ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Outcomes 2009: Data Dictionary. Support Document
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Research Reports,Information Sources,Bibliographies,Citations (References),Foreign Countries,Data,Check Lists,Outcomes of Education,Academic Achievement,Worksheets,Questionnaires,Educational Research

This document was produced as an added resource for the report &quot;Outcomes from the Productivity Places Program, 2009.&quot; The study reported the outcomes for students who completed their vocational education and training (VET) under the Productivity Places Program (PPP) during 2008. This document presents an alphabetical arrangement of the data used in the study. [For the main report, ED507551.]
Outcomes from the Productivity Places Program 2009: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Classification,Vocational Education,Definitions,Vocabulary,Outcomes of Education,Research Reports,Youth Problems,Check Lists,Foreign Countries,Educational Research,Guides

This document covers the data terms used in the &quot;Outcomes from the Productivity Places Program 2009&quot; report and its associated data tables. The primary purpose of this document is to assist users of the report to understand the specific data terms used within it. Terms that appear in the report are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; and (2) Classification categories: defined categories that apply to each term are listed where applicable. Terms and acronyms which have a broader Vocational Education and Training application have not been included in this document. [For the main report, see ED507551.]
The Past, Present, and Future of Comprehensive School Reform. Research Brief
Author: Borman, Geoffrey D.
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: School Restructuring,Program Effectiveness,Educational Change,Educational Assessment,Educational Indicators,Federal Programs,Meta Analysis,Summative Evaluation,Research Methodology,Research Design,Academic Achievement,Policy Analysis,Evaluation Research

The last major review of the achievement outcomes of comprehensive school reform (CSR) models was conducted in 2003. Despite the growing evidence base supporting CSR, the program was discontinued by the federal government in 2007. Now, six years after the 2003 meta-analysis, the study's lead author, Geoffrey Borman, revisits the results and interprets how the policy and research landscape has evolved over the years. He concludes that in terms of increased student achievement, CSR appears to: (1) have an overall positive effect; (2) be effective whether a school is relatively lower or higher on poverty measures; (3) increase its effectiveness for an individual school the longer it is implemented there; (4) include a variety of models, with a number of them generating strong evidence of effectiveness over the years; and (5) depend for its effectiveness more on program implementation than on whether it contains a predetermined set of federally required components. Schools and district continue to employ a number of CSR models and fund them with Title I and other monies. (Contains 2 footnotes.) [The Center for Comprehensive School Reform and Improvement is administered by Learning Point Associates under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education. This Brief describes the following study: Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125-230.]
Department of Veterans Affairs' Implementation of Information Security Education Assistance Program. GAO-10-170R
Author: Wilshusen, Gregory C.
Date: 2009-12-18
Type: Reports - Descriptive
Subjects: Veterans,Public Agencies,Computer Security,Information Technology,Computer Science Education,Engineering Education,Student Financial Aid,Scholarships,Loan Repayment,Doctoral Degrees,Federal Legislation,Program Implementation

The Veterans Benefits, Health Care, and Information Technology Act of 2006 authorizes the Secretary of Veterans Affairs to establish an educational assistance program for information security. The Information Security Education Assistance Program is envisioned as a means for the Department of Veterans Affairs (VA) to attract and retain individuals with advanced skills in information security. The legislation authorizes the agency to establish scholarships for qualified students who pursue doctoral degrees in computer science and electrical and computer engineering at accredited institutions and to offer educational debt reduction for VA employees who hold doctoral degrees in these fields. This letter responds to the act's requirement that the authors report on the scholarship and education debt reduction programs within 3 years of the act's December 22, 2006, enactment. The Department of Veterans Affairs has not begun to award scholarships or offer and disburse loan repayments under the Information Security Education Assistance Program, although it has taken some steps to implement the program. Since 2006, VA has drafted governing regulations, which are now undergoing internal review, and has developed a budget impact analysis. After the department's internal review is completed, several additional steps are planned before the regulations are issued, including review by the Office of Management and Budget (OMB) and a public comment period. Department officials anticipate that the debt-reduction portion of the program will begin, and the first scholarship candidates will be selected, during 2011. (Contains 1 figure and 4 footnotes.) [This briefing was presented to the Chairman, and the Ranking Member of the Committee on Veterans' Affairs, U.S. Senate, and to the Chairman and the Ranking Member of the Committee on Veterans' Affairs, U.S. House of Representatives.]
Longitudinal Surveys of Australian Youth (LSAY): 1998 Cohort--User Guide. Data Elements A: Demographics. Technical Report 53A
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Guides,Longitudinal Studies,Surveys,Data,Foreign Countries,Vocational Education,Postsecondary Education,Data Analysis,Research Methodology,Demography,Cohort Analysis,Family Characteristics,Student Characteristics,Youth,Elementary Secondary Education

