ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging the Unique Features of Small, Rural Schools for Improvement. Lessons Learned. Volume 1, Issue 5
Author: Nelson, Steve
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Urban Schools,Rural Schools,Rural Areas,Technical Assistance,Small Schools,Institutional Characteristics,Educational Improvement,Institutional Autonomy,Rural Urban Differences,Technology Uses in Education

Much of the Northwest Region (Alaska, Idaho, Montana, Oregon, and Washington) is rural in nature. A characteristic of the extractive economies such as timber, agriculture, mining, and fisheries is that they are generally located in small communities isolated by distances. While schools in these communities face the same challenges as those in other settings, geographic context matters. Rural schools share similarities with schools in metropolitan communities, but they also have many unique characteristics. By way of definition, a community is considered &quot;rural&quot; when it has fewer than 2,500 residents. Accordingly, 39 percent of the schools in the Northwest are rural, compared to 31 percent nationally. Sixty-nine percent of Northwest region districts are rural, compared to 56 percent nationally. In addition to population, there are other factors that distinguish rural places from each other, as well as from more urban settings. While there are challenging economic and social difficulties encountered in both rural and urban schools, it is important to use the small size and autonomy that characterize rural schools to best advantage in carrying out school improvement efforts. For more than four decades, Education Northwest has partnered with rural communities and districts in its research, development, training, and technical assistance activities. From this experience the author has distilled important lessons for working with rural schools. These lessons will benefit policymakers, researchers, and technical assistance providers who may be providing services to rural schools.
The Social Security Administration's Youth Transition Demonstration Projects: Interim Report on Transition WORKS
Author: Fraker, Thomas
Date: 2011-02-22
Type: Numerical/Quantitative Data
Subjects: Employment Services,Disabilities,Program Descriptions,Program Development,Youth Opportunities,Youth Programs,Program Implementation,Audits (Verification),Demonstration Programs,Community Based Instruction (Disabilities),Transitional Programs,Public Agencies,Program Effectiveness,Economic Impact,Supported Employment,Educational Benefits,Federal Programs

The Social Security Administration is funding a random assignment evaluation of six demonstration projects to improve employment and other outcomes for youth ages 14 to 25 who are either receiving disability benefits or are at high risk of receiving them in the future. This report reviews the Youth Transition Demonstration (YTD) projects, located in Buffalo, New York, including findings from a process analysis on implementation, as well as an analysis of one-year impacts on youth's use of services, employment and earnings, income and benefits, educational attainment, and attitudes and expectations. Appended are: (1) Additional Analyses and Technical Discussion; (2) Supporting Tables for Chapter III; and (3) The SSA Waivers for YTD. (Contains 60 tables, 10 figures, and 124 footnotes.) [This report was submitted to the Social Security Administration's Office of Program Development and Research.]
Lessons Learned from the Northwest and beyond: 2010 Annual Report
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Ethnicity,Rural Schools,Family Income,Graduation Rate,Academic Achievement,Educational Change,Language Proficiency,English (Second Language),Limited English Speaking,Second Language Instruction,Second Language Learning,College Preparation,Educational Improvement,Secondary Education,Mentors,Program Implementation

Founded in 1966 as the Northwest Regional Educational Laboratory, Education Northwest works alongside educators, administrators, policymakers, and community members to transform teaching and learning. In the Northwest, educational priorities remain focused on closing the achievement gap. Through analysis of client requests, student assessment results, and various state and federal data sources, Education Northwest identified the following needs as most salient to educators and policymakers in the region in 2010: (1) Reducing the great disparities in educational participation and performance among student groups, based on race and ethnic origin, family income, and English language proficiency; (2) Leading and sustaining school improvement efforts, particularly in schools identified as in need of improvement by federal and/or state mandates; and (3) Improving secondary education, including increasing academic performance, graduation rates, and readiness for postsecondary success. More than four decades of working with education stakeholders and researching best practice have taught staff at Education Northwest some important lessons on widely ranging topics: from school turnaround to English language learner instruction, rural school improvement, school-based mentoring, and high school reform. To capture and share that wisdom and experience, it has created a series of &quot;Lessons Learned&quot; publications (at educationnorthwest.org/resource/1295/). This paper presents edited versions of these resources, which provide some practical recommendations on issues facing schools, districts, and communities throughout the region.
Curriculum and Instruction: A 21st Century Skills Implementation Guide
Author: Partnership for 21st Century Skills
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Professional Development,Mastery Learning,Academic Standards,Guides,Educational Environment,Skill Development,Curriculum Development,State Standards,Money Management,Critical Thinking,Problem Solving,Interpersonal Communication,Cooperation,Computer Literacy,Information Literacy,Creativity,Global Approach,Cognitive Development,Interpersonal Competence,Job Skills,Measurement,Relevance (Education),Student Evaluation,Participative Decision Making,Educational Improvement,Student Centered Curriculum

