vassarstats Printable Report; (8) Parent Permission Form; (9) American Indian Women Lesson Plan; and (10) PowerPoint Presentation on American Indian Women--Lesson Plan. (Contains 158 footnotes.)
Status of the American Public School Teacher, 2005-2006
Author: Wolman, Paul, Ed.
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Teacher Characteristics,Federal Legislation,Public School Teachers,Teacher Salaries,Teacher Attitudes,Teaching Load,Teaching Experience,Teaching Conditions,Elementary Secondary Education,Teaching (Occupation),Class Size,Trend Analysis,National Surveys,Teacher Participation,Economic Status,Faculty Development,Minority Group Teachers,Teacher Background,Family Relationship,Career Choice,Comparative Analysis,Instructional Materials,Educational Change,Teacher Certification,Teacher Distribution,Teacher Education,Educational Legislation

A continuing need for comprehensive and timely information about the public school teachers of the United States led the National Education Association (NEA) Research Division in 1956 to develop the first of a series of surveys and subsequent reports covering various aspects of teachers' professional, family, and civic lives. The NEA has conducted this survey, &quot;The Status of the American Public School Teacher,&quot; every five years since 1956, revising the questionnaire each time to gather up-to-date and trend data on matters of importance to the profession. The topical sections of this volume contain summaries and analyses of the major results of the most recent Status survey, conducted in 2005-2006, and compare these results with those of previous &quot;Status&quot; studies. However, this study, and its predecessors since 1961, does not include data from the first Status survey, of 1956, because of differences in the sampling methods used in that initial survey. Some data from the second survey, of 1961, are also omitted, in that case because differences in the wording of some questions in that year's survey preclude reliable comparisons with subsequent surveys. Data from 1961 are included in the &quot;Status&quot; tables, however, when they are comparable with data from the surveys of later years. Each of the first 12 chapters of this report contains important findings for 2005-06 and indications of significant trends that have become evident since 1961. Chapter 13 provides new data with regard to the No Child Left Behind (NCLB) Act. Because NCLB became law only in 2001, no &quot;Status&quot; trend data are available. Appended are: (1) Survey Instrument: &quot;The Status of the American Public School Teacher&quot;; and (2) Tabulation of Question Responses. (Contains 79 tables, 18 figures and 4 footnotes.)
Scaling Community College Interventions. Cutting Edge Series. No. 2
Author: Public Agenda
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Scaling,Intervention,Organizational Change,Pilot Projects,Academic Achievement,Educational Improvement

This is the second guide of the Cutting Edge Series and is designed to help colleges apply strategies that will allow successful institutional change and student achievement initiatives to reach more students. Section 1 of this guide lays out the most common obstacles to successful scaling and serves as a sobering reminder of the complexity of the scaling challenge. Section 2 offers a set of principles for colleges to follow in their institutional change and student success innovation processes that, when applied, will increase the chances of reaching scale. Section 3 provides two examples of scaling at Achieving the Dream colleges to illustrate the principles in action. The Critical Question Checklists presented in Section 4 are intended to serve as tools to prompt discussion of key factors that influence scaling at each stage in the Achieving the Dream 5-Step Process for Increasing Student Success through Institutional Change. By considering these questions, it is hoped that colleges may better anticipate and address the roadblocks to successful scaling. Appended are: (1) Applying SCALERS at the Community College; and (2) Resource List.  (Contains 11 footnotes and 22 resources.)
The Academic and Social Value of Ethnic Studies: A Research Review
Author: Sleeter, Christine E.
Date: 2011-00-00
Type: Information Analyses
Subjects: Ethnic Studies,Units of Study,Academic Achievement,Program Effectiveness,Curriculum Design,Learner Engagement,Student Empowerment,Racial Attitudes,Racial Bias,Ethnicity,Racial Identification,Cognitive Development,African Americans,Asian Americans,Hispanic Americans,American Indians,Whites

Ethnic studies includes units of study, courses, or programs that are centered on the knowledge and perspectives of an ethnic or racial group, reflecting narratives and points of view rooted in that group's lived experiences and intellectual scholarship. Supporters say ethnic studies promotes respect and understanding among races, supports student success, and teaches critical thinking skills. Critics, however, increasingly question the relevance of ethnic studies education programs in the post-integration era. The evolution of ethnic studies has sparked its share of controversy. The National Education Association (NEA) commissioned a review of the research on ethnic studies programs and curricula--specifically the ways in which such programs and curricula serve to improve student achievement and narrow achievement gaps--to inform the discourse on this issue. This paper provides a research base for discussing best practices for designing and implementing ethnic studies programs and curricula that meet those targets. The hope is that this review will be useful for revisiting ideas and generating new thoughts about the relationship between ethnic studies and student achievement. A bibliography is included. (Contains 3 footnotes.)
One Degree of Separation: How Young Americans Who Don't Finish College See Their Chances for Success
Author: Johnson, Jean
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,High School Graduates,College Graduates,Young Adults,Surveys,Attitude Measures,Decision Making,College Attendance,Employment Level,Barriers,Economic Factors,Comparative Analysis,Two Year Colleges,Bachelors Degrees,Associate Degrees,Colleges,Technical Education,Self Esteem,Salaries,Wages

This paper reports findings from a national random sample survey of more than 600 young Americans, asking them for their views on jobs, college, and their own economic prospects. The survey was designed to shed light on questions such as these: (1) How do young Americans think about college and jobs as they become working-age adults and begin building their lives and careers?; (2) What circumstances shape and guide their decisions about college and jobs?; (3) Given the demonstrable benefits of getting a degree, what obstacles keep so many of them from accomplishing that goal?; and (4) And in a tougher, more confusing economy for everyone, how are the nation's young people faring? Are they optimistic that they can build economically secure lives? Do they see getting a higher education credential as the key to that security? Containing more than 100 questions, the study compares and contrasts the perspectives of young people who complete degrees in four-year, two-year, and technical certification programs to those of high school graduates who either never attended college or left before completing their course of study. Findings of this study include: (1) Compared to young people with degrees, high school graduates are less confident about their financial prospects and much less likely to be on a solid career path; (2) Despite their worries about the future and mixed experiences with jobs, most high school graduates believe there are still ways to succeed at work without additional education; (3) High school graduates are less likely to say it's a good idea to borrow money to go to college; (4) High school graduates are more skeptical about the motives of higher education institutions than college graduates; and (5) High school graduates have gaps in knowledge that could undercut their own ability to get a college degree in the future. (Contains 12 footnotes.) [This paper was written with Samantha DuPont and Jeremy Hess.]
Differential Item Functioning (DIF): Current Problems and Future Directions
Author: Karami, Hossein
Date: 2011-00-00
Type: Journal Articles
Subjects: Fundamental Concepts,Test Bias,Psychometrics,Evaluation Methods,Test Validity,Language Tests,Culture Fair Tests

With the rising concerns over the fairness of language tests, Differential Item Functioning (DIF) has been increasingly applied in bias analysis. Despite its widespread use in psychometric circles, DIF is facing a number of serious problems. This paper is an attempt to shed light on a number of the issues involved in DIF analysis. Specifically, the paper is focused on four problems: (a) the inter-method indeterminacy, (b) the intra-method indeterminacy, (c) the ad hoc interpretations, and (d) the impact of DIF on validity. In order to orient the reader, the paper also provides a brief introduction to the fundamental concepts in DIF analysis.