ethanporcaro/eric-fulltext-meta huggingface dataset:
Legislative Review. A Look at Higher Education in Week 8: February 28-March 4, 2011
Author: North Dakota University System
Date: 2011-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Medical Schools,Position Papers,Enrollment,College Athletics,Governance,Educational Legislation,State Legislation,Educational Policy,Educational Finance,Accountability,Advisory Committees,State Boards of Education,Administrative Change

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from February 28 to March 4, 2011. This Legislative Review reports that: (1) HB 1263, which deals with the UND Fighting Sioux nickname and logo, was opposed by the SBHE. Board members cited concerns, including the constitutionality of the bill, impact on the campus of delaying the transition process now underway and the potential repercussions for UND athletics. The SBHE voted to support the amended version of HB 1353 related to the UND SOMHS. The amended bill changes the composition of the medical school advisory council and revises the SOMHS mission statement. However, the board continues to support additional funding in HB 1003 for added student enrollment and residency positions. The SBHE also voiced opposition to HCR 3046, which was introduced February 23; and (2) If HCR 3046 is approved by the Legislative Assembly, an amendment to the state constitution eliminating the State Board of Higher Education, the North Dakota University System chancellor and the superintendent of public instruction would go before the people of North Dakota for a vote. Its key components and its impacts are described. A list of bills on the week nine agenda is also reported.
Legislative Review. A Look at Higher Education in Week 11: March 21-25, 2011
Author: North Dakota University System
Date: 2011-03-00
Type: Collected Works - Serial
Subjects: Higher Education,Student Financial Aid,Colleges,Legislation,Public Education,Elementary Secondary Education,Governance

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from March 21 to 25, 2011. This Legislative Review reports that: (1) HCR 3046 was heard March 23 in a joint meeting of the House Constitutional Revision and House Education Committees; (2) SCR 4017, a bill directing that Legislative Management study the feasibility and desirability of allowing school officials, including officials of higher education institutions, access to confidential juvenile file records, received a unanimous &quot;do pass&quot; recommendation, with referral to consent agenda, from House Judiciary on March 21; (3) SB 2300, a bill to create a commission on higher education funding, was heard in House Education Committee March 22; and (4) SCR 4026 was heard before the House Education Committee on March 22. Sponsored by Senator Schneider and Representative Mock, this resolution, as passed by the Senate, directs the Legislative Management Committee to consider studying campus use of companies that specialize in managing student financial aid refund. Lists of bills failed this week and bills on week twelve agenda are also reported.
Legislative Review. A Look at Higher Education in Week 10: March 14-18, 2011
Author: North Dakota University System
Date: 2011-03-00
Type: Collected Works - Serial
Subjects: Special Schools,Higher Education,Government Libraries,Adult Students,Vocational Education,Public Colleges,Educational Legislation,Economic Development,Labor Force Development,Budgets,State Legislation,Educational Policy,Educational Finance

This issue of &quot;Legislative Review&quot; takes a look at what's new in higher education from March 14-18, 2011. This Legislative Review reports that: (1) HB 1018, the Department of Commerce budget bill, was heard in Senate Appropriations March 15; (2) HB 1106 was heard in Senate Education March 14, received a 7-0 &quot;do not pass&quot; committee recommendation March 16 and failed in the Senate on a vote of 0-46 March 17; and (3) SB 2013, the Department of Public Instruction budget bill, was heard March 16 in House Appropriations, Education and Environmental Division. The bill also includes funding for the State Library, School for the Deaf and the School for the Blind. Lists of bills passed this week, bills failed this week and bills on the week eleven agenda are also reported.
Testimony of Kevin Huffman, Tennessee Commissioner of Education, before the House Committee on Education and Labor
Author: Huffman, Kevin
Date: 2011-07-27
Type: Opinion Papers
Subjects: Educational Change,Public Schools,Teacher Evaluation,Public School Teachers,State Programs

