ethanporcaro/eric-fulltext-meta huggingface dataset:
Following the Ontario Transfer Student: From College to University Inception. Professional File. Number 31
Author: Arnold, Christine Helen
Date: 2011-01-00
Type: Reports - Research
Subjects: College Transfer Students,Two Year College Students,Decision Making,Influences,Resources,Misconceptions,Knowledge Level,Semi Structured Interviews,Profiles,Foreign Countries

What sources and resources do college students utilize to assist them in the transfer process? What factors influence students' transfer decisions? What information do students possess about transfer and of what quality is the transfer information students receive? This investigation interviews students of two-year College of Applied Arts and Technology (CAAT) and Institute of Technology and Advanced Learning (ITAL) programs in the province of Ontario, Canada who identify intentions to transfer to university within their first semester in college. Grounding all analysis in Spence (1973), Akerlof (1970) and Stiglitz's (1990) work on asymmetric information, adverse selection and signaling, this study examines students' knowledge of transfer and their attainment of that knowledge. Policy recommendations for the further development of transfer assistance mechanisms and timing of implementation are provided. Research questions and interview questions are appended. (Contains 4 figures and 1 footnote.)
A Nation Deceived: How Schools Hold Back America's Brightest Students. The Templeton National Report on Acceleration. Volume 1
Author: Colangelo, Nicholas
Date: 2004-10-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Acceleration (Education),Barriers,Cost Effectiveness,Advocacy,Talent Identification,Metacognition,Advanced Placement,Social Adjustment,Emotional Adjustment,Individualized Programs,Public Policy,Curriculum Development

With support from the John Templeton Foundation, the authors held a Summit on Acceleration at The University of Iowa in May 2003. They invited distinguished scholars and educators from around the country to help them formulate a national report on acceleration. This first volume of the Templeton Report on acceleration trumpets an alarm to the nation's schools on the need for providing accelerative experiences for its brightest students. Founded on a solid research base established over the last 50 years, acceleration clearly deserves greater use in practice than has been the case. The report describes several types of acceleration and corresponding social concerns. It also attests to the cost effectiveness of acceleration for colleges, schools, and parents. Specific ideas are cited for what teachers and the general reader can do to help promote these accelerative practices. Appended are: (1) Executive Summary: &quot;A Nation Deceived: How Schools Hold Back America's Brightest Students&quot;; (2) About the Authors of &quot;A Nation Deceived: How Schools Hold Back America's Brightest Students&quot;; (3) The Connie Belin &amp; Jacqueline N. Blank International Center for Gifted Education and Talent Development; (4) The Gifted Education Research, Resource and Information Centre; (5) The John Templeton Foundation; (6) Resources for Educators and Parents; and (7) What You Can Do Right Now. [For Volume 2, &quot;A Nation Deceived: How Schools Hold Back America's Brightest Students. The Templeton National Report on Acceleration. Volume 2,&quot; see ED535138.]
A Nation Deceived: How Schools Hold Back America's Brightest Students. The Templeton National Report on Acceleration. Volume 2
Author: Colangelo, Nicholas, Ed.
Date: 2004-10-00
Type: Collected Works - General
Subjects: Academically Gifted,Acceleration (Education),Meta Analysis,Curriculum Development,Social Adjustment,Emotional Adjustment,Individualized Programs,Individualized Instruction,Public Policy

