ethanporcaro/eric-fulltext-meta huggingface dataset:
What Works Clearinghouse Quick Review of the Report &quot;Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Middle School Teachers,Mathematics Teachers,Grade 7,Faculty Development,Program Effectiveness,Teacher Characteristics,Middle School Students,Urban Schools,Mathematics Achievement,Numbers,Outcomes of Education,Comparative Analysis,Educational Research

The study examined whether a professional development program for seventh grade mathematics teachers improved the teachers' knowledge of rational number topics and the performance of their students on a rational number test. Before the first year of the program, schools within districts were randomly assigned to either a treatment group that offered the professional development program in rational number topics to all seventh grade mathematics teachers or to a control group that did not offer the program. The study analyzed data collected at the end of the second year of implementation of the professional development program. Eighty-nine teachers and about 2,100 students from 39 schools in six largely urban school districts were included. An additional six school districts participated in a study of the first year of the program but were dropped from the study during the second year because of resource constraints. The study measured teacher knowledge and student achievement with rational numbers tests developed specifically for this study. It assessed the effectiveness of the professional development program by comparing outcomes of teachers and students at treatment schools with outcomes of teachers and students at control schools. The study found no statistically significant difference in teacher knowledge of rational numbers or student achievement between treatment and control schools. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards. [The following study is reviewed in this What Works Clearinghouse Quick Review: &quot;Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024&quot; (ED519922).]
Information Literacy: A Story of Collaboration and Cooperation between the Writing Program Coordinator and Colleagues 2003-2010
Author: Corso, Gail S.
Date: 2010-07-16
Type: Reports - Descriptive
Subjects: Information Literacy,Librarian Teacher Cooperation,College Faculty,Coordinators,College Curriculum,Integrated Curriculum,Curriculum Development,Writing Instruction,Outcomes of Education,Barriers,Faculty Development

This narrative describes collaboration among librarians, writing program coordinator, and professors on an information literacy task force. Their attempts to infuse the University's curriculum with information literacy are described. Authors define the term, explain its history with three professional organizations, and describe processes for engaging the faculty in grasping the range to ACRL [Association of College and Research Libraries] Standards, performance indicators, and outcomes. Authors show how mapping outcomes may be foundational for designing curriculum in response to the needs of learners and educators amidst constantly evolving systems. Collaborative efforts at integrating IL [Information Literacy] workshops into Core writing courses are described. In a culture of evolving digital literacy, infusing IL skills at points of need, and developing accessible guides about using resources in evolving systems are described. The following are appended: (1) Writing Across the Curriculum Survey Administered Electronically through the University's System in Spring 2010; (2) Information Literacy Learning Outcomes, Pedagogy, Assessment &amp; Standards by Course: English 101 and English 102 in AY 2009-2010; (3) 2009-2010 Feature Analysis Rubric for Analytic Writing; (4) Scoring Guide for Writing Samples 2010-2011: Assessing Writing for Overall Quality and for Isolated Features; (5) Screen Capture of Online LibGuides 2009-2010; and (6) Screen Capture of LibGuide for EfolioPA 2009-2010. (Contains 1 footnote and 2 figures.)
Minnesota Measures: 2011 Report on Higher Education Performance
Author: Djurovich, Alexandra
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Loan Default,Program Effectiveness,Trend Analysis,Student Financial Aid,Student Costs,State Standards,Educational Indicators,Academic Persistence,Goal Orientation,Educational Policy,Educational Improvement,Research and Development,College Preparation,Outcomes of Education,Tuition,Academic Degrees,Graduation Rate,Academic Achievement,Learner Engagement,Online Courses,Educational Attainment,College Readiness,Employment Opportunities

