ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Secondary School Students,Statistics,Statistical Significance,Urban Areas,Urban Schools

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Albuquerque was 254. This was not significantly different from the average score of 255 for public school students in large cities. The percentage of students in Albuquerque who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2011. This percentage was not significantly different from large cities (23 percent). The percentage of students in Albuquerque who performed at or above the NAEP &quot;Basic&quot; level was 64 percent in 2011. This percentage was not significantly different from large cities (65 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455,&quot; see ED527171.]
Lifelong Learning in Nepal: Contexts and Prospects
Author: Regmi, Kapil Dev
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Lifelong Learning,Developing Nations,Educational Policy,International Organizations,Human Capital,Informal Education,Educational Environment,Educational Principles,Educational Development,Nonformal Education,Educational History,Adult Learning

Learning is a lifelong process. Many countries in the world, basically the European and Organization for Economic Cooperation and Development (OECD) countries, have adopted it as an important vehicle for human development. They have also made it a policy agenda for meeting the human capital need for twenty first century for economic prosperity. However, the concept of lifelong learning is still new in many developing countries including Nepal. With UNESCO's efforts some policy documents have made some provisions to enhance non-formal education in Nepal; however, no specific provision has been made so far to enhance informal learning despite the fact that that has been proved as one of the vital constituents of lifelong learning. This article discusses some of the fundamental concepts attached with lifelong learning and also sheds some lights on the prospects of lifelong learning in developing countries, with particular focus on the Nepalese contexts.
The Effectiveness of Using an Explicit Language Learning Strategy-Based Instruction in Developing Secondary School Students' EFL Listening Comprehension Skills
Author: Amin, Iman Abdul-Reheem
Date: 2011-12-01
Type: Reports - Research
Subjects: Experimental Groups,Reading Comprehension,Listening Comprehension,Learning Strategies,Teaching Guides,Program Effectiveness,Foreign Countries,Secondary School Teachers,Secondary School Students,Listening Comprehension Tests,Measures (Individuals),Achievement Gains,Statistical Analysis,Textbooks,Instructional Materials,Teaching Methods,English (Second Language),Second Language Learning

The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills. It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills. The sub-skills were identified according to students' text-book, teacher's guide, and Ministry of Education Directives for secondary school teachers (2010-2011). An EFL listening comprehension test was used for measuring students' development in listening comprehension. The subjects of the study were randomly drawn from two classes at El-Shimaa Secondary School for girls, Benha, Qalyoubiya Governorate, Egypt. The experiment lasted for five weeks at a rate of three sessions a week (90 minutes each). The strategy instruction used in the present research study was the Cognitive Academic Language Learning Approach or CALLA. The sessions included listening comprehension activities followed the five phases of the CALLA approach. Findings of the study were statistically dealt with the Statistical Package for the Social Science software (SPSS) version 17. T-value, mean scores, standard deviation, and degree of freedom were calculated. It was found out that the experimental group achieved more gains in their EFL listening comprehension skill and each sub-skill due to using the explicit language learning strategy instruction. Appended to this document is &quot;The EFL Listening Comprehension Test.&quot; (Contains 8 figures and 5 tables.)
A Correlation Study between EFL Strategic Listening and Listening Comprehension Skills among Secondary School Students
Author: Amin, Iman Abdul-Reheem
Date: 2011-12-20
Type: Reports - Research
Subjects: Listening Comprehension,Protocol Analysis,Correlation,Secondary School Students,Listening Skills,Questionnaires,Check Lists,English (Second Language),Second Language Learning,Metacognition,Foreign Countries

The present study was undertaken to investigate the correlation between EFL students strategic listening and their listening comprehension skills. Eighty secondary school students participated in this study. Participants' strategic listening was measured by a Strategic Listening Interview (SLI), a Strategic Listening Questionnaire (SLQ) and a Strategic Listening Checklist (SLC) with think-aloud protocol. Their listening comprehension skills were measured by an EFL listening comprehension test. A Pearson correlation analysis was run to test the correlation between strategic listening and listening comprehension test scores. The findings revealed that the relationship between strategic listening and listening comprehension was positive and significant. The higher the level of strategic listening these students obtained, the higher the score they attained on the listening comprehension test and vice versa. Appended to this document are: (1) The EFL Listening Comprehension Test; (2) The Strategic Listening Interview (SLI); (3) The Strategic Listening Questionnaire (the English Version; and (4) Protocol Instructions for the Students. (Contains 7 tables, 1 figure, and 1 footnote.)
Enhancing Students Academic Performance
Author: Rulloda, Rudolfo Barcena
Date: 2011-12-13
Type: Reports - Descriptive
Subjects: Federal Legislation,Academic Achievement,Educational Change,Educational Policy,Educational Improvement,Politics of Education,Educational History,Policy Analysis,Accountability,High Stakes Tests,Educational Testing,Student Promotion,Graduation Requirements,School Choice,Charter Schools,Program Effectiveness,Educational Legislation,School Effectiveness

