ethanporcaro/eric-fulltext-meta huggingface dataset:
Artistic Production Processes as Venues for Positive Youth Development. WCER Working Paper No. 2010-2
Author: Halverson, Erica
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Educational Environment,Adolescent Development,Personal Narratives,Theater Arts,Disadvantaged Youth,Self Concept,Youth Programs,Story Telling,Media Adaptation,Stereotypes,Homosexuality,African Americans,Minority Groups,Film Production,American Indians,Comparative Analysis

Educators must consider how learning environments can structure experiences to produce   desired learning outcomes. In this paper, the author describes one type of learning environment where youth have the opportunity to construct adaptive, emergent identities--a &quot;dramaturgical&quot; process that structures the telling, adapting, and performing of personal narratives (Halverson, 2007, 2008; Wiley &amp; Feiner, 2001). Using her own research on the dramaturgical process over the past 7 years, as well as other empirical studies documenting this type of work, the author argues that the dramaturgical process is a powerful learning environment for understanding positive youth development. She begins by reviewing the literature on the positive youth development movement in youth-based organizations, and specifically the role &quot;identity&quot; plays as a construct in this movement. She then describes how the practices of arts-based youth organizations can be analyzed in terms of four key elements of positive youth development models: (1) Positive development in art making involves a &quot;dramaturgical process&quot;--the telling, adapting, and performing of narratives of personal experience; (2) Participating in the dramaturgical process facilitates youth in &quot;exploring possible selves&quot;; (3) Participating youth often engage in &quot;detypification&quot;, a mechanism for affiliating with a traditionally stigmatized identity in a positive way; and (4) Participating in the dramaturgical process can support both individualistic and collectivistic conceptions of identity. The choice of orientation shapes the way youth work to create autobiographical art. The author concludes by discussing why making art, particularly autobiographical art, provides a viable learning environment for the positive development of adolescents. (Contains 1 footnote.) [Funding for this report was provided by the MacArthur Foundation.]
Designing and Testing Evaluation Tools to Inform Foundation Education Reforms and Build Grantee Capacity. WCER Working Paper No. 2010-1
Author: Kimball, Steven M.
Date: 2010-01-00
Type: Reports - Research
Subjects: Educational Change,Urban Schools,Philanthropic Foundations,Grants,Program Evaluation,Evaluation Methods,Guidelines,Pilot Projects,Research Design,Evaluation Research

Beginning in 2002, The Chicago Community Trust embarked on an ambitious grant-  making strategy to improve education outcomes primarily in the city of Chicago and Cook   County, Illinois. Known as The Education Initiative, this effort focused on three priority grant   areas: literacy, professional development, and alternative models of schools. In June, 2005 (the 3rd year of the initiative), the Trust awarded a contract to researchers at the University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) to assess the impact of the Education Initiative. During the 3rd year of the evaluation, the program officers and evaluators were especially interested in pilot testing evaluation guidelines that were developed as part of the overall evaluation of the Education Initiative. These guidelines and related evaluation reporting tools were intended to help grantees tailor projects to the foundations priorities, and help the foundation assess the impact of their diverse grant activities. The authors report on the design and pilot testing of the evaluation guidelines and reporting tools developed to support the education program of the Trust. The next section describes the impetus for developing these tools and the evaluation findings that informed their design. In the fourth section, the authors briefly describe the pilot study design and the participants. They also report findings from the pilot study. In the final section, they describe implications for use of the guidelines and tools by the Trust and other foundations. Appendices include: (1) Draft CCT Evaluation Guidelines; (2) Draft Evaluation Plan Template; and (3) Logic Model Example Adapted from BSF Grantee Model. (Contains 1 table, 7 footnotes, and 2 figures.) [This paper was written with Katie Herrem.]
Federal Education Funding: Overview of K-12 and Early Childhood Education Programs. Report to Congressional Requesters. GAO-10-51
Author: Scott, George A.
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Educational Finance,Federal Aid,Elementary Secondary Education,Early Childhood Education,Federal Programs,Program Evaluation,Federal Legislation,Surveys,Public Agencies,Preschool Education,School Readiness,Disadvantaged Youth,Special Education,Disadvantaged Schools,Child Care,Teacher Effectiveness

