ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Impact of the Cisco 21st Century Schools Initiative on Forrest County Agricultural High School. Summative Report
Author: Ba, Harouna
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Program Evaluation,High Schools,Rural Schools,Public Schools,Agricultural Education,Educational Change,Educational Technology,Technology Integration,Technology Uses in Education,Educational Environment,Leadership,Outcomes of Education,Academic Achievement,School Community Relationship,Access to Computers,School Administration

Forrest County Agricultural High School (FCAHS) is located in Brooklyn, a small rural town in southern Mississippi and part of the Hattiesburg Metropolitan Statistical Area. Unlike the other schools that participated in the Cisco 21S initiative, FCAHS is not part of a larger school district. Therefore, the unit of analysis throughout this summary is the school itself. Over the four years of the 21S initiative, the school's population declined from 602 students in 2005-2006 to 555 students in 2008-2009. In the last year that figures were available (2007-2008), the student body was 30 percent African American and 69 percent White. In 2008-2009, 62 percent of students were eligible for free or reduced lunch. For the 2008-2009 school year, the staff at FCAHS consisted of 4 administrators and 47 teachers. While 3 of the 4 administrators and 205 students (37 percent) completed an online survey in 2009, only 7 of the 47 teachers (15 percent), and only 7 parents (3 percent) did. Because of the low completion rate in all survey groups, in absolute and/or relative terms, it is not possible to derive percentage figures that are statistically reliable. Therefore, this report will focus on more qualitative observations of change that occurred over the span of the 21S initiative. (Contains 32 figures, 12 tables, and 2 footnotes.)
Profile of Graduate Management Admission Test[R] Candidates 2007-08 to 2011-12: Five-Year Summary
Author: Graduate Management Admission Council (GMAC)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Graduate Study,Business Administration Education,Profiles,Scores,Sex,Age Groups,Majors (Students),Citizenship,Place of Residence,Doctoral Degrees,Masters Degrees,Foreign Countries

The 2011-2012 testing year held a number of significant milestones for the Graduate Management Admission Test exam. A total of 286,529 GMAT exams were administered, with 831,337 score reports sent to more than 5,200 graduate-level management programs around the world--all record numbers. This record volume reflects the increase in graduate-level business and management programs, both MBA and other programs using the exam in their admissions process. It also may reflect increased interest in the exam brought on by the addition of the Integrated Reasoning section on June 5, 2012. Historically, test volume rises just before changes are made to a standardized exam as test takers opt for a familiar format at transition time. The Graduate Management Admission Council's annual &quot;Profile of GMAT Candidates&quot; captures key data about GMAT volume and the candidates who take the exam. The &quot;Profile&quot; presents data about tests taken based on examinee gender, age, citizenship, residency, and world region. Additional analyses examine undergraduate major and intended degree. This edition of the &quot;Profile&quot; summarizes GMAT data over five testing years, from 2007-08 through 2011-12. &quot;Testing years&quot; run from July 1 to June 30, mirroring many academic calendars. Descriptions of each individual table offer specific insights about how to interpret the data. At a glance, here's what the Profile can tell you: (1) The total number of GMAT exams administered each year for the past 10 years; (2) Mean GMAT scores each year for the past 10 years; (3) Where examinees claim citizenship and residence, with breakdowns by world region for each of the last five years; and (4) Test volume breakdown by gender, age, intended degree (e.g., MBA, EMBA, PhD), and undergraduate major. Appended are: (1) GMAT Volume and Total Score Means by US Subgroup, Gender, and Testing Year; and (2) GMAT Volume and Total Score Means by US State, Gender, and Testing Year. (Contains 12 figures, 11 tables and 2 footnotes.)
Highlighting Changes in Two Russian Schools with Successful One-to-One Laptop Programs: Moscow and Nizhny Novgorod Case Studies
Author: Light, Daniel
Date: 2012-08-16
Type: Reports - Research
Subjects: Computer Uses in Education,Laptop Computers,Educational Technology,Internet,Virtual Classrooms,Teaching Methods,Educational Change,Educational Practices,Foreign Countries,Case Studies,Urban Schools,Elementary Schools,Middle Schools,High Schools,Public Schools,Parents,Parent School Relationship

