ethanporcaro/eric-fulltext-meta huggingface dataset:
Principles for School Drug Education
Author: Meyer, Lois
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Evidence,Drug Education,Foreign Countries,Feedback (Response),Guides,Comprehensive School Health Education,Health Promotion,Educational Environment,Interpersonal Relationship,Culturally Relevant Education,Instructional Effectiveness,Resilience (Psychology),Skill Development,Social Influences,Social Environment,Environmental Influences,Intervention,Teaching Methods,School Policy

This document presents a revised set of principles for school drug education. The principles for drug education in schools comprise an evolving framework that has proved useful over a number of decades in guiding the development of effective drug education. The first edition of &quot;Principles for Drug Education in Schools&quot; (Ballard et al. 1994) has provided a strong foundation for school drug education within Australia. &quot;Principles for School Drug Education&quot; (2004) has been prepared in response to emerging needs and outcomes of research in drug education and curriculum practice. Like the 1994 document, the 2004 Principles will be updated in response to future developments and professional feedback. This document has been structured so that it can be used in different ways depending on needs and interest. Section 1, Overview and summary, provides a brief outline of the Principles, summarising the key themes and concepts. The 12 Principles are set out in summary over a double page for ease of use. Section 2, The Principles, key considerations and evidence base, provides the Principles in detail. Here each Principle is accompanied by a list of key considerations for its use, and an accompanying one-page summary of the evidence base that underpins it. The latter is a summary of key research findings that provide the current evidence base from which the Principle derives. (Contains 2 diagrams.) [This paper was written with Helen Cahill.]
Structural Diversity in Tertiary Education. Go8 Backgrounder 18
Author: Group of Eight (Australia)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Stakeholders,Foreign Countries,Public Policy,Dropouts,Vocational Education,Adult Education,Reentry Workers,Stopouts

Projections of future population and tertiary education participation indicate that Australia needs soon to start planning for another surge in school leavers entering tertiary education from 2015, together with increased demand for greater skills deepening by adult workers. Hence it is necessary to find cost-effective supply solutions that respond to the increasing and increasingly diverse demand from both students and employers in a way that ensures that Australia has sufficient scale capacity in fields of education and research which are most exposed to international competition. If the structure of tertiary education in Australia is depicted in the shape of a pyramid, the challenge for public policy is to broaden the base while strengthening the top, and to accept the trade-offs involved, given the scarcity of available resources. A strategy for regional investment in higher education should build on work which identifies the future outlook for selected regions, including their demographic, economic, cultural and environmental factors. Ideally, such indications of future capacities and requirements would generate a set of criteria for assessing which tertiary education supply options would best fit a region's circumstances. That is a matter for regional policy advisors and other stakeholders. This brief focuses on the supply options. Outlines of National Systems of Tertiary Education are appended.
Higher Education Standards and Quality. Go8 Backgrounder 13
Author: Group of Eight (Australia)
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Qualifications,Higher Education,Foreign Countries,Standards,Colleges,Outcomes of Education,Vocational Education,Academic Achievement

The increasing international mobility of students and graduates, and the proliferation of providers of higher education services and qualifications, challenge governments to find new ways and means of assuring that effective learning is taking place, and safeguarding the integrity of educational qualifications. The expansion and diversification of higher education requires new forms of information and channels of communication about the orientation and quality of different higher education institutions and programs, so that potential participants can make sense of what is available and make informed decisions, and employers can have a reasonable basis on which to compare graduate applicants for jobs. Thus there is a compelling case for governments to be concerned to ensure that the community can have confidence in its higher education institutions and the programs and qualifications they provide. However, the government's proposed approach to higher education involves a degree of central regulation and intrusion which is beyond that found in other OECD (Organisation for Economic Cooperation and Development) countries and which is unprecedented in Australia. There are concerns within the higher education community that this approach will be counterproductive because it will stifle diversity, erode quality and reduce the flexibility necessary to respond to unexpected needs and challenges. By adopting a more comprehensive, gradual and inclusive approach to policy development relating to standards and quality in higher education, the government will be able to achieve greater institutional and professional support and make more effective use of the national and international studies already underway in this area.
Demographic Impact on Higher Education Enrolments. Go8 Backgrounder 7
Author: Group of Eight (Australia)
Date: 2008-10-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Foreign Countries,Enrollment,Colleges,Labor Market,Age Groups,College Students,Postsecondary Education