Over the last two decades there have been a number of efforts to catalogue and determine how much is spent on federal education programs. However, because education programs are administered by agencies throughout the federal government, and there is no standard definition of a federal education program, there currently is no single source that legislators and policymakers can refer to for an accounting of federal education programs. To address the interest in these issues, the author and his colleagues answered the following questions: (1) What is the federal expenditure on K-12 and early childhood education programs? (2) What are the characteristics of these programs? (3) To what extent have these programs completed evaluations? In summary, they reported the following findings: (1) The federal government provided an estimated $166.9 billion over the 3-year period from fiscal years 2006-2008--for an average of $55.6 billion per year--to administer 151 different federal K-12 and early childhood education programs; (2) Federal K-12 and early childhood education programs have a variety of goals, although serving disadvantaged populations was cited most frequently by survey respondents; and (3) Agencies reported that 65 of the 151 programs have completed program evaluations. In addition, of the 20 programs with the largest funding amounts, representing 90 percent of fiscal year 2006-2008 funding, 12 reported performing program evaluations, and 3 reported evaluations under way. Appendices include: (1) Briefing Slides; (2) Federal K-12 and Early Childhood Education Programs Funded in Fiscal Years 2006-2008 by Agency; (3) Federal K-12 and Early Childhood Education Programs Funded through the Recovery Act; and (4) Comments from the Department of Education. (Contains 4 footnotes.)
The Link: Connecting Juvenile Justice and Child Welfare. Volume 7, Number 4, Fall 2009/Winter 2010
Author: Williams, Meghan, Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Juvenile Justice,Child Welfare,Advisory Committees,Position Papers,Delinquency Prevention,Child Abuse,Delivery Systems,Mental Health,Substance Abuse,Disabilities,Education,Disproportionate Representation,Minority Group Children,Females,Community Involvement,Administrators,Interviews,Research,Web Sites,Guides,Youth Programs,Adolescents,Recidivism,Sanctions

This issue of "The Link" newsletter contains the following articles: (1) CWLA National Advisory Committee on Juvenile Justice Position Paper; (2) Director's Message; (3) Interview with Ed Kelley, NACJJ Chair; (4) Research on Pathways to Desistance; and (5) The Office of Juvenile Justice and Delinquency Prevention "Model Programs Guide." Individual articles contain figures, footnotes, and references. [For the Spring/Summer 2009 issue of "The Link," see ED507079.]
WWC Quick Review of the Article &quot;Impact of For-Profit and Nonprofit Management on Student Achievement: The Philadelphia Intervention, 2002-2008&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Educational Administration,Business,Nonprofit Organizations,School Districts,Urban Schools,Elementary School Students,Middle School Students,Academic Achievement,Scores,Program Effectiveness,Privatization,Comparative Analysis,Educational Research

&quot;Impact of For-Profit and Nonprofit Management on Student Achievement: The Philadelphia Intervention, 2002-2008&quot; examined whether shifting from traditional district management to management by a for-profit or nonprofit organization improves student achievement. The study analyzed data on six cohorts of elementary and middle school students (2002-03 through 2007-08) in the Philadelphia school district. The study used three approaches to estimate effects on student test scores. For two of the three approaches, the study did not present evidence on test score equivalence at baseline, which is one of the standards used by the What Works Clearinghouse (WWC) to assess validity. This quick review focuses on the approach that presents evidence on baseline test-score equivalence. The more rigorous approach contains two main analyses. The first analysis (referred to below as the &quot;District Comparison Analysis&quot;) examined data from six school years and included about 116,000 students. The second analysis (referred to below as the &quot;Matched Comparison Analysis&quot;) matched for-profit-managed schools and nonprofit-managed schools to the 30 schools under regular district management that were most similar to them based on prior test scores and student demographic composition. The District Comparison Analysis described in this report is not consistent with WWC evidence standards. The Matched Comparison Analysis described is consistent with WWC evidence standards with reservations. Details of this evaluation are provided herein. [The following study is the focus of this &quot;Quick Review&quot;: Peterson, P. E., &amp; Chingos, M. M. (2009). &quot;Impact of for-profit and nonprofit management on student achievement: The Philadelphia intervention 2002-2008&quot; (Working Paper PEPG 09-02). Cambridge, MA: Harvard University, Program on Education Policy and Governance (ED504449).]
PLATO[R] Achieve Now. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Educational Research,Elementary School Mathematics,Secondary School Mathematics,Computer Software,Computer Assisted Instruction,Mathematics Achievement,Instructional Effectiveness,Grade 6