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This paper focuses on the demographics of the participants. [For the main report, see ED507545.]
Longitudinal Surveys of Australian Youth (LSAY): 1998 Cohort--User Guide. Data Elements B1: Education. Technical Report 53B1
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Guides,Longitudinal Studies,Surveys,Data,Foreign Countries,Vocational Education,Postsecondary Education,Data Analysis,Research Methodology,Demography,Cohort Analysis,Student Characteristics,Institutional Characteristics,Educational Attitudes,School Attitudes,Student Educational Objectives

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant. This document focuses on the education information of the respondents. [For the main report, see ED507545.]
District Support of School Improvement: Highlights from Three Districts. Newsletter
Author: Center for Comprehensive School Reform and Improvement
Date: 2009-09-30
Type: Collected Works - Serial
Subjects: School Districts,Educational Improvement,Academic Achievement,Educational Finance,Educational Change,High Schools,Educational Cooperation,Total Quality Management,Intervention,Data,Information Utilization,Academic Standards,Alignment (Education),Case Studies

This newsletter addresses various supports that districts are utilizing to help keep students in school and on the path to graduation. Described herein are three districts that have been particularly successful in raising student achievement--even though they differ in their specific strategies, fund allocation, and demographic composition. A description of some district funding for school improvement and specific programs and initiatives targeted for high schools are presented in the case studies of Anne Arundel County Schools, Maryland; Lima City Schools, Ohio; and Long Beach Unified School District, California. Strong, supportive district leadership, willingness among leaders to collaborate with school personnel, and consistent use of data to support resources and tiered intervention have emerged as common themes in all three of these case studies. [The Center for Comprehensive School Reform and Improvement is administered by Learning Point Associates under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]
Longitudinal Surveys of Australian Youth (LSAY): 1998 Cohort--User Guide. Data Elements C: Employment. Technical Report 53C
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Employment Patterns,Youth,Guides,Longitudinal Studies,Surveys,Data,Foreign Countries,Vocational Education,Postsecondary Education,Data Analysis,Research Methodology,Cohort Analysis,Employment Experience,Youth Employment,Employment Level,Compensation (Remuneration)

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This document focuses on the employment information of the respondents. [For the main report, see ED507545.]
Developing a Positive School Climate. Newsletter
Author: Center for Comprehensive School Reform and Improvement
Date: 2009-04-00
Type: Collected Works - Serial
Subjects: Educational Change,Educational Environment,Technical Assistance,Newspapers,Administrator Responsibility,School Culture,Student Attitudes,Teacher Attitudes,Parent Attitudes,School Community Relationship,Evaluation Methods,Institutional Evaluation,Attitude Measures,Change Strategies,Discipline,Student Records,Attendance Patterns,Suspension,Disproportionate Representation,Job Satisfaction,Teaching Conditions,African American Students,Racial Bias,Principals,Public Schools,Surveys

School leaders are often placed on the "hot seat" when negative images of the school, its staff, or its students appear in the local media. Such reports can strongly affect a school's public and image and, in turn, impact the climate both in the community and within the school itself. Sometimes these perceptions are not based on fact; however, they could suggest that the school climate should be examined closely. The Center for Comprehensive School Reform and Improvement at Learning Point Associates provides technical assistance to schools, districts, and states. Many schools that contact The Center are seeking strategies to enhance their school climate. This month's newsletter examines the research base behind school climate and what school administrators can do to create a positive school climate that enhances the learning environment and improves perceptions among students, staff, parents, and community members. This newsletter takes a look at the topic of school climate and sets out to determine: (1) What is school climate?; (2) How can schools assess their school climate?; (3) What are some practical examples of how schools are assessing school climate?; and (4) What resources are available to support schools interested in improving or enhancing their school climate? (Contains 1 footnote.)
Voices from the Field: How School Boards Can Support Districtwide School Improvement Efforts. Newsletter
Author: Center for Comprehensive School Reform and Improvement
Date: 2009-08-00
Type: Collected Works - Serial
Subjects: School Restructuring,Governance,Educational Change,Boards of Education,Leadership,Educational Improvement,Newsletters,Board of Education Role,Public Schools,Academic Achievement,School Districts,Partnerships in Education,Evaluation