The 2011 edition of &quot;Minnesota Measures: Report on Higher Education Performance&quot; reflects a new approach to reporting on the effectiveness of postsecondary education within the state. The report covers key measures of postsecondary effectiveness as in the previous three editions of the report but is grounded in the students' experience with a revised report structure, increased trend analysis, and additional context for the indicators. Future editions will also include an issue-focused essay that utilizes the data within the report with expanded context. The report is grounded in the students' experience moving through postsecondary education and falls into three major sections: Preparing for and Entering College, During College, and Outcomes of College. The Preparing for and Entering College section covers students' readiness for postsecondary education and information on where and how they enroll, what kind of financial support they receive, and what kinds of costs they face as beginning postsecondary students. The During College section details students' programs of study; whether they stay enrolled, transfer, or leave college; information on how students meet the costs of attendance through aid, work, and loans; and measures of their learning and engagement during their postsecondary education. The Outcomes of College section addresses how many students graduate from college, what kinds of employment they attain, how ready they are for further academic and professional study, their success in pursuing licensure and certification, and their loan burden and loan default rates. Each section has a brief overview with key findings, and each chapter leads with bulleted highlights. Appended are: (1) Definitions and Terms Used in the Report; and (2) Data Sources Used in the Report. Individual sections contain footnotes.
Intervention for College Attendance Program: 2009-2010 Report
Author: Walters, Nancy
Date: 2011-01-18
Type: Reports - Descriptive
Subjects: Higher Education,Intervention,College Preparation,Enrichment Activities,Course Selection (Students),Student Participation,Graduation,Parent Participation,College Attendance,Parent School Relationship,High Schools,Grants,Colleges,High School Students,Middle School Students,Tutoring,Tutors,Summer Programs,Career Exploration,Career Awareness,Program Effectiveness,Educational Finance,College Students,Student Recruitment,Test Preparation,Career Planning,College Entrance Examinations,Academic Persistence,School Holding Power,Disproportionate Representation,Counseling,Mentors,English (Second Language),English Language Learners,School Orientation,College Admission,Student Financial Aid,Financial Support,College Readiness

This report provides information on the outcomes of the Intervention for College Attendance Program, a program of competitive grants awarded to postsecondary institutions, professional organizations and community-based organizations. Funded programs focus on increasing the access and success of groups traditionally underrepresented in higher education by strengthening their preparation and aptitude for postsecondary success. The governing state statute indicates the program is to: &quot;award grants to foster postsecondary attendance and retention by providing outreach services to historically underserved students in grades six through 12 and historically underrepresented college students. Grants must be awarded to programs that provide precollege services, including, but not limited to: (1) academic counseling; (2) mentoring; (3) fostering and improving parental involvement in planning for and facilitating a college education; (4) services for students with English as a second language; (5) academic enrichment activities; (6) tutoring; (7) career awareness and exploration; (8) orientation to college life; (9) assistance with high school course selection and information about college admission requirements; and (10) financial aid counseling.&quot; (Minnesota Statutes 136A.861). The statute indicates that by January 15 of each odd-numbered year, the Minnesota Office of Higher Education shall submit a report to the committees in the Legislature with jurisdiction over higher education finance regarding the grant recipients and their activities. This report provides the requested information on ICAP activity from the 2008-09 biennium and for the first year of ICAP activity for the 2009-10 biennium. Appendices include: (1) ICAP Project Map 2010-2011 Biennium; (2) Report Requirements; (3) ICAP Matching Revenue Sources for Fiscal Years 2009 and 2010; (4) Student Participation in the College Access Program; (5) Project Impact on High School Graduation and College Participation; and (6) College Readiness and Retention Indicators and ICAP Project Activities and Outcomes.
Welding Technology. Program CIP: 48.0508 - WELDING
Author: Ferguson, Doug
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Welding,Educational Technology,Teaching Methods,Vocational Education,Secondary School Curriculum,Educational Policy,State Regulation,State Legislation,Federal Legislation,Standards,College Readiness,Educational Strategies,Building Trades,Construction Industry,State Curriculum Guides,Certification,Competency Based Education,Student Evaluation,Course Descriptions,Units of Study,Check Lists,Scoring Rubrics,Worksheets,Equipment,Technical Occupations,Active Learning,Industry,Technological Literacy,Teacher Certification,Vocational Education Teachers