In the Russian Federation and other Commonwealth of Independent States (CIS) countries, a focus of national education policy is to modernize the education system by integrating new technologies that have emerged within education in Western Europe and North America. The current promotion of one-to-one learning in Russian schools is one of the strategies being used to achieve this goal of modernization. Despite efforts to provide technology to Russian schools, the research suggests these resources are still infrequently used. Understanding how technology is actually used by teachers in their classrooms is a critical factor for developing effective interventions in Western nations, yet little is known about how laptop computers are currently being used in the classrooms in Russia or other CIS societies. This study sought to inform the conversation of how to promote one-to-one learning by taking a close look at how laptops are used in the classrooms of Russian schools that are using them on a daily basis. In April, 2012, the Education Development Center's Center for Children and Technology (EDC|CCT) traveled to Moscow and Nizhny Novgorod to conduct research on two schools that have one-to-one laptop initiatives. Although both schools have developed their own laptop programs, the core of their programs are classroom sets of Intel[R] Classmate PCs, interactive whiteboards or projectors, wireless Internet access, and a virtual learning environment. In the authors' observations in the classroom of the Moscow school and the Nizhny school, they saw a number of teaching strategies that used the laptops, supported by other technologies, to engage students and support their learning in innovative and potentially powerful ways. Ubiquitous computer use and access to key Web-based educational tools facilitated changes in three important educational practices that in turn supported changes in the overall learning environment.
The Case for Blended Instruction: Is It a Proven Better Way to Teach?
Author: Pregot, Michael V.
Date: 2013-05-00
Type: Journal Articles
Subjects: Thinking Skills,Learning Modules,Learning Theories,Blended Learning,Time Management,Imagery,Sequential Learning,Educational Technology,Conventional Instruction,Teaching Methods,Instructional Effectiveness

This study of empirical research investigates four specific questions on blended instruction: Is there compatibility of blended instruction with accepted learning constructs? Should there be any consideration of program audience that are better suited for this teaching method? and Is there evidence on the effectiveness of the pedagogy of blended learning itself and finally how are planned learning outcomes affected by this instructional method? In reviewing the empirical studies of others, it was found that the use of blended instruction is in fact very compatible with most of our commonly accepted practices of learning theory. In examining the factor of the audience in terms of successful learning results, there are noticeable differences that materialize, such as a generational demograph, the component of a student's intuitive learning quotient, and the pre-existing attitudes of the student on blended instruction. As far as the overall effectiveness of the pedagogy goes, it was found that this teaching method will lead to higher-level and higher-order thinking skills, a deeper appreciation of an academic community and an increase in self-regulated skills, such as time management. Finally, there is some evidence that suggests that in blended instruction, the use of concrete-sequential learning modules, the integration of greater visual imagery, and access to customized time allotment, there will be a positive impact on overall student outcomes. In summation, we can infer that when an instructor takes the effort and integrates well-constructed blended teaching principles aligned with individual students' needs, the final course outcomes will be just as or even more effective for most students compared to a direct face-to-face class environment.
Investigating the Impact of the Cisco 21st Century Schools Initiative on Hattiesburg Public School District. Summative Report
Author: Ba, Harouna
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Program Evaluation,School Districts,Public Schools,Urban Schools,Elementary Schools,Educational Change,Educational Technology,Technology Integration,Technology Uses in Education,Educational Environment,Leadership,Outcomes of Education,Academic Achievement,School Community Relationship,Access to Computers,School Administration

