ethanporcaro/eric-fulltext-meta huggingface dataset:
A History of Educational Facilities Laboratories (EFL)
Author: Marks, Judy
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Educational Facilities Design,School Construction,Organizational Objectives,Organizational Effectiveness,Laboratories,School Buildings,Organizational Development,Educational History,Educational Finance,Educational Facilities Planning,Building Design,Nonprofit Organizations,Architectural Research,Research Projects,Research and Development,Foreign Countries,Grants,Educational Environment,Educational Principles,Educational Resources,Educational Innovation,Systems Building

The Educational Facilities Laboratories (EFL), an independent research organization established by the Ford Foundation, opened its doors in 1958 under the direction of Harold B. Gores, a distinguished educator. Its purpose was to help schools and colleges maximize the quality and utility of their facilities, stimulate research, and disseminate information useful to those who select sites, plan, design, construct, modernize, equip, and finance educational structures and the tools therein. This paper presents information on the history, operations, and accomplishments of EFL. Included are descriptions of EFL's funding, guiding principles, leadership, and operations over its 28-year history. It also explores EFL's aggressive philanthropic philosophy and innovative approaches to school project funding, it's development of the open plan approach that influenced basic school design in the 1960s and early 1970s, and the school construction systems and development team that created a standardized method for constructing school buildings. A discussion about EFL publications and a list of these publications and EFL films are provided. (Contains 3 resources.)
Early Childhood Centers
Author: Butin, Dan
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Young Children,Child Health,School Buildings,Educational Facilities Planning,School Safety,Educational Facilities Design,Design Requirements,Facility Guidelines,Building Design,Child Safety,Child Care Centers,Nursery Schools,Preschool Education,Child Development,Educational Environment,Classroom Design

Early childhood centers have become a common and necessary part of millions of Americans' lives. More women in the workforce, longer workweeks, and educational research supporting the importance of early education have all contributed to the rise of early childhood centers throughout the United States. Today, more than 30 percent of children under the age of three and almost 50 percent of children between the ages of three and five attend an early childhood center for some part of their day (Children's Defense Fund 1999). An early childhood center is considered a nonresidential facility that provides care for at least 13 children. This paper focuses on how design can improve the quality of such centers, where quality is seen as the health, safety, and appropriate development of the child.
Door Locking Options in Schools
Author: National Clearinghouse for Educational Facilities
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Structural Elements (Construction),Educational Facilities Design,Ventilation,School Security,Fire Protection,Construction Materials,Design Requirements,Facility Guidelines,Facility Requirements,Compliance (Legal),School Buildings,Educational Facilities Planning,School Safety,Building Design

Doors serve a variety of needs and purposes in schools: (1) Exterior doors provide building security and protection from the elements; and (2) Interior doors control the movement of people among school spaces, help control noise and air flow, and act as flame and smoke barriers during a fire. In a lockdown, they serve as safety barriers. From a security perspective, the most important function of a door is to control entry. Entry control involves the configuration, strength, durability, and composition of the door, its hinges and its frame, and the control and effectiveness of its latching and locking hardware. This paper explains the building and fire code requirements governing doors in schools, discusses existing door locking options, and describes the varied and sometimes conflicting safety- and security-related functions of school doors. It also includes the California Department of Education's recommendations for school entrances, doors, and access control. (Contains 8 endnotes.)
A Principal's Guide to On-Site School Construction
Author: Brenner, William A.
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: School Construction,School Buildings,School Personnel,Guides,Principals,Administrator Role,Educational Facilities Planning,Educational Facilities Improvement,School Expansion,Construction (Process),School Safety

This paper addresses construction that takes place in or near the school building while school is in session--the most difficult kind of construction to manage. Success largely depends upon the preparation, competence, and goodwill of the school district's facility staff, the project architect/engineer, the contractor, and local school officials--and the way they all work together. In many schools, principals play a key role in the construction process. This paper presents a principal's guide to on-site school construction. (Contains 2 resources.)
A Case Study Analyzing the Reading Levels of Print and Electronic Health Education Material for Health Consumers with Low Levels of Literacy
Author: Gerstle, Alan John
Date: 2010-01-20
Type: Reports - Evaluative
Subjects: Health Education,Printed Materials,Reading,Audiences,Reading Skills,Spanish,Native Speakers,Grade 12,Immigrants,Grade 4,Case Studies,Literacy,Evaluation,Reading Ability,Readability,Educational Media,Nonprint Media,Instructional Materials,Web Sites,Electronic Publishing,Educational Technology