With support from the John Templeton Foundation, the editors held a Summit on Acceleration at The University of Iowa in May 2003. They invited distinguished scholars and educators from around the country to help them formulate a national report on acceleration. Together, they deliberated about what schools need to know in order to make the best decisions on educating highly capable students. These vibrant discussions led to the two volumes of "A Nation Deceived: How Schools Hold Back America's Brightest Students." The information in Volume II formed the basis for the content in Volume I. This volume contains the following papers: (1) Types of Acceleration: Dimensions and Issues (W. Thomas Southern and Eric D. Jones); (2) Meta-Analytic Studies of Acceleration (James A. Kulik); (3) Long-Term Effects of Educational Acceleration (David Lubinski); (4) Public Policy and Acceleration of Gifted Students (James J. Gallagher); (5) The Academic Effects of Acceleration (Karen B. Rogers); (6) Effects of Academic Acceleration on the Social-Emotional Status of Gifted Students (Nancy M. Robinson); (7) Talent Searches and Accelerated Programming for Gifted Students (Paula Olszewski-Kubilius); (8) Whole-Grade Acceleration (Nicholas Colangelo, Susan G. Assouline, and Ann E. Lupkowski-Shoplik); (9) Radical Acceleration (Miraca U.M. Gross); (10) Early Entrance to College: Academic, Social, and Emotional Considerations (Linda E. Brody, Michelle C. Muratori, and Julian C. Stanley); and (11) Acceleration and Twice-Exceptional Students (Sidney M. Moon and Sally M. Reis). Appended are: (1) Biographies; (2) The National Association for Gifted Children (NAGC) Position Paper on Acceleration (1992); (3) An Annotated Bibliography on Acceleration; (4) "Iowa Acceleration" Scale Validation Studies (Susan G. Assouline, Nicholas Colangelo, Damien Ihrig, Leslie Forstadt, & Jonathan Lipscomb); (5) The Templeton Summit on Acceleration and the John Templeton Foundation; and (6) About the Belin-Blank Center and the Gifted Education Research, Resource and Information Centre. An index is included. Individual papers contains tables, figures and references. [For Volume 1, "A Nation Deceived: How Schools Hold Back America's Brightest Students. The Templeton National Report on Acceleration. Volume 1," see ED535137.]
The Paradox of Giftedness and Autism: Packet of Information for Families
Author: Nicpon, Megan Foley
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Disabilities,Enrichment Activities,Autism,Asperger Syndrome,Residential Programs,Pervasive Developmental Disorders,Academically Gifted,Special Schools,Classification,Federal Legislation,Individualized Education Programs,Clinical Diagnosis,Counseling Techniques,Self Disclosure (Individuals),Web Sites,Parents,Child Rearing,Evaluation Methods,Drug Therapy,Leisure Time,Orientation,Summer Programs,Dining Facilities,Daily Living Skills,Classroom Environment,Student Behavior,Self Control

This &quot;Packet of Information for Families&quot; (PIF) was developed for parents whose children are identified as both gifted/ talented and on the autism spectrum, or twice-exceptional. Parents of twice-exceptional children often search for appropriate and challenging enrichment programs for their child, but the dearth of information available about how best to prepare for this experience can make the process overwhelming. Recommendations for preparing a child vary depending on the type of program and age of the student; therefore, some of the information provided in PIF may not be applicable to one's specific situation. To help navigate through this process, the authors have provided a figure in Section II that outlines specific issues related to residential programs and/or non-residential programs. They hope that PIF provides support and guidance to parents who are often in situations of having to advocate for their twice-exceptional child. PIF is designed to complement the &quot;Packet of Information for Professionals,&quot; (PIP). Appended are: (1) Maryland Report (1972) Definition of Giftedness; (2) The Thirteen IDEA Disability Categories; (3) Explanation of Federal Protections for Students with Disabilities; (4) Explanation of Individualized Educational Programs (IEPs); (5) Explanation of a 504 Plan; (6) The Belin-Blank Center's Assessment and Counseling Clinic; (7) Diagnostic Criteria for Autism Spectrum Disorders (ASD); (8) Optional Student Disclosure Sheet; (9) Web Sites for Parents with a Child with ASD; and (10) Books on Asperger Syndrome/High Functioning Autism. [Funding for this paper was provided by the Messengers of Healing Winds Foundation.]
The Paradox of Giftedness and Autism: Packet of Information for Professionals (PIP)--Revised (2008)
Author: Assouline, Susan G.
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Academically Gifted,Program Effectiveness,Summer Programs,Autism,Talent Development,Special Needs Students,School Schedules,Enrichment Activities,Acceleration (Education),Residential Programs,Definitions,Federal Legislation,Educational Legislation,Classification,Federal Programs,Clinical Diagnosis,Pervasive Developmental Disorders,Web Sites,Annotated Bibliographies,Academic Accommodations (Disabilities),Reading Achievement,Mathematics Achievement,Cognitive Processes,Writing Skills,Psychomotor Skills,Interpersonal Competence,Social Development,Language Skills,Language Impairments,Behavior Problems,Behavior Modification,Misconceptions

This &quot;Packet of Information for Professionals&quot; (PIP) was developed for professionals who work with gifted and talented students who have an autism spectrum disorder (ASD). The purpose of PIP is to offer recommendations that will lead to a positive experience for twice-exceptional students who participate in specialized programs for gifted/talented students. This PIP was originally developed in 2007 for the Student Program Faculty and Professional Staff of the Belin-Blank Center for Gifted Education and Talent Development (B-BC). It has been revised and expanded to incorporate multiple forms of special gifted programs including academic year Saturday programs, which can be both enrichment or accelerative; non-residential summer programs; and residential summer programs. Appended are: (1) Definition of Giftedness; (2) Disability Categories of IDEA; (3) Explanation of Federal Protections for Students with Disabilities; (4) Diagnostic Criteria for Autism Spectrum Disorders (ASD); (5) The Assessment Process at the Belin-Blank Center's Assessment and Counseling Clinic; (6) Web Sites for People Who Work with Individuals with an Autism Spectrum Disorder (ASD); and (7) Annotated Bibliography. [Funding for this paper was provided by Messengers of Healing Winds Foundation.]
The Mission of the University. Professional File. Number 26
Author: Fallis, George
Date: 2005-07-00
Type: Reports - Evaluative
Subjects: Universities,Institutional Mission,Governance,Educational Benefits,Democracy,Undergraduate Study,General Education,Research,Graduate Study,Professional Education,Access to Education,Institutional Autonomy,Academic Freedom,School Responsibility,Citizenship,Foreign Countries

