ethanporcaro/eric-fulltext-meta huggingface dataset:
The Horizon Report: 2010 Museum Edition
Author: Johnson, L.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Museums,Technological Advancement,Adoption (Ideas),Futures (of Society),Nonschool Educational Programs,Telecommunications,Handheld Devices,Social Networks,Internet,Simulation,Geographic Location,Computers,Nonverbal Communication

The internationally recognized series of "Horizon Reports" is part of the New Media Consortium's Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years on a variety of sectors around the globe. This volume, the "2010 Horizon Report: Museum Edition", examines emerging technologies for their potential impact on and use in education and interpretation within the museum environment. The hope is that the report is useful to museums worldwide, and the international composition of the Advisory Board reflects the care with which a global perspective was assembled. While there are many local factors affecting the adoption and use of emerging technologies in museums, there are also issues that transcend regional boundaries and questions individuals face. It was with these in mind that this report was created. The "2010 Horizon Report: Museum Edition" is the first in what will be an annual series of museum-focused reports. The six technologies featured in this report are placed along three adoption horizons that indicate likely time frames for their entrance into mainstream use for museum education and interpretation. The near-term horizon assumes the likelihood of entry into the mainstream for museums within the next twelve months; the mid-term horizon, within two to three years; and the far-term, within four to five years. Technologies included on the near-term horizon are mobiles and Social media. Technologies included in the second adoption horizon are augmented reality and location-based services. On the far-term horizon, set at four to five years away from widespread adoption, are gesture-based computing and the semantic web. Each of these technologies is described in detail in the main body of the report, where a discussion of what the technology is and why it is relevant to museum education and interpretation may also found.
A Time to Learn, a Time to Grow: California Parents Talk about Summertime and Summer Programs. Highlights from Research Conducted for the David and Lucile Packard Foundation
Author: Public Agenda
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Summer Programs,Focus Groups,Telephone Surveys,Academic Achievement,Parent Attitudes,Learning Activities,Participation,Children,Adolescents

This paper offers a summary of key findings from a telephone survey of 1,204 California parents conducted in September and October 2009 in both English and Spanish. The survey was prefaced by four focus groups: in Oakland, San Jose, Fresno and Los Angeles. The survey highlights several important themes for educators and policymakers, the most important of which may be that California parents see a variety of activities--including academics--as potentially important and valuable for their children. Yet, despite this widespread appetite for rich summer programs for their children, about six in ten parents report that their children either did not attend a summer program or went to one for a relatively short period. That is, there appears to be a major gap between what most parents think would be good for their children in the summer and what actually happens when the summer months roll around. Very few parents appear to be specifically avoiding summer programs just so their children can &quot;relax&quot; or have several months of downtime. (Contains 1 footnote.)
Sharing the Dream: How Faculty, Families and Community Leaders Respond to Community College Reform
Author: Immerwahr, John
Date: 2005-00-00
Type: Reports - Research
Subjects: Community Leaders,Community Needs,Community Colleges,Focus Groups,Adjunct Faculty,Two Year College Students,College Faculty,Teacher Attitudes,Teacher Role,Higher Education,Access to Education,Interviews,Stakeholders,Achievement Gap,Family (Sociological Unit)

In an effort to gauge receptiveness to Achieving the Dream, a major initiative to close achievement gaps at the nation's community colleges, the authors chose three participating colleges for an exploratory study. In each of the three communities, they conducted focus groups with relatively understudied stakeholders: full-time and adjunct faculty members and families of community college students. They also interviewed several community leaders. They found broad support for community colleges in general. All their respondents see the community college as a vital means for providing access to higher education for students who might otherwise not be able to attend. Faculty members are proud of their role in reaching out to these students; family members and community leaders have high praise for their local community colleges in terms of their service to a diverse student population, their accessibility and their responsiveness to community needs. At the broadest level, then, everyone they talked to appreciated the importance of Achieving the Dream's objective of improving the success of community college students, particularly those facing the greatest obstacles. When it comes to implementation, however, their research suggests several critical obstacles that Achieving the Dream will need to work through, most notably the reservations and concerns of full-time faculty. A list of community leaders is appended. (Contains 2 footnotes.) [This report was written with Amber Ott.]
Nebraskans Weigh in on Essential Education Opportunities for All Students. A Public Engagement Report
Author: Friedman, Will
Date: 2004-12-09
Type: Reports - Research
Subjects: Speech Communication,State Standards,Focus Groups,Educational Opportunities,State Boards of Education,State Departments of Education,Goal Orientation,Educational Objectives,Public Schools,Leadership,Board of Education Role,Equal Education,Educational Policy,Statewide Planning,Curriculum Design