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century Skills has issued five brief, user-friendly guides, one for each of the P21 support systems: (1) Standards; (2) Assessment; (3) Professional Development; (4) Curriculum & Instruction; and (5) Learning Environments. It is worth noting that these support systems are not merely ends, but means to a greater goal--to help children develop the cognitive, academic, emotional and physical competencies they need to succeed in 21st century life. The Partnership recognizes that taking an aligned, comprehensive approach across all five support systems is a significant challenge for all educators. The Implementation Guides have been developed to help support this difficult work. While not every recommendation and example will apply to every state, it is hoped that the resources will help jumpstart efforts to produce more capable, successful 21st century students and citizens. (Contains 7 resources.)
Learning to Program in KPL through Guided Collaboration
Author: Hsiao, Sheng-Che
Date: 2011-01-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Programming Languages,Achievement Tests,Problem Solving,Worksheets,Instructional Effectiveness,Quasiexperimental Design,Elementary School Science,Problem Sets,Heterogeneous Grouping,Problem Based Learning,Foreign Countries,Teaching Methods,Scaffolding (Teaching Technique),Grade 6

A quasi-experiment was conducted at an elementary school to investigate if guided collaboration would facilitate programming learning of 6 graders. Sixty-six students of two intact classes learned to program in KPL (kid's programming language) for 18 weeks during the experiment. One class was randomly assigned to the control group (i.e., free-collaboration) and the other to the experimental group (i.e., guided-collaboration). Students in both groups formed heterogeneous teams of 3 persons. The guided-collaboration teams in experimental group were provided with a worksheet for every programming task. The worksheet contained a set of task-specific guiding questions to guide students through the problem-solving process in a systematic and disciplined manner. An analysis of test scores showed that the experimental group significantly outperformed the control group in the achievement tests, suggesting that the guiding questions were useful in enhancing students' comprehension of programming concepts and developing their programming skills. A comparison of the amount of time spent at each problem-solving step showed that the experimental group spent significantly more time than the control group at the analysis/design/coding step as well as the reflection step. Conversely, the control group spent considerably more time at the debugging step. With the help of the guiding questions, students in the experimental group were also more able to conduct meaningful discussions. (Contains 6 tables and 2 figures.)
New Methods in Design Education: The Systemic Methodology and the Use of Sketch in the Conceptual Design Stage
Author: Westermeyer, Juan Carlos Briede
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Design Crafts,Industrial Arts,Creative Activities,Freehand Drawing,Concept Formation,Geometric Concepts,Models,Systems Approach,Methods,Technical Institutes

This study describes the application of a new product concurrent design methodologies in the context in the education of industrial design. The use of the sketch has been utilized many times as a tool of creative expression especially in the conceptual design stage, in an intuitive way and a little out of the context of the reality needs that the design should be attended. This methodology systematizes and guides the process of sketching by means of a conceptual model and a geometric model toward a feasible solution, complementing the role of the sketch in the phase of a product conceptual design. The model describes its operating principles, as well as the phases of implementation in the context of teaching the industrial design illustrated with projects carried out in the workshop of conceptual design of the University Technical College of Valencia and University of the Bio-Bio, Chile. Finally, we discuss the implementation of the systemic models, their relation with the optimisation of the sketching process in the conceptual design stage, and their implications in the educational context. (Contains 8 figures.)
21st Century Readiness for Every Student: A Policymaker's Guide. Principles and Recommendations for Reauthorizing the Elementary and Secondary Education Act
Author: Partnership for 21st Century Skills
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Guides,Critical Thinking,Thinking Skills,Problem Solving,Communication Skills,Cooperation,Creativity,College Preparation,Career Development,Skill Development,Academic Standards,Student Evaluation,Professional Development,Research and Development,Policy Formation,Curriculum Development,Global Approach,Job Skills

