ethanporcaro/eric-fulltext-meta huggingface dataset:
Effort-Based Ability. Research Brief
Author: Burton, Ella M.
Date: 2008-04-15
Type: Reports - Evaluative
Subjects: Teaching Methods,Professional Development,High Achievement,Academic Achievement,Teacher Student Relationship,Beliefs,School Community Relationship

In recent years there has been significant study of the effort-based ability model. One of the leading proponents, Jonathon Saphier, describes the model as "the belief that all children can do rigorous academic work even if they come to school needing a significant amount of time and support to catch up." At the center of Saphier's effort-based ability model is the power of a professional learning community to create a climate of high achievement for all students. His work focuses on the importance of relationships between teacher and student and the intentional building of mutual support within the school community. Saphier suggests that it is the capacity to learn and not ability that is innate to all learners. He argues that ability can be nurtured and grown when teachers, and students, believe that effective effort is the main determinant of achievement. He found that a climate of high achievement includes the use of explicit teaching strategies designed to promote high achievement. Adopting an effort-based approach to learning requires strong support by school leaders. School leaders must challenge beliefs that limit student learning, provide professional development opportunities for teachers, advocate for changing instruction, and affirm a climate where the freedom to take risks is evident and respected. (Contains 8 online resources.)
Extended School Day. Research Brief
Author: Burton, Ella M.
Date: 2007-06-01
Type: Reports - Evaluative
Subjects: Academic Achievement,Extended School Day,Educational Change,Flexible Scheduling,Student Employment,School Schedules,Extracurricular Activities,Family School Relationship,Student Needs,School Districts,Achievement Gains,Educational Environment,Parents,Sleep

There are only a handful of formal studies that examined the impact of changes in school starting time on student learning and behavior. The Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota is a leader in this research and identified the impact of changes in school starting times across the school, community and family contexts. Most of the research on extended school days examined the impact in elementary and middle school settings. Only recently have researchers began to look at the impact of extended days on high schools. The following factors, drawn from the literature, summarize things to consider when thinking about extending the school day: (1) Impact of school start time within the school context; (2) Impact of school start time on the community; (3) Impact of school start time on families; and (4) Impact of school start time on students. Several school districts from New York to California to Alaska have discussed extending the day, however, no more than a few dozen have implemented such a plan. When implemented little data has been gathered on the impact of change. When considering an extended day, whether an early start, later start or staggered start times including flexible scheduling, schools must consider the impact on families, student employment and other factors. For many schools these considerations may carry greater weight than educational benefits. (Contains 9 online resources.)
Evaluation of Classified Employees. Research into Practice
Author: Williamson, Ronald
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Rating Scales,Civil Rights,Feedback (Response),Employees,Evaluators,Personnel Evaluation,Data,Standards,Job Performance,Job Skills,Goal Orientation

Evaluation is an important tool to develop and retain skilled employees. It should be used to recognize employees that are performing well, to identify areas for growth and to provide employees with clear, explicit feedback about their performance. An agreed upon appraisal system lets employees know what is expected, what is recognized and rewarded, and what is unacceptable. Sound evaluation systems incorporate several key elements: (1) Reliable Data; (2) Job Related; (3) Standardization; (4) Manageable; (5) Results are Shared; and (6) Due Process. While there is no uniform approach or format to the evaluation of classified employees, there are patterns to the data that is collected and the abilities that are assessed. They include: (1) Work Knowledge and Performance; and (2) Personal Abilities. Most evaluation systems include a checklist with a rating scale. They generally include a location for open-ended comments by the evaluator, and signatures by the evaluator and employee. Some systems include identification of future goals. (Contains 8 online resources.)
Economy's Impact on Schools. Research Brief
Author: Williamson, Ronald
Date: 2010-01-17
Type: Reports - Evaluative
Subjects: Medical Services,Educational Experience,Economic Climate,Unemployment,Poverty,Hunger,Mental Health Programs,Educational Finance,Principals,Student Mobility,Enrollment,Extracurricular Activities,Fees,Lunch Programs,Educational Policy

The current economic environment has impacted American families and the schools their children attend. Families are dealing with joblessness, increased poverty and hunger, less access to medical care, increased mental health issues, and greater instability in the family unit. Schools work with more and more students from families dealing with these issues and, at the same time, must deal with declining budgets, and fewer personnel and services for students and their families. The long-term impact on schools is uncertain. Some suggest that the decline in school funding will lead to "reinventing" schools characterized by innovation. Others suggest that students from less affluent families will have reduced access to a quality educational experience. What is clear is that the current economy has significantly impacted schools, their programs and services, the families in their school community, and the employees who work in the schools. It is important to note that courageous principals throughout the country continue to work every day to serve their students and the families in their school community. (Contains 13 online resources.)
Appliance Service Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 2307.1
Author: Alberta Advanced Education and Technology
Date: 2007-00-00
Type: Guides - Classroom - Learner
Subjects: Safety,Paraprofessional Personnel,Maintenance,Apprenticeships,Foreign Countries,Industry,Equipment,Course Descriptions,Postsecondary Education,Certification,Vocational Education,Program Descriptions,Educational Policy