Prior to the enactment of the No Child Left Behind Act of 2001, the public was expressing discontent about the declining of students' test scores and the quality of public schooling. The federal government eventually began discussing and debating for education reform and the No Child Left Behind of 2001 was finally passed and signed by President George W. Bush. The Act was met with jubilation and exhalation by the public and the education community; it was another step towards enhancing students' academic performance.
Profile Analysis via Multidimensional Scaling for the &quot;Revised Two-Factor Learning Process Questionnaire&quot;
Author: Socha, Alan
Date: 2011-04-00
Type: Reports - Research
Subjects: Validity,Questionnaires,Multidimensional Scaling,Profiles,Psychometrics,Learning Processes,Student Motivation,College Students,Correlation,Academic Achievement,Diagnostic Tests,Educational Diagnosis,Learning Motivation,Learning Strategies

The &quot;Revised Learning Process Questionnaire&quot; has been part of the development of a conceptual understanding of how students learn and what motivates them to engage in particular tasks. We obtained responses from 329 student volunteers at a mid-sized public university in the southeast United States. While looking at the psychometric properties of this questionnaire in a different educational context from which the instrument had been originally validated was one purpose of the study, the main thrust of this research was to use Profile Analysis via Multidimensional Scaling (PAMS) to improve the diagnostic functionality of the instrument as well as further explore the validity of the questionnaire. We found that interpreting the latent structure in terms of the dimensions of Strategy and Motive as opposed to the factors of Deep and Surface approaches to be more appropriate for diagnostic use. We also found that PAMS has the inherent ability to assess an individual's fit within the model, thereby acting as a measure of self-report credibility. Both the Strategy and Motive dimensions were found to have ecological validity through analyzing its relationship to academic performance. Two appendixes present: (1) Revised Learning Process Questionnaire (R-LPQ-2F); and (2) Scales in the Revised Learning Process Questionnaire (R-LPQ-2F). (Contains 7 tables and 4 figures.)
A Descriptive Evaluation of the Federal Class-Size Reduction Program: Final Report
Author: Millsap, Mary Ann
Date: 2004-08-00
Type: Reports - Evaluative
Subjects: Class Size,Teacher Effectiveness,Elementary Secondary Education,Federal Legislation,Federal Programs,Academic Achievement,Professional Development,Principals,School Districts,Teacher Qualifications,Reading Achievement,Financial Support,Program Descriptions,Program Evaluation,Teacher Recruitment,Teacher Selection,Surveys

The federal Class-Size Reduction (CSR) Program, P.L. 105-277, begun in Fiscal Year 1999, represented a major federal commitment to help school districts hire additional qualified teachers, especially in the early elementary grades, so children would learn in smaller classes. The CSR program also allowed funds to be spent as professional development, in part to help teachers take advantage of instructional opportunities in smaller classes. The ultimate goal of the program was to improve student achievement, particularly in reading, by reducing class sizes in grades K-3 to an average of 18 students per class. As part of the reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), the CSR program was folded into Title II, Part A, of the No Child Left Behind Act of 2001 (NCLB). Although no longer a separate federal program, class-size reduction remains an allowable use of funds under Title II, Part A. It is one of many ways that districts can use their Title II, Part A, funds to improve teacher quality and student achievement in their schools. Therefore, this evaluation provides valuable lessons not just about the federal CSR program, but also about a major component of Title II, Part A, of NCLB. This evaluation was designed to address multiple research questions, organized into three main categories: (1) distribution and uses of federal CSR funds; (2) implementation of CSR; (3) and effects of CSR on class size. This report's structure reflects the four sets of evaluation questions. Chapter 2 addresses the distribution and uses of funds. Chapter 3 addresses recruitment and hiring of teachers, professional development, and resources for implementation. Last, Chapter 4 examines the impact of the federal CSR program on class size. Appended are: (1) Survey of District Personnel; and (2) Survey of School Principals. (Contains 33 tables and 25 footnotes.) [For the executive summary, see ED613400.]
Federal Funding for Educational Technology and How It Is Used in the Classroom: A Summary of Findings from the Integrated Studies of Educational Technology
Author: Department of Education (ED), Office of the Under Secretary
Date: 2003-10-00
Type: Reports - Research
Subjects: Rural Schools,Surveys,Educational Technology,Federal Government,Federal Aid,Financial Support,Computer Uses in Education,Access to Computers,Disadvantaged Youth,Minority Group Children,Poverty,Technology Integration,Government Role,Resource Allocation,Barriers,Professional Development

