ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Equity in Science Education
Author: Hall, Johanna R.
Date: 2011-06-00
Type: Reports - Research
Subjects: Females,Classroom Environment,Sex Fairness,Science Education,Equal Education,Gender Bias,Literature Reviews,Cooperative Learning,Inquiry,Empowerment,Teaching Methods,Womens Education,Intervention,Gender Issues,Change Strategies,Teacher Education Programs,Faculty Development

The dearth of females in high-level science courses and professions is a well-documented  phenomenon in modern society. Inequality in science instruction is a crucial component  to the under representation of females in science. This paper provides a review of current  literature published concerning gender inequality in K-12 science instruction. The existing literature suggests that the competitive nature of traditional science classrooms and the view of science as a male field of study inhibit female scientific performance. In an effort to provide educators with guidance in creating a gender equitable science classroom, this paper documents methods, such as creating a collaborative learning environment and increasing inquiry-based opportunities, which effectively counteract the disempowerment of females in science. Identifying aspects that disempower and empower females in K-12 science classrooms should provide a context for creating improvement in the gender equity of science instruction. A Conceptual Model for Building Spatial Visualization in Girls is appended.
Connecting Minds: Emergence of a Future Bent, Writing/Thinking Intensive Psychology Course. Occasional Paper #10
Author: Fluellen, J. E., Jr.
Date: 2011-06-28
Type: Reports - Descriptive
Subjects: Institutes (Training Programs),Summer Programs,Learning Theories,Models,Participant Observation,Curriculum Design,Academic Standards,Change Agents,Instruction,Delivery Systems,Charter Schools,Theory Practice Relationship,Synthesis,Psychology,Grade 10

How might students engage mindful learning? How might the professor engage mindful teaching? Both questions derived from fieldnotes a participant observer had created for the Future of Learning 2010 Summer Institute (Harvard Graduate School of Education) and the Tests and Measurements course, fall 2010 at Edward Waters College (EWC). Additionally, with an eye on the inquiry set, a participant observer designed a new Theories of Learning course--one that embodied research based practice. The new EWC course used Jerry Fluellen's power teaching prototype for the design, delivery and assessment of instruction. Students encountered daily writing to learn activities and thinking routines. They examined disciplinary ideas including Ellen Langer's landmark mindfulness theory applied to learning and mind brain education as a new direction in theories of learning. In the final project, they became young scholars presenting power point slide shows about the Barack and Michelle Obama Charter School of Tomorrow. They completed a GRE-like final examination of writing and thinking. Evidence of mindful learning and teaching emerged. (Includes a bibliography.)
Youth as Media Art Designers: Workshops for Creative Coding
Author: Peppler, Kylie A.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Urban Youth,Creative Activities,Mass Media Use,Art Expression,Color,Computer Software,Workshops,Programming

We describe our efforts to bring media arts into design work with the goals to introduce new expressive forms in programming to urban youth. We're presenting the findings from a series of workshops organized together with professional media artists that focused on immersion, interaction, color and perspective using Scratch, a media-rich programming environment. Our findings illustrate that a focused introduction of these features can be easily accomplished and help young designers to become more sophisticated in their creative expression. In the discussion we outline suggestions for activity and theme designs for future workshops. [The work reported in this paper was supported in part by grants from the UCLA Center for Community Partnerships and the MIT Media Lab.] (Contains 1 figure.)
BeeSign: Designing to Support Mediated Group Inquiry of Complex Science by Early Elementary Students
Author: Danish, Joshua A.
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Young Children,Scientific Concepts,Entomology,Inquiry,Computer Software,Systems Approach,Grade 1,Grade 2,Student Motivation,Technology Uses in Education,Bulletin Boards,Visual Aids,Educational Equipment,Educational Technology,Scaffolding (Teaching Technique)