The graduate of the Appliance Service Technician apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) use and maintain hand and power tools to the standards of competency and safety required in the trade; (4) by skill and knowledge gained through training and experience repair, maintain and operate major and domestic appliances; (5) use with safety and competence the tools and test equipment required in repair and maintenance procedures; (6) read and understand work orders, prepare estimates, and interpret technical manuals; (7) write service reports, diagnose the cause of failures and keep service analysis records; (8) be thoroughly familiar with the safety requirements pertaining to appliances; (9) utilise the knowledge and may advance to service representatives or supervisory; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Appliance Service Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Automotive Service Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 0912
Author: Alberta Advanced Education and Technology
Date: 2012-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Paraprofessional Personnel,Apprenticeships,Motor Vehicles,Industry,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design,Auto Mechanics

The graduate of the Automotive Service Technician apprenticeship program is a certified journeyperson who will be able to: (1) repair, maintain and overhaul or modify a motor vehicle; (2) comprehend work orders, technical bulletins and estimates, and relate the information to the job at hand; (3) interpret warranty policy in terms of service reports, component failures and analysis records; and (4) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Automotive Service Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
The Qualities of Effective Teachers of High Ability Female Secondary School Students in Singapore: A Comparison of Teachers' and Students' Perspectives
Author: Slatter, Christopher John
Date: 2010-04-23
Type: Reports - Research
Subjects: Thinking Skills,Teacher Effectiveness,Student Attitudes,Secondary School Students,Foreign Countries,Classroom Techniques,Likert Scales,Essays,Teacher Characteristics,Females,Teacher Attitudes,Teacher Surveys,Student Surveys,Statistical Significance,Ethics,Academically Gifted,Comparative Analysis,Measures (Individuals)

A group of high ability students (n = 32) described the qualities of their most effective teachers through a written essay. Analysis of the essays identified 30 different themes within four domains. These themes were used to construct a Likert scale survey and an ipsative comparison which were both administered to 42 teachers and 300 students at a secondary school for high ability female students in Singapore. Results show that, while there are similarities, there are also statistically significant differences between the qualities of effective teachers as perceived by teachers and students. In addition, the results also show that students demonstrate a preference for teachers' personality and socio-emotional qualities over their classroom management skills, thinking skills or moral and ethical qualities. (Contains 9 tables, 3 figures, and 1 footnote.)
Coupling Changing Student Demographics with Evidence-Based Leadership Practices:  Leading Hispanic Friendly Learning Organizations
Author: Farmer, Tod Allen
Date: 2012-11-09
Type: Reports - Research
Subjects: Limited English Speaking,Strategic Planning,Student Characteristics,Leadership Styles,Hispanic American Students,Success,Trend Analysis,Enrollment Trends,Culturally Relevant Education,Academic Achievement,At Risk Students,English (Second Language),School Readiness

The study assessed the need for learning organizations to implement evidence-based policies and practices designed to enhance the academic and social success of Hispanic learners. Descriptive statistics and longitudinal data from the National Center for Educational Statistics (NCES) and the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) were used to identify trends that have impacted educational institutions over the last decade. NCES enrollment projections were then identified to be used as policy indicators leading to evidence-based strategic planning. The exponential growth in the Hispanic student population that has already occurred in the Southwest, and is projected to occur in many other parts of the country, will necessitate evidence-based leadership practices if institutions are to become, or remain, Hispanic friendly learning organizations. (Contains 4 figures.)
Ironworker - Metal Building Systems Erector: Apprenticeship Course Outline. Apprenticeship and Industry Training. 40-1-06.2
Author: Alberta Advanced Education and Technology
Date: 2006-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Structural Elements (Construction),Welding,Apprenticeships,Construction Industry,Construction Materials,Metal Working,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Ironworker - Metal Building System Erector apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) demonstrate the principles of drafting, how drawings originate and how to correctly interpret the information given--the use of each type and the related work orders, materials, lists, etc.; (4) comply with all applicable Codes and Regulations with reference to materials, its uses and safety; (5) identify structural shapes, ropes, wire and fibre as it relates to structural and ornamental components; (6) demonstrate the placement of pre-cast concrete and concrete reinforcement materials to an acceptable level of workmanship; (7) use hand tools and powered equipment in a proper and safe manner; (8) perform a satisfactory operation with oxy-fuel or electric arc welding equipment in order to facilitate this work; (9) co-ordinate iron work with other trades on the job site; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Ironworker - Metal Building System Erector Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; and (2) Second Period Technical Training.
Millwright: Apprenticeship Course Outline. Apprenticeship and Industry Training. 1605.2
Author: Alberta Advanced Education and Technology
Date: 2005-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Apprenticeships,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design,Mechanics (Process),Equipment Maintenance,Skilled Occupations