Technology is now considered by most educators and parents to be an integral part of providing a high-quality education. There is concern, however, that not all students, particularly students in rural schools or schools with a high percentage of minority or poor students, have equal access to educational technology, both in terms of the availability of equipment and the successful integration of technology into the classroom. To address these concerns, the federal government funds a number of programs designed to help encourage the effective use of technology in classrooms and eliminate differences in students' access to technology. The U.S. Department of Education (ED) contracted with SRI International, the American Institutes for Research, and the Urban Institute to conduct the Integrated Studies of Educational Technology (ISET). ISET consisted of a nested set of state, district, school, and teacher surveys, designed to provide nationally representative information on federal funding for, and uses of, educational technology. This issue brief summarizes the major findings from the three final reports that ISET produced. (Contains 7 figures and 4 footnotes.) [This report was published by the Office of the Under Secretary's Policy and Program Studies Service.]
Improving Teacher Quality in U.S. School Districts: Districts' Use of Title II, Part A, Funds in 2002-2003. Policy and Program Brief
Author: Department of Education (ED), Office of the Under Secretary
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Teacher Salaries,Class Size,Teacher Effectiveness,Poverty,Elementary Secondary Education,Federal Legislation,School Districts,Educational Change,Politics of Education,Academic Achievement,Financial Support,Surveys,Educational Improvement,Educational Finance

The No Child Left Behind Act of 2001 (NCLB), which reauthorized the Elementary and Secondary Education Act of 1965, places a major emphasis on teacher quality as a significant factor in improving student achievement. Under NCLB, Title II, Part A provides funds to states and districts to conduct a variety of teacher-related reform activities. Unlike previous authorizations of Title II, which provided funds primarily for professional development in mathematics and science, under NCLB funds can be used for a variety of teacher quality activities in any subject area. In 2002-2003, Title II, Part A provided states and districts approximately $2.85 billion for teacher quality reforms. To gain a better understanding of how school districts were responding to the high level of Title II, Part A funding and the wide range of teacher quality reforms allowed under it during the first year of NCLB, the U.S. Department of Education collected baseline data from districts around the nation to answer the question: How did districts report spending their federal Teacher Quality funds in 2002-2003? Data for this brief come from a nationally representative sample of 800 school districts drawn from the 2000-2001 Common Core of Data (CCD). In drawing the sample, districts were stratified by size and level of poverty. The key findings in this evaluation brief summarize the completed survey instruments from 82 percent of the sampled districts. All weights were adjusted for nonresponse. District poverty data come from the U.S. Census Bureau. Key findings include: (1) The great majority of the nation's districts reported that they received Title II, Part A funds, with high-poverty districts receiving more funds than low-poverty, and large districts receiving more than small; (2) Districts reported using the majority of Title II, Part A funds for teacher salaries to reduce class size and for professional development for teachers; (3) Districts reported using Title II, Part A sources to fund over 30,000 teachers; and (4) Districts reported using their funds for professional development across a variety of subject areas. (Contains 5 exhibits and 3 footnotes.)[This report was published by the Office of the Under Secretary's Policy and Program Studies Service.]
The Vocational Teacher Pipeline: How Academically Well-Prepared Is the Next Generation of Vocational Teachers?
Author: Cramer, Kevin
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education Teachers,Preservice Teachers,Elementary School Teachers,Secondary School Teachers,Federal Legislation,Educational Legislation,Pedagogical Content Knowledge,Reading Achievement,Writing Achievement,Mathematics Achievement,Scores,Teacher Competency Testing

