ethanporcaro/eric-fulltext-meta huggingface dataset:
Focus on Basics: Connecting Research &amp; Practice. Volume 6, Issue A
Author: Garner, Barbara, Ed.
Date: 2002-10-00
Type: Collected Works - Serial
Subjects: Adult Basic Education,Educational Research,Social Work,Caseworkers,Counselors,Counselor Role,Counseling Techniques,Workplace Learning,Participation,English (Second Language),Academic Persistence,Social Support Groups,Interpersonal Relationship,Adult Students,Action Research,Second Language Programs

&quot;Focus on Basics&quot; is the quarterly publication of the National Center for the Study of Adult Learning and Literacy. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. &quot;Focus on Basics&quot; is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by doing so, making adult basic education research more relevant to the field. The theme of this issue of &quot;Focus on Basics&quot; is &quot;Counseling.&quot; Articles in this volume include: (1) Sponsors and Sponsorship: &quot;Initial Findings from the Second Phase of the NCSALL Persistence Study&quot; (John Comings and Sondra Cuban); (2) Beyond the Scope of the Teachers: &quot;Deciding to Employ a Social Worker&quot; (Nikki Merritt, Miriam Spencer, and Lori Withers); (3) Who Helps the Helpers? Supporting Counselors in Adult Basic Education (Cathy Coleman); (4) A Mind/Body/Learning Approach To Counseling: &quot;Helping Students Handle Stress&quot; (Marjorie Jacobs); (5) Building Participation in Workplace Learning Programs (Debby D'Amico, Diane Lentz, Robert L. Smith, and Marcia L. Taylor); (6) A Conversation with FOB: &quot;Counseling in ESOL Programs&quot;; (7) All About NCSALL; (8) Blackboard; and (9) New From NCSALL. (Individual articles contain references and figures.)
Focus on Basics: Connecting Research &amp; Practice. Volume 6, Issue C
Author: Garner, Barbara, Ed.
Date: 2003-09-00
Type: Collected Works - Serial
Subjects: Curriculum Development,Adult Basic Education,Relevance (Education),English (Second Language),Adult Students,Bilingual Education,Teacher Student Relationship,Educational Cooperation,Second Language Instruction,Educational Research,Adult Literacy,Literacy Education,Professional Development,Blended Learning,Educational Change,Foreign Countries,Adult Educators

&quot;Focus on Basics&quot; is the quarterly publication of the National Center for the Study of Adult Learning and Literacy. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. &quot;Focus on Basics&quot; is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by doing so, making adult basic education research more relevant to the field. The theme of this issue of &quot;Focus on Basics&quot; is &quot;Curriculum Development.&quot; Articles appearing in this issue are: (1) Collaborating with Students to Build Curriculum that Incorporates Real-Life Materials (Charissa Ahlstrom); (2) Values and Beliefs: The World View Behind Curriculum (Amy Prevedel); (3) A Conversation with FOB: What Works for Adult ESL Students; (4) One Classroom, Two Languages: Adult Bilingual Curriculum Development (Kay Taggart and Sara Martinez); (5) Same Curriculum, New Mode of Delivery: Adapting ABE Professional Development to the Internet (Jane Martel); (6) Changing a State's Approach to Curriculum: Insight from Oregon's Efforts (Dennis Clark); (7) Creating Curricula for Challenging Circumstances (Barbara Garner); (8) Not By Curriculum Alone (Mary Lynn Carver); (9) All About NCSALL; (10) Blackboard; and (11) New From NCSALL. Individual articles contain references.
Reach Higher, America: Overcoming Crisis in the U.S. Workforce. Media
Author: National Commission on Adult Literacy
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Economic Progress,Adult Education,Job Training,Adult Literacy,Labor Force,Adults,Academic Achievement,Job Skills,Postsecondary Education,Readiness,Educational Needs,Economic Development,High Schools

America's workforce is facing an education and skills crisis. Among the 30 member countries of the Organisation for Economic Cooperation and Development, the United States is the only one in which younger adults are less educated than the previous generation. &quot;Unless we invest now to educate and train our workforce, America risks its economic viability and its ability to compete in a global marketplace where knowledge is the key to success.&quot; To meet America's 21st Century adult education needs, the National Commission on Adult Literacy calls for creating a new &quot;Adult Education and Workforce Skills System that will prepare out-of-school adults for postsecondary education and job training readiness and enable their success in the 21st Century workplace.&quot; To achieve the goals the Commission recommends, Congress must pass a comprehensive new Adult Education and Economic Growth Act &quot;to overhaul, connect, and expand federal adult education and workforce skills training.&quot; [For the full report, see ED506605.]
State Teacher Policy Yearbook, 2009. South Dakota
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This South Dakota edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. South Dakota has an overall &quot;Yearbook&quot; grade of D for 2009. South Dakota's major policy strengths include: (1) Places no restrictions on alternate route usage or providers; (2) Maintains full authority to approve teacher preparation programs; (3) Supports a performance pay initiative; and (4) Requires that all new teachers pass a pedagogy test. South Dakota's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; and (4) Does not ensure that elementary teachers are well prepared to teach reading or mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Tennessee
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Tennessee edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Tennessee has an overall &quot;Yearbook&quot; grade of D for 2009. Tennessee's major policy strengths include: (1) Places no restrictions on alternate route usage or providers; (2) Maintains full authority to approve teacher preparation programs; (3) Supports a performance pay initiative; and (4) Requires that all new teachers pass a pedagogy test. Tennessee's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; and (4) Does not ensure that elementary teachers are well prepared to teach reading or mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Rhode Island
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Rhode Island edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Rhode Island has an overall &quot;Yearbook&quot; grade of D for 2009. Rhode Island's major policy strengths include: (1) Places no restrictions on alternate route usage or providers; (2) Requires induction for all new teachers; and (3) Maintains full authority to approve teacher preparation programs. Rhode Island's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; and (4) Does not ensure that elementary teachers are prepared in the science of reading instruction or are well prepared to teach mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. South Carolina
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This South Carolina edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. South Carolina has an overall &quot;Yearbook&quot; grade of C- for 2009. South Carolina's major policy strengths include: (1) Requires induction for all new teachers, earning the state a &quot;best practice&quot; designation; (2) Makes evidence of student learning the preponderant criterion in teacher evaluations; (3) Requires that all new teachers pass a pedagogy test; and (4) Supports a performance pay initiative. South Carolina's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Lacks an efficient termination process for ineffective teachers; and (3) Does not ensure that elementary teachers are well prepared to teach reading or mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
Exploring Educational Material Needs and Resources for Children Living in Poverty
Author: Mahabir, Indramati Kumar
Date: 2010-08-25
Type: Reports - Research
Subjects: Reading Materials,Equal Education,Poverty,Instructional Materials,Educational Resources,Web Sites,Interviews,Teacher Surveys,Program Effectiveness,Program Evaluation,Childhood Needs,Student Needs,Disadvantaged Youth,Children

