ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of an Arabic Version of Children's Self-Report Social Skills Scale (CS[superscript 4]) Based on Item Response Theory
Author: Hussein, Mohamed Habashy
Date: 2010-11-30
Type: Reports - Research
Subjects: Semitic Languages,Elementary School Students,Measures (Individuals),Foreign Countries,Psychometrics,Item Response Theory,Evaluation,Children,Measurement Techniques,Interpersonal Competence,Social Behavior,Models,Likert Scales,Grade 5,Grade 6,English

The present study examined the psychometric properties of the Arabic version of Children's Self-report Social Skills Scale (CS[superscript 4]) using a generalized partial credit model (GPCM). Data from 722 primary school children (401 boys and 321 girls) responses, in Egypt, were analyzed using GPCM. The results indicated that the 21 items are able to discriminate among the levels of children's social skills. The item and test information functions indicated that the three subscales were more informative for low and medium levels of the social skills. Items 6, 13, and 17 showed a poor fit to the GPCM, and these items could be removed to improve the psychometric properties of the CS[superscript 4]. Overall, current findings suggest that evaluation of social skills among Egyptian elementary school children using the 21-item of the CS[superscript 4] may usefully choose to focus on items that performed well in these IRT [Item Response Theory] analyses. (Contains 4 tables.)
Survey Data Gives Voice to Students in Creating a Healthy Campus/Community Culture
Author: Griffin, Leslie L.
Date: 2010-10-08
Type: Reports - Research
Subjects: Data Analysis,Student Surveys,College Students,Rural Education,Program Evaluation,Health Promotion,Program Development,Health Programs,College Environment,Student Characteristics,Health Needs,Partnerships in Education,Schools of Education

In order to assess elements of a healthy campus initiative at a rural regional university, program planners identified methods of ongoing evaluation that closely aligned with the initiative's goals and the population being served. As a result, a student health survey was administered to a voluntary sample of students (N = 484) during the fall 2009 semester. The survey, based on an instrument from the American College Health Association, was modified by researchers at the university. The results were analyzed by the Director and staff of the Institute for Community-Based Research at Delta State University in order to provide direction to program planners based on students' perceived needs and experiences. The Director met with constituent groups to disseminate the results and stimulate discussion around how the results could be used to increase awareness, better serve students, and promote an overall healthier campus. As a result, several recommendations issuing from themes identified through data analysis are currently under consideration or have influenced HCCI program decisions. (Contains 6 tables and 1 figure.)
Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts
Author: Orr, Margaret Terry
Date: 2010-10-00
Type: Reports - Research
Subjects: Administrator Education,Urban Schools,Program Effectiveness,School Districts,Instructional Leadership,Management Development,Models,Educational Strategies,College Role,Investment,Outcomes of Education,Educational Assessment,Educational Indicators,Educational Improvement,Educational Quality,Educational Innovation,Educational Change,Change Strategies,Organizational Climate,Government Role,Improvement Programs

Developing school leaders who are equipped with the knowledge, skills, and dispositions needed to effectively lead low-performing schools has become a critical goal for local school districts intent on dramatically improving student outcomes. Given the current criticism surrounding leadership preparation programs and the changing nature of school leadership itself, school districts are becoming more actively involved in influencing the quality of their school leaders and the preparation programs that develop them. Recent research on exemplary school leader preparation programs suggests that school districts, as the direct &quot;consumers&quot; of program graduates, are strategically positioned to exercise meaningful influence over the content and design of program practices. It also suggests that programs preparing candidates are more effective when they work from an understanding of the challenges the districts face, a collaboration with the districts on redesigning programs, and a shared initial accountability for new leader support and performance. Commissioned by The Wallace Foundation, this study explores the investments of eight urban school districts in school leadership preparation, with a specific focus on the different approaches that they took, the role that local universities played, and the perceptions of district officials about program effectiveness based on graduates' performance as new school leaders. These urban school districts are: (1) Boston, Massachusetts; (2) Chicago, Illinois; (3) Fort Wayne, Indiana; (4) Jefferson County, Kentucky; (5) Providence, Rhode Island; (6) Springfield, Illinois; (7) Springfield, Massachusetts; and (8) St. Louis, Missouri. Research Framework and Methods are appended. (Contains 15 tables, 3 figures and 82 footnotes.)
Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers. Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning
Author: National Council for Accreditation of Teacher Education
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Teacher Education,Teacher Effectiveness,Teacher Education Programs,Partnerships in Education,Educational Change,Educational Improvement,Improvement Programs,Clinical Supervision (of Teachers),Educational Strategies,Educational Principles,Design Preferences,Instructional Design,Educational Practices,Change Strategies,Educational Innovation,Teaching Models

