ethanporcaro/eric-fulltext-meta huggingface dataset:
Information Resource Management Strategic Plan, FY 2007-2011
Author: Department of Education (ED)
Date: 2006-02-28
Type: Reports - Descriptive
Subjects: Strategic Planning,Information Management,Information Technology,Institutional Mission,Organizational Objectives,Resource Allocation,Delivery Systems,Alignment (Education),Information Policy,Shared Resources and Services,Information Systems,Information Networks,Information Services,Public Agencies,Public Administration,Technology Planning

The Chief Information Officer (CIO) at the U.S. Department of Education (ED) has primary responsibility to ensure that Information Technology (IT) is acquired and information resources are managed in a manner consistent with statutory, regulatory, and Departmental requirements and priorities. This Department Information Resource Management (IRM) Strategic Plan for FY 2007-2011 describes: (1) The relationship between the IT vision and the enterprise business goals and objectives; (2) The set of value-added IT services delivered or planned to be delivered; and (3) The set of IT management processes and plans for assuring the effective use of IT resources across the Department. The IRM Strategic Plan FY2007- 2011 is being included in the FY2008 IT budget submission. It extends the Department's IT strategy from previous versions of the IRM Strategic Plan in implementing &quot;No Child Left Behind&quot; and, at the same time, captures the recent Organization Coordinating Structure changes, incorporates the Enterprise Architecture future state vision, and continues to ensure that all current and planned IT investments are clearly aligned to the business mission served. (Contains 12 figures, 11 tables and 10 footnotes.)
Helping Your Child Learn Science: A Family Guide for Science
Author: Nebraska Department of Education
Date: 2010-11-00
Type: Guides - General
Subjects: Science Instruction,Parents as Teachers,Parent Role,Guides,Student Interests,Interpersonal Communication,Gender Issues,Hands on Science,Role Models,Emergent Literacy,Readiness,Scientific Concepts,Science Activities,Young Children

Science starts at home. Parents play a crucial role in determining how much science their children learn. This paper presents a list of tips that parents can use to help their children learn science. They are: (1) Focus on your child's interests; (2) Talk with your child about what you are doing-- make it a two-way conversation; (3) Girls are just as curious as boys; (4) Hands-on works best; (5) Take things apart to see how they work; (6) Find positive role models; and (7) Younger children develop reading readiness and science readiness. (Contains 5 resources.)
Helping Your Child Learn to Read: A Family Guide for Literacy
Author: Nebraska Department of Education
Date: 2010-08-00
Type: Guides - General
Subjects: Reading Instruction,Family Literacy,Guides,Parents as Teachers,Parent Role,Parent Child Relationship,Interpersonal Communication,Family Environment,Reading Aloud to Others,Reading Material Selection,Reading Motivation,Reading Habits,Role Models

This paper presents tips that parents can use to help their children become proficient readers. They are: (1) Talk to your children and then listen; (2) Create a language-rich environment; (3) Read with your children; (4) Help students find reading materials (5) When giving gifts or asked for gift ideas for your child, recommend books, magazine subscriptions or gift certificates to book stores to encourage literacy and learning; (6) Encourage reading everywhere; (7) Model good reading and writing habits; (8) Make reading a family activity; (9) Remain a positive support for your child; and (10) Make reading fun! A list of 15 minute reading activities is included. (Contains 10 resources.)
Nebraska Science Standards: Grades K-12
Author: Nebraska Department of Education
Date: 2010-10-06
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,State Standards,Academic Standards,Academic Achievement,Science Education,Inquiry,Physical Sciences,Motion,Scientific Concepts,Biological Sciences,Biology,Biodiversity,Heredity,Earth Science,Space Sciences,Energy,Elementary School Science,Secondary School Science,Science and Society,Knowledge Level,Science Process Skills,Information Technology

This publication presents the Nebraska Science Standards for Grades K-12. The standards are presented according to the following grades: (1) Grades K-2; (2) Grades 3-5; (3) Grades 6-8; and (4) Grades 9-12.
Helping Your Child Learn Math: Math Tips for Parents
Author: Nebraska Department of Education
Date: 2010-11-00
Type: Guides - General
Subjects: Problem Solving,Parents as Teachers,Mathematics Skills,Mathematics Instruction,Learning Activities,Teaching Methods,Elementary School Mathematics,Elementary School Students