The purpose of this case study was to determine if two samples of health education literature (one in print media; the other in electronic media), and published by the same health education organization, provided the requisite reading level for their intended audiences: immigrants and native speakers with a fourth-grade level of literacy. A randomly selected page from a Spanish language health education publication and an informational webpage intended for health care consumers--both targeting individuals with approximately fourth-grade reading skills--were assessed with appropriate readability instruments to determine their level of difficulty. The results indicated that while the Fernandez-Huerta Scale indicated that the printed material was suitable for Spanish readers with a fourth-grade reading level, the Flesch Reading Ease Formula indicated that the English language webpage required a reading level of 12th grade or higher. This suggests that electronic text may not be as rigorously tested to comply with the needs of low-literacy individuals. Given the relatively recent and substantial growth of electronically-based health education material, and the lack of expertise that website designers may have (as compared to traditional textbook publishers) in gearing content for individuals with varying levels of literacy, both private and public organizations that provide electronically-delivered health education material should be vigilant in assuring the content meets the requirements of the intended audience. (Contains 3 footnotes.)
Subgroup Achievement and Gap Trends: Iowa
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 11,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Iowa. Achievement trends were mostly upward in Iowa, at least at the proficient achievement level. Gains were shown at the proficient level for all subgroups, but there were declines at the advanced level in reading. Achievement gaps have narrowed almost across the board. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Connected Mathematics Project (CMP). What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Mathematics Curriculum,Mathematics Instruction,Middle Schools,Grade 6,Grade 7,Grade 8,Instructional Effectiveness,Mathematics Achievement,Educational Research,Quasiexperimental Design,Doctoral Dissertations

The &quot;Connected Mathematics Project&quot; (&quot;CMP&quot;) is a mathematics curriculum designed for students in grades 6-8. Each grade level of the curriculum is a full-year program and covers numbers, algebra, geometry/measurement, probability, and statistics. The curriculum uses an investigative approach, and students utilize interactive problems and everyday situations to learn math concepts. The What Works Clearinghouse (WWC) reviewed 79 studies of &quot;CMP.&quot; No studies of &quot;CMP&quot; meet WWC evidence standards, and one study meets WWC evidence standards with reservations. The one study included more than 12,000 students from grades 6-8 in Texas. Based on this study, the WWC considers the extent of evidence for &quot;CMP&quot; to be small for math achievement. &quot;CMP&quot; was found to have no discernible effects on math achievement. Appended to this report are: (1) Study characteristics: Schneider, 2000 (quasi-experimental design); (2) Outcome measure for the math achievement domain; (3) Summary of study findings included in the rating for the math achievement domain; (4) Summary of cohort findings for the math achievement domain; (5) &quot;CMP&quot; rating for the math achievement domain; and (6) Extent of evidence by domain. (Contains 9 notes.) [The following study is reviewed in this intervention report: Schneider, C. L. (2000). &quot;Connected Mathematics and the Texas Assessment of Academic Skills&quot; (Doctoral dissertation, University of Texas at Austin, 2000). Dissertation Abstracts International, 62(02), 503A. (UMI No. 3004373). For previous WWC intervention reports on the &quot;Connected Mathematics Project,&quot; see ED499297 (2007) and ED485389 (2004).]
Impediments to Increasing Diversity in Post-Secondary Education
Author: Johnson, Carol Siri
Date: 2007-04-14
Type: Reports - Evaluative
Subjects: Barriers,Access to Education,Student Financial Aid,Student Diversity,Postsecondary Education,Merit Scholarships,Access to Information,Noninstructional Student Costs,College Applicants,Economically Disadvantaged,College Entrance Examinations,Social Change,Federal Legislation,College Admission,Financial Aid Applicants

