ethanporcaro/eric-fulltext-meta huggingface dataset:
How Good Is Our School? A Guide to Investors in People. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,School Effectiveness,Self Evaluation (Groups),Educational Quality,Educational Indicators,National Standards,Staff Development,Personnel Management,Leadership,Recognition (Achievement),Participative Decision Making,School Districts,School Culture,Educational Improvement

Continuous improvement in the quality of service offered to children, young people, parents and carers has been a key priority of the education system in Scotland over many years. Scottish pre-school centres and schools have well-established processes for self-evaluation based on the quality indicators in &quot;How good is our school?&quot; (1996, revised edition, HM Inspectorate of Education 2002) and the performance indicators in &quot;The Child at the Centre&quot; (Scottish Office Education and Industry Department 1998). These key publications have been widely welcomed by pre-school centres, schools and education authorities as important tools in their drive to improve quality and deliver excellence for all young people in Scotland. HM Inspectorate of Education places the quality of service which establishments offer to parents/carers and their children, and their capacity for improvement, firmly at the heart of its work. These same values are central to the Investors in People Standard, the national approach to supporting and recognising the provision of quality services by public sector organisations. The Scottish Executive's National Priorities for School Education recognise certification as a valuable contribution to improving the framework for learning within Scottish schools. All these approaches to improving quality focus on evidence of clear measurable outcomes for children, young people and their families. This guide brings together those approaches to improving quality in Scottish pre-school centres and schools, and shows how they provide a practical basis for achieving recognition through the Investors in People Standard. The guide: (1) should be used selectively, not read from beginning to end; (2) is designed to stimulate questioning and discussion within the school or pre-school centre; and (3) is intended to encourage a self-evaluative approach to continuous improvement.
How Good Is Our School? Libraries Supporting Learners. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2005-00-00
Type: Guides - Non-Classroom
Subjects: Independent Study,Lifelong Learning,Foreign Countries,School Libraries,Library Personnel,Self Evaluation (Groups),Skill Development,Access to Information,Case Studies,Library Skills,Literacy,Guides

This document is one of a series of guides to self-evaluation. It builds on the advice given in &quot;How good is our school?&quot; (revised edition 2002) and, more specifically, &quot;Taking a Closer Look at the School Library Resource Centre&quot; published in 1999. This guidance is intended for use in the primary, special and secondary sectors. School library resource centres support the development of successful learners and confident individuals. Promoting skills for lifelong learning encourages pupils to grow as responsible citizens who make an effective contribution to society. It is in the school library resource centre that all pupils have the opportunity to exercise their entitlement to access information and to develop comprehensive literacies in a supportive environment. An effective school library resource centre is one which is central to the learning and teaching taking place in the school. Its vibrancy can help meet the needs of all learners, encourage imagination, independent study and self-directed learning. This empowers young people and encourages them to develop into lifelong learners. This guide is designed to offer support and information to those with responsibilities relating to resource provision and the learning, information and cultural needs of pupils and staff in schools. This document and its case studies outline how quality indicators can be used by library staff and school managers to illustrate the impact of effective practice on learning and teaching and raising pupil attainment. This, in turn, will enable effective planning for improvement. A glossary is included. (Contains 2 footnotes.)
How Good Is Our School? Using ICT in Learning and Teaching: Curriculum Area and Subject Appendix. Self-Evaluation Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Ethical Instruction,Self Evaluation (Groups),Technology Uses in Education,Teaching Methods,Learning Strategies,Intellectual Disciplines,Foreign Countries,Curriculum Development,Curriculum Implementation,Educational Strategies

This document contains curriculum areas where information and communications technology (ICT) can be an effective tool in learning and teaching when used by pupils and/or teachers. These include: (1) Art and design; (2) Business education subjects; (3) Biology and science; (4) Chemistry and science; (5) English, English as an additional language and drama; (6) Geography; (7) Geology; (8) History; (9) Home economics; (10) ICT and computing; (11) Mathematics; (12) Modern foreign languages and Gaelic; (13) Modern studies and People in Society; (14) Music; (15) Personal and social development (PSD); (16) Physical education; (17) Physics and science; (18) Religious and moral education (RME); and (19) Technology. [For its related report, &quot;How Good Is Our School? Using ICT in Learning and Teaching. Self-Evaluation Series,&quot; see ED538127.]
Students Training for Academic Readiness (STAR): Year One Evaluation Report. Executive Summary
Author: Maloney, Catherine
Date: 2007-10-00
Type: Reports - Evaluative
Subjects: College Preparation,Educational Opportunities,Program Effectiveness,Social Support Groups,Educational Research,Interviews,Institutional Characteristics,Educational Indicators,Educational Assessment,Access to Information,Access to Education,Counselor Training,Teacher Education,Community Support,Program Attitudes,College Readiness,Developmental Studies Programs,Program Evaluation,Low Income Groups