This paper presents tips, activities, resources, and games that parents can use to help their children become more proficient in math. Some helpful tips offered are: (1) Be positive; (2) Play family games; (3) Avoid stereotypes; (4) Choose gifts that develop problem solving skills; (5) Expand your children's horizons; (6) Buy or borrow library books; (7) Connect math learning to the real world; (8) Visit museums, libraries and community centers; (9) Talk with teachers and other school staff; and (10) Encourage your children to solve problems. Puzzles and Games to Solve Problems, Graph Complex Information, Math Resources from the U.S. Department of Education, National Council of Teachers of Mathematics (NCTM), and Activities for Elementary School Students are also included. (Contains 5 resources.)
The Social Construction of Continuity: A Socioepistemological Approach
Author: Landa, Eddie Aparicio
Date: 2011-08-17
Type: Reports - Research
Subjects: Nonverbal Communication,Role,Epistemology,Socialization,Mathematics

In this article we describe the results of a study conducted within the framework of Socioepistemology in which we analyzed the role played by gesture (the use of facial and corporal expressions, the organization of physical signs like posture or movement), in the processes of social construction of knowledge. It was assumed that analysis the discourse is a mean to produce knowledge on the possible changes in the treatment of the continuity punctual. It is believed that this study provides important elements for the design of didactic activities. (Contains 9 figures and a bibliography.)
Go Team, Rah, Rah, Rah!  A Critical Examination of the Excitement of College Football Teams and Conferences
Author: Newman, Richard E.
Date: 2011-08-18
Type: Reports - Research
Subjects: Team Sports,College Athletics,Competition,Sport Psychology,Sportsmanship,Performance Factors,Institutional Characteristics,Intercollegiate Cooperation,Predictor Variables,Social Science Research,Social Indicators,Social Environment,Program Attitudes,Psychological Characteristics

Intercollegiate athletics play a major and highly visible role in both higher education and the broader world of sports entertainment. A significant component of the entertainment derived from college athletic contests is related to the atmosphere promoted, both formally and informally, amid and around athletic events. The current study was designed to look specifically at the environment surrounding intercollegiate football games, and it attempted to gauge the &quot;excitement factors&quot; of selected institutions participating at the National Collegiate Athletic Association's Division I level of football competition. Using criteria established on the perceived &quot;excitement factors&quot; associated with college football games, the following schools were found to have the most desirable college football contest environments: Auburn, LSU, Iowa, Mississippi, Michigan, Oklahoma, Alabama, Texas, Arkansas, and Nebraska. The least exciting contest environments were found at institutions that included Vanderbilt, Washington State, Connecticut, Kansas, Minnesota, and Wake Forest. (Contains 4 tables.)
Staying on Track: Early Findings from a Performance-Based Scholarship Program at the University of New Mexico
Author: Miller, Cynthia
Date: 2011-08-00
Type: Reports - Evaluative
Subjects: Grade Point Average,Program Effectiveness,Scholarships,Financial Support,Academic Persistence,Performance Based Assessment,Performance Contracts,Program Implementation,Student Financial Aid,Educational Benefits,Student Characteristics,Academic Advising,Demonstration Programs,Questionnaires,Academic Records,Disadvantaged,Eligibility,High School Graduates

Although a growing number of individuals are enrolling in college in response to the increasing payoff to higher education, more than a third of them never finish. College completion rates are especially disappointing for low-income students, in many cases because they tend to enter college underprepared academically but also because they have more difficulty covering the costs of attendance. This report presents early results from a program at the University of New Mexico (UNM) that increases the financial support available to low-income entering students who enroll for a minimum number of credits and maintain a minimum grade point average. The program, called VISTA (Vision Inspired Scholarship Through Academic Achievement), is one of nine scholarship programs being tested across the country as part of the national Performance-Based Scholarship Demonstration. The demonstration is testing several types of performance-based scholarships in order to identify promising strategies to increase college persistence and completion among low-income students. Early findings, through one year, indicate that although VISTA had no effects on credits or grades during the first semester, effects did emerge after that point: (1) VISTA encouraged students to attempt and earn more credits; (2) VISTA led to a net increase in financial aid dollars and allowed some students to reduce their reliance on loans; and (3) Although VISTA did not affect overall enrollment rates for the third semester, it did result in students registering for more credits. A final report on VISTA will be published in 2014. Selected characteristics of sample members at Baseline, by Research Group are appended. (Contains 9 tables, 1 box and 28 footnotes.)
The Condition of College & Career Readiness, 2011
Author: ACT, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Economic Development,Test Results,Academic Achievement,College Readiness,Readiness,Career Development,High School Students,Educational Assessment,Educational Indicators,Educational Needs,Developmental Studies Programs,Benchmarking,Academic Aspiration,Occupational Aspiration,Access to Education,College Preparation,Educational Practices,Educational Policy,Cutting Scores,Predictive Measurement,Educational Attainment