Leadership is crucial for effective, lasting school improvement. Although research has established that strong, competent principals are vital for high-performing schools (Hallinger, 2003; Leithwood, 1994), attention is turning increasingly to the importance of effective district leadership, including school boards and their contributions to school improvement. During 2008 and 2009, The Center for Comprehensive School Reform and Improvement has focused much of its effort on central office leadership and reform. The focus shifts in this newsletter as it explores the role of the highest level of school governance, the community school board, and the impact of its leadership on school improvement. (Contains 1 table and 1 footnote.)
Longitudinal Surveys of Australian Youth (LSAY): 1998 Cohort--User Guide. Data Elements D: Social. Technical Report 53D
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Social Environment,Social Behavior,Youth,Guides,Longitudinal Studies,Surveys,Data,Foreign Countries,Vocational Education,Postsecondary Education,Data Analysis,Research Methodology,Cohort Analysis,Health,Family Characteristics,Income,Housing,Interests,Volunteers,Leisure Time

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This document focuses on the social aspect of the respondents' lives. [For the main report, see ED507545.]
What are Classroom Management Issues for Undergraduate Science Teaching Assistants?
Author: Akarsu, Bayram
Date: 2004-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Graduate Students,Teaching Assistants,Science Departments,College Science,Classroom Techniques,Student Behavior,Discipline,Teaching Experience

The purpose of this study was to explore and discover classroom management problems encountered by undergraduate science teaching assistants (TAs). Information about TA perceptions of classroom management problems was obtained to better understand how gender, teaching experience, and academic discipline affected their classroom management experiences. Study subjects consisted of 25 TAs in various science departments (e.g. physics, chemistry, and biology) at a large Midwestern University. Sixty percent (n=15) of them were male, and forty percent (n=10) were female. Regarding subjects' teaching experience with undergraduate level students, twenty percent (n=5) of them possessed three years or more teaching experience, forty percent (n=10) had teaching experience between one and three years, and the other forty percent (n=10) had a teaching experience of one year at the time of the study. An Email survey was used for data collection from 125 graduate TAs in various science departments. TAs' responded to ten challenging student behaviors in the classroom that were developed from DiGiulio's (1995) questionnaire. Results from this study reveal a variance in classroom management problems were primarily due to TA type (United States Teaching Assistants or International Teaching Assistants). (Contains 2 tables.)
Applying Postmodernism: Solutions to all our Educational Problems
Author: Ishaq, Kashan
Date: 2009-12-31
Type: Opinion Papers
Subjects: Postmodernism,Educational Change,Educational Theories,Strategic Planning,Instructional Leadership

Can postmodern theory help fix our educational system today? This question will be answered in this paper as it highlights significant aspects of postmodernism related to strategic planning in educational leadership. Humans have made major accomplishments over the last century from landing on a moon to the development of nuclear technology, yet the major problems of the educational system remain. Who is to blame? Should we continue to blame our educational leaders or are we going to do anything about it? We often envision looking to the future but we seldom look to the past and learn from the mistakes of yesterday. In order to fix today's educational problems, we have to rationally analyze the problems of the past and introduce the theory of postmodernism into our educational system.  Educational leaders must escape out of their fear to bring change and take it as a challenge to fix educational system but it does require a passion for change, meeting the needs of all stakeholders of school.
Supervision and Evaluation: Principals' Worst Nightmare
Author: Ishaq, Kashan
Date: 2009-12-31
Type: Information Analyses
Subjects: Principals,Administrator Responsibility,Administrator Role,Teacher Evaluation,Teacher Supervision,School Personnel,Instructional Leadership