Public Agenda was asked by the Nebraska State Board of Education and the Nebraska Department of Education (referred to hereafter as the State Board and the NDE) to help design and implement a public engagement process that would allow a cross-section of the state's citizens to comment on the central ideas contained in the document &quot;Equitable Opportunities For an Essential Education For All Students--Recommendations for Nebraska Public School Districts&quot; (referred to hereafter as the &quot;Essential Education Document&quot;). Toward that end Public Agenda conducted focus groups and community conversations with over 370 parents, students, educators and members of the general public from roughly 25 districts, including Aurora, Battle Creek, Beatrice, Gibbon, Hay Springs, Kearney, Lincoln, Norfolk, urban and suburban Omaha, and Stanton. Findings include: (1) People have an expansive vision of the educational opportunities that should be available to all students, and their views are generally consistent with the State Board's thinking; (2) Gaps in the existing essential educational opportunities; (3) Most people felt it is highly appropriate for the State Board/NDE to take a leading role in working on the concept of an essential education; and (4) Caveats and Concerns. Notes from Community Conversations in Grand Island, Gering and Papillion-La Vista are appended. (Contains 5 footnotes.) [This paper was presented to the Nebraska State Board of Education.]
Opportunity Knocks: Closing the Gaps between Leaders and the Public on Math, Science, &amp; Technology Education--A Qualitative Research Report on the Kansas City Region
Author: Kadlec, Alison
Date: 2010-00-00
Type: Reports - Research
Subjects: Economic Development,Qualitative Research,Biomedicine,Biological Sciences,Technology Education,Education Work Relationship,STEM Education,Economics,Health Services,Veterinary Medicine,Critical Thinking,Thinking Skills,Cooperation,Careers,Readiness

The Kansas City region is in many ways representative of the larger national economy. As with many cities of its size, the largest area of employment, other than in government, is in the healthcare sector. While biomedical research is a major growth area across the nation, Kansas City is also the national leader in the animal healthcare industry, in part because of the impact of major biomedical research organizations such as the Stowers Institute. This has given Kansas City a foothold for future development, and as Peter Levy, the President of the Chamber of Commerce noted, &quot;It may be that the greatest challenge we have given ourselves as a community is to leverage our way up to be one of the leading communities in life sciences research in the country.&quot; While these areas of economic development have obvious and strong connections to math, science and technology (MST) education, business leaders we spoke with for this study also emphasized the extent to which more traditional jobs, such as construction, manufacturing and many others, require workers to have a stronger MST background simply because of the increasing role played by technology. Moreover, leaders stress that the kinds of analytic and collaborative skills that MST education inculcates, apart from specific content knowledge, are increasingly important to virtually &quot;all&quot; kinds of work in the modern economy. It's no surprise, then, that improving MST education is a driving concern of the region's leadership. The research summarized in this report was conducted to help inform efforts in the region to improve math, science and technology education and outcomes for all students. It follows up on a national report that identified an &quot;urgency gap&quot; between leaders and parents on the importance of MST education. In 2006, Public Agenda found that public concern about math and science has declined since the mid-1990's, even as concern among experts and leaders has ramped up dramatically. As American students continue to lag behind their international counterparts in MST achievement and as the number of American students pursuing careers in engineering and other MST related fields continues to decline, addressing this urgency gap has become critically important nationally. Does the same pattern apply in the Kansas City region? If so, what might be done about it? (Contains 4 notes.)
Changing the Conversation on Education in Connecticut: A Report on the Connecticut Community Conversations Project. Updated Version
Author: Friedman, Will
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Policy Formation,Educational Policy,Community Involvement,Program Descriptions,Program Development,Program Effectiveness,Nonprofit Organizations,Interviews,Citizen Participation,Discussion Groups,Public Opinion,Guidelines

This paper introduces the Connecticut Community Conversations project and discusses the origins of the partnership between Public Agenda and the Graustien Memorial Fund in Connecticut. It describes Public Agenda's model of community dialogue and engagement and how it was specifically applied in the project. It then looks closely at the experience of a cross-section of sites involved in the project, giving a fuller sense of the forums and examining some of the effects and results. Lastly, it offers concluding analysis, and discusses implications of the Connecticut experience for other groups and institutions considering similar initiatives. Appended are: (1) Overview of Connecticut Forums to Date; and (2) Interview Notes with Key Community Conversation Organizers in Nine Sites. (Contains 2 tables and 6 notes.)
Changing the Conversation about Productivity: Strategies for Engaging Faculty and Institutional Leaders. A Report by Public Agenda for the Lumina Foundation's Higher Education Productivity Initiative
Author: Public Agenda
Date: 2010-00-00
Type: Reports - Research
Subjects: Higher Education,Focus Groups,Collective Bargaining,Educational Change,Agenda Setting,Program Attitudes,Productivity,Interviews,Stakeholders,Change Strategies,Educational Policy,Teacher Participation,Case Studies,Organizational Change,Teacher Administrator Relationship,Transformational Leadership

