ethanporcaro/eric-fulltext-meta huggingface dataset:
States' Progress and Challenges in Implementing Common Core State Standards
Author: Kober, Nancy
Date: 2011-01-00
Type: Reports - Research
Subjects: Teacher Evaluation,State Officials,State Standards,Educational Quality,Secondary School Students,Elementary School Students,Academic Achievement,Language Skills,Mathematics Skills,Educational Policy,Teacher Education,Surveys,Testing,Program Implementation,Academic Standards,Elementary Secondary Education,Grants,Incentive Grants,Federal Programs,Educational Improvement

Most states are participating in the initiative led by the National Governors Association and the Council of Chief State School Officers to develop and adopt voluntary common core state standards that will outline what elementary and secondary school students are expected to learn in English language arts and mathematics. Implementing these standards will require complementary and sometimes complex changes to a host of education policies and programs, from teacher preparation to testing. To learn more about states' progress and plans for implementing the common core state standards, the Center on Education Policy (CEP) surveyed state deputy superintendents of education or their designees in October and November of 2010. Responses were received from 42 states and the District of Columbia, which is counted as a state in the tallies in this report. Several key findings can be drawn from states' survey responses. These are: (1) State officials cited educational quality issues more often than they cited federal Race to Top (RttT) requirements as important factors in their states' decision to adopt the common core state standards; (2) Many states anticipate it will take until 2013 or later to fully implement the more complex changes associated with the common core state standards; (3) Although most adopting states will require school districts to implement the common core state standards, the majority of these states are not requiring districts to make complementary changes in curriculum and teacher programs; (4) The hope that the common core state standards will encourage a seamless system of education from elementary school through college is far from being realized; (5) Developing teacher evaluation systems geared to the common core state standards and finding funds were most often cited by states as major challenges to implementing the standards; and (6) Race to the Top funding appears to be helping with implementation of the common core state standards. Study Methods is appended. (Contains 5 figures, 1 table and 2 footnotes.)
2010 E-Rate Program and Broadband Usage Survey: Report. DA 10-2414
Author: Federal Communications Commission, Washington, DC.
Date: 2010-00-00
Type: Reports - Research
Subjects: Internet,Telecommunications,Schools,Libraries,Access to Information,Government School Relationship,Needs Assessment,Electronic Mail,Reference Materials,Textbooks,Electronic Publishing

This report presents data from the "2010 E-rate Program and Broadband Usage Survey" commissioned by the Federal Communications Commission (FCC) and conducted by Harris Interactive, Inc. (Harris), an independent national marketing research firm, between February and April 2010. The primary goal of the survey was to collect data on the current state of broadband connectivity for E-rate funded schools and libraries and inquire into challenges related to broadband use that recipients face now or will face in the future. This survey will help the Commission make policy decisions for the E-rate program by providing information on the educational and technological needs of schools and libraries. Key findings of this report include: (1) 95% of all E-rate survey respondents have some form of terrestrial broadband connection to at least one facility, while 2% use satellite and 3% use dial-up; (2) However, nearly 80% of all survey respondents say their broadband connections do not fully meet their current needs; (3) 39% of E-rate survey respondents cite cost of service as a barrier in meeting their Internet needs, and 27% cite cost of installation as a barrier; (4) 56% of all E-rate survey respondents expect to implement or expand the use of digital textbooks in the next two to three years, and 45% expect to implement or expand the use of handheld devices for educational purposes; (5) 10% of E-rate survey respondents have broadband speeds of 100 Mbps or greater and most (55%) have broadband speeds greater than 3 Mbps; (6) For schools, e-mail is the most used application (almost all schools, 98%, regularly use or access e-mail), and the most essential (69% consider it the most essential); and (7) For libraries, online reference materials are both the most used application (86% of staff and patrons regularly use or access online reference materials) and the most essential (62% consider it the most essential). (Contains 7 footnotes.)
Fast Facts: Recent Statistics from the Library Research Service, Numbers 283-289. January-December, 2010
Author: Colorado Department of Education, Library Research Service
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Library Personnel,Library Research,Access to Computers,School Libraries,Library Services,Statistical Surveys,Layout (Publications),Printed Materials,Intellectual Freedom,Censorship,Labor Demands,Influence of Technology,Employment Opportunities,Public Libraries

