ethanporcaro/eric-fulltext-meta huggingface dataset:
Navigating the Power Dynamics between Institutions and Their Communities
Author: White, Byron P.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: School Community Relationship,Group Dynamics,Power Structure,Institutional Cooperation,Community Development,Social Influences,Community Influence,Community Problems,Community Leaders,Participative Decision Making

The author's career experiences--as an impartial observer of community building, as an advocate working from within urban communities, and as a catalyst working from the outside--have given him a unique perspective into the dynamics of institutional/community engagement. &quot;Basically, they have left me with three overriding convictions. First, the collective work of citizens is essential to any hope of significant, sustained transformation of urban America. Second, institutions can be powerful enablers of such citizen leadership or they can seriously impede it. Third, the determining factor governing which role institutions will play is the nature of the power relationship that is negotiated between citizens and institutions.&quot; The author concludes that institutions cannot take the friendship of their neighboring communities for granted and they must work diligently to be considered partners; the scales of power are tilted too much in favor of the institution to presume that friendly advances are enough to lure communities into productive partnerships. Citizen leaders are not demanding a &quot;seat&quot; at the institution's table; they want to &quot;set&quot; the table. They want to influence the research that defines their communities' problems and devise the solutions right alongside the experts who march into their communities, claiming to know the answers. Partnerships between communities and institutions will continue to fail unless institutions concede that the full investment of the citizenry is essential to resolving community problems. Positioning and equipping institutional representatives to operate in a way that recognizes and responds to both confrontational and relational forms of community power--rather than trying to avoid either--are essential to finally getting it right.
Student Engagement in Law School: Enhancing Student Learning. Annual Survey Results, 2009
Author: Indiana University, Law School Survey of Student Engagement
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Feedback (Response),Legal Education (Professions),Law Students,Law Schools,School Surveys,Student Participation,Student Experience,Lawyers,Student Surveys,Learner Engagement,Ethics,Professional Development,Skill Development,College Faculty,Time Management,Student Attitudes,Teacher Student Relationship

The Law School Survey of Student Engagement (LSSSE) focuses on activities that affect learning in law school. The results in this year's survey show how law students use their time, what they think about their legal training, and what law schools can do to improve engagement and learning. The selected results reported in this study are based on responses from 26,641 law students at 82 law schools who completed LSSSE in spring 2009. The researchers also draw upon several sets of experimental questions appended to the survey for a subset of the 2009 respondents. This study features three themes: (1) "Another Look at Faculty Feedback"; (2) "Beyond the Classroom"; and (3) "Legal Education in a Changing World". Findings, both promising and disappointing, are presented. (Contains 5 tables, 7 figures, 9 resources and 4 footnotes.) [For the 2008 annual survey results, see ED506934.]
African Americans among Degree Recipients in Physics and Geoscience. Focus On
Author: Czujko, Roman
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: African American Students,College Graduates,Physics,Earth Science,Bachelors Degrees,Computer Science,Science Education,Majors (Students),Geographic Location,Gender Differences,Trend Analysis,Graduate Study,Doctoral Degrees,Racial Factors,Masters Degrees

Physics and geoscience consistently rank near the bottom among all disciplines in their ability to attract and retain African American students. Before delving into these trends, it is important to establish a context for discussing the data and their implications. African Americans comprise 12.4% of the U.S. population, but their representation is highest in the southeast and several Middle Atlantic States. African Americans are likely to attend college near where their families live. Thus, the seven states with the highest representation of African Americans among their population are the seven states with the highest representation of African Americans among their college graduates. African Americans earned 9% of all bachelor's degrees in academic year 2007-08. They were more likely than other students to major in psychology, computer science and business, earning 10 to 11% of all bachelor's degrees in those fields. Unfortunately, African Americans were far less likely than other students to major in physics and geoscience, earning a mere 2.9% and 2.1% of the bachelor's degrees awarded in those two disciplines. (Contains 6 tables and 4 figures.)
Assessing Adults with Learning Difficulties. NetNews. Volume 8, Number 3, Summer 2008
Author: Learning Disabilities Association of Minnesota
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Learning Problems,Remedial Reading,Evaluation Methods,Adult Basic Education,Adult Learning,Newsletters,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Check Lists,Disability Identification,Reading Skills,Profiles,Self Concept,Learning Strategies