Since 1959, ACT has collected and reported data on students' academic readiness for college. This report provides a college and career readiness snapshot of the ACT-tested high school class of 2011. ACT has long defined college and career readiness as the acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing first-year courses at a postsecondary institution (such as a two- or four-year college, trade school, or technical school) without the need for remediation. Empirically derived, ACT's College Readiness Benchmarks are the minimum scores needed on the ACT subject area tests to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding first-year credit-bearing college courses. Measuring academic performance in the context of college and career readiness--focusing on the number and percentages of students meeting or exceeding the ACT College Readiness Benchmarks--provides meaningful and compelling information about the academic readiness of students. "The Condition of College & Career Readiness" highlights that information. This report is organized into six sections: (1) College Readiness; (2) Educational/Career Aspirations & Economic Development; (3) Access & Preparation; (4) Academic Performance; (5) Academic Achievement & Academic Behaviors; and (6) Policies & Practices to Increase Readiness. (Contains 1 footnote.)
Just How Similar? Community Colleges and the For-Profit Sector. AACC Policy Brief 2010-04PBL
Author: Mullin, Christopher M.
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Community Colleges,Financial Support,Institutional Characteristics,Institutional Research,Private Colleges,Educational Finance,Accountability,Comparative Analysis,Governance,Accreditation (Institutions),Outcomes of Education,Client Characteristics,Fees,Student Financial Aid,Student Loan Programs,Advertising,Proprietary Schools

Whereas community colleges and for-profit institutions both provide postsecondary educational opportunities, they are different in a host of dimensions. This brief describes some of those differences--not to win a debate or suggest public policy, but to show why comparisons made between the community colleges and for-profit institutions are more limited than some may suggest. This brief presents data for community colleges and, where possible, at each level (4-year, 2-year, less-than-2-year) of for-profit institutions to discuss distinctions that exist in terms of oversight, service, and financing. Some of the differences, but not all, are the following: (1) Oversight; (2) Service; (3) Financing; and (4) Moving Forward. (Contains 5 figures, 5 tables and 8 notes.)
Rebalancing the Mission: The Community College Completion Challenge. AACC Policy Brief 2010-02PBL
Author: Mullin, Christopher M.
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Credentials,Community Colleges,Associate Degrees,Institutional Mission,Graduation Rate,Performance Factors,Educational Practices,Enrollment Management,Certification,Academic Education,Vocational Education,Educational Policy,Educational Objectives,Institutional Characteristics

The credentials primarily awarded by community colleges--certificates and associate degrees--play a unique role in advancing college completion rates. Given the current economic climate and high unemployment rates, there exists a clear demand for, and focus on, quickly returning people to a changing work environment through education and training. In community colleges, this demand manifests itself in heightened interest in short-term, work-related certificates in specific programs. Community college leaders are faced with focusing either on (a) increasing completion rates using the traditional measures (i.e., attainment of associate and bachelor's degrees) used in international comparisons or (b) getting people back to work with certificates and industry credentials that are not counted as a success measure in those comparisons. Focusing solely on the former narrowly defines success while overlooking the needs and achievements of a significant number of people, whereas focusing solely on the latter will not increase the international ranking of the United States. Community colleges are therefore in the difficult position of balancing two completion agendas: the person's need to return to work and the nation's desire to be a world leader in terms of a narrowly defined set of outcomes. This brief highlights some of the issues that community college leaders, working with their community partners, will have to navigate as they focus more squarely on improving completion rates, however they are defined. How each college addresses these issues will vary, but a consistent factor is that fiscal conditions will undoubtedly continue to influence policy and administrative decisions. Community colleges will have difficulty embracing the practices and perspectives needed to increase completion rates without additional fiscal resources, especially at a time when they are facing double-digit enrollment growth. (Contains 45 notes.)
Two and Two Make Zero: The Counting Numbers, Their Conceptualization,  Symbolization, and Acquisition
Author: Yaseen, H. S.
Date: 2011-00-00
Type: Books
Subjects: Numbers,Number Concepts,Mathematics Instruction,Parent Influence,Social Influences,Mathematics Skills,Skill Development,Cognitive Processes,History,Symbols (Mathematics),Computation,Educational Theories,Elementary School Mathematics

"Two and Two Make Zero" considers children's acquisition of numerical concepts from a  wide range of perspectives including topics that are often overlooked, most notably: the principal properties of the counting numbers in and of themselves; the role that numerical symbols play in number acquisition; the underlying conceptual structure of number symbolization; the import of notational representation of numbers and the advantage of the Hindu-numeral system over the systems it replaced; and, finally, the role social/ parental inputs play in number development. "Two and Two Make Zero" also examines more widely discussed subjects such as the mental processes involved in number cognition and perception, number application in the physical world, the history of notational symbols, number origin, and the leading theories and studies concerning children's conception of number. By including these topics as well, "Two and Two Make Zero" offers a comprehensive review and analysis of children's number acquisition. (Contains 14 figures and 335 footnotes.)
Stuck Schools Revisited: Beneath the Averages. K-12 Policy
Author: Ushomirsky, Natasha
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,School Effectiveness,Low Achievement,Academic Achievement,Identification,Educational Trends,Pattern Recognition,Differences,Student Subcultures,Context Effect