Issues 283 through 289 of &quot;Fast Facts&quot; from the Library Research Service present data collected from libraries in Colorado and throughout the nation. Topics addressed in these &quot;Fast Facts&quot; from 2010 include the relationship between computer access in libraries and use of traditional services, analysis of the third year of data from LibraryJobline.org and results from the Future of the Book survey. Also addressed in these brief reports is the relationship between school library staffing and student achievement, trends in school library staffing, and challenged materials in Colorado's public libraries in 2009. The following &quot;Fast Facts&quot; titles from 2009 are included in this document: (1) Computer Access and Traditional Library Services (Jamie Daisey); (2) More Job Seekers, Fewer Jobs: Findings from Library Jobline, Year Three (Jamie Helgren); (3) Future of the Book Part 1: Perceptions of Cost and Technological Advantages of Paper and Electronic Formats (Jamie Daisey); (4) The Future of the Book Part 2: Beyond the Bathtub, Personal Preference Among Many Factors Influencing Format Choice (Jamie Helgren); (5) Increased Library Staff Links to Higher CSAP Scores (Keith Curry Lance); (6) Endorsed Librarian Positions in Colorado Public Schools Trending Down (Keith Curry Lance); (7) Challenged Materials in Colorado Public Libraries, 2009 (Jamie Helgren). Individual &quot;Fast Facts&quot; contain charts, graphs, tables and references. [For &quot;Fast Facts: Recent Statistics from the Library Research Service, Numbers 266-282, January-December 2009,&quot; see ED508398.]
Measuring Fidelity in Preschool Interventions: A Microanalysis of Fidelity Instruments Used in Curriculum Interventions
Author: Darrow, Catherine L.
Date: 2010-00-00
Type: Reports - Research
Subjects: Preschool Curriculum,Evaluation Research,Curriculum Evaluation,Program Implementation,Intervention,Teacher Effectiveness,Instructional Effectiveness,Program Evaluation,Curriculum Development

This paper examines measures used by studies associated with Preschool Curriculum Evaluation Research Initiative (PCER) funded by the Institute of Education Sciences. Analysis of 17 measures of fidelity used by 13 curriculum interventions highlights how research in preschools is and is not measuring fidelity of implementation. The following research questions are pursued: (1) In what ways do the measures used in these studies represent the three primary elements of implementation: (a) adherence, (b) exposure, and (c) participant responsiveness?; and (2) Do studies effectively use measures to differentiate between teachers' fidelity to crucial elements of the curriculum and teachers' general instructional quality (i.e., high fidelity as compared to good teaching)? Overall, analysis of these 16 fidelity measures reveals that the corresponding preschool studies insufficiently measured the primary components of fidelity. In many cases, the measures used in these studies were more effective at assessing general quality of instruction and less successful at evaluating fidelity of implementation. Despite increased attention, measurement of implementation fidelity in preschool research continues to be challenging and development of measures that more comprehensively represent implementation fidelity more is essential. (Contains 1 table.)
A Procedure for Assessing Fidelity of Implementation in Experiments Testing Educational Interventions
Author: Nelson, Michael C.
Date: 2010-00-00
Type: Reports - Research
Subjects: Intervention,Program Effectiveness,Demonstration Programs,Experimental Programs,Feasibility Studies,Pilot Projects,Evaluation Methods,Cognitive Mapping,Research Methodology,Sequential Approach,Educational Research,Literature Reviews,Meta Analysis

An educational intervention's effectiveness is judged by whether it produces positive outcomes for students, with the randomized controlled trial (CRT) as a valuable tool for determining intervention effects. However, the intervention-as-implemented in an experiment frequently differs from the intervention-as-designed, making it unclear whether unfavorable results are due to an ineffective intervention model or the failure to implement the model fully. It is therefore vital to assess fidelity of implementation and, where possible, to incorporate fidelity data in the analysis of outcomes. The objectives of this study are to: (1) elaborate a five-step procedure for fidelity assessment; (2) describe the advantages of assessing fidelity with this approach when conducting experiments testing educational interventions; and (3) use examples based on published studies to illustrate how this procedure can be applied. The authors find that, while most analyses of fidelity in educational studies include one or more steps in the five-step fidelity assessment process, the typical study does not include all steps and/or executes steps incompletely. As a result, the usefulness of fidelity data for interpreting experimental results is diminished. The authors demonstrate that a more complete assessment of fidelity in such cases would lead to a more meaningful analysis that interprets experimental results in light of actual implementation.
Effects of Teaching Activities Using Team Learning with Different and Non-Different Major Subject Groups on Innovative Knowledge Creation of Undergraduate Students
Author: Songkram, Noawanit
Date: 2008-11-19
Type: Reports - Research
Subjects: Majors (Students),Undergraduate Students,Cognitive Style,Distance Education,Teamwork,Interviews,Information Technology,Foreign Countries,Teaching Methods,Higher Education,Probability,Statistical Distributions,Computation,Innovation,Cooperative Learning,Motivation,Pretests Posttests