This report builds on and extends Public Agenda's ongoing research on the attitudes of various stakeholder groups toward higher education reform. It explores the purpose and promise of more effective engagement of those stakeholders who--at first blush, at least--appear to express the deepest resistance to the productivity agenda: faculty. The report's driving questions are, what does it take to bridge the most pervasive divides in perception between productivity advocates and faculty, and what can be accomplished through deeper, more strategic engagement? The insights and strategies summarized in this report are drawn from three focus groups with faculty at both two-year and four-year institutions and roughly 25 in-depth, one-on-one interviews conducted with college presidents, higher education researchers, representatives of collective bargaining associations, disciplinary associations, accrediting bodies, professional development organizations serving faculty, and representatives from a wide range of higher education consortia. (Contains 9 footnotes.)
A Place to Call Home: What Immigrants Say Now about Life in America
Author: Bittle, Scott
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Muslims,Citizenship,Mexican Americans,Language Skills,Immigration,Immigrants,Language Proficiency,English (Second Language),Limited English Speaking,Beliefs,Public Opinion,Employment Potential,Low Income,Public Policy,Surveys,Economics,Life Satisfaction,Social Discrimination

Congress and the Bush administration tried to reform immigration policy in 2006 and failed. A year later they tried again, with no more success. The truth is that if this nation is going to overhaul immigration policy, it only makes sense to listen to the people who will be most affected by it: immigrants. To craft a just and practical policy, this nation needs to see America through the immigrant's eyes. That's what the authors hope to accomplish with this report, the follow-up to their pioneering 2002 survey of immigrants, &quot;Now That I'm Here&quot;. In this report, they have extended their sampling to gain a more detailed view of Hispanics and Muslims. Findings of their survey reveal: (1) Overall, immigrants say they're quite satisfied with life in the United States, for themselves and their children. Discrimination against immigrants doesn't seem to be part of their daily lives, because while majorities say it exists, majorities also say they haven't experienced much discrimination personally. Right now, the biggest concern for immigrants is much the same as for native-born Americans: the economy and their own financial well-being; (2) Most immigrants say that they have become comfortable in the United States quickly, yet ties to their birth countries have become stronger since 2002, particularly among recent immigrants. Most of the immigrants the authors surveyed either were citizens already or were in the process of being naturalized. For most of them, citizenship was a practical step. So is learning to speak English, with most immigrants reporting that it is difficult to get ahead or keep a job without language skills; and (3) Although there are common themes among immigrants, certain groups do have unique perspectives. Mexican immigrants are more likely to say they're happy in the United States, but also significantly more likely to perceive discrimination against immigrants. They're also more likely to be lower-income and perhaps face more language barriers. Muslims, by contrast, are less likely to report discrimination and overwhelmingly more likely to say the United States will be their permanent home. (Contains 13 footnotes.) [This paper was written with Amber Ott and Paul Gasbarra. For the related report, &quot;Now that I'm Here: What America's Immigrants Have To Say about Life in the U.S. Today&quot;, see ED473894.]
Teaching English at Polish Secondary Schools
Author: Butler, Norman L.
Date: 2010-12-00
Type: Reports - Research
Subjects: Foreign Countries,Native Speakers,English (Second Language),Second Language Instruction,Educational Objectives,Student Educational Objectives,Goal Orientation,Education Work Relationship,Employment Potential,Secondary Education,Secondary School Students

The aims of this paper are to determine: 1. if Polish secondary school learners are studying English so that they can obtain jobs in the UK and Ireland and 2. whether they prefer to learn how to speak English from a native speaker teacher than from a non-native instructor. Eighteen students, who study at ZESPOL SZKOL MECHANICZNYCH NR 2 in Cracow, Poland were surveyed, and the authors found that most learners (56%) are not studying English in order to secure employment in the UK and Ireland and that 82% of the students prefer to be taught English by a native speaker. The theoretical framework for this article is provided by the general idea of the school as an organization and social institution. (Contains 1 note.)
Five-Year Strategic Plan: Fiscal Years 2011-2015
Author: Office of Inspector General (ED)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Position Papers,Program Descriptions,Organizational Objectives,Change Strategies,Evaluation Methods,Institutional Role,Institutional Characteristics,Audits (Verification),Federal Government,Public Agencies