The vision for transforming the education of the nation's nearly four million teacher workforce presented in this report comes not from any one group but from a diverse group representing a broad range of perspectives. The National Council for Accreditation of Teacher Education (NCATE) Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning is comprised of state officials, P-12 and higher education leaders, teachers, teacher educators, union representatives, and critics of teacher education. The panel spent the past ten months addressing the gap between how teachers are prepared and what schools need. As part of this effort, it has identified 10 design principles for clinically based programs and a comprehensive series of strategies to revolutionize teacher education. This report concludes with a Call to Action that urges teacher education programs to transform preparation of all teachers, regardless of where they teach, but also notes the urgent need to address the staffing and learning challenges facing high-need and low-performing schools. To support this implementation, this report calls on federal lawmakers and the U.S. Department of Education to invest Elementary and Secondary Education Act funds, funds available through School Improvement Grants for school turnaround efforts, and the continued funding of grants to school and university partnerships. (Contains 21 endnotes.)
A Reflective Look at Formative Assessment: Using Math Exit Slips to Check for Understanding
Author: Sterrett, William
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Formative Evaluation,Mathematics Instruction,High Stakes Tests,Student Evaluation,Elementary School Mathematics,Comprehension,Mathematical Concepts,Individualized Instruction,Data Analysis,Data Collection

Today's building level instructional leader is faced with an enormous challenge in ensuring that all students are meeting end-of-year proficiency targets. The current climate of accountability, particularly in regards to high-stakes end-of-year assessments has placed the burden of assessment upon students, parents, teachers, team or department leaders, and administrators. The challenge of checking for understanding often lies in the area of resources- specifically "time". Educators simply do not have time to reflect upon end-of-year, end-of-quarter, or even end-of-unit summative assessments for meaningful data to gauge whether or not students are achieving in a professional learning community. This paper reviews implementation of formative assessment using math exit slips in the elementary setting and suggests "next steps" for the educational leader in working to effectively "check for understanding".
Profile of Graduate and First-Professional Students: Trends from Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2011-219
Author: Chen, Xianglei
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Profiles,Graduate Students,Professional Education,Enrollment,Masters Degrees,Doctoral Degrees,Masters Programs,Doctoral Programs,Institutional Characteristics,Full Time Students,Part Time Students,Student Employment,Distance Education,Educational Trends

Enrollment in graduate and first-professional education in the United States has increased in recent years--from about 2 million students in fall 1995 to more than 2.6 million students in fall 2007 (Snyder, Dillow, and Hoffman 2009, tables 206 and 207). Increasing enrollments overall raise questions regarding the types of students entering graduate and first-professional schools: is the profile of the typical graduate or first-professional student changing too? One example of such change is the rising enrollment of female students: from 1995 to 2007, the percentage of women among all graduate and first-professional students rose from 54 to 59 percent (Snyder, Dillow, and Hoffman 2009, tables 206 and 207). The Web Tables presented here use data from the 1995-96, 1999-2000, 2003-04, and 2007-08 National Postsecondary Student Aid Study (NPSAS) to examine trends in the profiles of graduate and first-professional students from 1995-96 to 2007-08. These tables group students by their graduate degree level: master's, doctoral, and first-professional, and examine how their demographic and enrollment characteristics have changed over time. Table 1 provides an overview of change in the distribution of graduate and first-professional students by graduate level and degree program. Table 2 examines trends in graduate and first-professional enrollment in different types of institutions. Tables 3 through 8 illustrate trends for selected student demographic characteristics such as age, sex, race/ethnicity, marital/dependent status, citizenship, and parental education. Tables 3 and 4 focus on master's students, tables 5 and 6 on doctoral students, and tables 7 and 8 on first-professional students. Tables 9 through 14 show trends for student enrollment characteristics including time of entry into graduate education, attendance status, enrollment in distance education courses and degree programs, and employment intensity while enrolled. Tables 9 and 10 focus on master's students, tables 11 and 12 on doctoral students, and tables 13 and 14 on first-professional students. A glossary is included. (Contains 28 tables and 3 endnotes.)
Student Financing of Graduate and First-Professional Education: 2007-08. Web Tables. NCES 2011-172
Author: Cataldi, Emily Forrest
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Graduate Students,Graduate Study,Professional Education,Paying for College,Student Employment,Debt (Financial),Student Financial Aid,Enrollment,Demography,Statistical Data,Student Characteristics,Classification,Intellectual Disciplines,Tuition,Student Loan Programs,Self Concept