There are many factors affecting demand for higher education in Australia. These include admission requirements, availability of alternative education pathways, population, costs at the time of study and repayment of deferred costs, perceptions about quality and value relative to price and opportunities foregone, the general economic situation and level of demand for graduates, and policy settings related to overseas student places. Each of these factors has an impact on overall student enrolments. This Backgrounder examines the expected changing domestic demand for university places as a result of demographic growth. In assuming most of the other factors remain as they are, the analysis is limited--but provides a partial quantification of the scenarios for which government and higher education institutions will have to plan. Detailed tables are appended. (Contains 11 figures and 8 tables.)
Role of Research Universities in Health and Medicine. Go8 Backgrounder 20
Author: Group of Eight (Australia)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Health Services,Stakeholders,Educational Change,Medical Research,Research Universities,Financial Support,Labor Force Development,Public Health,Alignment (Education),Guidelines,Government Role,Educational Policy,Public Policy,Program Effectiveness,Health Sciences,Allied Health Occupations Education,Health Occupations,Medical Education,Government School Relationship,Policy Formation,College Role

Universities have much to contribute to the improvement of health delivery, research, and teaching/learning. In progressing health reform, the Government should be mindful of the need to: (1) strengthen high quality medical research; (2) promote translation of research to teaching, population health and health services; and (3) address Health Workforce issues effectively. Go8 universities support and seek to play a lead role in integration of health research, education, and services. They are seeking a closer involvement with the Commonwealth Government in development and implementation of the policy detail. Hospital and Health Services reforms, including specific allocation of adequate funding arrangements, provide a potential avenue for improvement of integration of research, teaching, and services. However these important issues could be overlooked in the overall size and complexity of health care policy, major reform, and the multiple stakeholders involved. Appended are: (1) Graphs of NHMRC funding support of the Australian research workforce 2003-2010; and (2 Expenditure of NHMRC annual funding commitments.
The Spalding Method[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Language Arts,Teaching Methods,Reading Instruction,Spelling Instruction,Writing Instruction,Primary Education,Beginning Reading,Intervention,Instructional Effectiveness,Educational Research

The &quot;Spalding Method&quot;[R] is a language arts program for grades K-6 that uses explicit, integrated instruction and multisensory techniques to teach spelling, writing, and reading. The program and its textbook, The &quot;Writing Road to Reading,&quot; provide 32 weeks of lesson plans. Students work on program materials in spelling, writing, and reading for 90-120 minutes every day. This review of The &quot;Spalding Method&quot;[R] for Beginning Reading focuses on students in grades K-3. The What Works Clearinghouse (WWC) identified 17 studies of The &quot;Spalding Method&quot;[R] for beginning readers that were published or released between 1983 and 2011. Two studies are within the scope of the Beginning Reading review protocol but do not meet WWC evidence standards. Both studies use a quasi-experimental design but do not establish that the comparison group was comparable to the intervention group prior to the start of the intervention. Twelve studies are out of the scope of the Beginning Reading review protocol because they have an ineligible study design. Three studies do not use a comparison group design, a regression discontinuity design, or a single-case design. Nine studies are literature reviews or meta-analyses. Three studies are out of the scope of the Beginning Reading review protocol for reasons other than study design. One study does not include students in grades K-3, as specified in the protocol. One study includes fewer than 50% general education students. One study examined the intervention combined with other components, so it is not possible to isolate the effect of the intervention. A glossary of terms is included. (Contains 2 endnotes and lists 11 additional sources.) [For a related report on this program, see ED535325.]
WWC Review of the Report &quot;Increasing Young Children&apos;s Contact with Print during Shared Reading: Longitudinal Effects on Literacy Achievement&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Preschool Children,Literacy,Reading Aloud to Others,Reading Instruction,Intervention,Reading Programs,Program Effectiveness,Longitudinal Studies,Educational Research

The study examined the impact of the &quot;Project STAR&quot; (&quot;Sit Together and Read&quot;) reading program on the literacy skills of preschool students. Researchers randomly assigned 85 preschool classrooms in Ohio to one of three study groups at the start of the 2004-05 or 2005-06 school years: (1) A high-dose intervention group, in which teachers used &quot;Project STAR&quot; techniques with their students in four reading sessions per week, for 30 weeks; (2) A low-dose intervention group, in which teachers used &quot;Project STAR&quot; techniques with their students in two reading sessions per week, for 30 weeks; or (3) A comparison group, in which teachers used their regular instructional techniques in four reading sessions per week, for 30 weeks. The study analyzed four measures of literacy skills--reading, spelling, comprehension, and vocabulary--for up to 366 students from the three study groups one and two years after the intervention. For the four comparisons that meet the What Works Clearinghouse (WWC) evidence standards with reservations, the study found that students in the low-dose intervention group were not significantly different from students in the comparison group on vocabulary, reading, and spelling outcomes at the one-year follow-up. Students in the high-dose intervention group had significantly higher spelling skills than those in the comparison group at the two-year follow-up. The research described in this report meets WWC evidence standards with reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. (Contains 3 endnotes.) [The following study is reviewed in this paper: &quot;Increasing Young Children's Contact with Print during Shared Reading: Longitudinal Effects on Literacy Achievement&quot; (EJ965180).]
WWC Review of the Report &quot;Teacher Incentive Pay and Educational Outcomes: Evidence from the New York City Bonus Program&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Incentives,Financial Support,Educational Finance,Teacher Effectiveness,Mathematics Achievement,Reading Achievement,Disadvantaged Schools,Urban Schools,Elementary Schools,Middle Schools,Outcomes of Education,Program Effectiveness,Educational Research