The Hattiesburg Public School District (HPSD) is a small urban school system located in southern Mississippi. Of the almost 4,500 students enrolled in its nine schools, 92 percent are African American and 90 percent receive free or reduced lunch. Currently, HPSD employs 34 administrators, 375 teachers, and 11 technology specialists. When the 21st Century Schools Initiative (21S) began in the 2005-2006 school year, only two of the nine HPSD schools participated--Rowan Elementary and Hattiesburg High School. During the second year of the initiative, however, participation rose to include all of the district's schools, a level that continues to the present. Over time, the 21S vision is helping teachers recognize the value of technology within a 21st century education. In 2008, 83 percent of surveyed teachers agreed that technology was an integral part of their school; by 2009 that number had increased to 92 percent. A large majority of leaders (81 percent) say they have created leadership teams to help support the process of change in their school. The 21S Initiative centers around three structural transformations: (1) Connected District/School; (2) Connected Learning; and (3) Connected Community. Rowan Elementary School Classroom Maps are appended. (Contains 47 figures, 21 tables, and 7 footnotes.)
Insights and Opinions of College Students on Classical Piano Instrumental Music
Author: Pelayo, Jose Maria G., III
Date: 2013-05-00
Type: Reports - Research
Subjects: Classical Music,Musical Instruments,Music,Role,Metacognition,College Students,Student Attitudes,Opinions,Researchers,Foreign Countries,Musicians,Coding,Emotional Response

Classical Piano Instrumental Music has been used for meditation hitherto. This study tried to discover the insights and opinions of individuals with no formal musical training and how it may affect their mood, emotions, feelings, imagination, attitude, perception in life, and personality. The researcher conducted this study in order to determine if this type of music could be a basis for meditation, relaxation, used for studying, reviewing, contemplation, or other purposes. The study used Yiruma, a Korean pianist, with his album &quot;Poemusic.&quot; There were 26 participants in the study. Based on the results of the study, 84% will recommend classical piano instrumental music to others, especially their loved ones, as cited in our discussion after answering the questionnaire. During the discussion, 3 males and 1 female even cited that it was their first time to listen to this type of music but will still recommend it to their friends and family. The researcher may infer that this type of music could be accepted even by first time listeners and also by adolescents since the average age of the respondents of the study is 15.8 years old. (Contains 18 footnotes.)
New York City School Survey 2008-2010: Assessing the Reliability and Validity of a Progress Report Measure. Technical Report
Author: Nathanson, Lori
Date: 2013-06-00
Type: Numerical/Quantitative Data
Subjects: Validity,Urban Schools,Institutional Characteristics,School Surveys,Reliability,Measures (Individuals),Educational Quality,Educational Improvement,Parent Surveys,Student Surveys,Teacher Surveys,Parents,Teachers,Students,Elementary Secondary Education,Response Rates (Questionnaires),Test Items,Correlation,Factor Analysis,Factor Structure,Tables (Data)

The New York City Department of Education's (DOE) annual survey of parents, students, and teachers is the largest of its kind in the United States. The DOE relies on the survey to identify schools' strengths and to target areas for improvement. School Survey scores, along with attendance, are also the only non-academic indicators used in the DOE's annual Progress Reports for schools, which are used to evaluate school quality. Given these high stakes, it is important to make sure that the survey accurately captures parent, student, and teacher perspectives. Since 2010, the Research Alliance has been working with the DOE to assess and enhance the School Survey. Using data from 2008-2010, we examined the reliability and validity of the survey's measures, and made a number of recommendations about how the survey could be improved. This technical report, &quot;New York City School Survey 2008-2010,&quot; presents a detailed account of our statistical exploration of the reliability and validity of the NYC School Survey. An associated brief, &quot;Strengthening Assessments of School Climate,&quot; summarizes our findings and recommendations to date. It also outlines a set of broader lessons that have emerged from our work, which can provide guidance to the growing number of cities and states around the country that are implementing school survey efforts. Finally, the brief includes a note from Lauren Sypek, the DOE's School Survey Director, reflecting on the process of collaborating to improve the School Survey as well as some of the changes that have been made to the survey as a result of this partnership. Appendix A shows the number of schools by type for 2008-2010, along with the results for additional grade configurations. Appendix B briefly describes how school-level scores were calculated for reporting categories and provides additional details, including tables listing survey items by respondent. (Contains 29 tables, 12 figures, and 15 notes.)
Strengthening Assessments of School Climate: Lessons from the NYC School Survey
Author: Nathanson, Lori
Date: 2013-06-00
Type: Reports - Evaluative
Subjects: Validity,Urban Schools,Institutional Characteristics,School Surveys,Reliability,Educational Quality,Measures (Individuals),Educational Improvement,Parent Surveys,Student Surveys,Teacher Surveys,Parents,Teachers,Students,Elementary Secondary Education,Response Rates (Questionnaires),Educational Environment

