ethanporcaro/eric-fulltext-meta huggingface dataset:
AISD REACH Program Update: Teacher Attitudes towards Strategic Compensation, Their Work Environment, and Job Satisfaction. DPE Publication No. 09.78.RB
Author: Lamb, Lindsay M.
Date: 2010-12-10
Type: Reports - Descriptive
Subjects: Teacher Attitudes,Teacher Participation,Teaching Conditions,Teaching Experience,Job Satisfaction,Compensation (Remuneration),School Districts,Knowledge Level,Merit Pay,Behavioral Objectives

This report summarizes AISD's REACH program teachers' attitudes toward strategic compensation, comparing results from 2008-2009 to 2009-2010.
Question: Are AISD&apos;s Teachers of the Year Different than Other Teachers in AISD? DPE Publication #09.25
Author: Lamb, Lindsay
Date: 2010-04-15
Type: Reports - Evaluative
Subjects: School Districts,Awards,Professional Recognition,Teacher Competencies,Elementary Secondary Education,Teacher Effectiveness,Achievement Gains,Academic Achievement,Teacher Characteristics,Elementary School Teachers,Middle School Teachers,High School Teachers,Age Differences,Racial Differences,Ethnicity,Teaching Experience

AISD's Teacher of the Year Program (TOY) recognizes and honors teachers who have demonstrated exemplary leadership and teaching. This report investigates the differences between TOY and other teachers in AISD.
Advisory Program Survey Results Summary, Spring 2010. DPE Publication 09.70RB
Author: Looby, Karen
Date: 2010-10-00
Type: Reports - Research
Subjects: School Districts,High School Students,High Schools,School Personnel,Educational Counseling,Interpersonal Relationship,Academic Achievement,College Readiness,Student Development,Faculty Advisers,Teacher Role,Program Effectiveness,Peer Relationship,Student Attitudes,Teacher Attitudes,Incidence,Family School Relationship

In 2007-2008, all Austin Independent School District (AISD) high schools began implementing a student advisory program for all students. This report summarizes results of student and staff surveys on their perceptions of the programs at the end of the third year of implementation.
AISD Reach Program Update: 2009-2010 TAKS School-Wide Growth. DPE Publication #09.81 RB
Author: Lamb, Lindsay M.
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: School Districts,Mathematics Achievement,Reading Achievement,Achievement Gains,Intervention,Program Effectiveness,Educational Objectives,Elementary Schools,Middle Schools,Rewards

This report describes results for the school-wide growth component of the Austin Independent School District (AISD) REACH strategic compensation program in 2009-2010.
Development of Collaborative Digital Module on Zedemy Platform to Improve Student Engagement
Author: Jamain, Ririanti Rachmayanie
Date: 2022-09-00
Type: Journal Articles
Subjects: Learner Engagement,Electronic Learning,Educational Technology,Learning Management Systems,Cooperative Learning,Counselor Training,College Students,Foreign Countries,Feasibility Studies,Student Attitudes

During the COVID-19 pandemic, lecture activities in the Guidance and Counseling study program were transferred to online media through the e-learning platform of the Integrated Lambung Mangkurat University Information System (SIMARI). This study aims to produce collaborative digital modules through the zedemy platform used in lectures in the Guidance and Counseling study program, determine the feasibility of collaborative digital modules and determine the level of student engagement in using collaborative digital modules. ASSURE model development research (Analyze Learner, State Objective, Select Methods, Media and Materials) choosing to conducted on students of the Guidance and Counseling Study Program at Lambung Mangkurat University to determine student engagement with the use of modules. Module validation is carried out by material experts, media experts, and students. The feasibility of collaborative digital modules through the zedemy platform was assessed using a media expert eligibility sheet, material expert, and student involvement questionnaire in using the module. The results indicate the feasibility of the collaborative digital module shows a very feasible category in terms of media with a 103 of a maximum score of 116. Feasibility on the material aspect shows a very feasible category with a score of 97 out of a maximum score of 108 (89.81%). Student engagement showed a significant increase as indicated by the t-test results, obtained sig = 0.000. The mean of pretest = 55,35 and at posttest = 73.97. There is an increase in student engagement when using collaborative digital modules through the zedemy platform.
Travis County Collaborative Afterschool Program Final Report, 2009-2010. Publication Number 09.73I
Author: Naik, Reetu
Date: 2010-12-00
Type: Reports - Research
Subjects: School Districts,After School Programs,Program Effectiveness,Attendance Patterns,Discipline,Student Behavior,Academic Achievement,Grade Point Average,Student Attitudes,Student Characteristics,Instructional Program Divisions,Gender Differences,Racial Differences,Ethnicity,Limited English Speaking