The study reviewed in this paper examined the effects of offering a school-wide teacher performance bonus program on students' reading and mathematics achievement. The study sample included 309 high-poverty New York City public schools serving students in grades K-8 from 2007-08 to 2008-09. Of these schools, 181 were randomly chosen to be offered the opportunity to participate in the performance bonus program. The comparison group consisted of 128 schools that did not receive the chance to participate. The study estimated the effects of the bonus program by comparing outcomes from the intervention group schools--even if they ultimately declined to participate in the bonus program--with the outcomes from the comparison group. The study found that the offer of a school-wide teacher performance bonus program did not have a statistically significant effect on students' reading achievement in either 2007-08 or 2008-09 or on mathematics achievement in 2007-08. For 2008-09, study authors reported a very small, but statistically significant, negative effect of the bonus program on mathematics achievement. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 2 endnotes.) [The following study is the focus of this review: &quot;Teacher Incentive Pay and Educational Outcomes: Evidence from the NYC Bonus Program. Program on Education Policy and Governance Working Papers Series. PEPG 10-07&quot; (ED513540).]
ITRI Informational Text Reading Inventory: Grade 2 Teacher Manual
Author: Indiana Department of Education
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Grade 2,Reading Instruction,Teaching Methods,Content Area Reading,Reading Skills,Reading Comprehension,Units of Study,Textbooks,Books,Academic Standards,Check Lists,Reference Materials

The Grade 2 Informational Text Reading Inventory (ITRI) was developed to help early primary students develop the skills necessary to read and use informational text. This booklet contains all the information teachers need to use the Grade 2 ITRI materials, including assessments, mock textbook pages, mini books designed to look like commercial trade books, and support materials. Because all ITRI content comes from Indiana's Academic Standards for Grade 2 science, social studies, and English/language arts, ITRI materials will enhance the subject matter teachers already teach. Students will always learn the reading skills within the context of their content area curriculum. Appended are: (1) Chart of Academic Standards Addressed Across the Curriculum; (2) Grade 2 Text Features; (3) Text Feature Scavenger Hunt; (4) Observational Checklist and Comprehension Questions; (5) Sample Observational Checklist; (6) Culminating Textbook Assessment; and (7) Informational Text Reference Books.
ITRI Informational Text Reading Inventory: Grade 1 Teacher Manual
Author: Indiana Department of Education
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Grade 1,Reading Instruction,Teaching Methods,Content Area Reading,Reading Skills,Reading Comprehension,Units of Study,Textbooks,Books,Academic Standards,Check Lists,Reference Materials

The Grade 1 Informational Text Reading Inventory (ITRI) was developed to help early primary students develop the skills necessary to read and use informational text. This booklet contains all the information teachers need to use the Grade 1 ITRI materials, including assessments, mock textbook pages, mini books designed to look like commercial trade books, and support materials. Because all ITRI content comes from Indiana's Academic Standards for Grade 1 science, social studies, health, and English/language arts, ITRI materials will enhance the subject matter teachers already teach. Students will always learn the reading skills within the context of their content area curriculum. Appended are: (1) Chart of Academic Standards Addressed Across the Curriculum; (2) Grade 1 Text Features; (3) Text Feature Scavenger Hunt; (4) Observational Checklist &amp; Comprehension Questions; (5) Sample Observational Checklist; (6) Culminating Textbook Assessment; and (7) Informational Text Reference Books.
Indiana Reading Diagnostic Assessment: Resource &amp; Intervention Guide, First Grade. Additional Activities and Assessments
Author: Indiana Department of Education
Date: 2006-00-00
Type: Guides - Classroom - Teacher
Subjects: Reading Diagnosis,Reading Tests,Diagnostic Tests,Grade 1,Student Evaluation,Academic Standards,State Standards,Class Activities,Reading Instruction,Intervention,Childrens Literature,Books,Instructional Materials,Phonemic Awareness,Phonics,Decoding (Reading),Reading Fluency,Vocabulary,Reading Comprehension,Reading Motivation