The purpose of this research was to study effects of teaching activities using team learning with different and non-different major subjects on innovative knowledge creation of undergraduate students. The subjects were 14 undergraduate students registered in Technology Activities course (2726311), faculty of Education, Chulalongkorn University. They were divided into four teams 1) Four team members with different major subjects 2) Three team members with different major subjects 3) Four team members with non-different major subjects 4) Three team members with non-different major subjects. All groups were taught by using team learning method. Instruments in this research consisted of the observational assessment, and innovation evaluation form. The data were analyzed by average, standard deviation, and t-test. The results of the study revealed that: 1. The evaluation showed that the scores of innovative knowledge creation in four groups; (1) Four team members with different major subjects were 94.66. (2) Three team members with different major subjects were 96.17 (3) Four team members with non-different major subjects were 98.83. (4) Three team members with non-different major subjects were 95.00 2. The results of factors for success team learning in interviewing team members consisted of five factors; 1) Leadership 2) Information Technology 3) Motivation 4) Sharing knowledge, experiences, and opinions 5) Trust 3. Team learning style of 14 undergraduate students after being taught by team learning method was higher than before being taught at .01 level of significance. (Contains 2 tables.) [This paper was published in the Proceedings of the APRU 9th Distance Learning and Internet Conference 2008 (DLI), Waseda University, Japan, 19-22 November 2008.]
Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (33rd, Anaheim, California, 2010). Volume 1
Author: Simonson, Michael, Ed.
Date: 2010-00-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Research and Development,Educational Technology,Annual Reports,Animation,Student Attitudes,Field Trips,Educational Innovation,Asynchronous Communication,Experiential Learning,Educational Games,Student Needs,Scheduling,Communities of Practice,International Educational Exchange,Instructional Design,Courseware,Statistics,Layout (Publications),Self Efficacy,Technology Uses in Education,Teaching Methods,Generational Differences,Problem Based Learning,Instructional Effectiveness,Fantasy,Online Courses,Electronic Learning,Social Networks,Educational Practices,Educational Strategies

For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. The papers contained in this volume deal primarily with research and development topics, and represent some of the most current thinking in educational communications and technology. Papers dealing with the practice of instructional technology, including instruction and training issues, are contained in the companion volume (Volume 2). (Individual papers contain references, figures, and tables.) [For Volume 2, see ED514647.]
Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (33rd, Anaheim, California, 2010). Volume 2
Author: Simonson, Michael, Ed.
Date: 2010-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Management Systems,Technology Uses in Education,Web Sites,Active Learning,Student Projects,Social Networks,History Instruction,Electronic Learning,Computer Oriented Programs,Open Source Technology,Visualization,Reading Comprehension,Concept Formation,Interaction,Electronic Publishing,Higher Education,Knowledge Management,Faculty Development,Elementary Secondary Education,Masters Programs,Program Evaluation,Distance Education,Student Reaction,Independent Study,Community Colleges,Teaching Methods,Medieval History,Instructional Design,Partnerships in Education,Telecommunications,Online Courses,College Students,Foreign Countries,Computer Software,Models,Reflective Teaching,Teacher Education,Portfolios (Background Materials),Special Education,Teamwork,Teacher Education Curriculum,Technology Integration,Virtual Classrooms,Guidance,Counseling,Visual Aids,Video Games,Computer Literacy,Testing,Information Management,Cooperative Learning,Student Attitudes,Computer Use,Identification (Psychology),Formative Evaluation,Online Searching,Scaffolding (Teaching Technique),Synchronous Communication,Mentors

For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume #2 of the 33rd &quot;Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology.&quot; This volume includes papers presented at the national convention of the Association for Educational Communications and Technology held in Anaheim, California. The papers in this volume primarily deal with instruction and training issues. Papers dealing with research and development are contained in the companion volume (Volume #1). (Individual papers contain references, tables, and figures.) [For Volume 1, see ED514646.]
Making Preschool More Productive: How Classroom Management Training Can Help Teachers
Author: Morris, Pamela
Date: 2010-11-00
Type: Reports - Research
Subjects: Classroom Techniques,School Readiness,Emotional Adjustment,Workshops,Preschool Teachers,Stress Management,Preschool Children,Teacher Competencies,Intervention,Student Behavior,Student Adjustment,Faculty Development,Mentors,Consultation Programs,At Risk Students,Educational Quality,Time Management,Maintenance,Teaching Skills,Mental Health,Teaching Conditions,Stress Variables,Costs,Teaching Methods,Behavior Problems,Teacher Student Relationship,Social Behavior,Interpersonal Competence,Language Skills,Comparative Analysis,Kindergarten,Program Effectiveness,Racial Differences,Gender Differences