In 2007-08, about 3 million students were enrolled in graduate or first-professional degree programs in the United States. These students exhibited wide variation both demographically and in the types of programs and institutions they attended. They pursued degrees in all types of fields, from the physical and life sciences to the arts and humanities to law and medicine. Some worked while they were enrolled while others did not. How these students financed their graduate studies in 2007-08 is the focus of these Web Tables, which are divided into three sections: The tables in Section 1 include the types of financial aid received by graduate and first-professional students, shown by students' enrollment and demographic characteristics. This section includes the percentages of graduate students who received grants, loans, assistantships, or other types of aid and the average amounts they received. Tables in Section 2 show the percentage of graduate and first-professional students who received aid from federal, state, institutional, or private sources, along with the average amounts received from each source. These are also shown by enrollment and demographic characteristics. The tables in Section 3 are dedicated to employment among graduate students. The percentage of graduate and first-professional students who worked while enrolled, average hours worked per week, and the role in which students saw themselves (i.e., as students who work to meet expenses or as employees who study) are explored in this section. The estimates presented in these tables were generated from the 2007-08 National Postsecondary Student Aid Survey (NPSAS:08), a comprehensive, nationally representative survey of how students finance their postsecondary education conducted by the National Center for Education Statistics (NCES). NPSAS also includes a broad array of demographic and enrollment characteristics. A glossary is included. (Contains 3 endnotes and 64 tables.)
Using Multiple Intelligences to Bridge the Educational Poverty Gap
Author: Goebel, Kym
Date: 2009-06-12
Type: Reports - Descriptive
Subjects: Multiple Intelligences,Poverty,Disadvantaged Youth,Foreign Countries,Special Needs Students,At Risk Students,Cognitive Processes,Environmental Influences,Success,Outcome Based Education

Students living in poverty have needs that are not being addressed in traditional classrooms.  Students from &quot;generational poverty&quot; process information differently (Payne 1996).  Information is processed based on their living conditions and upbringing. Differentiating instruction using Howard Gardener's Multiple Intelligence theory transcends the rules that govern generational poverty and provide students with the tools necessary to succeed in the classroom. F.E. Gouws, education teacher at the University of South Africa, has employed a new outcome based education (OBE) program which implements Howard Gardener's theory of multiple intelligences to solve some of the education problems of disadvantaged youth.
Maintaining Discipline: Conceptualizations towards the Understanding and Controlling of Classroom Behavior
Author: Lennon, Sean
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Student Behavior,Student Attitudes,Interaction,Faculty,Classroom Environment,Classroom Techniques,Discipline,Predictor Variables,Teacher Role,Facilitators (Individuals),Leadership,Teacher Attitudes

Professionals in education commonly cite classroom and student disruptions as one of the most difficult and persistent problems impacting many schools today. New teachers are especially susceptible though many experienced faculty members struggle as well. The discernible (and unknown) variables which define or create management issues are far too numerous and convoluted to be of help to the practitioner but they can be easily defined by the subjects involved. Classroom interaction, albeit positive or negative, is composed of three components or parts; the teacher variable, the student variable and the whole class (operating as group think) variable. This article takes the assumption that the latter two,  student and class variables, are difficult if not out of the control of the teacher, suggesting that educators look more into their own role as facilitators in avoiding issues and if necessary in resolving them as professionally and as quickly as possible. This role is understated and not correctly understood by many in the educational field but its value in resolving and or avoiding conflicts has obvious benefits. Once defined, extenuating concepts and ideas are discussed and how, if implemented properly, they could facilitate or help in minimizing disruptive behaviors.
Trends in Graduate Borrowing: Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2010-180
Author: Woo, Jennie
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Graduate Students,Graduate Study,Professional Education,Paying for College,Tuition,Debt (Financial),Student Loan Programs,Statistical Data,Educational Trends,Student Financial Aid,Profiles