All too often, designers assume that complex science and cycles of inquiry are beyond the capabilities of young children (5-8 years old). However, with carefully designed mediators, we argue that such concepts are well within their grasp. In this paper we describe two design iterations of the BeeSign simulation software that was designed to help young children learn about how honeybees collect nectar from a complex systems perspective. We summarize findings from two studies that suggest that this design has been successful in teaching and motivating these young children and demonstrates how activity theory can guide design. (Contains 2 figures.)
Building Tunes Block by Block: Constructing Musical and Cross-Cultural Understanding through Impromptu
Author: Downton, Michael P.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Music Education,Musical Composition,Computer Uses in Education,Concept Teaching,Constructivism (Learning),Learning Processes,Sociocultural Patterns,Cultural Awareness,Cultural Differences,Cultural Pluralism,Sequential Learning,Music Activities

Using a constructionist framework in music, specifically through an emphasis on composition, is revolutionizing the field of music and education by bridging the gap between the novice and professional. Much of the research has been spearheaded by Jeanne Bamberger and others, who noted the computer's potential to highlight what it means to be a composer and facilitating those with no musical background to express their musical 'intuitions' through the use of the computer (Bamberger, 1972, 1975a, 1975b, 1991). Her close work with Seymour Papert at MIT allowed her to develop MusicLOGO and &quot;Impromptu&quot;, which allows users to manipulate small blocks of melodic and rhythmic patterns, employing mathematical ratios, finding that people with little to no training in music, knew more than they could verbalize. Through their active constructions of tunes, they were building and developing intuitions about music. Despite her work and the work of other leading scholars in the field, constructionism is still a framework largely overlooked and understudied in the field of music education. However, music, specifically composition, is well aligned with the major tenets of constructionism and there is little known about how learners form a social, cultural, and historic identity through music composition. This is now an apt time to investigate how we can begin to use these tools to study how the sociocultural context changes learners' intuitions about music. The current study investigated how children develop musical understanding through cross-cultural activities composing music. 60 youth, equally divided, from the United States and Israel ranging from 8 to 12 years of age, reconstructed familiar and unfamiliar tunes, remixed tunes, and composed their own music using &quot;Impromptu&quot;. Each exercise built upon itself to help youth gain a better understanding of important musical concepts and allowed us to better understand what youth know about music from their own culture as well as others through their active construction of music compositions. Data is currently being triangulated (Lincoln &amp; Guba, 1985) using three qualitative data sources, including artifact (music composition) analysis, reflections of artifacts, and discussions of shared music compositions. Preliminary findings suggest that through the active construction and reconstruction of tunes, youth refined their intuitive musical understanding as well as becoming more aware of the cultural differences reflected in other styles of music.
Improving Quality of Elementary Music Programs through Common Curriculum
Author: Edele, Cameron
Date: 2011-06-28
Type: Reports - Research
Subjects: Elementary Education,Kindergarten,Grade 3,Grade 4,Grade 5,Grade 6,Music Education,Program Development,Teacher Surveys,Questionnaires,Interviews,Educational Improvement,Music,Quality Control,Standards

Developing a music program based on quality curriculum is the key to success. The purpose of my research was to explore whether teachers used curriculum for quality control in an Elementary music program. Using student questionnaires, teacher interviews, and teacher observations I found that the music curriculum in each school was different. There were no similarities in lesson plans and methods which is detrimental to the quality of a music program. (Contains 5 figures and 3 tables.)
SAT Benchmarks: Development of a College Readiness Benchmark and Its Relationship to Secondary and Postsecondary School Performance. Research Report 2011-5
Author: Wyatt, Jeffrey
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Benchmarking,High School Students,Readiness,College Students,Academic Achievement,Enrollment,Student Characteristics,School Holding Power