Travis County Collaborative Afterschool Program served 1,309 Austin Independent School District (AISD) students during the 2009-2010 school year. Program participation had mixed results on students' attendance, discipline and academic performance.
The Reality of the Practice of School Principals in the Eastern Region of Decision-Making Steps
Author: Al-Harbi, Surur ibn Muhammad
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Principals,Decision Making,Administrator Attitudes,Barriers,Educational Practices,School Community Relationship,Parent Participation

The current study aims to identify the reality of the practice of school principals in the eastern region of the decision-making steps, and the researcher adopted the descriptive survey method as an appropriate method for the study. To achieve the objectives of the study, the questionnaire was used as a tool for collecting data on the study sample. The tool consisted of two main axes: the first axis, decision-making steps, and the second axis: decision-making obstacles. Where the sample of the current study consisted of (280) male and female managers in the eastern region of the Kingdom of Saudi Arabia, from the academic year 1444 Ah. The results of the study concluded: There are no statistically significant differences at the level (0.05) in the practice of school principals in the eastern region for decision-making steps due to the variable nature of work. There are no statistically significant differences at the level (0.05) in the reality of the decision-making steps of school principals in the eastern region due to the variable of training are program. There no differences between males and females at the level (0.05) in the practice of school principals in the eastern region of decision-making steps due to the gender variable. Based on the results of the study, the study recommended the following recommendations: continuous guidance for effective communication between school administrations and their local communities, including parents of students, in order to reach rational decisions that serve common issues. Establishing a unit concerned with school decision support in each of the education directorates, education directors should hold periodic workshops with the participation of their assistants in administrative, financial, technical and other affairs, in order to exchange experiences and knowledge among themselves in order to reach sound decisions. [This paper was prepared for the Ministry of Education, General Administration of education in the eastern region, Educational affairs, Nairiya Education Office.]
(Critical Review) Repositioning Science and Technology Education for Security and National Economic Growth and Development in Nigeria
Author: Isa, Ibrahim Mohammed
Date: 2022-09-00
Type: Journal Articles
Subjects: Science Education,Technology Education,National Security,Foreign Countries,Economic Development,Incidence,Geographic Regions,Conflict,Sustainability,Teaching Methods,Educational Improvement,Empowerment,Educational Objectives,Educational Change

This article examined the repositioning of science and technology education for security and economic growth and development in Nigeria. The wreck on the nation's image by the incidences of insurgency has caused negative effects on the nation's security and economic development. Security issues are presently major challenges in Nigeria, especially in Northern Nigeria. Furthermore, the continuous rise in insecurity and deterioration in the economic development in Nigeria has called for concern among researchers and policymakers over the years. This article highlights the need for rebranding Nigerians through the internal process of repositioning the science and technology education system for national security and economic sustainability. Literature and other research papers using to gather information. The paper recommends that the nation adopt a proactive approach to improving the teaching and learning of science and technology education professionally and empowering youth while taking everlasting measures to curtail the issues of insurgencies in Nigeria. In other words, we need to reposition our youth's mental reasoning and economically empower them to certify the demands of the modern world. Repositioning Nigerian is one of the fruitful tools to achieve this objective, and rebranding directs the power and energy of Nigerians toward academic and productive goals.
Summary of the 2009-2010 AISD Central Office Work Environment Survey. Publication Number 09.28
Author: Schmitt, Lisa N. T.
Date: 2010-04-00
Type: Reports - Research
Subjects: School Districts,Central Office Administrators,Superintendents,Work Environment,Collegiality,Leadership Styles,Employees,Interaction,Leadership Training,Professional Development,Board of Education Policy,Facilities,Fringe Benefits,Expectation,Administrator Behavior