The success of an educational institution is directly impacted by the competency of its administration. Improvement heavily relies on the leaders' ability to creatively improvise and make valuable decisions that are in the best interest of the children. Effective evaluation of teachers requires administrators with a decade of strong classroom experience. Administrators must understand and comprehend the needs of the children during teacher evaluation. School administrators cannot be effective without practicing instructional leadership skills themselves. Principals are the master teachers and valuable mentors.
Effective Uses of Funding Support for Schools in Need of Improvement. Issue Brief
Author: Center for Comprehensive School Reform and Improvement
Date: 2009-09-30
Type: Reports - Evaluative
Subjects: Educational Improvement,Interviews,School District Spending,Educational Finance,Effective Schools Research,Best Practices,Educational Assessment,Thematic Approach,Improvement Programs,Audits (Verification),State Federal Aid,Educational Change,Financial Support,Educational Indicators

The Center for Comprehensive School Reform and Improvement undertook an examination of schools and districts in which thoughtful and well-articulated use of federal, state, and local funds has resulted in innovative and effective reform that can be replicated or adapted in other, similar sites. They reviewed research on district improvement efforts and conducted interviews with district personnel in nine districts across the United States to find practices that are effective in supporting school improvement. This Issue Brief summarizes the results of these interviews, discusses the emerging themes on district support of school improvement, and highlights some successful strategies being funded by Title I formula and school improvement funds for improvement and reform efforts. While none of the identified districts utilizes its school improvement funds specifically for its high school initiatives, it was quite evident from all the interviews that other funds were being utilized to implement school improvement initiatives at the high school level. During the past year, a few districts have started allocating Title I and school improvement funds to both their middle and their high schools, but those cases are too new to determine success of the effort. All the districts interviewed made clear their reliance on Title I formula and school improvement funds to help them initiate and scale up successful practices, and all recommended that more of these funds be made available to further support their secondary reform efforts.
Vertical Alignment: Ensuring Opportunity to Learn in a Standards-Based System. Issue Brief
Author: Center for Comprehensive School Reform and Improvement
Date: 2009-08-15
Type: Reports - Descriptive
Subjects: Federal Legislation,State Standards,Articulation (Education),Alignment (Education),Accountability,Barriers,Performance Factors,Educational Opportunities,Curriculum Implementation,Vignettes,Educational Practices,Educational Strategies

In response to requirements in the No Child Left Behind Act (NCLB), state policymakers have made concerted efforts to align state standards with state accountability assessments. When strongly aligned and articulated, state standards and assessments can provide a clear and coherent set of expectations for students and educators. How do districts ensure that what is taught and tested in classrooms aligns with the state standards and assessment? One approach is through vertical alignment of the district's written curriculum with state standards and assessments. Vertical alignment articulates the logical, consistent order for teaching the standards-based content in a subject area from one grade level or course to the next. There are different approaches to undertaking vertical curriculum alignment in a district. Regardless of the approach taken, districts will most likely face similar implementation issues. This brief explores some of the issues that districts may face when implementing vertical alignment of the written curriculum across grade levels. It is organized as follows: (1) Brief overview of vertical curriculum alignment; (2) Common issues that successful districts have addressed when implementing vertical alignment as part of districtwide curriculum development; and (3) Vignettes that highlight selected aspects of vertical alignment activities.
Engaging Native American Learners with Rigor "and" Cultural Relevance. Issue Brief
Author: Oakes, Abner
Date: 2009-08-30
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,American Indians,Academic Achievement,Educational Strategies,Culturally Relevant Education,American Indian Education,American Indian Culture,Educational Improvement,Educational Practices,Federal Regulation,Case Studies,Educational Change

Currently, the federal government administers several programs that aim to address the "unique educational and culturally related academic needs" (Title VII, Part A, Elementary and Secondary Education Act, 2002) of Native American students. What does this mean for today's teachers and learners? Unfortunately, the drive to significantly raise student achievement can overshadow or take attention away from efforts to make education more relevant and engaging for Native American students. Fortunately, growing evidence shows that academic rigor and culturally relevant practices are mutually compatible. This Issue Brief identifies strategies that foster Native American student engagement and improved academic achievement. The authors begin by examining the distribution of Native students and then we explore three areas that are identified in the literature as promising strategies for improving educational outcomes for Native students: (1) Instructional practices; (2) Curriculum content; and (3) School climate. (Contains 2 footnotes.)