ethanporcaro/eric-fulltext-meta huggingface dataset:
National CrossTalk. Volume 14, Number 1, Winter 2006
Author: Trombley, William, Ed.
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Plagiarism,Cheating,Black Colleges,Natural Disasters,Weather,Influence of Technology,Internet,Migration,Manufacturing,Economic Change,Adjustment (to Environment),Community Colleges,College Preparation,Curriculum Development,Educational Demand,Enrollment,Commercialization,Role of Education

The primary purpose of &quot;National Cross Talk&quot; is to stimulate informed discussion and debate of higher education issues. This publication contains the following articles: (1) The Plagiarism Plague: In the Internet Era, Cheating Has Become an Epidemic on College Campuses (Don Campbell); (2) Dillard's Dire Straits: Historically Black College Struggles to Survive Amid New Orleans' Post-Hurricane Diaspora (Robert A. Jones); (3) Small State's Big Challenges: Rhode Island's Educational System Grapples with Transition from Manufacturing Economy (Jon Marcus); (4) Indiana's 21st Century Scholars: A New Community College System and College Prep Curriculum Are Improving the State's Position (Susan C. Thomson); and (5) Enrollment Squeeze: Virginia's Community Colleges Cope with Increasing Demand and a Changing World (Kay Mills). Other Voices, a regular feature, contains the following articles: (1) Higher Education's Dirty Little Secret: Hidden College Fees Have Become a &quot;Stealth Tuition&quot; (Terry L. Meyers); (2) Got College? Universities Are Being Marketed Just Like &quot;Brand X&quot; (David L. Kirp); and (3) Colleges at a Crossroad: The Future of Higher Education Is a Vital Concern (Michael H. Moskow).
National CrossTalk. Volume 14, Number 2, Spring 2006
Author: Trombley, William, Ed.
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Access to Education,Income,Distance Education,Paying for College,Student Financial Aid,Student Loan Programs,Debt (Financial),Evidence,Cost Effectiveness,Efficiency

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) &quot;Effectiveness and Efficiency&quot;: The University System of Maryland's Campaign to Control Costs and Increase Student Aid (Kay Mills); (2) Remote Access: Western Governors University Offers &quot;Competency-Based&quot; Higher Education, at a Distance (Kathy Witkowsky); (3) The Future, on Loan: Many College Students Are Heading toward a Life of Debt (William Trombley); (4) Katie Christofferson (Kathy Witkowsky) (5) Joshua Drake (Susan C. Thomson); (6) Joh-Anna Kirkland (Susan C. Thomson); and (7) Thomas Dillon (Lori Valigra). Other Voices, a regular feature, contains the following articles: (1) Fear of Borrowing: Debt Aversion Is a Barrier to College Access, Especially for Low-Income Students (Pamela Burdman); (2) Funding Public Higher Education: A Brief Overview of the Fiscal Landscape Facing the States (Brian Stenson); and (3) College Student Literacy: New Report Provides Compelling Evidence that America's Students Are Not Measuring Up (Emerson J. Elliott).(Contains 1 figure.)
National CrossTalk. Volume 14, Number 3, Summer 2006
Author: Trombley, William, Ed.
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Foreign Countries,Human Capital,Political Attitudes,College Faculty,Teacher Attitudes,Political Socialization,Academic Freedom,Scholarship,Foreign Nationals,Barriers,Standardized Tests,Industry,Criticism

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) The M Word: &quot;Marketing&quot; Has Changed from a Dirty Word to a Buzzword in Higher Education (Jon Marcus); (2) A Contrarian View of the Testing Industry: FairTest Argues that Standardized Tests Are a Poor Predictor of Student Success (Robert A. Jones); (3) Charles B. Reed: Cal State Chancellor Strives to Promote Quality and Diversity in the Nation's Largest Four-Year College System (Kathy Witkowsky); and (4) A Lefty Under Every Lectern: Conservative Crusader David Horowitz Pushes His &quot;Academic Bill of Rights&quot; (Susan C. Thomson). Other Voices, a regular feature, contains: (1) Unnecessary Barriers: The Exclusion of Foreign Scholars Has Assumed Almost Epidemic Proportions (Robert M. O'Neil); (2) Taiwan's Great Accomplishment: The Country Has Produced a Dramatic Expansion of Higher Education (David L. Kirp); and (3) Left Behind: Many Disadvantaged Students Are &quot;Hidden in Averages&quot; (Rebecca Zwick).
National CrossTalk. Volume 14, Number 4, Fall 2006
Author: Trombley, William, Ed.
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Conferences (Gatherings),Higher Education,Academic Persistence,School Holding Power,Graduation Rate,Governance,Public Education,Underachievement,Educational Quality,Enrollment,State Programs,Student Diversity,Natural Disasters,Minority Groups,Educational Policy,Postsecondary Education,Access to Education,Educational Finance,Accountability,Federal Programs,Student Financial Aid,Change Strategies,Educational Change