This report describes results of the Austin Independent School District (AISD) 2009-2010 Central Office Work Environment Survey.
Parent Survey Results: Summary for 2007-2008 through 2009-2010. Publication Number 09.35
Author: Lamb, Lindsay M.
Date: 2010-07-00
Type: Reports - Research
Subjects: Parent Attitudes,School Districts,Parent Surveys,Elementary School Students,Middle School Students,High School Students,Race,Student Characteristics,Parent Participation,Parent School Relationship,Educational Environment,Academic Advising,Teacher Expectations of Students,State Standards,Achievement Tests,Reading Achievement,Mathematics Achievement

The following district report summarizes Austin Independent School District (AISD) Parent Survey results from 2007-2008 through 2009-2010.
Student Climate Survey Results: Summary for 2007-2008 through 2009-2010. DPE Publication No. 09.52a
Author: Lamb, Lindsay M.
Date: 2010-12-00
Type: Reports - Research
Subjects: School Districts,Student Attitudes,Educational Environment,Elementary Secondary Education,Student Behavior,Teacher Role,Adults,Justice,Interpersonal Relationship,Learner Engagement,Teacher Expectations of Students,Self Esteem,Racial Differences,Ethnicity,Age Differences,Elementary School Students,Middle School Students,High School Students,Socioeconomic Status,Mathematics Achievement,Reading Achievement,Poverty,Attendance,Predictor Variables

Each year, Austin Independent School District (AISD) measures students' perceptions of their school environment. This district report examines longitudinal trends in school climate from 2007-2008 through 2009-2010.
National School Lunch Program: USDA Could Enhance Assistance to States and Schools in Providing Seafood to Students. Report to Congressional Requesters. GAO-23-105179
Author: Morris, Steve D.
Date: 2022-11-00
Type: Reports - Research
Subjects: Lunch Programs,Food,Nutrition,Government Role,Federal Programs,Educational Legislation,Federal Legislation,State Aid,Health Promotion,Expenditures,Barriers,Child Health

USDA helps millions of children from low-income households access healthy meals by purchasing food, including seafood, for the NSLP. USDA-purchased foods represent about 15 to 20 percent of the food served in the NSLP. According to the DGA, programs, such as the NSLP, can play an essential role in providing access to healthy meals. This can help reduce the health risks children may face from consuming a poor diet. Seafood offers particular health benefits, including omega-3 fatty acids, which can aid in the prevention of heart disease. The US Government Accountability Office (GAO) was asked to review USDA's purchases of seafood for the NSLP. This report discusses: (1) USDA's purchases of seafood for the NSLP; (2) factors affecting selected states' and SFAs' efforts to provide seafood to students; and (3) USDA's efforts to help address these factors.
Financial Aid Offers: Action Needed to Improve Information on College Costs and Student Aid. Report to the Republican Leader, Committee on Education and Labor, House of Representatives. GAO-23-104708
Author: Emrey-Arras, Melissa
Date: 2022-11-00
Type: Reports - Research
Subjects: Student Financial Aid,Paying for College,Federal Aid,Best Practices,Decision Making,Federal Legislation,Information Dissemination,Grants,Student Loan Programs,Scholarships,Work Study Programs

The Department of Education disbursed nearly $112 billion in financial aid to students through various grant and loan programs in fiscal year 2021. Colleges generally provide students information about the aid for which they are eligible in financial aid offers. Students use these offers to make key decisions, including which college to attend and how to finance their education. The US Government Accountability Office (GAO) was asked to review the information in college financial aid offers. This report examines the extent to which colleges are: (1) following best practices to provide clear and standard information about college costs and student aid in their financial aid offers; and (2) required to provide this information to help students make educated financial decisions.
Artificial Intelligence in Education
Author: Majid, Ishfaq
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Technology,Technology Uses in Education,Foreign Countries,Teaching Methods,Technology Integration,Technical Education