&quot;PLATO[R] Achieve Now&quot; is a software-based curriculum for the elementary and middle school grades. Instructional content is delivered via the PlayStation Portable (PSP[R]) system, allowing students to access learning materials in various settings. Software-based assessments are used to customize individual instruction, allowing students to learn at their own pace with content appropriate for their skill level. &quot;PLATO[R] Achieve Now&quot; is aligned with the National Council of Teachers of Mathematics guidelines. The What Works Clearinghouse (WWC) reviewed 13 studies on &quot;PLATO[R] Achieve Now.&quot; One of these studies meets WWC evidence standards; the remaining 12 studies do not meet either WWC evidence standards or eligibility screens. Based on the one study, the WWC found no discernible effects for the math achievement domain. The one study is a randomized controlled trial that included 1,037 sixth-grade students in 13 schools in three districts across the United States. Based on this one study, the WWC considers the extent of evidence for &quot;PLATO[R] Achieve Now&quot; to be small for math achievement. The conclusions presented in this report may change as new research emerges. (Contains 7 footnotes.) [The following study is reviewed in this intervention report: Campuzano, L., Dynarski, M., Agodini, R., &amp; Rall, K. (2009). &quot;Effectiveness of reading and mathematics software products: Findings from two student cohorts&quot; (NCEE 2009-4041). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.]
Reflections on Equity, Adequacy and Weighted Student Funding. Working Papers Series. SAN08-04
Author: Ladd, Helen F.
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Educational Finance,Educational Equity (Finance),Financial Support,Financial Policy,Problems,Teacher Distribution,Labor Market,Educational Quality,Expenditures,Educational Facilities,Outcomes of Education,Politics of Education,Resource Allocation,Foreign Countries

Within the context of the school finance literature, the concepts of equity and adequacy raise a number of complex definitional and pragmatic issues. The purpose of this paper is to clarify those issues and to use those concepts to evaluate the recent policy proposal called Weighted Student Funding (WSF). Though WSF contains some equity-enhancing elements, it is likely to fall short of its equity goals because the weights are likely to be inappropriate and the approach fails to take full account of the concentrations of challenging-to-educate students and their effects on the distribution of teachers. In addition, the WSF proposal can be faulted for paying no attention to adequacy, potentially stigmatizing individual students, and placing so much focus on individual schools. A more complete evaluation of WSF would require a broader institutional perspective that extends beyond the equity and adequacy considerations of this article. (Contains 8 footnotes.)
A Critical Appraisal of State Level Science Exhibition
Author: Nath, Baiju K.
Date: 2007-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Science Fairs,State Programs,Science Process Skills,Scientific Attitudes,Multiple Intelligences,Social Environment,Constructivism (Learning),Student Participation

Science exhibitions are really great opportunities to students as well as teachers to disseminate knowledge that they have, and to experience a variety of new inventions and innovations that also need wide dissemination. The great significance of exhibition is that it fosters acquisition of different process skills leading to the development of multiple faculties of intelligence in a social context. In such a point of view, it shares very strong theoretical bases of Scientific Attitude, Multiple intelligence, and Social Constructivism. The main theme for the State Level &amp; National Science Exhibitions for 2007-2008 in India was &quot;Science &amp; Technology and Planet Earth&quot;. Thorough analysis of the state level science exhibition of Puducherry state of India was conducted, so as to realize its' prospects and problems. The Exhibits include Still models, Working models and Investigatory Projects. Among the projects, assessed, scientific procedure is correctly followed in very few studies; in others, assumptions and beliefs were generalized. Student involvement in projects is comparatively higher than that of models. High school section performed far better than higher secondary section in number variety and in comprehensiveness in all categories, though higher secondary also was included in the competition.
Culminating Experience Action Research Projects, Volume 9, Fall 2006
Author: McAllister, Deborah A., Ed.
Date: 2010-03-01
Type: Collected Works - General
Subjects: Action Research,Course Descriptions,Teacher Education,Graduate Students,Student Research,Research Projects,Questioning Techniques,Reading Aloud to Others,Reading Comprehension,Elementary School Mathematics,Vocabulary Development,Elementary School Students,Instructional Effectiveness,Standardized Tests,Scores,Gender Differences,Mathematics Education,Internet,Learning,Communication Skills,Interpersonal Competence,Personality Traits,Emotional Response,Secondary School Students,Tests,Formative Evaluation,Summative Evaluation,Classroom Environment,Academic Achievement,Virtual Classrooms,High Schools,Mathematics Instruction,Mathematical Applications,Kindergarten,Separation Anxiety,Metacognition,Classroom Communication,Suburban Schools,Student Journals,News Media,Mass Media Use,Student Motivation,Scientific Literacy,Biology,Science Instruction,Discussion (Teaching Technique),Classroom Techniques,Art Education,Self Concept,Ability,Art Activities,Movement Education,Middle School Students,History Instruction