The purpose of this study was two-fold. It was first to find out what the educational materials needs were for children living in poverty, and second, to learn of the challenges, obstacles, and strengths by the programs already in place that were supplying educational materials to these children. This study used interviews and surveys as data gathering methods. Of the 244 electronic surveys sent to educators around the U.S., 17 survey responses were returned from participants in California, Florida, Illinois, Massachusetts, New Mexico, North Carolina, Pennsylvania, and Wisconsin. In addition, 15 key informants were chosen because of their personal and professional knowledge about the specific needs for educational materials when dealing with children living in poverty. Results from the 32 educators in this study showed that books were the most needed item in both classrooms and in homes. All of the participants stated that any books or reading materials would be of help to the children. When family priorities dictate that they choose food and clothes over the purchase of books, parents and caregivers must next rely on public schools to provide a good education for their children. Needs in schools included English and bilingual books, magazines, newspapers, pens, pencils, paper, current maps and globes, art supplies, educational videotapes, and computers. Very few programs or organizations could be found that specifically supplied educational materials to children living in poverty. Eighty-three percent of the organizations who provide educational materials for children living in poverty interviewed said that they did not personally conduct ongoing evaluations of the children they served due to a lack of funding and resources. While some authors have written from their personal experiences about the poor conditions of the schools in the U.S., no studies have reported what schools in poverty need in their classrooms or what educational materials children living in poverty need from the point of view of receiving an equal education. A website could be established for teachers in the U.S. or possibly around the world for sharing ideas and communicating with one another about their classroom needs, and the availability of excess materials for children living in poverty. Next, teachers could be encouraged to both donate and solicit books and other materials from their communities by hosting a book fair at the end of each school year. (Contains 1 figure.)
Design Document for 12th Grade NAEP Preparedness Research Judgmental Standard Setting Studies: Setting Standards on the National Assessment of Educational Progress in Reading and Mathematics for 12th Grade Preparedness
Author: National Assessment Governing Board
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Readiness,Grade 12,Reading Achievement,Mathematics Achievement,Research Design,Educational Research,Standard Setting,Student Placement,Postsecondary Education,Job Training,Higher Education,Workshops,Validity,Questionnaires

The National Assessment Governing Board adopted a Program of Preparedness Research in March 2009. Several categories of research studies were recommended to produce results for reporting 12th grade preparedness for the 2009 grade 12 National Assessment of Educational Progress (NAEP) in reading and mathematics. The categories included content alignment studies, statistical relationship studies, judgmental standard-setting studies, and surveys. The Governing Board will conduct a series of judgmental standard-setting studies to produce preparedness reference points on the NAEP scale for entry into job training programs and for placement in college credit-bearing courses. The purpose of this design document is to describe the procedures for the conduct of judgmental standard setting on the 2009 NAEP for grade 12 reading and mathematics. Specifically, the standard-setting activity is described in relation to the reading and mathematics skills and knowledge needed to qualify (a) for placement in entry-level credit-bearing postsecondary courses or (b) for placement in training programs in each of five occupations to be determined by the Governing Board. The design document describes the process to be implemented and the types of staff required to do the work. A modified bookmark method will be used as the judgmental standard-setting methodology. The goal is to maximize the comparability across the judgmental studies within and across the postsecondary activities. It is likely that more than one vendor will be required to implement the complete set of studies planned, and the information in this design document will allow the Governing Board to contract with multiple vendors to conduct comparable standard-setting activities for higher education and multiple occupational training programs. The design document is organized into three major sections: (1) Standard-setting Process; (2) Information Processing; and (3) Validity Evidence. Appendices include: (1) Sample Agenda for Judgmental Standard Setting; (2) Definition of 12th Grade Student Preparedness; (3) Example of Impact Data Questionnaire; (4) Examples of Process Evaluation Questionnaires; and (5) List of Twenty Potential Occupations. (Contains 19 figures and 2 tables.)
State Teacher Policy Yearbook, 2009. Vermont
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Vermont edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Vermont has an overall &quot;Yearbook&quot; grade of F for 2009. Vermont's major policy strengths include: (1) Maintains full authority to approve teacher preparation programs; and (2) Provides a financially sustainable pension system for teachers without committing excessive resources. Vermont's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Offers a disingenuous alternate route; and (5) Does not ensure that special education teachers have subject-matter knowledge.  Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]