Artificial Intelligence (AI) is one of the disruptive technologies which is being used to customize the experiences of various learning groups, instructors, and tutors. It is considered the most in-demand technology in today's education system. It is expected that AI will enhance the education system worldwide. The educational institutions are nowadays facing various challenges like high dropout rates, unavailability of smart content, lack of customized content as per the textbooks, lack of personalized learning systems, rigid examination patterns etc. The use of AI brings hope to overcome these challenges. It helps to create personalized learning experiences, develop smart content, expand the range of education, and facilitate the management &amp; administration of education by integrating information and disseminating data as per the needs of the target group. With AI, teachers/instructors can identify the learning styles and hard points of students and provide new avenues of teaching and support to students. The current study discusses about AI in various areas of education and its application in Indian education. AI has the potential for enabling students to achieve their goals and streamline the process of education. It can analyse the students' previous learning history, identify their weaknesses, and improve the upcoming learning opportunities for personalized learning experiences. AI can be used effectively for transcription of faculty lectures in local languages which can thus become a good educational resource to students of technical education. The AI tools and programs are inclusive which makes the classrooms accessible to all irrespective of language or any other disabilities.
Question: What Are the Results of the New Bilingual Teacher Institute Survey Summer 2009? DPE Publication No. 09.02
Author: Herrera, Angelica Ware
Date: 2009-08-00
Type: Reports - Research
Subjects: School Districts,Bilingual Teachers,Second Language Learning,Second Language Instruction,Teacher Surveys,Teacher Attitudes,Elementary School Teachers,Teacher Characteristics,Faculty Development,Teaching Experience,Rating Scales,Institutes (Training Programs),Program Evaluation,English Language Learners,English (Second Language),Spanish

This report summarizes survey results from 112 newly hired AISD bilingual education elementary-level teachers who attended the August 2009 New Bilingual Teacher Institute.
Reflection on QTEL Professional Development: AISD Building the Base, August 2009. Publication Number 09.04
Author: Gossman, Ginger
Date: 2009-11-03
Type: Reports - Research
Subjects: School Districts,Teacher Effectiveness,Faculty Development,Second Language Instruction,English Language Learners,Instructional Effectiveness,Achievement Gap,Language Teachers

QTEL is a teacher professional development program designed to improve instruction for English language learners and close academic gaps. This report summarizes feedback from AISD teachers regarding a QTEL professional development event.
Question: How Do AISD Students with Disabilities Rank among All 2009 NAEP TUDA Districts in Math, and Are the Gaps on NAEP Math between Students with Disabilities and Students without Disabilities Closing? DPE Publication # 09.20
Author: Lamb, Lindsay
Date: 2010-01-14
Type: Reports - Research
Subjects: School Districts,Urban Schools,Students with Disabilities,National Competency Tests,Grade 4,Grade 8,Public Schools,Mathematics Achievement

The Trial Urban District Assessment (TUDA) is a study of the school district-level administration of National Assessment of Educational Progress (NAEP) in selected urban districts. This report presents 2009 math results for AISD students with disabilities as compared with other similar students in TUDA districts.
AISD Special Education Best Practices Survey Results August 2010. Report Publication 10.06 RB
Author: Doolittle, Martha
Date: 2010-09-00
Type: Reports - Research
Subjects: Special Education,Best Practices,Reading Achievement,Language Arts,School Districts,Elementary Secondary Education,Administrator Attitudes,Teacher Attitudes,Educational Resources,Intervention,Tutoring,Mathematics Achievement

This report summarizes survey results from campus staff participating in AISD's ARRA IDEA Eliminating the Gap project, highlighting successful schools' best practices in supporting special education students' passing 2010 state assessments in reading/ELA and math.
21st Century Community Learning Center Summary Report. Publication # 09.61b
Author: Naik, Reetu
Date: 2010-09-00
Type: Reports - Research
Subjects: Community Centers,Elementary Secondary Education,Academic Achievement,Student Participation,Enrichment,Outcomes of Education,Program Evaluation