From 1995 to 2007, fall enrollment for graduate and professional students increased by 30 percent, from 2 to 2.6 million students (Snyder, Dillow, and Hoffman 2009, tables 206 and 207). Average tuition and fees also went up over this same period; the average full-time tuition and fees paid by graduate students increased 37 percent, in inflation-adjusted terms, from $9,100 to $12,500 (Snyder, Dillow, and Hoffman 2009, table 334). These Web Tables show borrowing rates, average loan amounts, and other aspects of borrowing for graduate students from 1995-96 to 2007-08, using data from four separate administrations of the National Postsecondary Student Aid Study (NPSAS): 1995-96, 1999-2000, 2003-04, and 2007-08. Table 1 profiles graduate and professional students by degree program, attendance intensity, and institution type through the survey years. Table 2 displays trends in the average total price of attendance and tuition and fees by degree program, attendance intensity, and institution type. Tables 3 and 4 show trends in the rate of borrowing and the average amount borrowed from any source for federal loans by degree program, attendance intensity, and institution type. Tables 5 and 6 present trends in graduate students' borrowing rates and average cumulative amounts for those who borrowed only as undergraduates, those who borrowed only as graduate students, and those who borrowed at either level. The data are presented by degree program, attendance intensity, and institution type. Table 7 presents the percentage of graduate borrowers who received other types of financial aid by degree program, attendance intensity, and institution type. Table 8 details trends in the average ratio of loans to total aid for graduate borrowers by degree program, attendance intensity, and institution type. Table 9 compares percentages of graduate students borrowing the full annual Stafford maximum, those borrowing less than the maximum, and those who took no Stafford loan by degree program, attendance intensity, and institution type. A glossary is included. (Contains 18 tables and 3 endnotes.)
Use of Learner-Centered Strategies in the Preparation of Community and Technical College Leaders: Assessments by Participating Doctoral Students
Author: Browne-Ferrigno, Tricia
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Educational Strategies,Learning Theories,Technical Institutes,Community Colleges,Adult Learning,Postsecondary Education as a Field of Study,Student Centered Curriculum,Educational Practices,Doctoral Dissertations,Doctoral Programs,Management Development,Administrator Education,Student Evaluation of Teacher Performance,Cooperative Learning,Cohort Analysis

This paper presents assessments by students actively engaged in a recently redesigned Doctor of Education (EdD) program, delivered at a research-extensive university participating in the the Carnegie Project on the Education Doctorate (CPED), to prepare leaders for a statewide system of community and technical colleges. Because a unique feature of the program is a required group dissertation, small-group and team-development activities were initiated during the first semester of coursework and continued throughout three subsequent semesters. Assessments of cohort members' experiences presented in this paper were derived from two sources: (a) Students' reflections about learning activities and outcomes gathered through post-assignment Web-based surveys and (b) their group-authored papers for a conference in which they described program elements and how those elements impacted their learning. These data sources are complete; member checking of final conference papers, including this one, by doctoral students in the program provides quality assurance. The next section presents a research overview of learning cohorts and communities of practice as well as learning-centered principles, adult learning theories, and recommended leadership-development practices. Following this review is a description of the EdD program and cohort, followed by the presentation of student assessments. The authors conclude with implications and recommendations for using student-centered instructional strategies in doctoral education. (Contains 2 tables.)
Middle School Mathematics PD Study: Study Design and Methodology. Paper #1
Author: Stancavage, Fran
Date: 2010-00-00
Type: Reports - Research
Subjects: Middle School Students,Middle School Teachers,Mathematics Teachers,Inservice Teacher Education,Pedagogical Content Knowledge,Numbers,Grade 7,Mathematics Education,Mathematics Instruction,Program Evaluation,Program Effectiveness,Outcomes of Education,Evaluation Methods,Control Groups,Experimental Groups,Pretests Posttests,Observation,Comparative Analysis,Low Achievement,Mathematical Concepts,Mathematics Achievement,Teaching Methods,Coaching (Performance),Poverty

The PD program evaluated in this study is designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics. The study randomly assigned 77 mid- and high-poverty schools from 12 districts to treatment and control conditions and collected outcome data on teachers and students. [For the accompanying papers, see Paper #2 (ED512820) and Paper #3 (ED512821).]
Middle School Mathematics PD Study: Description of the PD Intervention. Paper #2
Author: Walters, Kirk
Date: 2010-00-00
Type: Reports - Research
Subjects: Numbers,Mathematics Teachers,Mathematics Instruction,Middle School Teachers,Inservice Teacher Education,Pedagogical Content Knowledge,Grade 7,Mathematics Education,Mathematical Concepts,Mathematics Achievement,Teaching Methods,Coaching (Performance),Institutes (Training Programs),Seminars,Program Descriptions,Summer Programs,Intervention

This paper describes the PD program that was delivered during the first year of the study. The main goal of the intervention was to increase teachers' capability to teach positive rational number topics effectively. The program included a 3-day summer institute (18 hours per teacher), five 1-day seminars held during the school year (30 hours per teacher), and 10 days of intensive in-school coaching (20 hours per teacher), providing a total intended dosage that is significantly higher than the dosage of content-focused PD most mathematics teachers typically receive in a single year (Birman et. al, 2007). [For the accompanying papers, see Paper #1 (ED512819) and Paper #3 (ED512821).]