The current study was part of an ongoing effort at the College Board to establish college readiness benchmarks on the SAT[R], PSAT/NMSQT[R], and ReadiStep[TM] as well as to provide schools, districts, and states with a view of their students' college readiness. College readiness benchmarks were established based on SAT performance, using a sample of approximately 68,000 students across 110 four-year institutions. The college readiness benchmark was calculated as the SAT score associated with a 65 percent probability of earning a first-year GPA of 2.67 (B-) or higher. The SAT benchmark determined in this study was 1550 for the composite. Individual benchmark scores were also calculated for the critical reading, mathematics, and writing sections to provide indicators of student proficiency in each of these subjects, resulting in a benchmark score of 500 on each section. Once the benchmark scores were obtained, a series of analyses were conducted to establish the validity of the benchmarks for indicating college readiness. These analyses examined the relationship between college readiness benchmark attainment and high school academic performance measures (curriculum, HSGPA, and AP performance), along with college indicators including enrollment, FYGPA, and retention. The results showed that students meeting the benchmark are more likely to enroll in college; return for their second and third years of college; earn higher grades in both high school and college; and are more likely to have taken a core curriculum as well as more rigorous courses in high school than those not meeting the benchmark. Appended are: (1) Comparison of Sample 1 to Population of Four-Year Institutions by Key Variables: Variable, Class, Population, Sample, Sample N; (2) Percent of the 2010 Cohort (Sample 3) Meeting the SAT Benchmark by Academic Rigor Index (ARI); (3) Student Performance on English Advanced Placement (AP) Exams for Those Meeting and Not Meeting the SAT-CR Benchmark; (4) Student Performance on English Advanced Placement (AP) Exams for Those Meeting and Not Meeting the SAT-W Benchmark; and (5) Student Performance on Mathematics Advanced Placement (AP) Exams for Those Meeting and Not Meeting the SAT-M Benchmark. (Contains 5 figures and 6 tables.)
U.S. Bureau of Indian Affairs, Bureau-Wide Annual Report Card 2008-2009
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Report Cards,Graduation Rate,Dropout Rate,American Indians,Average Daily Attendance,Enrollment Trends,Attendance Patterns,Academic Achievement,Teacher Qualifications,American Indian Education,Special Education,Gender Differences,Limited English Speaking,At Risk Students,Language Arts,Reading Achievement,Mathematics Achievement,Principals,Paraprofessional School Personnel

This paper presents the U.S. Bureau of Indian Affairs' Bureau-Wide Annual Report Card for 2008-2009. This report, covering 186 schools provides data tables on: (1) Enrollment; (2) Average Daily Attendance Rate, Graduation Rate and Dropout Rate; (3) Student Achievement; and (4) High Quality Teachers.
School Health Assessment of Bureau of Indian Education Schools in New Mexico
Date: 2008-10-00
Type: Numerical/Quantitative Data
Subjects: American Indian Education,School Health Services,Health Facilities,School Personnel,Health Personnel,Cooperation,Mental Health Programs,Health Education,Immunization Programs,Boarding Schools,Day Schools,Student Records,Family School Relationship,School Community Relationship,Student School Relationship,Emergency Programs,Health Needs

An assessment of school health programs, policies and practices in the Bureau of Indian Education (BIE) schools was initiated because of concerns by Native American serving providers and advocates that American Indian youth have limited access to school health services, and because there is increasing national and state momentum with respect to health disparities and inconsistency in school health programs. A telephone survey was developed and administered to BIE principals or their designees between October 2006 and April 2007. Thirty-nine (95%) of the schools participated. Domains assessed included health facilities; school health staffing and collaboration; behavioral/mental health services; health education; student, family and community engagement; school health records; immunization; procedures for student medication and management; acute care management; and care of medically complex and medically fragile students. Special analyses were conducted comparing boarding and day schools, and BIE-operated and BIE grant schools. The report provides a summary of demographic information on the BIE schools in New Mexico. This is followed by the section describing data obtained in each of the domains structured to provide: (1) A description of each domain; (2) School health guidelines and standards established by national organizations; (3) A summary of the data; and (4) Key findings. The report concludes with the following sections: (1) A comparative analysis of school health services that examines: (a) BIE- operated schools vs. BIE grant schools (b) Boarding schools vs. day schools and (c) Student population; (2) Perspectives from interviewees regarding their school's strengths and unmet needs regarding school health services and programs; (3) A discussion of the &quot;main themes&quot; that emerged from analysis of the BIE School Health Assessment data; (4) Recommendations for the BIE and for state agencies that may have resources to contribute to BIE schools for school health programs; and (5) Appendices which provide more detailed information. Appendices include: (1) School Health Staffing and Collaboration; (2) Behavioral and Mental Health Staffing and Collaboration; (3) Health Education; (4) Student Health Records; (5) Immunizations/Procedures for Student Medication Administration; (6) Summary of Main Themes and Key Findings; (7) Healthy People 2010; and (8) References.
US Bureau of Indian Education, Division of Performance and Accountability School Report Cards, SY 2009-2010
Author: Bureau of Indian Education
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: American Indian Education,Enrollment,Graduation Rate,Dropout Rate,Average Daily Attendance,Teacher Effectiveness,Mathematics Achievement,Science Achievement,Reading Achievement,Language Arts,Elementary Secondary Education