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Welding is an instructional program that prepares students for employment or continued education in the occupations of the welding field. The curriculum framework for this program was developed in partnership with the Mississippi Construction Education Foundation (MCEF). MCEF is the accredited sponsor for the National Center for Construction Education and Research (NCCER). Appended are: (1) 21st Century Skills Standards; (2) Mississippi Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. A list of references is provided for each unit.
Information Technology. Program CIP: 11.0101 Computer Technology/Computer Systems Technology
Author: Agee, Kelly, Ed.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Information Technology,Educational Technology,Teaching Methods,Computer Science Education,Computers,Computer Networks,Computer System Design,Technical Support,Vocational Education,Secondary School Curriculum,Educational Policy,State Regulation,State Legislation,Federal Legislation,Standards,College Readiness,Educational Strategies,State Curriculum Guides,Certification,Competency Based Education,Student Evaluation,Course Descriptions,Units of Study,Check Lists,Scoring Rubrics,Worksheets,Technical Occupations,Active Learning,Industry

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Appended are: (1) 21st Century Skills Standards; (2) MS Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. Individual units contain references.
Health Sciences. Program CIP: 51.0000
Author: Murdock, Ashleigh, Ed.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Allied Health Occupations Education,Courses,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,College Readiness,Scoring Rubrics,Check Lists

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Health Sciences is a pathway of courses for students in the Health Sciences career cluster. The Health Sciences pathway includes classroom and hands-on experiences that will provide students with an overview of the health-care field as outlined in the States' Career Clusters Health Science Cluster and the National Consortium on Health Science and Technology Education as well as begin to prepare students for careers in occupations predicted to have a high number of available jobs in the next 10 years including registered nurses, nurse aides, practical nurses, and home health aides. Appended are: (1) 21st Century Skills Standards; (2) Mississippi Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. A list of suggested references is provided for each unit.
Engineering. Program CIP: 14.1901
Author: Agee, Kelly, Ed.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Engineering Education,Courses,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,College Readiness,Technological Literacy,Scoring Rubrics,Check Lists,Federal Legislation,Educational Legislation,State Legislation

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Engineering is a program in pre-engineering for high school students. The purpose of the program is to provide students with expanded knowledge of the use of technological skills and to enable them to solve problems by applying knowledge in a technological context. The program is designed to provide students with hands-on experiences related to the application of engineering concepts in the workplace. Students will develop academic and technical skills, 21st century skills, and human relations competencies that accompany technical skills for job success and lifelong learning. Students who complete the program will be better prepared to enter and succeed in engineering programs offered by Mississippi community and junior colleges and institutions of higher education. Appended are: (1) 21st Century Skills Standards; (2) Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. A list of references is provided for each unit.
Marketing. Program CIP: Marketing: 52.1801
Author: Murdock, Ashleigh Barbee, Ed.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Business Education,Marketing,Courses,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,College Readiness,Technological Literacy,Scoring Rubrics,Check Lists,Federal Legislation,Educational Legislation,State Legislation,State Standards

Secondary career-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). The Marketing program provides instruction in basic marketing skills. Courses in the program provide a foundation of skills and knowledge related to basic principles of marketing, related economic fundamentals, marketing planning, and sales and distribution. Instruction is also provided on specialized topics related to fashion marketing, international marketing, and sports, special events, and entertainment marketing. This document was developed according to national standards for marketing education, as prepared by the National Marketing Education Resource Center, 2000; the National Educational Technology Standards for Students (NETS), 2000-02, developed by the International Society for Technology in Education (ISTE); and the 21st Century Skills Standards. Appended are: (1) Suggested Rubrics and Checklist; (2) 21st Century Skills Standards; (3) Mississippi Academic Standards; (4) ACT College Readiness Standards; (5) National Industry Standards; and (6) National Educational Technology Standards for Students. A list of references is provided for each unit. (Contains 3 footnotes.)
Management. Program CIP: Business Management: 52.0204
Author: Murdock, Ashleigh Barbee, Ed.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Business Education,Courses,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,College Readiness,Scoring Rubrics,Check Lists,Technological Literacy,Federal Legislation,Educational Legislation,State Legislation,State Standards

Secondary career-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Business Management is a 2-year program for students in the Business: Management, Marketing, and Technology Pathway. The program is designed to prepare students for careers or continuing education in management or entrepreneurship and was written to incorporate the Business Administration Core Standards published by the Marketing Education Resource Center. Appended are: (1) Suggested Rubrics and Checklist; (2) 21st Century Skills Standards; (3) Mississippi Academic Standards; (4) ACT College Readiness Standards; (5) National Industry Standards; and (6) National Educational Technology Standards for Students. A list of references is provided for each unit. (Contains 5 footnotes.)