This paper presents the testimony of Kevin Huffman, Tennessee Commissioner of Education, before the House Committee on Education and Labor. He talks about the work done by the Tennessee Department of Education to improve education for the nearly 950,000 public school students in Tennessee. He starts by providing some context about his and his colleagues' work. Mr. Huffman was appointed by the newly elected governor, Bill Haslam, and has been in his position for a little under four months.  Tennessee has been working on a variety of education reforms for much longer, with broad bipartisan and community support. This coming school year--2011-12--Tennessee will launch its new statewide teacher evaluation system. He describes how it will work. As the state prepares for full state implementation of its evaluation system this year, the department is working on the challenges of both the qualitative and the quantitative components. The author describes briefly how the system works, what the challenges and critiques are, and how he and his colleagues are attempting to address those considerations. He closes with some broad thoughts based on their experience in Tennessee.
College Graduate Retention: An Initiative Planning Document for Medina, Portage, Summit, Stark and Wayne Counties. Ohio Department of Job and Family Services and Ohio Department of Development Graduate Retention Initiative
Author: Stark Education Partnership
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: College Graduates,Brain Drain,Labor Force Development,State Programs,Regional Programs,Transitional Programs,Tech Prep,Higher Education,Program Implementation,Counties

This document represents the findings of the Greater Akron and Canton Regional Chambers of Commerce under an Ohio Department of Job and Family Services and Ohio Department of Development Graduate Retention Initiative (GRI) Planning Grant. The document also includes a proposal for the implementation phase of the initiative with a geographic scope of Medina, Portage, Stark, Summit and Wayne Counties. These counties represent the places of business of the chambers' combined 3,400 member base. In order to implement the first phase of a Graduate Retention Initiative for this region, a request is being made for $64,475.00, an anticipated amount which represents funds remaining from the planning phase plus additional new dollars under the implementation phase. A major finding of this planning phase was that several informational and operational disconnects exist along the continuum from K-12 to college to work which inhibits the awareness of students and graduates of the benefits in remaining and building a career in the region and in Ohio. The proposed activities for the implementation phase of this initiative are targeted towards beginning of a process to remove such disconnects through heightened awareness, substantive marketing, and increased networking. In accomplishing these objectives, a base of partner and supporting organizations such as the Ohio College Access Network (OCAN), the Summit Education Initiative, the Stark Education Partnership, the Stark County P-16 Compact, a new College Career Directors Consortium, and an emerging consortium of Northeast Ohio Graduate Retention Initiatives, plus an implementation committee of high level business and student representatives will seek to insure the sustainability of the initiative beyond the state funding period. This document also serves an additional purpose in that findings are meant for broader distribution among stakeholders and the general public within the five county region. It is hoped that it will provide the basis for discussion, further deliberation, and decision-making. Appended are: (1) National Contacts and Consultations; (2) Persons Consulted, Interviewed, or Offering Input on the Research and Drafting of this Document; and (3) Survey and Focus Group Documents. A bibliography is included.
Changing a Culture: Toward a 30% Increase in Degree Attainment in Stark County, Ohio
Author: Stark Education Partnership
Date: 2005-11-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,High School Graduates,Counties,High Schools,Educational Attainment,Educational Improvement,Improvement Programs,Change Strategies,Educational Strategies,Educational Policy,Developmentally Appropriate Practices,Comparative Analysis,Academic Degrees