&quot;Stuck Schools Revisited: Beneath the Averages&quot; shows why a national focus on turning around the lowest performing schools, while needed, is not enough to raise achievement and close gaps. The report analyzes student achievement data from Maryland and Indiana, which reflect the outcomes seen in other states. The results confirm a troubling pattern: Some schools that rank as &quot;high performing&quot; overall are leaving certain subgroups of students behind. Appended are: (1) Methodology; and (2) Additional Subgroup Data. (Contains 37 figures and 8 notes.)
Still Denied: How Community Colleges Shortchange Students by Not Offering Federal Loans. Issue Brief
Author: Cochrane, Debbie
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Students,Federal Aid,Student Financial Aid,Student Loan Programs,Participation,Loan Default,Debt (Financial)

Each year, millions of college students borrow money to help bridge the gap between college costs and available income, savings, and grants. Experts all agree that, for those who need to borrow to pay for college, federal student loans are the safest and most affordable option. Unfortunately, some colleges choose not to participate in the federal student loan program, &quot;preventing their students from qualifying for this important source of financial aid.&quot; This is the Project on Student Debt's third issue brief on community college federal loan participation. Its first brief analyzed loan participation in the 2004-05 academic year and the difference in rates of access by race and ethnicity. Its second brief also documented the problematic use of private student loans among community college students in 2007-08. This brief highlights notable changes in participation--in Chicago, North Carolina, and California in particular. (Contains 21 footnotes.)
Factors Influencing EFL Novice Teachers' Adoption of Technologies in Classroom Practice
Author: Dinh, Huong Thi Bao
Date: 2009-02-29
Type: Reports - Research
Subjects: Interviews,Educational Technology,Language Teachers,Second Language Instruction,Teaching Methods,English (Second Language),Technology Integration,Foreign Countries,Questionnaires,Teacher Attitudes,Beginning Teachers

A primary research conducted with 12 Vietnamese teachers of English using questionnaires and semi-structured interviews has revealed that big investment into technological infrastructure and the top-down approach of implementing technological change in English teaching are not a guarantee for the adoption of technology by English teachers in their classroom practice.  Even when the teachers are receptive to using technologies and not afraid of losing face when they are not as technically competent as their students, without prompt technological professional development and timely technical support for teachers, the teachers cannot fully adopt technologies in their classroom teaching. Appended are: (1) A Sample of the questionnaire; and (2) Interview Questions. (Contains 2 figures.) [Paper was selected to include in CAMTESOL SELECTED PAPERS 5th Edition in October 2009.]
Designing STEM Pathways through Early College: Ohio's Metro Early College High School
Author: North, Charlotte
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: High Schools,Mathematics Achievement,Science Achievement,College Credits,Engineering,Educational Technology,High School Students,STEM Education,Achievement Gains,Achievement Gap,Outcomes of Education,College Preparation,College Readiness,White Students,Asian American Students,African Studies,Hispanic American Students,American Indians,Disadvantaged Youth,Low Income Groups,Advantaged,Dual Enrollment,Partnerships in Education,School Business Relationship

Calls for improved outcomes in U.S. science, technology, engineering, and mathematics education are frequent and insistent. In 2009, the Commission on Mathematics and Science Education, convened by the Institute for Advanced Study and Carnegie Corporation of New York, concluded that: &quot;Knowledge and skills from science, technology, engineering and mathematics--the so-called STEM fields--are crucial to virtually every endeavor of individual and community life. All young Americans should be educated to be &quot;STEM-capable,&quot; no matter where they live, what educational path they pursue, or in which field they choose to work.&quot; Implicit in this conclusion is the pressing need to dramatically reduce and eventually eliminate the enormous achievement gaps in high school completion, college preparedness, and completion of STEM degrees between, on the one hand, white and Asian students and children from relatively prosperous families and, on the other hand, black, Hispanic, and Native-American students and children from poorer families. Among the models illuminating the way forward are STEM-themed schools built on Early College Designs. These early colleges are a compelling illustration of how school can be done differently--and how high levels of math and science achievement can be realized by a broad spectrum of students. Now in its ninth year, the &quot;Early College High School Initiative&quot; has grown into a network of 230 schools committed to providing access to advanced learning in high school. Early colleges provide students with opportunities to earn college credit at a partner college at the same time as they meet local and state requirements for high school graduation. This paper profiles a STEM-focused early college high school, Metro Early College High School in Columbus, Ohio. (Contains 22 endnotes.)