&quot;In the Ontario Budget 2004, the government said that in order to build a high-skill, high-wage economy, Ontario requires higher learning that is second to none. To assist in reaching that goal, the Postsecondary Review was announced.&quot; The Postsecondary Review is chaired by Bob Rae, former premier of the Province of Ontario. The Review is to provide recommendations on the design of a publicly-funded system of postsecondary education, on model(s) for funding that system, and on an accountability and performance measurement framework that supports the design and funding recommendations. In September 2004, the Review released a Discussion Paper. The Discussion Paper is organized into six themes: the importance of higher education, accessibility, quality, system design, funding, and accountability. Bob Rae, in his message accompanying the Discussion Paper, asks: &quot;Please share your own research and views--this is an essential part of making reasoned recommendations.&quot; This essay responds to that request. It builds upon my own research and draws heavily upon a book manuscript: &quot;Universities, Ideas and Democracy.&quot; The Discussion Paper recognizes that Ontario's system of postsecondary education has two distinct components: universities and colleges of applied arts and technology. However, there is almost no analysis of their separate missions; virtually all of the discussion deals with higher education as an undifferentiated whole. This essay separates the two components and addresses the mission of the university. Any design for a system of postsecondary education in Ontario must be based upon a clear articulation of the mission of the university (and of course, also upon a clear articulation of the mission of the colleges). Furthermore, it is only with a clear articulation of mission that an appropriate accountability framework can be established for universities. It is hoped, therefore, that this essay can contribute to deliberations about system design and accountability. (Contains 50 endnotes.)
Online Learning in Illinois High Schools: Has the Time Come?
Author: Picciano, Anthony G.
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Principals,Costs,Educational Quality,Administrator Attitudes,Vendors,Rural Schools,Graduation Rate,College Readiness,Individualized Instruction,Barriers,Web Based Instruction,Electronic Learning,Blended Learning,National Surveys,Comparative Analysis,Credits,State Surveys,Online Courses,Educational Trends,Educational Change,Educational Finance,Educational Policy,Program Descriptions

Using data collected from a state sample of principals in Illinois this study examines the role of online and blended instruction in addressing concerns and issues facing the American high school. In comparing the results in this study with those of a national sample of principals, most of the findings are comparable even though the present study was conducted two years later (2010-2011 academic year vs. 2008-2009 academic year). Areas of similarity include: (1) Online credit recovery courses are proliferating across the country as well as in Illinois; (2) Concerns about costs and course quality continue to dominate the opinions of the principals in both Illinois and across the country; (3) Quality concerns are not preventing the expansion of online learning; and (4) High schools in Illinois and nationally use a number of external providers rather than develop courses in house. Two-hundred and ten (N=210) high school administrators participated in this study. Their high schools come from all regions of the state and represent over one-quarter of all Illinois high school enrollments. Of all schools in this sample, 62 percent had at least one student enrolled in a fully online course and 23 percent had at least one student enrolled in a blended or hybrid course. Data tables are appended. (Contains 15 figures and 1 table.)
The Efficacy of Dictionary Use while Reading for Learning New Words
Author: Hamilton, Harley
Date: 2012-00-00
Type: Reports - Research
Subjects: High School Students,Deafness,Dictionaries,Vocabulary Development,English,Electronic Publishing,American Sign Language,Monolingualism,Recall (Psychology)

This paper describes a study investigating the use of three types of dictionaries by deaf (i.e., with severe to profound hearing loss) high school students while reading to determine the effectiveness of each type for acquiring the meanings of unknown vocabulary in text. The dictionary types used include an online bilingual multimedia English-ASL dictionary (OBMEAD), a paper English-ASL dictionary (PBEAD), and an online monolingual English dictionary (OMED). Results indicate that for immediate recall of target words the OBMEAD was superior to both the PBEAD and the OMED. For later recall, no significant difference appeared between the recall for words learned via use of OBMEAD and PBEAD. Recall for each of these was statistically superior to recall for words learned via OMED. (Contains 7 figures and 1 table.) [This paper was published in: "American Annals of the Deaf," 157(4), xx.]
Memory Skills of Deaf Learners: Implications and Applications
Author: Hamilton, Harley
Date: 2011-00-00
Type: Information Analyses
Subjects: Deafness,Short Term Memory,Recall (Psychology),Spatial Ability,Cognitive Processes,Phonology,Visualization,Attention,Repetition,Intervention,Academic Achievement,Language Acquisition,Reading Instruction,Mathematics Instruction,Writing Instruction,Social Studies,Science Instruction,Vocabulary,Spelling Instruction,Comprehension,Language Arts