Stark County is the 7th largest county in Ohio. In 2001 the researchers formed a P-16 Compact and began looking at the accomplishment of two goals: raising the high school graduation rate and increasing the number of students going from high school to college. Then as now, it was important for them to know the context of Stark County in Ohio and in the nation. This document contains an update of the data examined in 2001. The remainder of this document focuses on the strategies used in Stark County since 2002 to raise the percentage of graduates enrolled in Ohio colleges. The State of Ohio could make policy changes that would help Stark County and perhaps all counties in Ohio reach a higher percentage of high school graduates enrolled in Ohio colleges.
Alignment: A Local High School/College Model to Eliminate Remediation
Author: Rochford, Joseph A.
Date: 2006-05-00
Type: Numerical/Quantitative Data
Subjects: Student Placement,State Colleges,Secondary School Teachers,High Schools,Governing Boards,Remedial Instruction,College Faculty,Articulation (Education),Mathematics,Language Arts,Curriculum,Benchmarking,State Standards,Achievement Tests,College Entrance Examinations

A team of faculty from both Stark State College of Technology (SSCT) and the Canton City Schools (CCS) reviewed their respective curricula opposite the Ohio Academic Content Standards, assisted by a crosswalk indicating which of those standards were measured by COMPASS/ESL a widely used college placement test. This study found that the skills needed for first year SSCT courses in math and English language arts (ELA) and the CCS coursework from 7th to 12th grade, on the basis of Ohio Academic Content Standards indicators are more closely aligned to each other than what is reflected by the COMPASS/ESL test and diagnostics measures. This project created what the researcher believes to be a viable charting and comparison measure to assist in future explorations. While the degree of alignment between CCS and SSCT courses proved to be promising and COMPASS/ESL showed to be a viable measure, this study indicates that high school teachers and college professors alike must continue to look at alignment issues together, determining what they mean to each respective institution. Findings of the Ohio Board of Regents on the efficiency of the complete academic core in eliminating high levels of remediation are also supported. (Contains 44 footnotes.) [This paper was written with Ken Brunner, Debbie Jacob-Turner, Wendy Lichtenwalter, Carol Halamsy, Connie Faust, Enyinda Onunwor and Yojana Sharma.]
A Qualitative Meta-Analysis of the Literature on Planning & Sustaining of Small Learning Communities
Author: Rochford, Joseph A.
Date: 2005-06-00
Type: Information Analyses
Subjects: Meta Analysis,Educational Research,Small Schools,High Schools,School Administration,Educational Planning,Educational Change,School Culture,Expectation,School Size,Instructional Leadership,Educational Environment,Relationship,Alignment (Education),Professional Development,Academic Standards

Over the last several years, an understanding has been developing within the literature as to those elements which can best combine to produce increased student achievement within a small school environment. Many see such elements as, relationships, standards, rigor, student engagement, and others as part of a comprehensive whole. What is not generally understood are the relationships between these elements or their relative strengths. This review seeks to establish what current prevailing constructs are reflected in the sum of much of the literature, regardless of nature, which seeks to inform the small high school movement. Findings reveal that: (1) Vision, however, does appear to be a driving force; (2) There is no generalized agreement on the size of a small high school. Size is not a major factor in the literature on planning; (3) While there is not universal reference to the role of small high schools in raising expectations, when coupled with the elements of data and results, this emerges as a substantial factor as might be imagined; (4) Fifteen of the forty sources cite the importance of focused professional development; (5) Twenty-four sources cite the importance of collaboration and consensus among teachers and to varying degrees with other constituencies to both plan and sustain small high schools; (6) Leadership is a critical element in planning and sustaining small high schools when both the elements of principal leadership and distributed leadership are viewed in tandem; (7) The literature strongly supports the notion of powerful relationships in the small high school setting; (8) Alignment to external forces is a greater concern in sustaining, rather than planning small high schools as perhaps might be expected; (9) While teachers are clearly important and relationships and achievement are major drivers in the small high schools movement, there is scant overt evidence of the design of engaging student work or the reflection on such work and student participation in its design; (10) Interestingly, the notion of preparing all students for college and offering post secondary options is more prominent in the literature on planning than sustaining; (11) The notion of management or budgetary autonomy appears in slightly less than half the sources; and (12) While the notion of preparing all students for college is present, only three sources evidence any understanding of small high schools as part of a total P-16 continuum and even then, the term is not directly used. A bibliography is included. (Contains 9 footnotes.)
Russian Loanword Adaptation in Persian; Optimal Approach
Author: Kambuziya, Aliye Kord Zafaranlu
Date: 2011-08-30
Type: Reports - Evaluative
Subjects: Phonology,Language Research,Russian,Indo European Languages,Linguistic Borrowing,Second Languages,Linguistic Theory,Vowels,Nouns,Pronunciation