This document presents the Indian School Report Cards for School Year 2009-2010. Data tables for each school are presented according to: (1) Enrollment; (2) Average Daily Attendance Rate, Graduation Rate and Dropout Rate; (3) Student Achievement; and (4) High Quality Teachers. [For the 2008-2009 report, see ED521186.]
Majority of States Report Decline in Support for Library Services. Research Brief Number 3
Author: Henderson, Everett
Date: 2011-04-00
Type: Reports - Research
Subjects: Government Libraries,Library Services,Shared Resources and Services,Federal Legislation,Library Role,Libraries,Surveys,Budgets,Library Development,Librarians,Library Materials,Partnerships in Education,Librarian Teacher Cooperation,Library Administration,Full Time Equivalency,Library Personnel

For over a half a century, State Library Administrative Agencies (SLAAs) have played a key role in the development and delivery of library services in the United States. While the organization and responsibilities of these agencies vary from state to state, they have two things in common: state-level planning for library services and administration of federal Library Services and Technology Act funds. These agencies bolster learning opportunities in their states, improve library services with cutting edge technologies and resources, and encourage resource sharing among all types of libraries across the state. Results from the most recent State Library Agency Survey (fiscal year [FY] 2009), which was released in March of 2010, paint a stark picture of the budget and staffing realities faced by these agencies. Overall, budgets were reduced by 2.6 percent and staff cut by 6.7 percent from the previous year. This represents a particularly significant and sudden reduction in staff and revenues for many state agencies. This brief is intended to provide policymakers at the local, state, and federal level with a detailed look at the current budget situation and its impact on library services and to share some strategies that individual states are pursuing to adjust to the new fiscal reality. (Contains 4 figures and 9 footnotes.)
Program Management Collection. "LINCS" Resource Collection News
Author: Literacy Information and Communication System (LINCS)
Date: 2011-06-00
Type: Reference Materials - Bibliographies
Subjects: Program Improvement,Learning Disabilities,Family Literacy,Reading Difficulties,Dyslexia,Standardized Tests,Professional Development,Adults,Adult Education,Adult Basic Education,Community Colleges,Higher Education,Two Year Colleges,Intervention

This edition of "'LINCS' Resource Collection News" features the Program Management Collection, which covers the topics of Assessment, Learning Disabilities, and Program Improvement. Each month Collections News features one of the three "LINCS" (Literacy Information and Communication System) Resource Collections--Basic Skills, Program Management, and Workforce Competitiveness--and introduces research-based resources that readers can use in their adult and family literacy programs and classrooms.
Who's in the Queue? A Demographic Analysis of Public Access Computer Users and Uses in U.S. Public Libraries. Research Brief Number 4
Author: Manjarrez, Carlos A.
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Access to Information,Computers,Public Libraries,Internet,Online Catalogs,Users (Information),Computer Uses in Education,Access to Computers,Comparative Analysis,Data,Information Technology