Ms. K. has attended ABE (Adult Basic Education) classes for almost one year and has had significant difficulty in making progress in reading. She has passed some of the GED tests, but has struggled with others due to having insufficient time to complete them. She currently works as a teacher's aide in a daycare center. Her goal is to pass the GED and attend college. Ms. K. first began to have learning difficulties in first grade. She received speech and language services and remedial reading and math instruction during elementary school, but was not diagnosed with a learning disability until she was 16 years old. She dropped out of school soon after. She reports that her brother has also been diagnosed with learning disabilities. Ms. K. was referred to LDA Minnesota (Learning Disabilities Association of Minnesota) for assessment, to identify learning disabilities, determine productive learning strategies, and establish whether she meets criteria to request accommodations on GED tests. Does this student profile remind you of any of your students who are having difficulty progressing in one or more subject areas even after intensive instruction? Does he or she have a history of learning difficulties? If you answered yes to these questions, you may want to consider referring the student for assessment for a learning disability, Attention-Deficit/Hyperactivity Disorder, or other learning concern. This issue of "NetNews" discusses the following topics: (1) Assessing Adults with Learning Difficulties; (2) Types of Assessment Available from LDA; (3) LD/ADHD Checklist of Symptoms; (4) Assessment Components; (5) What Is ADHD & What is an LD?; (6) Common Learning Disabilities; and (7) LDA Assessment Process.
Test Bank. NetNews. Volume 8, Number 1, Winter 2008
Author: Learning Disabilities Association of Minnesota
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Informal Assessment,Adult Basic Education,Adult Students,Student Evaluation,Evaluation Methods,Tests,Reading Tests,Spelling,Writing Tests,Newsletters,Standardized Tests,English (Second Language),Literacy,Reading Skills,Writing Skills,Portfolio Assessment

Minnesota Adult Basic Education (ABE) providers are mandated to use CASAS (Comprehensive Adult Student Assessment System) Reading or Math or TABE (Tests for Adult Basic Education) Reading or Math. This issue of &quot;NetNews&quot; introduces the Test Bank: a variety of informal reading, spelling, and writing assessments available for Minnesota ABE providers to borrow or receive as a copy (if permitted). Other topics covered in this issue include: (1) What is informal assessment?; (2) How were informal assessments selected for the Test Bank?; (3) Why should I consider using informal assessment in my classroom?; (4) What informal assessments are available to borrow from the Test Bank?; (5) What informal assessments are available as reproducible copies from the Test Bank?; (6) What is the procedure for requesting informal assessments from the Test Bank?; and (7) Where can I learn more about assessment for ABE? [For Volume 7, Number 4 of &quot;NetNews,&quot; see ED498946.]
School Districts-University Partnerships: A College-Readiness Program
Author: Labas, Gladys
Date: 2010-05-03
Type: Reports - Research
Subjects: Mathematics Achievement,Outcomes of Education,Academic Achievement,School Districts,Student Development,School Holding Power,High School Students,Partnerships in Education,College School Cooperation,Public Colleges,Readiness,College Preparation,English Instruction,Mathematics Instruction,Academic Persistence,Student Placement,Remedial Instruction,Program Descriptions,Program Effectiveness,Inservice Teacher Education,Statistical Analysis

This paper reports on how ten school districts and a state university system address a state-funded college readiness program for high school student achievement in mathematics and English. It addresses in qualitative and quantitative detail: (a) the school-university partnership designed to decrease the number of high school students that require remedial coursework upon entering college; (b) the centrality of school and university faculty expertise with support systems to ensure a continuum for student learning outcomes; and (c) an evidence-based focus on student development and learning progress to meet high standards. Student development had the greatest effects on student outcome: senior students' placement at the university improved dramatically, student retention rates increased considerably, and remedial math and English classes decreased substantially. (Contains 4 tables.)
The Impact of Formal Schemata on L3 Reading Recall
Author: Salmani Nodoushan, Mohammad Ali
Date: 2010-10-01
Type: Journal Articles
Subjects: Rhetoric,English (Second Language),Language Proficiency,Second Language Learning,Recall (Psychology),Second Language Instruction,Foreign Countries,Turkish,Native Speakers,Indo European Languages,Pretests Posttests,Instructional Effectiveness,Teaching Methods,Reading Comprehension,Text Structure,Language Tests,Statistical Analysis

Rhetorical structure refers to a complex network of relationships and the way the underlying ideas are organized within a text. This study was conducted to see whether explicit instruction of descriptive and causative text organization positively affected L3 reading recall. 240 Turkish students of EFL who had Persian as their second language were assigned to two groups (experimental and control) controlled for language proficiency  with only the former receiving instruction in rhetorical organization. Comparison of pre-test and post-test written recall data showed that explicit instruction had a positive effect on L3 reading recall. It was also noted that the amount of L3 reading recall was a function of the type of rhetorical organization of reading texts. (Contains 8 tables and 2 figures.)
Indigenous Knowledge and Language: Decolonizing Culturally Relevant Pedagogy in a Mapuche Intercultural Bilingual Education Program in Chile
Author: Ortiz, Patricio R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Culturally Relevant Education,Bilingual Education Programs,Cultural Context,Social Environment,Ethnography,Foreign Countries,Bilingualism,American Indian Languages,Teacher Role,Native Language Instruction,Political Influences,Sustainability