This paper presents the U.S. Department of Education (Department) Office of Inspector General (OIG) Strategic Plan for fiscal years 2011 through 2015. This plan describes the focus and direction of OIG's operations over the next five years, establishes its organizational goals, and outlines the strategies it will employ to reach those goals and the measures it will use to evaluate its performance.
Horizon Report: 2010 K-12 Edition
Author: Johnson, L.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Advisory Committees,Elementary Secondary Education,Creative Activities,Global Approach,Educational Technology,Information Technology,Technological Advancement,Influence of Technology,Computer Networks,Social Networks,Computer Simulation,Handheld Devices,Educational Games,Video Games,Computer Mediated Communication,Cooperation,Computer Uses in Education

The "Horizon Report" series is the most visible outcome of the New Media Consortium's Horizon Project, an ongoing research effort established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within education around the globe. This volume, the "2010 Horizon Report: K-12 Edition", examines emerging technologies for their potential impact on and use in teaching, learning, and creative expression within the environment of pre-college education. The hope is that the report is useful to educators worldwide, and the international composition of the Advisory Board reflects the care with which a global perspective was assembled. While there are many local factors affecting the practice of education, there are also issues that transcend regional boundaries, questions individuals face in K-12 education, and it was with these in mind that this report was created. The six technologies featured in each "Horizon Report" are placed along three adoption horizons that indicate likely time frames for their entrance into mainstream use for teaching, learning, or creative applications in the K-12 environment. The near-term horizon assumes the likelihood of entry into the mainstream for schools within the next twelve months; the mid-term horizon, within two to three years; and the far-term, within four to five years. On the near-term horizon--that is, within the next 12 months--are "cloud computing" and "collaborative environments". The second adoption horizon is set two to three years out, where individuals will begin to see widespread adoptions of two well-established technologies: "game-based learning" and "mobiles". On the far-term horizon, set at four to five years away from widespread adoption, are "augmented reality" and "flexible displays". Each of these technologies is described in detail in the body of the report. These sections open with a discussion of what the technology is and why it is relevant to teach learning, and creative inquiry. Examples of the technology in practice, especially in schools, are listed there to illustrate how it is being adopted at the current time.
Advisory Committee on Job Corps. Report and Recommendations to the Secretary of Labor
Author: Job Corps (DOL)
Date: 2008-04-00
Type: Reports - Evaluative
Subjects: Job Training,Labor,Federal Programs,Program Effectiveness,Youth Programs,Program Evaluation,Youth,Employment Programs,Job Placement,Disadvantaged Youth,Economically Disadvantaged,National Programs,Education Work Relationship,Federal Legislation,Labor Force,Labor Force Development,Program Implementation,Goal Orientation,Partnerships in Education

This paper presents the recommendations made by the Advisory Committee on Job Corps to the Secretary of Labor pertaining to the review, development and implementation of policies, legislation and regulations for the Job Corps program. This document represents the culmination of an intensive and comprehensive nine-month process undertaken by the Advisory Committee. The Advisory has worked together to evaluate the Job Corps program, including its purpose, goals, effectiveness, efficiency and performance measures. It worked with a single and critical purpose in mind: helping Job Corps address the challenges it faces regarding the provision of job training and education to the youth population that it serves, particularly as related to creating a pipeline of young workers for a demand-driven workforce. Appendices include: (1) Partnership Opportunities; (2) Issue Papers; (3) Committee Information; and (4) Program Information. A glossary is included.
Teaching English to Polish Post-Secondary Vocational Institution Learners
Author: Butler, Norman L.
Date: 2011-01-00
Type: Reports - Research
Subjects: Vocational Schools,Foreign Countries,Native Speakers,English (Second Language),English,Education Work Relationship,Employment Potential,College Students

The aims of this article are to determine 1. if Polish post-secondary vocational school learners  are studying English so that they can obtain jobs in the UK and Ireland and 2.  whether they prefer to learn how to speak English from a native speaker teacher than from a non-native instructor. Sixteen learners, who study part-time at SZKOLA POLICEALNA &quot;VADEMECUM&quot; in Cracow, were surveyed, and the authors found that most students (87%) are not studying English in order to secure employment in the UK and Ireland and that 75% of the  learners prefer to be taught English by a non-native speaker. The theoretical framework for this article is provided by the general idea of the school as an organization and social institution.