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and financing options, and forging strong partnerships between school districts, colleges, and community support groups. Students Training for Academic Readiness (STAR) is the Texas Education Agency's (TEA) second state-level GEAR UP grant. During the 2006-07 school year, STAR began providing services to six south Texas school districts: Alice ISD, Brooks County ISD, Corpus Christi ISD, Kingsville ISD, Mathis ISD, Odem-Elroy ISD. STAR districts exceed state averages in the proportion of low-income and minority students they serve and lag state averages in terms of their testing outcomes and graduation rates. Through a collaborative partnership that includes the TEA, P-16 Partnerships for Student Success at the College of Education at Texas A&amp;M University--Corpus Christi (P[superscript 2]S[superscript 2]), the College Board, Fathers Active in Communities and Education (FACE), and the National Hispanic Institute (NHI), the STAR project seeks to increase (1) the information available to students and their families about postsecondary educational opportunities, (2) students' access to advanced academic programs, (3) training for teachers and counselors, and (4) parent and community support for a student's decision to go to college. The 2006-07 evaluation describes the process of first year implementation and presents baseline indicators of student enrollment, academic performance, and postsecondary participation that will act as benchmarks for measuring districts' progress over the course of the STAR project. This executive summary presents the major findings from the study. [For the full report, &quot;Students Training for Academic Readiness (STAR): Year One Evaluation Report,&quot; see ED538133.]
Students Training for Academic Readiness (STAR): Year Two Evaluation Report. Executive Summary
Author: Maloney, Catherine
Date: 2008-12-00
Type: Reports - Evaluative
Subjects: State Programs,School Districts,College Readiness,College Preparation,Access to Education,Low Income Groups,Minority Group Students,College School Cooperation,Program Effectiveness,Program Evaluation,Program Implementation,Institutional Characteristics,Access to Information,High School Students,Middle School Students,Parent Participation,Community Support,Educational Indicators,Academic Achievement,Secondary School Teachers,Middle School Teachers,School Counselors,Faculty Development,Educational Finance

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and financing options, and forging strong partnerships between school districts, colleges, and community support groups. The United States Department of Education (USDE) provides for two types of GEAR UP grants: (1)  partnerships grants made up of school districts, colleges or universities, and other organizations, and (2) state grants administered by state agencies, either alone or in partnership with other entities. In 2006, the Texas Education Agency (TEA) applied for and received a state grant to administer a GEAR UP project in six Gulf Coast area school districts. The state grant, titled Students Training for Academic Readiness, or STAR, is implemented in six school districts in south Texas: Alice ISD, Brooks County ISD, Corpus Christi ISD, Kingsville ISD, Mathis ISD, and Odem-Edroy ISD. Each STAR district includes a high school and its associated feeder pattern middle school in the project. STAR addresses its goals through a collaborative partnership that includes TEA, College Board the College of Education at Texas A&amp;M University--Corpus Christi, Fathers Active in Communities and Education (FACE), and the National Hispanic Institute (NHI). GEAR UP grant requirements include an evaluation component designed to assess effectiveness and measure progress toward project goals. TEA contracted the Texas Center for Educational Research (TCER), a nonprofit research entity, to conduct an external evaluation of the state's GEAR UP/STAR project. TCER's evaluation is limited to the GEAR UP state grant (i.e., STAR) and does not include GEAR UP partnership grants awarded to other entities in Texas. The findings presented in this executive summary make up the second year evaluation of the state's GEAR UP/STAR project. (Contains 1 footnote.) [For the full report, &quot;Students Training for Academic Readiness (STAR): Year Two Evaluation Report,&quot; see ED538135.]
Texas Study of Personnel Needs in Special Education. Executive Summary
Author: Caranikas-Walker, Fanny
Date: 2006-05-00
Type: Reports - Research
Subjects: Disabilities,Charter Schools,Special Education,Special Education Teachers,Personnel Needs,School Personnel,State Standards,Self Evaluation (Groups),Federal Legislation,Educational Legislation,School Districts,Supply and Demand,Public Schools,Labor Turnover,Paraprofessional School Personnel,Recruitment,Persistence,Teacher Characteristics,Educational Attainment,Teaching Experience,Teacher Qualifications,Work Environment,Job Satisfaction,Job Placement,Professional Development,Barriers