The New York City Department of Education's (DOE) annual survey of parents, students, and teachers is the largest of its kind in the United States. The DOE relies on the survey to identify schools' strengths and to target areas for improvement. School Survey scores, along with attendance, are also the only non-academic indicators used in the DOE's annual Progress Reports for schools, which are used to evaluate school quality. Given these high stakes, it is important to make sure that the survey accurately captures parent, student, and teacher perspectives. Since 2010, the Research Alliance has been working with the DOE to assess and enhance the School Survey. Using data from 2008-2010, we examined the reliability and validity of the survey's measures, and made a number of recommendations about how the survey could be improved. Our new brief, &quot;Strengthening Assessments of School Climate,&quot; summarizes our findings and recommendations to date. It also outlines a set of broader lessons that have emerged from our work, which can provide guidance to the growing number of cities and states around the country that are implementing school survey efforts. Finally, the brief includes a note from Lauren Sypek, the DOE's School Survey Director, reflecting on the process of collaborating to improve the School Survey as well as some of the changes that have been made to the survey as a result of this partnership. As a companion to the brief, the technical report, &quot;New York City School Survey 2008-2010,&quot; presents a detailed account of our statistical exploration of the reliability and validity of the NYC School Survey. (Contains 9 notes.)
Using E-Portfolios and ESL Learners
Author: Alawdat, Maha
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),English (Second Language),English Language Learners,Student Motivation,Program Effectiveness,Writing (Composition),Meta Analysis,Language Proficiency,Intermode Differences,Comparative Analysis

This study examines the use of e-portfolios for ESL (English as a second language) learners. The data were collected by reviewing 11 empirical studies from 2010-2012 in order to synthesize meaningful information about e-portfolios for ESL/EFL (English as a foreign language) acquisition. The studies were coded into two main categories: learning gains, including language proficiency and assessment, and technical skills. The findings showed that using e-portfolios motivated and enhanced students' writing, language learning, assessment, and technical skills. The findings also revealed that there was a questionable attitude among educators about the differences between using paper-based portfolios and e-portfolios for writing development. Finally, the review suggested e-portfolios for ecological issues and educational purposes. (Contains 1 table and 3 figures.)
Principles and Procedures in the Organization of Satisfactory Local School Units. Local School Units Project. Bulletin, 1938, No. 11
Author: Alves, Henry F.
Date: 1939-00-00
Type: Historical Materials
Subjects: Educational History,Administrators,School Administration,Agency Cooperation,Educational Objectives,Financial Support,Data Collection,Data Analysis,Maps,Charts,Educational Administration,Planning,Professional Personnel,Goal Orientation,Academic Standards,Educational Improvement,Cooperation,School Community Relationship,Educational Legislation,Educational Finance,State Aid,Elementary Secondary Education,Population Trends,Taxes,Enrollment Trends,Transportation,Educational Methods,School Buildings,Equipment,Costs,Socioeconomic Influences,Agricultural Occupations