This guide will help policymakers understand and define the principles behind fusing core subject knowledge and higher-order thinking skills. Recommendations that reflect these principles will help policymakers support 21st century readiness for all students throughout a reauthorized ESEA and other federal legislation.
Parents' Perception on De La Salle University-Dasmarinas Services
Author: Cortez-Antig, Carmelyn
Date: 2011-01-00
Type: Journal Articles
Subjects: Academic Standards,Educational Administration,Program Effectiveness,Program Evaluation,Parent Attitudes,Questionnaires,Educational Quality,Delivery Systems,Expectation,Academic Achievement,Instructional Effectiveness,Performance Factors,College Outcomes Assessment,Educational Indicators,Foreign Countries

The study was conducted to find out the parents' perception on the De La Salle University-Dasmarinas services which are grouped as follows: (1) Academic instruction factor; (2) Quality of human ware (includes faculty, administration, staff support through medical services, guidance and discipline); (3) Quality of hardware (dorm facilities, transportation, canteens and security services); and (4) Expectations (graduates' job placement). Likewise, this study was conducted to echo out the perception to the university officials for possible improvement and to share these observations with other sister La Salle schools, thus possibly enhancing better educational management based on an actual review from the parents, the &quot;clients&quot; and major stakeholders of the school. POLCA (Parents' Organization of La Salle Cavite), the legitimate parents' organization of DLSU-D (De La Salle University-Dasmarinas), a tertiary university finds the study significant: (1) in being able to verbalize its concerns on the academic instruction factor, quality of human ware, quality of hardware and expectations on graduates' job placement; (2) for university officials' awareness of the parents' perception; and (3) for considering the results of this study as eye openers for improvements and development of their services. Lastly, this study hopes to find answers to the perennial question of why the choice of DLSU-D for their children. The findings reveal that the overall rating of the services of the university to the students is satisfactory. Breaking down the services into 4 groups: academic instruction, quality of human ware, quality of hardware and expectations, that highlight the graduates' employability after graduation, the biggest number of parent respondents agreed on the perception that academic instruction factor ranked first, followed by expectations/graduates' employability after graduation as second, and quality of human ware and quality of hardware as the 3rd and 4th respectively. Finally, the responses to the question on the reasons of choosing DLSU-D as the school for their children, the parents gave out the following ranking: (1) high academic standards; (2) safety and security; (3) employability after graduation; (4) reasonable tuition fees; and (5) prestige/name/image and reputation. (Contains 7 tables and 1 figure.)
Standards: A 21st Century Skills Implementation Guide
Author: Partnership for 21st Century Skills
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Academic Standards,Guides,Skill Development,Curriculum Development,State Standards,Money Management,Critical Thinking,Problem Solving,Interpersonal Communication,Cooperation,Computer Literacy,Information Literacy,Creativity,Global Approach,Cognitive Development,Interpersonal Competence,Job Skills,Measurement,Relevance (Education),Student Evaluation,Professional Development

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century Skills has issued five brief, user-friendly guides, one for each of the P21 support systems: (1) Standards; (2) Assessment; (3) Professional Development; (4) Curriculum & Instruction; and (5) Learning Environments. It is worth noting that these support systems are not merely ends, but means to a greater goal--to help children develop the cognitive, academic, emotional and physical competencies they need to succeed in 21st century life. The Partnership recognizes that taking an aligned, comprehensive approach across all five support systems is a significant challenge for all educators. The Implementation Guides have been developed to help support this difficult work. While not every recommendation and example will apply to every state, it is hoped that the resources will help jumpstart efforts to produce more capable, successful 21st century students and citizens. (Contains 17 resources.)
Intercultural Communication from an Interdisciplinary Perspective
Author: Flammia, Madelyn
Date: 2011-01-00
Type: Journal Articles
Subjects: Intercultural Communication,Global Education,Teaching Methods,Interdisciplinary Approach,Course Descriptions,Educational Strategies,Communication Strategies,Student Projects,Teaching Guides,Citizenship Education,Instructional Design