The primary purpose of &quot;National CrossTalk&quot; is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) Keeping Them in College: East Carolina University's Efforts to Improve Retention and Graduation Rates (Don Campbell); (2) The &quot;Seamless System&quot;: Florida's Flurry of Dramatic Changes in the Governance of Public Education (Jon Marcus); (3) Editorial: Our National Underperformance--Is American Higher Education Still the Best in the World? (Patrick M. Callan); (4) Washington, D.C. Symposium Marks the Release of &quot;Measuring Up 2006&quot;; (5) The Ten-Percent Solution: Texas' Enrollment Strategy Remains Contentious, as the State Becomes Increasingly Multi-Cultural (Susan C. Thomson); (6) Commentary: Reactions to the Spellings Commission Report; and (7) Devastation Brings Sweeping Changes: Opportunity, and Opportunism, in the Wake of Hurricane Katrina (Kathy Witkowsky). News from the Center, a regular feature, is included.
The Overrepresentation of African Americans in Special Education Programs:  A Literature Review
Author: Jackson, Clarence H.
Date: 2006-12-00
Type: Information Analyses
Subjects: Regular and Special Education Relationship,Special Education,Literature Reviews,Disproportionate Representation,Physical Disabilities,Inclusion,Social Psychology,African American Education,African American Students,Court Litigation,Federal Legislation,Federal Programs,Educational Policy,Change Strategies,Educational Change,Teacher Competencies,Educational Practices,Performance Factors,Accessibility (for Disabled)

Opportunities to interact with their school-aged peers gives young people an  avenue for learning the social skills necessary to build healthy relationships, to interact at  an acceptable level in a group structure and respect for the individual differences of  others around them. These skills take on a greater importance after high school due to  their value as important &quot;soft skills&quot; related to workplace success. The purpose of this  study is to examine the inclusion of physically disabled youth in regular education  programs with their non-disabled peers. According to The National Longitudinal Study (Wagner &amp; Shaver, 1989) substantial numbers of students with disabilities are unemployed, live at home, and have fewer friends following their high school experience. Where 56% of all students participate in post-secondary education programs, only 15% of students with disabilities participate (Wagner 1989). The conundrum for regular education teachers is how to successfully teach the disabled student and ensure that he/she is a successful member of a diversified classroom environment. In the 1989 Lou Harris survey, A Report Card on Special Education, the conclusion was made that &quot;the majority of both principals and teachers have not had adequate training in special education, and many are not very confident in making decisions concerning handicapped children.&quot; For parents, teachers and administrators the challenges of successfully including physically disabled youth in the regular classroom are many. The fears of regular classroom teachers concerning their limited training in special education, the lack of curriculum content expertise of special education teachers, as well as the variance in schools physical accessibility are but a few. The IDEA Amendments of 1997  contain &quot;requirements that will strengthen progress toward inclusionary practices&quot; (Moore &amp; Gilbert, 1998, p. 9). Every effort possible to successfully include the physically disabled youth in the regular classroom is necessary to meet the requirements of federal mandates.
Professional Learning Communities in the Teachers' College: A Resource for Teacher Educators
Author: du Plessis, Joy
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Teacher Education,Teacher Education Programs,Seminars,Models,Communities of Practice,Alternative Teacher Certification,Educational Quality,Teacher Educator Education,Educational Practices,Change Strategies,Educational Strategies,Educational Change,Transformative Learning,Reflective Teaching,African Studies,Book Reviews,Textbook Content,Teaching Methods,Professional Education