This paper will review research on working memory and short-term memory abilities of  deaf individuals delineating strengths and weaknesses. The areas of memory reviewed include weaknesses such as sequential recall, processing speed, attention, and memory load. Strengths include free recall, visuospatial recall, imagery and dual encoding. Phonological encoding, and rehearsal appear to be strengths when these strategies are employed. The implications of the strengths and weaknesses for language learning and educational achievement are discussed. Research questions are posed and remedial and compensatory classroom applications are suggested. (Contains 2 figures.) [This paper has been published in "American Annals of the Deaf" 156 (4).]
Opportunities for Policy Leadership on Afterschool Care. Policy Briefing Series. Issue 5
Author: Kang, Andrew
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Educational Policy,After School Programs,Program Descriptions,Access to Education,School Business Relationship,Family Work Relationship,State Policy,State Action,Information Sources,Child Care,Latchkey Children,Child Advocacy,Leadership Role

For most full-time employed parents, the gap between the end of the school day and the time they arrive home from work adds up to about 20 to 25 hours per week. Thus, many parents look to afterschool programs to satisfy their desire for safe, enriching experiences for their children while they are working. "Afterschool" is the general term used to describe an array of safe, structured programs that provide children and youth with a range of supervised activities designed to encourage learning and development outside of the typical school day. This paper answers the following questions about afterschool programs: (1) What is afterschool care?; (2) Why is afterschool care a policy matter?; (3) Use and availability of afterschool care; (4) How does afterschool care affect business?; (5) State policy initiatives; and (6) Where to get more information?
Finding Context: What Today's College Students Say about Conducting Research in the Digital Age. Project Information Literacy Progress Report
Author: Head, Alison J.
Date: 2009-02-04
Type: Reports - Research
Subjects: Discussion Groups,Qualitative Research,Classification,Web 2.0 Technologies,Research Tools,Information Sources,Library Services,College Students,Information Literacy,Internet,Research Papers (Students),Student Research,Community Colleges,Information Skills,Research Skills,Colleges,Information Seeking

A report of preliminary findings and analysis from student discussion groups held on 7 U.S. campuses in Fall 2008, as part of Project Information Literacy. Qualitative data from discussions with higher education students across the country suggest that conducting research is particularly challenging. Students' greatest challenges are related to their perceived inability to find desired materials. Students seek &quot;contexts&quot; as part of the research process. A preliminary typology of the research contexts is developed and introduced. Finding contexts for &quot;backgrounding&quot; topics and for figuring out how to traverse complex information landscapes may be the most difficult part of the research process. Our findings also suggest that students create effective methods for conducting research by using traditional methods, such as libraries, and self-taught, creative workarounds, such as &quot;presearch&quot; and Wikipedia, in different ways. Appended are: (1) Research Methods and Sampling; and (2) Purpose of Discussion Groups, Use of Data. (Contains 4 figures and 8 footnotes.)
Assigning Inquiry: How Handouts for Research Assignments Guide Today's College Students. Project Information Literacy Progress Report
Author: Head, Alison J.
Date: 2010-07-12
Type: Reports - Research
Subjects: Assignments,Instructional Materials,Research Tools,Information Sources,Library Services,Plagiarism,College Students,Information Literacy,Content Analysis,Interviews,Focus Groups,Comparative Analysis,Internet,Databases,Electronic Libraries,Research Papers (Students),Student Research,Community Colleges,Information Skills,Research Skills,Colleges,Information Seeking,Ethics

A report of findings from a content analysis of 191 course-related research assignment handouts distributed to undergraduates on 28 college campuses across the U.S., as part of Project Information Literacy. A majority of handouts in the sample emphasized standards about the mechanics of compiling college research papers, more so than guiding students to finding and using sources for research. Most frequently, handouts advised students to use their campus library shelves and/or online library sources when conducting research for assignments, though most handouts lacked specific details about which of the library's hundreds of databases to search. Few handouts advised students about using Internet sources, even though many of today's students almost always integrate the Web into their research activities. Very few handouts recommended consulting a librarian about research assignments. Details about evaluating information, plagiarism, and instructor availability appeared in only a minority of the handouts analyzed. The findings suggest that handouts for academic research assignments provide students with more how-to procedures and conventions for preparing a final product for submission, than guidance about conducting research and finding and using information in the digital age. Appended are: (1) Methods; and (2) Coding form. (Contains 15 figures and 36 footnotes.)