This article illustrates how Mapuche Indigenous knowledge (Kimun) and language (Mapudungun) incorporated into an Intercultural Bilingual Education (IBE) program of a school within a Mapuche context in Chile creates decolonizing counter-hegemonic narratives as forms of culturally relevant pedagogy. Based on a six-month school ethnography, this study focuses on the role of an ancestral educator (Kimche) who, as a teacher in the IBE program, becomes an agent of Indigenous cultural and linguistic transmission as he brings Indigenous knowledge into the classroom as his main curricular objectives. Framed within the complex historical, socio-cultural and political contexts of Indigenous education in Latin America and in Chile, this article highlights the current debates about IBE inside and outside Indigenous communities, which are defining the sustainability of these programs.
The Content-based Reading Approaches (COBRA) Model in the ELL and LD Classroom
Author: Lee, Pei-Yi
Date: 2010-11-01
Type: Information Analyses
Subjects: Learning Disabilities,Reading Strategies,Second Language Learning,Educational Change,Reading Skills,Classroom Environment,English (Second Language),Content Area Reading,Teaching Methods,Academic Discourse,Academic Achievement,Prior Learning,Vocabulary Development,Reading Programs

The Content-based Reading Approaches (COBRA) framework, constructed by Heerman (2002), was made up of the instructional goals designed for reading-learning integrations in subject matter classrooms. ELL and LD students often fail to have sufficient reading skills to succeed within their different academic subjects, consequently it is important for both sets of teachers to promote such content-based reading skills, to help improve academic success within these two types of student groups. The main function of this model is that it will help English language learners (ELLs) and students with learning disabilities (LD) to have good reading skills in content-based reading in order to get into the mainstream classrooms. According to Lee's (2007) research, she provides many useful reading strategies for teaching comprehensive reading skills for both sets of students. By drawing parallels between students with learning disabilities (LD) and those from non-English backgrounds, the author hopes to equip teachers from both fields with a more diverse classroom environment.
Who Works beyond the &quot;Standard&quot; Retirement Age and Why? A National Vocational Education and Training Research and Evaluation Program Report
Author: Ryan, Chris
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Aging (Individuals),Employment Patterns,Work Life Expectancy,Public Policy,Older Workers,Education Work Relationship,Economic Factors,Quality of Working Life,Trend Analysis,Retirement,Qualifications

With life expectancy increasing, and changes to public policy aimed at encouraging older workers to stay in the workforce, the conditions under which people decide to retire have changed in recent years. This report describes the characteristics of those who continue to work beyond the age of 65. The findings show that two groups of workers, in terms of their educational qualifications, are more likely to remain working--the most and least educated--while labour force participation of those with vocational qualifications declines. Appended are: (1) Definition of variables; (2) Descriptive statistics; and (3) Multiple imputation of wages. (Contains 16 tables, 8 figures and 10 footnotes.)
Review of NCVER Building Researcher Capacity Initiative. Occasional Paper
Author: Bartram, Ashlea
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Scholarships,Researchers,Vocational Education,Educational Research,Communities of Practice,Research Needs,Cost Effectiveness,Program Evaluation,Program Effectiveness,Interviews,Content Analysis

In mid-2010 NCVER undertook a review of its building researcher capacity initiative in order to inform its direction into the future. The review found that the initiative had achieved a high profile among vocational education and training (VET) practitioners. The scholarship programs had heightened awareness about the role research can play in fostering good practice and a culture of evaluation. The review found, however, that more work needs to be done to find the best ways to encourage new VET researchers within universities. Program findings are appended. (Contains 2 tables and 3 footnotes.)
Breaking down the Barriers: Strategies to Assist Apprentices with a Learning Disability. Occasional Paper
Author: Cotton, Sandra
Date: 2010-00-00
Type: Information Analyses
Subjects: Learning Disabilities,Teaching Methods,Apprenticeships,Cognitive Style,Foreign Countries,Barriers,Vocational Education,Job Skills,Job Training,Federal Legislation,Graduation,Educational Attainment,Dropouts,Academic Accommodations (Disabilities),Program Effectiveness,Interpersonal Relationship,Mentors,Family Influence,Peer Influence,Educational Technology,Metacognition,Experiential Learning,Visual Aids,Drills (Practice),Time Factors (Learning),Holistic Approach,Printed Materials