Due to the increasing complexity in the financial aid process and the movement of available financial aid up the economic scale, poor people and minorities have less access to college, including engineering programs. Some impediments are lack of access to knowledge about college, increasing complexity and up-front costs in the application process and a gradual legislative and judicial change to provide aid to wealthier families. The latter changes include the weakening of the Pell Grant, increasing reliance on student loans, loans granted regardless of need, tax breaks for college savings, &quot;merit&quot; based aid, early-admissions politics and the anti-trust decision that resulted in a lack of consistency in creating financial-aid formulas. A rededication to need-based financial aid would increase the number of minorities attending and graduating from college. (Contains 20 endnotes.) [This paper was first published in the digital proceedings of the Spring 2007 ASEE (American Society for Engineering Education) Mid-Atlantic Section Conference at New Jersey Institute of Technology, April 14, 2007.]
West Virginia Guidebook for the Use of American Recovery and Reinvestment Act (AARA) Funds
Author: West Virginia Department of Education
Date: 2009-04-00
Type: Guides - Non-Classroom
Subjects: Strategic Planning,Grants,State Regulation,Educational Finance,Finance Reform,Financial Policy,Funding Formulas,Accountability,Program Guides,Federal Programs,Educational Improvement,Improvement Programs,Educational Legislation,Federal Legislation

The overarching goals of the American Recovery and Reinvestment Act (ARRA) of 2009 are to immediately stimulate the economy in the short term and to invest in education and other essential public services that will ensure the long-term economic health of this nation. The United States Education Department (USED) offers guiding principles to be considered as Local Education Agencies (LEAs) plan to expend the ARRA monies. The West Virginia Department of Education (WVDE) will collaborate with local school district staff to address the procedures by which LEAs can receive their Phase I of the ARRA, Title I, Part A and IDEA funds. This guidebook includes an overview, five sections, and appendices. Overview section outlines the intent of the ARRA and provides the most current guide to date. Section I addresses the recommended use of funds to drive the West Virginia initiatives that have been discussed and agreed upon with the State Board of Education (WVBE), the Legislature, superintendents and other educators. Section II outlines the allowable use of funds under the three formula grants respectively: ARRA, Title I, Part A; ARRA, IDEA, and Title II, D (ESEA). Section III provides information concerning the State Fiscal Stabilization Funds (SFSF). Section IV defines the available federal competitive grant opportunities and current information on release of the grants, the amounts and the parties that may apply for the grants. Section V provides the proposed federal performance indicators to meet the evaluation and transparency requirements. Appendices include: (1) Preliminary County-by-County ARRA and Fiscal Year Allocations; (2) Suggested Guidelines for Strategic Planning for Use of ARRA Funds; (3) Framework for Literacy PreK-12 Found on TEACH 21 Web Site; and (4) Contact Information and Protocols for Questions. (Contains 5 charts and 3 tables.)
To Learn and Earn: Arizona's Unfinished Business in Human Capital
Author: Welch, Nancy
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Economic Progress,Human Capital,Policy Analysis,Human Body,Educational Policy,Higher Education,Elementary Secondary Education,Employment,Education Work Relationship,Adults,Adult Education,Labor Force,Labor Force Development,Economic Development,Minority Groups,Ethnicity