The need for effective communication among the people of the world has never been more pressing than it is at the start of the 21st century in this post-911 world. Recent breakthroughs in the fields of transportation, computing and telecommunications have combined to increase the ease and frequency of communication among members of different cultures. At the same time, developments in world politics have made the need for meaningful communication among different people a necessity for the survival of everyone on the planet. This paper describes a course that prepares students for global citizenship. The course helps students develop an informed understanding of global challenges and the skills to address those challenges. The paper offers specific teaching strategies and assignments that can be adapted to many disciplines.
Student Reports of Bullying and Cyber-Bullying: Results from the 2007 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2011-316
Author: DeVoe, Jill
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Weapons,Violence,Crime,Bullying,School Security,Criminals,Victims of Crime,Fear,Internet,Computers,Social Networks,Surveys,Interviews,Juvenile Gangs,Drug Use,Drinking,Statistics,Enrollment,Gender Differences,Racial Differences,Income,Age Groups,Comparative Analysis

These Web Tables use data from the 2007 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the relationship between bullying and cyber-bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, and alcohol at school; select school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school. The tables are grouped into four sections. Section 1 is an overview table, showing the number and percentage of students ages 12 through 18 who reported being bullied at school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1). Section 2 focuses on bullying at school, displaying estimates for the location of bullying, the percentage distribution of the frequency of bullying, and the type of bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 2.1-2.6). Section 3 focuses on cyber-bullying anywhere, providing estimates for the percentage distribution of the frequency of cyber-bullying and the type of cyber-bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 3.1-3.4). Section 4 displays the percentages of students who were bullied at school or cyber-bullied anywhere by student reports of unfavorable school conditions; by student reports of selected school security measures; by student reports of criminal victimization at school; and by student reports of personal fear, avoidance behaviors, fighting, and weapon-carrying at school (tables 4.1-4.4). (Contains 3 endnotes.)
2010 Impacts: The Expanded Food and Nutrition Education Program (EFNEP)
Author: National Institute of Food and Agriculture
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Nutrition,Program Effectiveness,Nutrition Instruction,Health Behavior,Program Descriptions,Health Education,Low Income,Public Health,Family Programs,Federal Programs,Youth Programs,Land Grant Universities,Adults,Youth,Minority Groups

Since 1969, the Expanded Food and Nutrition Education Program (EFNEP) has improved the diets and food-related behaviors of program participants. Each year EFNEP enrolls more than half a million new program participants. In 2010, EFNEP reached 137,814 adults and 463,530 youth directly and nearly 400,000 family members indirectly. This paper describes the impacts made by EPNEP for 2010.
Analysis of Verification Summary Data School Year 2008-2009
Author: Ranalli, Dennis
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Lunch Programs,Breakfast Programs,School Districts,Program Proposals,Certification,Federal Programs,Nutrition,Recordkeeping,Administrative Change,Program Improvement,Audits (Verification),State Departments of Education,Family Income

This report summarizes the results of the school year (SY) 2008-2009 review of applications approved for free or reduced-price benefits under the National School Lunch Program and School Breakfast Program. Local Educational Agencies (LEAs) selected nearly 279,000 applications for verification review from among 8.6 million applications approved for free or reduced-price school meals at the start of SY 2008-2009. LEAs confirmed the free or reduced-price status of 46 percent of applications selected for review. Nearly 22 percent of applicants selected were found to have been incorrectly certified. A small number of those applicants (10 percent) were undercertified (initially certified for reduced price meals but found eligible for free meals); the rest (90 percent) were overcertified. The free or reduced-price status of the remaining 32 percent of applications selected for review was terminated for household failure to respond to LEA requests for documentation. Over the past 5 years, LEAs have increasingly focused their verification efforts on error-prone applications. This is the result of program changes mandated by the Child Nutrition and WIC Reauthorization Act of 2004 (P.L. 108-265), and increased use of direct certification by LEAs and State education agencies. A relatively high certification error rate among applications selected for review reflects this focus. It also signifies the value of the verification process in USDA efforts to improve program integrity. Appendices include: (1) Summary Tables; (2) Income Eligibility Guidelines, School Year 2008-2009; (3) School Food Authority Verification Summary Report (Form FNS-742); and (4) Flow Chart of the Verification Process. (Contains 11 tables, 10 figures and 16 footnotes.)