The purpose of this paper is to examine how well-prepared vocational educators are to teach courses and programs that reflect the emphasis on academic skills in the Perkins III legislation. The paper examines the academic skills and pedagogical knowledge of elementary, secondary and secondary vocational candidates to assess how well-prepared vocational candidates are to support and reinforce students' acquisition of academic skills. The study includes an analysis of (1) the demographic and academic characteristics of teacher candidates; and (2) the academic skills and professional knowledge of teacher candidates as measured by reading, writing, mathematics and pedagogical knowledge test scores on the Praxis assessments. The data reported in this study are from more than 200,000 elementary, secondary and secondary vocational teacher candidates who completed the Praxis Series assessments for teacher certification between 1994 and 1999. The Praxis test takers are primarily college students actively seeking entrance to a college of education. Three key findings emerged from the analysis: (1) Candidates for certification in vocational fields are not as academically or pedagogically prepared as are candidates for certification in secondary fields; (2) Candidates for certification in vocational fields are not as academically prepared in reading and writing as candidates for certification in elementary education; and (3) A potential disconnect may exist between the academic and pedagogical skills of vocational candidates and the direction of federal policy, which has increasingly emphasized the importance of academic skills for vocational students. There may be several factors that contribute to these differences, including: (1) Vocational teachers' job requirements and teacher preparation programs may not currently emphasize this new direction of federal policy; (2) Prospective vocational candidates tend to be older than other teacher candidates and may have been out of school for longer periods of time; and (3) Prospective vocational candidates tend to have lower grade-point averages in college than other prospective teachers, and they may have taken more courses that did not emphasize academics. (Contains 16 figures and 12 footnotes.)
Bringing Flexibility &amp; Focus to Education Law: Looking Back and Moving Forward
Author: Department of Education (ED)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Educational Change,Educational Innovation,Compliance (Legal)

ESEA (Elementary and Secondary Education Act) flexibility provides a voluntary opportunity for states to be released from certain requirements of NCLB (No Child Left Behind). In exchange, states will lead efforts to raise standards so they focus on college and careers, help teachers and principals focus on teaching and learning, and improve all schools, especially the lowest-performing schools and schools with the largest achievement gaps. Further, schools now labeled as &quot;in need of improvement&quot; under NCLB will be more fairly judged through a focus on student and school progress. This paper presents the benefits of ESEA flexibility and presents a brief history of ESEA. Tips for what individuals can do about ESEA are also presented.
Bringing Flexibility &amp; Focus to Education Law: Supporting State and Local Progress
Author: Department of Education (ED)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Educational Change,Compliance (Legal),Academic Standards,College Readiness,Recognition (Achievement),Accountability,Teacher Effectiveness,Administrator Effectiveness,Principals,Educational Finance,Federal Aid

This paper offers tips on how states may receive ESEA (Elementary and Secondary Education Act) flexibility. To receive flexibility through waivers of NCLB (No Child Left Behind) requirements, a state must develop a rigorous and comprehensive plan addressing the three critical areas that are designed to improve educational outcomes for all students, close achievement gaps and increase equity, and improve the quality of instruction. States must consult a diverse group of stakeholders in developing their plans.
The Promise of Partner Teaching in Urban Schools: A Case Study
Author: Bronson, Carroll E.
Date: 2011-12-14
Type: Reports - Research
Subjects: Evidence,African American Children,Urban Schools,Focus Groups,High Achievement,Academic Achievement,Collegiality,Interviews,Teaching Skills,Kindergarten,Models

This paper describes an ethnographic case study of a partner or co-teaching classroom in an urban preschool classroom. As part of a larger project that evaluated classroom size and team teaching structures in Kindergarten classrooms in several high poverty urban schools, one successful co-teaching classroom was studied further. Systematic observations of this classroom occurred over the course of one academic year and additional individual interviews and focus group interviews were used to gather the data. While evidence of high adult collegiality and a culture of high achievement were noted; several troubling findings surfaced. The partner or co-teachers suffered from too little effective instructional leadership in support of their abilities to develop good partner or co-teaching skills. These white female teachers also exhibited an inability to engage in critical dialogue and reflection related to the dynamics of race in their relationships with parents of African American children. The authors use a critical framework to suggest that these findings are not innocuous but, in fact, are hidden relations of power that explain the absence of positive parent-teacher relations among white teachers and children of color in this urban school.
Promoting Lifelong Learning in Multilingual Context: A Case from Nepal
Author: Regmi, Kapil Dev
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Multilingualism,Lifelong Learning,Foreign Countries,Adult Literacy,Educational Policy,Ethnic Diversity,Sociolinguistics,Language Maintenance,Cultural Maintenance,Educational Opportunities,Native Language,Native Language Instruction,Change Strategies,Educational Change,Cultural Context

Nepal is a multilingual country with low adult literacy rate (about 57% in 2008). Through different policy documents and motivation from some of the transnational organizations such as UNESCO, Nepal is on the process of adopting lifelong learning perspective as a major educational policy. In this context the article raises two issues: how to preserve and promote linguistic diversity and how to provide lifelong learning opportunities in such multilingual context. For addressing these issues, the article argues that multilingual lifelong learning policy--in all three modes of learning: formal, non-formal and informal--could be a suitable educational policy for Nepal. (Contains 3 notes.)