With the introduction of free primary education throughout Africa over the past 20 years, the  demand for more qualified teachers has grown tremendously (Nilsson, 2003). Mainstream  teacher education programs, typically consisting of 1-3 years of residence in teachers'  colleges and some form of practice teaching, are unable to meet this escalation in demand.  Given this, many countries have resorted to alternative models of teacher education to  supply the needed teachers in a short period of time (&quot;Global Campaign for Education,&quot;  2006; Lynd, 2005; Moon, 2007). A number of hybrid programs have also emerged to  deal with this increased demand for more teachers. With myriad approaches to teacher  education and recruitment in place simultaneously, the quality of most teacher education  programs has declined, resulting in calls for increased attention to quality (Carnoy, 2007).  Isolation of teacher educators is not conducive to the development of teacher colleges  as high quality professional institutions. This paper responds to this need for collective reflection. In this paper, the authors take the perspective that teacher educators can transform their practice through 1) updating their knowledge on salient educational issues for teacher education, 2) engaging in critical dialogue about those issues in relation to their personal beliefs and the local context and 3) developing a reflective approach to their practice. The content of all the chapters is aligned with these purposes. The main body of each chapter consists of the main theoretical ideas underlying reforms in education. This is followed by proposed seminars that prompt the participating teacher educators to carefully examine their own system of teacher education and reflect on the possible ways of removing impediments to reform. Given the central importance of the idea of professional learning communities, the first chapter is devoted to surveying this idea. While the rest of the themes in the remaining chapters will vary, the authors hope that seminars at the end of each chapter will be part of a general effort to form professional learning communities. Appended are: (1) an example of a holistic rubric that teachers may use to tell learners about the progress in reading at the end of a term; and (2) an example of how a teacher educator uses an analytic rubric to assess Parts of Speech Picture Books made by student teachers. Individual chapters contain footnotes and references. (Contains 30 tables and 7 figures.)
School Report Cards: Some Recent Experiences. Working Paper
Author: Cameron, Laurie
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Accountability,Management Information Systems,Stakeholders,Educational Policy,Educational Objectives,Primary Sources,Institutional Characteristics,Program Effectiveness,Sustainability,Performance Factors,Audits (Verification),Program Descriptions,Comparative Analysis,Comparative Education,Achievement Rating,National Standards

Decentralization and an increased emphasis on community and parent participation represent significant education reform trends over the past decade. These reforms take place in the context of increased emphasis within Education for All (EFA) on improving education quality and outcomes and on strengthening accountability for results. They require that substantial information be available to local and regional stakeholders, school officials, and communities in order to increase transparency, establish a basis for accountability, and provide tools for effective management at the local level. Parents, teachers, school officials, and other stakeholders must be able to assess school performance and status. A number of countries are experimenting with school-level information systems known as &quot;school report cards&quot; to increase accountability and transparency. These systems have different formats and purposes, ranging from strict accountability systems that measure student performance to participatory diagnostic and management tools that support school managers. Efforts are relatively novel, and substantial evaluation information is not yet available. The purpose of this report is to present the various types of school report cards and information systems currently being used and establish a typology for understanding the range of audiences and purposes for such systems, as well as the continuum of cost and sophistication involved.
Are School Report Cards Effective? Issues Brief
Author: Cameron, Laurie
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Report Cards,Management Information Systems,Educational Quality,Accountability,Educational Change,Governance,Administrative Organization,Federal Legislation,Foreign Countries,Institutional Evaluation,Community Involvement

Education decentralization requires that substantial information be available to local and regional stakeholders. Increasing transparency, establishing a basis for accountability, and providing tools for effective management at the local level help parents, teachers, and school officials assess school performance and status. Several countries have successfully piloted school-level information systems known as &quot;school report cards&quot; to promote best practices and involve community members in the reform process. This brief examines whether report cards are effective.
Beyond the Abaya: School Reform in the Middle East
Author: Albon, Nerissa
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: School Restructuring,Muslims,Teacher Education Programs,Teaching Load,Arabs,Active Learning,Cultural Differences,Educational Change,Foreign Countries,Cultural Context,Curriculum Implementation,Ethnography,Teacher Qualifications,Teaching Methods

This autoethnography focuses on a study undertaken during the writers 15 month employment in a Muslim girls' school in the United Arab Emirates. The paper outlines a school improvement project in the Abu Dhabi Emirate and the imposition of an Australian curriculum on the schools involved in this program. The teachers in these schools were exposed to regular professional development sessions as part of an informal teacher education program. While most of the teachers had a degree related to their teaching specialism they lacked any formal teaching qualifications. The professional development the teachers were required to undertake in the schools added to their daily teaching load and did not involve credit towards a degree. School improvement strategies currently in use in Australian state education systems will be discussed in light of their recent implementation in the United Arab Emirates. In discussing the issues that schools faced implementing a new curriculum, teaching approaches, and associated school improvement strategies, it is important that the cultural context of the community and the school be explored with reference to the impact of these proposed changes in many schools across Abu Dhabi. Implementing a new curriculum and encouraging teachers to involve the students in more active learning challenged local teachers' notions of teaching and of how students learn. An outline of my reasons for undertaking an autoethnography will be provided including the problematic nature of &quot;cultural difference&quot; where a western researcher is working with and observing teachers in a Muslim context. As Rosaldo (1993:202) suggests &quot;Although the notion of &quot;difference&quot; has the advantage of making culture particularly visible to outsiders, it poses a problem because such differences are not absolute. They are relative to the cultural practices of ethnographers and their readers.&quot; On-going discussions related to the western notion of school reform implementation in the Middle East continues to raise issues related to culture and long standing teaching practices that are now being challenged by those who have come from communities and cultures that have very different borders, boundaries and contexts. (Contains 1 figure.)
Supporting Teachers as Researchers (STAR): A Model for Sustainable Professional Learning
Author: Blackley, Josephine
Date: 2009-07-00
Type: Reports - Research
Subjects: Learner Engagement,Communities of Practice,Action Research,Educational Change,Teacher Researchers,Sustainability,Professional Education,Educational Improvement,Improvement Programs,Interviews,Questionnaires,School Support,Technical Assistance,Training Methods,Faculty Development,Educational Principles