In this paper we analyzed some of the phonological rules of Russian loanword adaptation in Persian, on the view of Optimal Theory (OT) (Prince & Smolensky, 1993/2004). It is the first study of phonological process on Russian loanwords adaptation in Persian. By gathering about 50 current Russian loanwords, we selected some of them to analyze. We found out that insertion, prosthesis, no palatalized consonants, no noun ending central low short vowel ["a"] are the phonological processes that occur on Russian loanwords in Persian. (Contains 4 charts, 8 tables, and 13 footnotes.)
Still in the Shadows with Their Future Uncertain. A Report on Family and Individual Needs for Disability Supports (FINDS), 2011. Summary of Key Findings and a Call to Action
Author: Anderson, Lynda
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Mental Retardation,Developmental Disabilities,Family Needs,Individual Needs,National Surveys,Inclusion,Educational Attainment,Employment,Caregivers,Community Services,Social Services,Economic Status,Costs,Budgeting,Retrenchment,Federal Aid,State Aid

In light of the fiftieth anniversary of President Kennedy's call to action back in 1961, The Arc wanted to know if people with intellectual and developmental disabilities (I/DD) are still living in the shadows. So, they launched a national online survey, Family and Individual Needs for Disability Supports (FINDS), from July 22, 2010 to October 31, 2010 to find out. The survey was widely disseminated through a variety of groups, including: the Association of University Centers on Disabilities, the American Association on Intellectual and Developmental Disabilities, the American Network of Community Options and Resources, the National Association of Councils on Developmental Disabilities, Self-Advocates Becoming Empowered, the National Council on Independent Living, Best Buddies, Easter Seals, the Autism Society of America and state and local chapters of The Arc. Families from all 50 states and DC completed surveys. Nearly 5,000 caregivers responded (4,962). The vast majority of caregiver respondents were family members (95%) who are living with their family member with disabilities (75%), and who are female (89%), Caucasian (90%) and married (75%). Additional detail regarding respondents is available in the FINDS Technical Report. The results are representative of the people who heard about the survey and responded and may not be representative of all people with disabilities and their families. This paper presents the findings from the survey. (Contains 9 endnotes.) [Funding for this paper was provided by Ecology and Environment, Inc.]
Algebraic Reasoning in the Middle Grades: A View of Student Strategies in Pictorial and Algebraic System of Equations
Author: Falcon, Raymond
Date: 2009-00-00
Type: Reports - Research
Subjects: Action Research,Grade 8,Equations (Mathematics),Algebra,Mathematics Instruction,Mathematics Skills,Thinking Skills,Remedial Instruction,Summer Schools,Middle School Students,Pretests Posttests,Instructional Effectiveness,Problem Solving,Visual Aids,High Stakes Tests

Teachers use action research in order to improve their teaching and student learning. This action research will analyze students' algebraic reasoning in finding values of variables in systems of equations pictorially and algebraically. This research will look at students solving linear systems of equations without knowing the algebraic algorithms. It will concentrate on the students' constructive learning abilities to resolve and create methods in solving linear systems of equations. The study will take a look at several questions. What strategies and methods do students use to solve for variables in a pictorial system of equations? What language do students develop in their understanding of the equation sign? Are students more successful in solving linear systems pictorially or algebraically? The participants are 8th graders in a remedial summer course from a southwest middle school. Participants were given a pre-test and a post-test to determine the amount of increase or decrease in scores.  The results show students actually decreased in scores. (Contains 4 tables and 8 figures.)
Transformative Pedagogy: From High Stake Testing to Culturally Responsive Mathematic Applications
Author: Falcon, Raymond
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Sanctions,Federal Legislation,Graduation,Grade 3,Accountability,Hispanic American Students,Minority Groups,Curriculum Development,Teaching Methods,Elementary Secondary Education,Mathematics Education