Raising Arizona was the challenge of the 20th century. Sustaining Arizona is now the challenge of the 21st. A crucial part of that task is not just understanding today's knowledge economy, but mastering it. Ray and Charles Eames, the creative geniuses behind many iconic 20th century designs, debuted their film &quot;Powers of 10&quot; in 1977. In nine minutes, the viewer zooms from a picnic in a park to a view of the universe from outer space back to being inside the cells of the human body. The journey is a powerful lesson in perspective. For decision makers, the lesson is clear: each level offers crucial input for wise choices. This paper applies the &quot;Powers of 10&quot; idea. As a result, this paper looks at issues and demands from three perspectives: 30,000 feet, 10,000 feet, and on the ground. Each level provides insights vital to Arizona finding new ways to develop a quality workforce suited to &quot;stimulating innovation, creating wealth, and promoting economic growth.&quot; &quot;To Learn and Earn&quot; concludes with questions that the Arizona Minority Education Policy Analysis Center (AMEPAC) sees as a starting point for working with partners throughout Arizona. (Contains 35 endnotes.) [&quot;To Learn and Earn: Arizona's Unfinished Business in Human Capital&quot; was written with Richard Toon and Yuri Artibise. This report was prepared for the Arizona Minority Education Policy Analysis Center (AMEPAC).]
Nebraska Reading First: Year Five of Implementation--2008-2009. Annual Report
Author: Trainin, Guy
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Evaluators,Economically Disadvantaged,Academic Achievement,Second Language Learning,Teacher Surveys,Student Characteristics,English (Second Language),Program Effectiveness,Program Evaluation,Program Implementation,Minority Group Children,Special Needs Students,Special Education,Special Education Teachers,Comparative Analysis,Student Evaluation,Teacher Attitudes,Interviews,Coaching (Performance),Reading,Reading Comprehension,Reading Programs,Annual Reports,Phonics,Phonemic Awareness,Vocabulary,Reading Instruction

The 2008-2009 Annual Reading First Progress Report reflects on the final year of implementation for Round I schools and the third full year of implementation for Round II schools. This report focuses on the effect that Reading First implementation has had on selected schools across Nebraska with a special focus on vulnerable populations: English language learners, students of different ethnicities, special education students, and economically disadvantaged students. The report begins with a discussion of Nebraska Reading First student characteristics and how they have changed from last year. This section also discusses the treatment of clusters in Reading First evaluation, their characteristics, and the rationale for their use. The subsequent section is a longitudinal analysis of Reading First implementation. This section is divided into grade levels; within each grade, results are compared across clusters for valid comparison of like schools. It includes data on changes over the past five years for each grade in mean scores, risk levels, and finally achievement gaps for English language learners, economically disadvantaged students, and students of different ethnicities. Following this section is an analysis of teacher-based factors. First, the teacher surveys provide insight into the teachers' perception of Reading First implementation and efficacy. Next, the teacher logs offer a glimpse into a day of typical Reading First instruction. Finally, external evaluators' observations are discussed in terms of both teachers' in-class practices and teachers' reactions to Reading First. The last section is an overview the interviews that were conducted with Reading First coaches across the state. The discussion includes strengths and obstacles to Reading First implementation this year as distinct from previous years, as well as coaches' views on the sustainability of Reading First. (Contains 31 figures and tables.) [This report was produced by the Great Plains Institute of Reading and Writing, College of Education and Human Sciences, University of Nebraska Lincoln.]
An Educational Partnership between Schools and Communities
Author: Rulloda, Rudolfo Barcena
Date: 2010-01-26
Type: Opinion Papers
Subjects: Educational Philosophy,Partnerships in Education,Educational Quality,Schools,Teachers,Community

An educational philosophy for most schools denotes the usual statement of providing the foundation for quality education to all students is visibly posted in many of the school offices for all to see. This foundation is based on three major pillars, schools, teachers, and communities. The pillars are not separated; they cannot exist by themselves. They are linked with a constant flow of energy and information. They are moving in the same direction and providing the quality education for their students. Parents and communities expect the hallmark of education be maintained and mission oriented.
Classroom Teachers Styles of Using and Development Materials of Inclusive Education
Author: Coskun, Yelkin Diker
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Inclusive Schools,Instructional Materials,Mainstreaming,Teaching Styles,Special Needs Students,Disabilities,Teacher Competencies,Curriculum Development,Elementary School Teachers,Regular and Special Education Relationship,Foreign Countries,Teacher Attitudes

Teaching students with disabilities in an inclusive classroom may be regarded as a challenge for teachers accustomed to teaching in the regular classroom; therefore teachers should require the basic characteristics of effective teaching. The use of educational materials makes learning and comprehension easier for students at all levels. For students who have learning difficulties, educational materials are more important. In this research study, it is aimed to determine classroom teachers' ways to choose, develop, and use of instructional materials for inclusion students in their classes. It is also important to support the development of inclusion programs by using the knowledge gathered in this research study. Qualitative and quantitative data collected throughout the research study display the inefficiency of teachers to develop and use instructional materials for inclusion students. (Contains 3 tables.)