This study supports efforts by the U.S. Department of Education, Office of Special Education Programs (OSEP) to foster greater state accountability and establish data-driven planning and self-assessment processes that help states and schools to address provisions of the recently enacted Individuals with Disabilities Education Improvement Act (IDEA, 2004). In response to state-level requirements, the Texas Education Agency (TEA) asked Region 4 Education Service Center (ESC) to facilitate the second statewide study of special education professionals personnel needs. This study, which was authorized in December 2004, augments the initial &quot;Statewide Study of Special Education Professionals' Personnel Needs&quot; conducted by the Texas Center for Educational Research (TCER) and published in September 2001. The current study was designed to identify existing shortages in special education teacher and other professional positions, to investigate the various issues that appear to influence turnover in these positions, and to identify effective approaches to retention. Appended are: (1) Staffing Levels in Single Districts; (2) Staffing Levels in SSA Participant Districts; (3) Staffing Levels in SSAs; and (4) Staffing Levels for Charter Schools Including Single Districts, SSAs, and SSA Participant Schools. (Contains 5 tables.) [For the full report, &quot;Texas Study of Personnel Needs in Special Education,&quot; see ED538137.]
Texas Open-Enrollment Charter School Revenue. Supplement to the 2003-04 Evaluation
Author: Brownson, Amanda
Date: 2006-02-00
Type: Reports - Research
Subjects: Educational Finance,Information Management,Charter Schools,Management Systems,Average Daily Attendance,Expenditures,Income,Public Education,Primary Sources,Costs,School Districts,Comparative Analysis,School Effectiveness,Open Enrollment

This study assesses funding differences, and the sources of those differences, between charter schools and traditional districts in Texas. The need for this research stems from conflicting reports on charter school revenues and growing concern over the quality of charter school financial data reported through Texas' Public Education Information Management System (PEIMS). Charter school operators and advocates have also called for more research on possible funding gaps, reporting that charter schools receive less revenue per student than traditional districts. Because state funding for districts and charters is based on average daily attendance, or ADA, revenue per-student ADA is the most appropriate measure to use when comparing revenue differences between the two types of schools. After adjusting for potential inaccuracies in charter school PEIMS data, this study compares differences in the per-student ADA revenues of charter and traditional districts for the 2002-03 and 2003-04 school years. It finds that on average charter schools received $8,324 in per-student ADA compared with $8,637 for traditional districts in 2002-03, a gap of $313. In 2003-04, charters received $8,098 in per-student ADA compared with $8,712 for traditional districts, a gap of $614. The primary source of these funding gaps is the difference in facilities funding for the two types of schools. In addition, charters typically have lower attendance rates, which reduce ADA funds, and because charters do not have taxing authority, they do not benefit from property wealth in the same manner as traditional districts. And while charters are generally small urban districts, they do not receive the state funding adjustments granted to Texas' small traditional districts and due to their urbanicity, frequently confront higher costs for educational inputs. Each of these sources of the revenue difference between charters and traditional districts is discussed. Appended are: (1) 2002-03 Revenue vs. Expenditures Charter Schools in Bounds; (2) 2002-03 Revenue vs. Expenditures Charter Schools out of Bounds; (3) 2003-04 Revenue vs. Expenditures Charter Schools in Bounds; and (4) 2003-04 Revenue vs. Expenditure Charters out of Bounds. A glossary of terms is included. (Contains 12 tables and 8 figures.) [This paper was co-prepared with Moak, Casey &amp; Associates, LLP.]
Texas Study of Students at Risk: Efficacy of Grants Supporting Academic Success from Elementary through High School
Author: Shapley, Kelly
Date: 2004-10-00
Type: Reports - Research
Subjects: Academic Achievement,At Risk Students,Grants,Investigations,Case Studies,Program Evaluation,Program Effectiveness,Extended School Year,After School Programs,Success,Elementary Secondary Education,Educational Improvement,Improvement Programs,Educational Research,Outcomes of Education,Program Descriptions,Achievement Gains,Outcome Measures

The Texas Study of Students at Risk (TxSSAR) is a comprehensive evaluation examining the effectiveness of three state-level programs with the common goal of helping students at risk of failure to achieve academically. The study comprises investigations of the Optional Extended Year Program (OEYP), the Texas After School Initiative (TASI), and the Ninth Grade Success Initiative (NGSI), and case studies of districts that received NGSI grants. The evaluation covers a four-year period between the 1999-2000 and 2002-03 school years.
Relationship between Students' Attitudes toward ICT and Their Achievement in ICT at the University of Cape Coast
Author: Ayebi-Arthur, Kofi
Date: 2010-00-00
Type: Reports - Research
Subjects: Academic Achievement,Student Attitudes,Undergraduate Students,Graduate Students,Foreign Countries,Measures (Individuals),Attitude Measures,Positive Attitudes,Questionnaires,Correlation,Information Technology,Assignments