Mathematics curriculums and pedagogy do not cater to minority students. This paper will concentrate on Latina/o students with the understanding of the battle of all minorities and the poor with insensitive curriculums and un-culturalized schooling. With the No Child Left Behind Act (NCLB) law, schools must perform according to standards and levels of achievement for fear of heavy sanctions and humiliating criticisms from the community and media. We must move away from extreme amounts of pressure we place on teachers and students starting at the third grade level all the way to high school graduation. Instead, we must reform the current accountability and test driven curriculum fad to a curriculum, in particular mathematics, which is culturally sensitive to students of all races, ethnicities, creeds, and gender. This paper will introduce the transformation from accountability to culturally responsive mathematics pedagogy. A brief literature review will set up the basis for a curriculum reformation. Reasons for transformative math pedagogy will be followed by a framework of intervention of engineering, place of the teacher, and ethnomathematics. Further discussions in the paper will allow for topics of further research and implications.
Pedagogy of Latinos: From Accountability to Critical Mathematics Pedagogy
Author: Falcon, Raymond
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Caring,Mathematics Education,Federal Legislation,Schools,Testing,Academic Achievement,Educational Change,Accountability,Minority Groups,Hispanic Americans,White Students,Achievement Gap,High Stakes Tests,Literature Reviews,Student Attitudes,Educational Environment,Comparative Analysis

High stakes testing in the state of Texas creates greater achievement gaps between Latina/os and White students. With the state adopting strict guidelines for graduation, Latina/os find it difficult to stay in school and proceed to higher educational institutions. Latina/os choose to drop out of schools with curriculums which do not embrace their potential and academic ability. This paper will construct an argument for schools to provide a critical mathematics education for Latino students. High stakes testing creates curriculums which are irrelevant leaving minority students to fail. With the No Child Left Behind Act, schools are pressured to perform academically causing Latino students to become de-sensitized to schooling, learning, and their future. Schools rather should embrace a curriculum of caring, creativity, culture, language, empowerment, critical consciousness, transformative, and agency. Schools must also change the place of teachers from technicians to engineers who analyze, create, apply, assess, and reform their curriculums to better cater to minority students. Teachers are better able to provide a mathematics education which acknowledges Latino students' culture and create real life connections to their learning. This paper will discuss factors involving high stakes accountability, a literature review, need for a study, purpose, methodology, a discussion, and recommendations.
Science Competencies That Go Unassessed
Author: Gilmer, Penny J.
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Evidence,Space Sciences,State Standards,Scientific Principles,Physical Sciences,Measures (Individuals),Biological Sciences,Test Construction,Multiple Choice Tests,Middle Schools,Identification,Science Education

Present large-scale assessments require the use of item formats, such as multiple choice, that can be administered and scored efficiently. This limits competencies that can be measured by these assessments. An alternative approach to large-scale assessments is being investigated that would include the use of complex performance assessments. As part of this research, a set of essential middle-school science competencies that go unassessed by large-scale assessments was identified, based on Florida's current Sunshine State Standards. Each competency then becomes a starting point to establish observable evidence that is appropriate for determining competence and, in turn, tasks students can be asked to perform that are consistent with the needed evidence. Competencies are grouped within categories--Nature of Science, Earth and Space Science, Physical Science, and Life Science--that correspond to the four disciplinary areas used, for instance, in formulating the Common Core State Standards in science. The present paper lists and also describes the process used to identify these unassessed competencies. [Contains 1 footnote. This paper was prepared by the Center for Advancement of Learning and Assessment, Florida State University.]