Apprentices with a learning disability can face significant barriers to completing their training. This paper explores what these apprentices, their lecturers and disability support staff see as the most effective strategies for helping them to overcome these difficulties. Instructional approaches which accommodate students' learning styles, individual tutoring and supportive relationships were endorsed by all groups as effective. This research was undertaken by a novice researcher in the Community of Practice scholarship program, which is funded through NCVER's Building Researcher Capacity initiative. Appended are: (1) Questionnaire; and (2) Focus group questions. (Contains 4 tables and 1 figure.)
Does Support for VET Reduce Employee Churn? A Case Study in Local Government. Occasional Paper
Author: Curry, Kath
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Local Government,Data Analysis,Educational Opportunities,Researchers,Human Resources,Career Development,Case Studies,Vocational Education,Staff Development,Labor Force Development,Labor Turnover,Training Methods,Interviews,Surveys,Government Employees,Employee Attitudes,Administrator Attitudes

To what extent do local governments use vocational education and training as a staff retention strategy? Human resources personnel from a selection of councils around Australia believed that a lack of career development or training opportunities might cause an employee to leave their organisation. They had some reservations about the quality and value of VET, but planned to continue to use it for staff development as it is the most widely available option. This paper is by a novice researcher from the Community of Practice program, which is part of NCVER's Building Researcher Capacity initiatives. The research for this paper was undertaken while the author worked as National Workforce Development Advisor at Government Skills Australia. The paper investigates the extent to which local government councils offer vocational education and training as a strategy to retain their employees. The study comprised interviews with key human resource personnel in 14 councils around Australia, as well as an analysis of council records on staff training and turnover. Appended are: (1) Interview questions; and (2) Turnover data analysis by council. (Contains 9 tables and 10 footnotes.)
The Productivity Push: System-Wide Reform Allows Arizona to Serve More Students. Lumina Foundation Focus[TM]. Summer 2010
Author: Giegerich, Steve
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Credentials,Student Needs,Higher Education,Career Planning,Educational Finance,Financial Support,Grants,Graduation Rate,Educational Attainment,Academic Degrees,Academic Advising,Educational Change,Productivity,College Students

Today, the United States spends about twice as much on higher education as the average developed nation, but many other countries are doing a better job of graduating more students at substantially lower expense. To provide more high-quality degrees and credentials at lower cost, colleges and universities must become high-performing institutions. They must contain costs and reallocate their resources to programs that help more students succeed. Arizona--the subject of this issue of &quot;Lumina Foundation Focus&quot; magazine--is one of seven states seeking to get back on track. It is using a four-year, $1.5 million Lumina grant to scale up the state's range of &quot;no-frills&quot; bachelor's degrees to meet local and student needs, including joint community college/university programs, university centers and baccalaureate campuses in high-demand areas. The state is also designing and implementing a new student-level funding model that rewards campuses for student progress and degree completion. In addition, Arizona is making its higher education system more student-centered through improved advising and career planning, development of more seamless pathways to two- and four-year postsecondary opportunities, and better tracking of student success. In short, the Arizona experience offers important lessons--lessons that this issue of &quot;Focus&quot; is meant to share.
Lumina Foundation for Education 2009 Annual Report: A Capital Investment
Author: Brennan, Patricia L.
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Higher Education,Role of Education,Outcomes of Education,Human Capital,Education Work Relationship,Knowledge Management,Economic Factors,Global Approach,Philanthropic Foundations,Institutional Mission,Credentials,Annual Reports,Strategic Planning,Futures (of Society),College Preparation,Success,Productivity,Holistic Approach

Today's students--as exemplified by the three inspiring people on this report--are a remarkably diverse group with unlimited potential. America is home to tens of millions of these 21st century students, and their success is vital to the nation's future. For the United States to thrive in the rapidly changing global economy, the full potential of these 21st century students must be realized. And that means the American system of higher education must increase its productivity. It must become a flexible and efficient engine for creating the most important resource it will ever produce: human capital. The individuals at Lumina Foundation have committed themselves to that end by establishing a specific, ambitious national goal. Their Big Goal is this: By 2025, they want 60 percent of Americans to hold high-quality postsecondary degrees or credentials. This 2009 report tracks Lumina's early progress in the effort to reach that goal. Their work is focused in three critical areas: helping prospective students be fully prepared for college, ensuring that more of those who enroll actually succeed and reach their goals, and helping colleges and universities be more productive so they serve more students. This report introduces a few of the people who inspire that work and truly make it matter.