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from fall semester 2006. (Individual papers contain references, figures, and tables.)
Examining the Chicago Early Childhood Teacher Pipeline. Policy Research: IERC 2010-1
Author: Klostermann, Brenda K.
Date: 2010-00-00
Type: Reports - Research
Subjects: Undergraduate Students,Early Childhood Education,Attendance Patterns,Teacher Education Programs,Preservice Teacher Education,Policy Analysis,Change Strategies,Teacher Supply and Demand,Student Characteristics,Performance Factors,Academic Persistence,Enrollment Trends,Data Analysis,Educational Research,Educational Assessment,Educational Indicators,Predictor Variables

In this study, the author and her colleagues examined the higher education pipeline of Early Childhood teachers in Chicago in order to make recommendations for strategies to increase the number of qualified Early Childhood teachers. Key findings of this study include: (1) The Chicago Early Childhood Education (ECE) pipeline for undergraduate students is slow moving due to the large percentage of Pre-candidates, many of whom are enrolled in eight or fewer semester hours; (2) Under-preparedness is one of the most significant challenges for students moving through the pipeline; (3) Undergraduate students' reasons for not being enrolled in the ECE program in Fall 2007 are related to prerequisites (including passing the Illinois Basic Skills Test) and financial issues; however, specific reasons vary depending on the group; (4) Students &quot;own desire and determination&quot; was the primary reason for Candidates and Graduated students' ability to persist in or graduate from the ECE program; (5) Students who &quot;leaked&quot; from the ECE program appear to be exploring the ECE major and are not yet committed to the field of Early Childhood teaching; (6) Large disparities exist in students' perceptions and the institutions' records of the 2007 enrollment status; and (7) Further research studies would provide details on additional factors that affect attendance patterns. Appendices include: (1) Detailed Data Tables; and (2) Examples of Support Programs. (Contains 19 tables, 15 figures, and 6 footnotes.)
The Illinois Class of 2002--An Overview: A Descriptive Summary Four Years after High School. Policy Research: IERC 2009-1
Author: Mullin, Christopher M.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Public Schools,High School Graduates,Followup Studies,Educational Trends,Enrollment Rate,Graduation Rate,Academic Persistence,Data Analysis,Enrollment Trends,Higher Education,Educational Attainment,Cohort Analysis

President Barack Obama's address to the Joint Session of Congress set forth a postsecondary education agenda focused on access and success. In Illinois, as the high school graduating Class of 2002 moves further away from their days in Illinois public education and they begin to take their place in society, trends have begun to emerge as to their participation in postsecondary education and patterns of completion. Through the use of student unit-record longitudinal data for this cohort, the authors have been able to observe and reflect on these trends. It is the authors' hope that the descriptive nature of this study provide both the foundation for action and new avenues for exploration into the enrollment and completion puzzle that is postsecondary education for the students from Illinois' K-12 system. (Contains 15 figures and 2 tables.)
The Illinois Class of 2002 and College Readiness: A Descriptive Summary Four Years after High School. Policy Research: IERC 2009-2
Author: White, Bradford R.
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Associate Degrees,Grade 11,Bachelors Degrees,Postsecondary Education,Public Schools,Followup Studies,Educational Trends,Enrollment Rate,Graduation Rate,Academic Persistence,Data Analysis,Enrollment Trends,Higher Education,Achievement Tests,Readiness,College Preparation,Educational Attainment,Student Characteristics,Grade Point Average,High School Students,Cohort Analysis,College Entrance Examinations,Correlation

In 2001, Illinois began administering the ACT (American College Testing) test to all 11th graders in Illinois public schools as part of the Prairie State Achievement Exam (PSAE). For the first time, ACT scores and background information were available for most public-school students who would be completing high school one year later, rather than just those who elected to take the test because they were expecting to apply to a postsecondary institution that asked for ACT scores. The authors refer to this cohort of public high school graduates as the Illinois Class of 2002. This report focuses on the relationships between college readiness and students' enrollment and completion patterns during the first four years of this longitudinal study, through Summer 2006. The Illinois Education Research Council (IERC) college readiness index combines information on students' ACT scores and high school grades into five levels--from not/least ready, through minimally ready, somewhat ready, more ready and most ready. Taken together, these data illustrate that more ready and most ready students from our cohort both enrolled in postsecondary education and completed certificates and degrees at higher rates than students from the somewhat, minimally, and not/least ready groups. Overall, more ready and most ready completers were more likely to complete baccalaureate degrees, while minimally and not/least ready completers were more likely to earn certificates or associate degrees. (Contains 16 figures and 2 tables.)