Supporting Teachers as Action Researchers (STAR) explores how school improvement initiatives may be sustained over time. It represents stage one of a broader investigation into how teachers' professional learning may be enhanced by positioning teachers as practitioner researchers and professionals who are capable of generating change from within their local context. This research project has looked at how can schools develop and sustain curriculum and pedagogical initiatives by combining the principles of action research and communities of practice, and how teachers' professional learning can be enhanced through regional and university support for teachers as researchers employing an action research model. This paper draws on data from nineteen Victorian Catholic Primary Schools under a regional initiative that asked this key question "What does it mean to personalise learning for students in the 21st century?" Participating schools were involved in a multi-layered approach that used an action research model to facilitate professional learning. This approach required teachers in the schools to work with researchers to design and undertake school improvement initiatives designed to redress low levels of student engagement. This research represents a vision of teachers' professional learning that is enhanced by positioning teachers as researchers and is underpinned by a well developed model for sustained professional learning in which teachers are given space to bring new and renewed professional knowledge to their work. The design principles of this professional learning model, which contribute to its overall effectiveness, are identified in this paper. They include the elements of knowledge creation, time, strategic and ongoing support and rigorous accountability. This paper aims to contribute to this debate surrounding models of professional development/professional learning that can lead to sustained change in teaching and improved outcomes for the students. Analysis of the model points to the opportunities for a more personalised approach to teaching in classrooms and to professional learning for teachers. (Contains 10 tables.)
First Principles for Early Grades Reading Programs in Developing Countries
Author: Roskos, Kathy
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Reading Programs,Multilingualism,Program Effectiveness,Reading Skills,Developing Nations,Foreign Countries,Literacy Education,Emergent Literacy,Young Children,Educational Administration,Program Development,Teaching Methods,Active Learning,Educational Environment,Self Evaluation (Individuals),Elementary School Students,Policy Formation,Global Education

The United States Agency for International Development (USAID)-funded Early Grade Reading Assessment (EGRA) program is an oral assessment designed to measure the most basic foundation skills for literacy acquisition in the early grades. EGRA's purpose is to document student performance on early grade reading skills in order to inform ministries and donors regarding system needs for improving instruction. In response to the findings, needs, and interest generated in reading and literacy issues by the EGRA program detailed in this report, USAID, under Educational Quality Improvement Program 1 (EQUIP1), commissioned the International Reading Association in cooperation with the American Institutes for Research to create a toolkit for education stakeholders to use to improve early grade reading and literacy indicators and programs in developing countries. This paper is intended for national policymakers and global education project developers and implementers as a guide to incorporating reading and literacy into new projects and developing effective early grades reading programs. It describes a principled approach to observing core dimensions of effective early grades reading programs, including active teaching and learning in supportive learning environments. Strategies and tools are provided to record evidence of first principles at work in local communities, schools, and classrooms. Appended are: (1) Conditions for Learning and Teaching; (2) Foundations of Early Grades Reading; (3) First Principles Self-Review Tool; and (4) Resources for Literacy Programs in Multilingual Environments. A glossary is included. (Contains 2 figures and 24 footnotes.)
Connecting Communities: Emerging Communities of Practice with Schools and Universities in Partnership
Author: Clarke, Maggie
Date: 2009-07-00
Type: Reports - Research
Subjects: Communities of Practice,Faculty Development,Partnerships in Education,Professional Development,Reflection,Educational Practices,Sustainability,Group Dynamics,College School Cooperation,Foreign Countries,Interviews,Case Studies,Journal Writing,Participant Satisfaction,Teacher Attitudes

Communities of practice challenge the traditional notion of learning as receiving knowledge which is essentially disembodied from practice. A community of practice is grounded by two central tenets: essentially that learning is situated, and that practice is made meaningful through reflection with others who engage in the shared experience. In this study professional partnerships were formed between academics from the University of Western Sydney, Charles Sturt University and teachers from a cluster of four schools in the Parramatta Diocese. The purpose of the professional partnerships were to create dynamic learning communities committed to reflection and to enhancing teaching practice to improve student learning outcomes. Acting as &quot;brokers&quot; in the emerging &quot;community of practice&quot; (Lave &amp; Wenger, 1991; Wenger, 1998), the academics engaged with school project teams and whole school staff in professional development activities including professional learning plans and authentic assessment. This paper reports on the creation and sustainability of the community of practice from the perspectives of one of the academics involved in a secondary school and the school project team in one primary school. (Contains 1 table.)