It is generally recognized that the organization of satisfactory schools, attendance area, and local units of school administration involves a careful study of existing educational conditions. If satisfactory functioning of units proposed is to be assured, the study must consider functions of schools and local school units, services now rendered and those to be rendered, relationships of governmental units responsible for providing educational opportunities, and financial support for schools. This bulletin suggests principles and procedures, and presents forms for collecting and tabulating data, maps, and charts which may be used in making a study of local school unit organization. It constitutes a revision and elaboration of the &quot;Handbook of Procedures for Planning the Reorganization of Local School Units,&quot; Circular No. 156 of the U.S. Department of the Interior, Office of Education, January 1936. Eleven chapters address: (1) Planning a study of local school units; (2) Organization and work of staff; (3) Defining and stating objectives; (4) Defining minimum standards; (5) Collecting and Organizing data; (6) Preparation of maps; (7) Presenting and evaluating the present situation; (8) Proposing improvements in organization; (9) Securing the cooperation and support of the public; (10) The legislative program; and (11) The financial program. An appendix presents forms that are suggested for the collection and tabulation of data necessary to study present status and to project proposed organization for local and State school systems and to insure comparability of studies made. A selected, annotated bibliography is also included. (Contains 38 footnotes, 41 forms, 10 maps, and 4 figures.) [Best copy available has been provided.]
Development of State Programs for the Certification of Teachers. Bulletin, 1938, No. 12
Author: Frazier, Benjamin W.
Date: 1938-00-00
Type: Historical Materials
Subjects: Educational History,Teacher Certification,Public Education,State Programs,Program Development,State Policy,Educational Policy,Standards,Program Administration,State Regulation,Educational Trends,Teacher Qualifications,Teacher Education,Schools of Education,State Schools,Private Schools,Public School Teachers,Administrative Organization,Faculty Mobility,Comparative Analysis,State Departments of Education,State Legislation,Program Effectiveness

The standards set in teacher-certification requirements, and the effectiveness of the administration of certification, have been intimately related to the advancement of public education. The major portions of previous reports from the Office of Education were devoted to the presentation of the detailed requirements for obtaining the different kinds of certificates issued in the several States; of the regulations governing their scope of validity, duration, and similar items; and of certain tendencies prevailing at the time the publications were issued. During the past decade certification requirements and practices have been changing with great rapidity, and numerous differences that have prevailed for many years in the certification standards of the States have intensified. The present study was undertaken to bring together from the literature on teacher certification such principles, authoritative proposal, and suggestions for improved practice as appear to be of value to certification officers, research workers, public-school and college officers and teachers, and laymen interested in improving certification practices and requirements. To assist in the realization of this purpose, the present status of certification practice is given in respect to selected items in which important differences exist among States, and in which desirable changes may be brought about. Trends are shown which appear to indicate the directions in which future changes may be expected to occur. It is believed that such materials may be of service to those who construct or influence the construction of State programs of teacher certification. Includes an extensive bibliography. (Contains 19 footnotes and 12 tables.) [Best copy available has been provided.]
102 Motion Pictures on Democracy: 16mm Sound Films Selected and Recommended by an Office of Education Advisory Committee. Bulletin, 1950, No. 1
Author: Reid, Seerly
Date: 1950-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Instructional Films,Multimedia Materials,Educational Technology,Bibliographies,History Instruction,United States History,Higher Education,Elementary Secondary Education,Visual Aids,Democracy,Instructional Materials,Government Publications,Politics of Education,Democratic Values,Justice,Race,Public Education,Civil Rights,Constitutional Law,Authoritarianism,Political Attitudes,Holidays,Presidents,Immigration

This selective bibliography of motion pictures on democracy has been prepared by the Office of Education to assist teachers, school administrators, and community leaders in choosing and using visual aids in the teaching of democracy. The motion pictures recommended in this bibliography portray the historical development of democracy and the meaning of that democracy today. It is hoped that they will be used in American schools and colleges to help bring about in American youth a better understanding of and a greater faith in American democracy. An index is included. [Best copy available has been provided.]