This report summarizes program evaluation results for AISD's 2009-2010 21st Century Community Learning Center program.
Ready for Kindergarten! Survey (R4K!S) Report, 2019-2020. Report to Supervisory Unions/Supervisory Districts
Author: Vermont Agency of Education
Date: 2020-07-13
Type: Numerical/Quantitative Data
Subjects: School Readiness,Kindergarten,Young Children,Surveys,Social Development,Emotional Development,Communication Skills,Physical Health,Cognitive Development,Academic Persistence,Lunch Programs,Preschool Education

Ready for Kindergarten! Survey (R4K!S) is a readiness assessment of children entering kindergarten about students' knowledge and skills within the first six to ten weeks of school. There are many interpretations of what constitutes &quot;readiness.&quot; Vermont's concept of children's readiness is multidimensional; it includes social and emotional development, communication, physical health, as well as cognitive development, knowledge, and approaches to learning (e.g., enthusiasm for learning, persistence, curiosity). Vermont's concept also reflects the belief that &quot;school readiness&quot; is interactional: children need to be ready for schools, and schools need to be ready to accommodate the diverse needs of children. The R4K!S consists of 34 items across the following domains: (1) Physical Development and Health; (2) Social and Emotional Development; (3) Approaches to Learning; (4) Communication; and (5) Cognitive Development. Kindergarten teachers are required to rate each child's skills as &quot;beginning,&quot; &quot;practicing,&quot; or &quot;performing independently&quot; on 28 items in addition to six additional questions related to health and well-being. [For the 2018-2019 report, see ED628409.]
A Standardized, Equitable, and Transparent High-Quality Instructional Materials Review Process
Author: Wallace, Melinda
Date: 2022-12-00
Type: Reports - Research
Subjects: Academic Standards,Culturally Relevant Education,School Districts,School District Size,State Departments of Education,Instructional Materials,Evaluation,Urban Schools,Rural Schools,Suburban Schools,Administrator Attitudes,Elementary Secondary Education

This resource from the Region 15 Comprehensive Center provides an overview of the process that the Nevada Department of Education used to refine the review process for the adoption of high-quality instructional materials. This refined process gives all districts, regardless of size or type, a choice of instructional materials that are standards-aligned, culturally engaging. Some of the challenges NDE faced with the previous process included a lack of clarity and transparency in the adoption process, content-area review rubrics varied in scope and complexity, content-area review participants' knowledge and understanding of the standards varied within and across content areas causing confusion and disagreement in the review process, and small and rural districts faced additional obstacles to participating in the instructional materials review and adoption process. Rural districts have limited staff capacity to calibrate rubrics and align with the rest of the state, and rural teachers felt their voices were overshadowed by larger districts.
Contested Information Environment: Actions Needed to Strengthen Education and Training for DOD Leaders. Report to Congressional Committees. GAO-23-105608
Author: Kirschbaum, Joseph W.
Date: 2023-01-00
Type: Reports - Research
Subjects: Federal Government,Public Agencies,Military Training,Information Management,Decision Making,Leadership Training,Course Descriptions,Guidance

According to the Department of Defense (DOD), the United States of America's competitors and adversaries are taking advantage of vulnerabilities in the information environment to advance their national objectives and offset the U.S.'s position as the preeminent warfighting force. DOD's military operations in the information environment play a pivotal role in engaging our adversaries. House Report 117-118 included a provision for US Government Accountability Office (GAO) to review DOD training that prepares leaders and service members to operate and make decisions in a contested information environment. In this report, the GAO (1) describes DOD guidance that supports the department's education and training efforts to prepare leaders to make decisions in a contested information environment and (2) assesses the extent to which DOD provides education and training designed to prepare leaders to make such decisions. GAO reviewed selected DOD strategies, policies, and course syllabi; analyzed information related to the conduct of military exercises; and interviewed officials with knowledge of the department's education and training efforts.