This report presents results from the Newark, New Jersey, site of the Foundations of Learning (FOL) Demonstration, an intervention and random assignment evaluation of a curriculum designed to target children's behavior and emotional adjustment through the training of preschool teachers. The demonstration adopted the model used by CSRP (formerly the Chicago School Readiness Project) and adapted it slightly to fit a new policy context. The remainder of this report refers to the model as &quot;FOL.&quot; The FOL intervention was tested in two cities--Newark and Chicago--and it combined teacher training in effective classroom management with weekly classroom consultation. Consultants coached and mentored the teachers in the new strategies learned in the training workshops, and they provided individualized support to the highest-risk children in each FOL classroom. MDRC evaluated the results of this intervention. The findings for the preschool year indicate that FOL had promising effects on classroom quality, teachers' productive use of classroom time, and some outcomes for children. Yet these effects were not sustained, particularly for high-risk children, as they transitioned to kindergarten. Appendices include: (1) Additional Information on the Foundations of Learning Research Design and Sampling; (2) Supplemental Tables for Chapter 2; (3) Supplemental Tables for Chapter 3; (4) Impacts on Teachers' Reports of Skills, Mental Health, and Job-Related Stressors; and (5) Cost Estimates for the Foundations of Learning Model. Individual chapters contain footnotes. (Contains 24 tables, 6 figures and 3 boxes. Also includes additional references for earlier MDRC publications on the Foundations of Learning Demonstration, as well as references for the executive summary.) [Additional funding for this report was provided by the Nicholson Foundation. For the executive summary, see ED514651.]
California Report Card 2011: Setting the Agenda for Children
Author: Mindnich, Jessica
Date: 2010-12-20
Type: Reports - Descriptive
Subjects: Integrated Services,Obesity,Elementary Secondary Education,Child Health,Educational Change,Well Being,Health Insurance,Early Childhood Education,Dental Health,After School Programs,Child Development,Academic Achievement,Budgets,Educational Finance,Adolescents,Children,Public Officials,Child Safety,Access to Health Care,Access to Education,Accountability,Child Welfare,Welfare Services,Educational Improvement,Mental Health,Physical Health,Public Policy,Federal Aid,State Aid,Poverty,Cognitive Development,Decision Making,Economic Climate,Emotional Development,Federal Legislation,Financial Support,Social Development,State Legislation

This year's "Report Card" breaks new ground by providing "The Children's Agenda", which details the top ten high-priority, high-impact actions California policymakers should take to reverse the declining status of children. It's clear any sound plan to revitalize the state must prioritize children's development. California's history backs this up, as do countless examples from across the nation and around the world. And yet, for decades, the state has failed to do so. Topics covered in the "Agenda" include a comprehensive P-to-12th-grade education reform and revenue package, coordinating and streamlining the delivery of children's services, effectively implementing federal health care reform and reducing childhood obesity rates, among others. All of which reflect deep documentation and the collective expertise of the children's policy field. As in previous years, the "Report Card" analyzes and grades the key domains of children's well-being. This year's grades range from Ds for K-12, Oral Health and Integrated Services to the only B achieved, a B+ for Afterschool, giving the state an overall grade point average of C- (or 1.69). (Contains 485 endnotes.) [This paper was written with the assistance of Samuel Chun, Alexandria Ludlow, Tim Morrison and Krista Olson. For the 2010 report, see ED509740.]
Colorado. FFY 2005-2010 State Performance Plan for Special Education
Author: Colorado Department of Education
Date: 2010-02-01
Type: Reports - Descriptive
Subjects: Disabilities,Special Education,State Programs,Strategic Planning,Compliance (Legal),Federal Regulation,Academic Accommodations (Disabilities),Educational Policy,Dropout Rate,Graduation Rate,Student Participation,Academic Achievement,Expulsion,Suspension,Student Placement,Outcomes of Education,Parent Participation,Racial Composition,Discipline Policy,Time Management

The Individuals with Disabilities Education Act (IDEA) of 2004 established a requirement that all states develop and submit to the U.S. Department of Education, Office of Special Education Programs (OSEP) a performance plan designed to move the state from its current level of compliance with the statutory and regulatory requirements of the law and to improve the educational and functional outcomes for children with disabilities. The state plan must encompass baseline data (where available), projected targets, and activities to achieve those targets. The state is required to submit an annual report in the years following the submission of the performance plan to inform OSEP and the public on the progress toward meeting those goals. This document fulfills the first step of that process--the State Performance Plan. (Contains 5 tables, 5 figures and 1 footnote.) [This report was originally submitted on December 2, 2005.]