The materials included in this manual are organized according to the Indiana Grade 1  Academic Standards for English/Language Arts. In each section teachers will find: (1) Indiana Grade 1 Academic Standards for English/Language Arts; (2) Assessments: diagnostic/practice pages for skill areas, checklists, and rubrics; (3) Classroom Activities: activities that teachers can use to help students develop specific skills and strategies; and (4) Helpful Materials and Reference Sources: includes children's books and teaching materials that will help develop specific skills and strategies. The suggestions for practice in this booklet are intended to provide teachers with some ideas that they can use to help all students improve their ability to apply the strategies essential to becoming successful learners. Students will also be practicing the skills and strategies that are assessed in the &quot;Indiana Reading Diagnostic Assessment--First Grade.&quot; The suggestions are based on the following basic dimensions of reading: (1) Phonemic Awareness--understand the relationship between speech sounds and print; (2) Systematic Phonics--ability to decode unfamiliar words; (3) Fluency--ability to read effortlessly for comprehension; (4) Background Knowledge and Vocabulary--ways to foster comprehension; (5) Comprehension--development of active strategies to construct meaning from print; and (6) Motivation--development and maintenance of the desire to read and write. A list of reference sources and resources is included.
ITRI Informational Text Reading Inventory: Grade 4 Teacher Guide
Author: Indiana Department of Education
Date: 2005-00-00
Type: Guides - Classroom - Teacher
Subjects: Grade 4,Reading Instruction,Teaching Methods,Content Area Reading,Reading Skills,Reading Comprehension,Units of Study,Textbooks,Books,Reading Research,Reading Tests,Diagnostic Tests,Scoring,Academic Standards,Check Lists

The Informational Text Reading Inventory (ITRI) was created when the Center for Innovation in Assessment (CIA) observed that students in grade four experience a significant drop in performance in all of their subject areas. CIA researched solutions and identified the critical issue as the students' struggle to apply the reading skills they have learned in earlier grades to their expository textbooks. In grade four, students are expected to read to learn at a far greater extent than in earlier grades. ITRI materials teach students the reading skills they need to understand their content area textbooks. This booklet contains all the information teachers need to use the ITRI materials, including assessments, lessons, answer keys, student scoring sheets, and a survey of the scientifically-based reading research that is foundational to ITRI. Because all ITRI content comes from &quot;Indiana's Academic Standards&quot; for grade four science, social studies, and English/language arts (E/LA), ITRI materials will enhance the subject matter teachers already teach. Students will always learn the reading skills within the context of their content area curriculum. Appended are: (1) Critical Differences: Grade 3 and Grade 4 Textbooks; (2) The Scientifically-Based Reading Research (SBRR) Behind ITRI; (3) Alphabetical List of Social Studies and Science Standards; (4) Chart of Standards Addressed Across the Curriculum; (5) Glossary for Teacher Use; (6) Scoring Sheet: ITRI Assessments; (7) Scoring Sheet: ITRI Lessons; and (8) Acknowledgments.
Indiana Reading Diagnostic Assessment: Resource &amp; Intervention Guide, Second Grade. Additional Activities and Assessments
Author: Indiana Department of Education
Date: 2006-00-00
Type: Guides - Classroom - Teacher
Subjects: Reading Diagnosis,Reading Tests,Diagnostic Tests,Grade 2,Student Evaluation,Academic Standards,State Standards,Class Activities,Reading Instruction,Intervention,Childrens Literature,Books,Instructional Materials,Phonemic Awareness,Phonics,Decoding (Reading),Reading Fluency,Vocabulary,Reading Comprehension,Reading Motivation

The materials included in this manual are organized according to the Indiana Grade 2  Academic Standards for English/Language Arts. In each section teachers will find: (1) Indiana Grade 2 Academic Standards for English/Language Arts Assessment Tools: diagnostic/practice pages for skill areas, checklists, and rubrics; (2) Classroom Activities: activities that you can use to help students develop specific skills and strategies; and (3) Resources: includes children's books and teaching materials that will help develop specific skills and strategies. The ideas for practice in this manual are a resource for teachers to use in helping all students discover the strategies used by successful readers. The skills and strategies that students will learn are also assessed in the Indiana Reading Diagnostic Assessment--Grade 2. The suggestions address the following basic dimensions of reading: (1) Phonemic awareness--understand the relationship between speech sounds and print; (2) Systematic phonics--decode unfamiliar words; (3) Fluency--read effortlessly for comprehension; (4) Background knowledge and vocabulary--develop comprehension; (5) Comprehension--develop active strategies for constructing meaning from print; and (6) Motivation--develop and maintain the desire to read and write. A list of reference sources and resources is included.