The graduate of the Millwright apprenticeship program is a certified journeyperson who will be able to: (1) understand the principles of sound and safe trade practice; (2) interpret drawings, plans, and be able to layout and develop projects according to specifications; (3) use the tools of the trade in a safe and proper manner; (4) relate to the work of other tradespeople employed in the industry either on construction or in maintenance; (5) perform assigned tasks in accordance with quality and production standards required in industry; and (6) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Millwright Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Motorcycle Mechanic: Apprenticeship Course Outline. Apprenticeship and Industry Training. 4912
Date: 2012-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Auto Mechanics,Apprenticeships,Motor Vehicles,Industry,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Motorcycle Mechanic apprenticeship program is a certified journeyperson who will be able to: (1) repair and maintain motorcycles and ATVs which are powered with internal combustion engines; (2) comprehend work orders, technical bulletins and estimates, and relate the information to the job at hand; (3) interpret warranty policy in terms of service reports, component failures and analysis records; (4) when his/her Journeyperson Certificate has been earned, the Motorcycle Mechanic may opt to specialize in the repairing, rebuilding and servicing of any one or more of the many assemblies of the modern motorcycle; (5) have executive and supervisory opportunities in the motorcycle industry which are frequently available to trained and certified mechanics with above capabilities and motivation; (6) be able to familiarise him/her with the work experience of closely allied equipment: e.g. snowmobiles, outdoor power equipment; and (7) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Motorcycle Mechanic Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Concrete Finisher: Apprenticeship Course Outline. Apprenticeship and Industry Training. 4805.2
Author: Alberta Advanced Education and Technology, Apprenticeship and Industry Training
Date: 2005-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Apprenticeships,Masonry,Building Trades,Construction Industry,Course Descriptions,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Concrete Finisher apprenticeship program is a certified journeyperson who will be able to: (1) perform tests to confirm concrete quality; (2) interpret building codes, plans and specifications as they apply to the trade; (3) place and finish concrete in a professional manner; (4) cut, patch, maintain and repair concrete structures; and (5) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Concrete Finisher Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; and (2) Second Period Technical Training.
Tilesetter: Apprenticeship Course Outline. Apprenticeship and Industry Training. 2005.2
Author: Alberta Advanced Education and Technology, Apprenticeship and Industry Training
Date: 2005-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Building Trades,Apprenticeships,Course Descriptions,Occupational Safety and Health

The graduate of the Tilesetter apprenticeship program is a certified journeyperson who will be able to: (1) know the principles of sound and safe construction; (2) know the characteristics and proper use of tilesetting materials; (3) read blueprints, shop drawings and calculate quantities of materials; (4) be proficient in the safe use and maintenance of hand and powered tools; (5) be familiar with the work of other tradespeople in the building industry; and (6) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Tilesetter Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; and (2) Second Period Technical Training.
Ironworker - Reinforcing: Apprenticeship Course Outline. Apprenticeship and Industry Training. 40-3-06.4
Author: Alberta Advanced Education and Technology
Date: 2006-00-00
Type: Guides - Classroom - Learner
Subjects: Welding,Apprenticeships,Foreign Countries,Industry,Course Descriptions,Vocational Education,Graduates,Employment Qualifications,Drafting,Safety,Equipment,Standards,Certification

The graduate of the Ironworker - Reinforcing apprenticeship program is a certified journeyperson who will be able: (1) to responsibly do all work tasks expected of a journeyperson; (2) to supervise, train and coach apprentices; (3) to demonstrate the principles of drafting, how drawings originate and how to correctly interpret the information given--the use of each type and the related work orders, materials, lists, etc.; (4) to comply with all applicable Codes and Regulations with reference to materials, its uses and safety; (5) to identify structural shapes, ropes, wire and fibre as it relates to structural and ornamental components; (6) to demonstrate the placement of pre-cast concrete and concrete reinforcement materials to an acceptable level of workmanship; (7) to use hand tools and powered equipment in a proper and safe manner; (8) to perform a satisfactory operation with oxy-fuel or electric arc welding equipment in order to facilitate this work; (9) to co-ordinate iron work with other trades on the job site; and (10) to perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Ironworker - Reinforcing Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; and (2) Second Period Technical Training.