Over the past decade, policy discussions about public access computing in libraries have focused on the role that these institutions play in bridging the digital divide. In these discussions, public access computing services are generally targeted at individuals who either cannot afford a computer and Internet access, or have never received formal computer instruction and lack the basic computing skills necessary for full digital citizenship. This brief takes a closer look at the demographic characteristics of the public access users. In the first part of the analysis, the authors compare data collected for the U.S. Impact Study with data from the &quot;Current Population Survey&quot; (CPS) collected in the same year. The purpose of this analysis is to identify who uses public access computers and determine whether or not they differ systematically from the general population. The next section examines how people are using computer resources in libraries and explores how demographic characteristics affect the type of information they access. The final section summarizes the findings in light of national information policy initiatives. (Contains 5 figures, 2 tables and 11 footnotes.)
Navigator. Volume 45, Number 3, Spring 2009
Author: National Science Education Leadership Association
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Recognition (Achievement),Science Teachers,Professional Development,Leadership,Science Education,Newsletters,Summer Programs,Leadership Training,Teacher Role,Online Courses,Conferences (Gatherings),Faculty Development,Classification,Safety

The National Science Education Leadership Association (NSELA) was formed in 1959 to meet a need to develop science education leadership for K-16 school systems. "Navigator" is published by NSELA to provide the latest NSELA events. This issue of "Navigator" includes the following items: (1) A Message from the President (Brenda Wojnowski); (2) NSELA Award Winners; (3) NSTA Award Winners; (4) 2009 NSELA Summer Leadership Institute; (5) Safe Science: Be Protected. Global Harmonization: A Critical Role For Science Teachers! (Ken Roy); (6) Tech Support: Online Personal Learning Networks (Beth Snoke Harris); (7) Session Proposals Are Requested for the NSELA 2010 PDI; (8) Regional News; (9) NSELA Professional Development Institute in New Orleans; (10) Meet Your New Board Members; (11) Become More Active In NSELA: Run for an NSELA Position; and (12) ICASE News. (Individual articles contain references.)
Workforce Competitiveness Collection. &quot;LINCS&quot; Resource Collection News
Author: Literacy Information and Communication System (LINCS)
Date: 2011-05-00
Type: Reference Materials - Bibliographies
Subjects: Family Literacy,English (Second Language),Language Acquisition,Labor Force,Literacy,Adults,Adult Education,Reading,Information Technology

This edition of &quot;'LINCS' Resource Collection News&quot; features the Workforce Competitiveness Collection, covering the topics of workforce education, English language acquisition, and technology. Each month Collections News features one of the three &quot;LINCS&quot; (Literacy Information and Communication System) Resource Collections--Basic Skills, Program Management, and Workforce Competitiveness--and introduces research-based resources that readers can use in their adult and family literacy programs and classrooms.
Navigator. Volume 45, Number 2, Winter 2009
Author: National Science Education Leadership Association.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Conferences (Gatherings),School Safety,After School Programs,Position Papers,Leadership,Science Education,Newsletters,Access to Information,Internet,Computer Uses in Education,Safety,Informal Education,Cancer,At Risk Persons,Prevention,Teacher Role,Health Promotion,Teacher Collaboration

The National Science Education Leadership Association (NSELA) was formed in 1959 to meet a need to develop science education leadership for K-16 school systems. "Navigator" is published by NSELA to provide the latest NSELA events. This issue of "Navigator" contains the following reports: (1) A Message from the President: Creating Networks of Leading and Learning (Linda Atkinson); (2) Tech Support: RSS (Beth Snoke Harris); (3) Safe Science: Be Protected. Sun Safety in Science! (Ken Roy); (4) Regional News; (5) Informal Science Education: Getting More Science Into Out of School Time (OST) (Cheryl Lani Juarez); (6) Celebrating the Year of Science: Laissez Les Bons Temps Rouler! 2009 New Orleans NSTA Conference on Science Education Update; (7) Update on NSELA's Safety Position Papers; (8) Summary of Fall 2008 NSELA Board Meetings; and (9) ICASE News. Individual reports contain resources and figures.