The study investigated if a statistical relationship existed between academic achievement and achievement of students in ICT. Two research instruments were used to collect data. One was the end of semester examination in ICT  involving hands-on computer exercises in MS-Word and SPSS was used to measure students achievement and a questionnaire which was used to measure attitude. On Students' achievement in ICT, there was no difference between the mean scores of the undergraduate students and postgraduate students. With regards to Students' attitudes toward ICT both postgraduates and undergraduate students both showed positive attitudes towards ICT. Also, the relationship between attitudes and achievement there is a moderate correlation between undergraduate students attitudes to ICT and their achievement in ICT where as among the postgraduate students there was a weak correlation between postgraduate students attitudes to ICT and their achievement  in ICT. It is recommended that students should be encouraged to develop positive attitudes towards ICT. This may improve their achievement in ICT examinations. (Contains 2 tables.) [This paper was published in &quot;International Journal of Basic Education,&quot; Volume 1 (2010).]
(Re)Searching Queer Subjects: Approaching a Queer Methodology
Author: Sheldon, James R.
Date: 2010-04-07
Type: Reports - Evaluative
Subjects: Homosexuality,Sexual Identity,Sexual Orientation,Educational Research,Research Methodology,Ethics,Self Disclosure (Individuals),Educational Researchers,Bias,Validity,Research Problems

This paper explores the possibility of fashioning a queer methodology for educational research through analysis of three research studies. It begins with the question of queer visibility, asking about the ethics and utility of remaining closeted vs. disclosing one's identity. It then explores the question of researcher subjectivity and of putting oneself into the research--asking what it means to do embodied research and deconstruct one's  positionality. The paper then attempt to reconfigure positivist conceptions of validity and raises some questions about topics that researchers are afraid to address.
U.S. Department of Education Chapter of Blacks In Government (BIG) Report: The Status of the African American Workforce at the U.S. Department of Education
Author: Gill, Wanda E.
Date: 2012-12-00
Type: Reports - Research
Subjects: Federal Government,Public Agencies,Education,Presidents,Government Employees,African Americans,Politics of Education,Demography,Data,Sex,Race,Inclusion,Educational Quality,Comparative Analysis,Geographic Location

The report includes racial and gender demographic data at the Department of Education [ED] during the Obama administration at the SES [Senior Executive Service] and specific grade levels for Pay period 11 in the year 2012. The report compares this racial and gender demographic data with a pay period towards the end of the George W. Bush administration and recounts evidence of shortages of African Americans at the SES and senior grade levels. Of particular note are increases in most grade and gender levels during the Obama administration with the exception of decreases in the numbers of White and African American women with increases in both White and African American men. The Report also highlights implementation of executive orders that impact hiring by race and gender and includes specific recommendations to better track and monitor the implementation of these executive orders. Other national reports are cited that give insight into the status of the African American federal workforce. A case is made for reporting employees based on their prevalence in specific geographical areas to more accurately reflect the available workforce by location rather than national demographic figures. In addition to selected White House Executive Orders and Initiatives, the appendices of the Report include the U.S. Department of Education Chapter of BIG's justification for a separate Diversity &amp; Inclusion Office at the U.S. Department of Education and the organization's response and action plan for the White House Initiative on African Americans, crafted and signed by President Obama. The following are appended: (1) ED Employee Ethnicity by Gender Data from the Bush Administration; (2) Executive Order 13583; (3) Executive Order--White House Initiative on Educational Excellence for African Americans; (4) ED BIG Submitted Justification for a Diversity &amp; Inclusion Office; and (5) ED Reaction Plan for White House Initiative on African Americans. (Contains 3 charts and 1 footnote.)
Closing the Achievement Gap on ACT &amp; SAT
Author: Anderson, David
Date: 2010-08-08
Type: Reports - Evaluative
Subjects: Academic Achievement,Student Characteristics,Achievement Gap,Grade Point Average,Educational Strategies,Attendance Patterns,Class Size,Collegiality,College Entrance Examinations,Courses,Extracurricular Activities,Family Characteristics,Sociocultural Patterns,School Effectiveness,College Preparation,High School Students,Racial Differences,Ethnic Groups,Minority Group Students,Educational Research,Educational Policy,Educational Resources,Web Sites,African American Students,American Indian Students,Asian American Students,Hispanic American Students,White Students,Pacific Americans

Research has focused on four groups of factors and the achievement gap: (1) student characteristics (high school GPA, attendance patterns, courses taken in high school, participation in extra-curricular activities, etc.); (2) family characteristics (family structure, in home, parents' level of education, mobility, etc.); (3) school-based characteristics (instructional strategies, class size, expectations, curriculum, staff-collegiality, etc.); and (4) socio-cultural factors (cultural attitudes, racism, differential social &quot;privileges,&quot; etc.). The factors with the consistently largest impact on SAT and ACT scores are student academic characteristics: their grade point average, their coursework, their academic preparation. While you can't discount the impact of the other factors it is clear that school-level factors account for the greatest portion of the achievement gap. To reduce the SAT/ACT achievement gaps it is important to have students take rigorous high school classes and assure their success in those classes. (Contains 8 online resources.)