ethanporcaro/eric-fulltext-meta huggingface dataset:
A Voice from the Past: Catharine Beecher's Response to Simone de Beauvoir
Author: Murphy, Madonna M.
Date: 2002-11-08
Type: Speeches/Meeting Papers
Subjects: Women Faculty,Educational History,Teaching (Occupation),Womens Education,Educational Change,Sex Role

Charlesetta Ellis, President of the Midwest Philosophy of Education Society (2002-2004) gave the Presidential Address at the 2002 MPES Annual Meeting, November 8, 2002 at Chicago State University regarding the important contributions made by Simone de Beauvoir to education and especially the education of women. This paper is a response to the address, and it proposes that Catharine Beecher was speaking about the important role of women one hundred years before Simone de Beauvoir. For Catharine, one is born a woman and she fulfills herself especially through her work as a teacher. &quot;What is the most important and peculiar duty of the female sex? It is the physical, intellectual and moral education of children… the future citizens of this great nation,&quot; (Beecher, 1835). Teaching in the 1830's was not a woman's profession. Catharine Beecher was the first to envision teaching as a profession dominated by--indeed exclusively belonging to women. Demographic and economic development in the United States during the 1940's and 50's supported Catharine Beecher's vision. A rapidly expanding economy demanded more teachers, but swiftly developing industrialization left fewer males available for non-industrial jobs. According to Beecher's speeches there were one million and a half children who needed ninety thousand teachers. Although female teachers began to replace men in some eastern states in the 1830s, the economic and fiscal utility of this shift, as well as the pedagogic benefits were discovered by state and local boards of education from 1840 to 1880. By 1888, 63 percent of American teacher were women and in cities women constituted 90 percent of the teaching force. &quot;None will deny the importance of having females properly fitted for their peculiar duties; and yet few are aware how much influence a teacher may exert in accomplishing this object&quot; (Beecher, 1835). Through an analysis and synthesis of her writings, this paper proposes that Catharine Beecher would tell Simone de Beauvoir that the essence of a women is found in work and that the feminine soul is exceptionally fitted for the profession of teaching.
Income-Contingent Student Loan Repayment Systems Outside the U.S.
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Student Loan Programs,Loan Repayment,Income Contingent Loans,Higher Education,Foreign Countries

There is remarkable diversity in student loan systems throughout the world. In considering the ideal approach to system of loan repayment based on income here in the United States, it is valuable to examine the nature, successes, and failures of some other countries' methods of offering borrowers income-contingent student loan repayment. Two countries that seem to be particularly relevant to the efforts of this consortium are Australia and the Netherlands. While far from the only countries that use an income-contingent student loan repayment scheme, these two were selected for analysis because of the differences they illustrate: a &quot;pure&quot; system in the case of Australia and a &quot;hybrid&quot; system in the case of the Netherlands. This consortium's proposal for an auto-IBR system in &quot;Automatic for the Borrower: How Repayment Based on Income Can Reduce Loan Defaults and Manage Risk&quot; represents an ideological shift in the student loan system in the United States; a potentially complicated restructuring of the current system that would involve several government agencies. In striving for something simple, efficient and fair there is always a chance for unintended consequences; thus, there is value in looking to other countries to draw instruction from their experiences. In the two countries surveyed, there seems to be a delicate balance between uptake rate and overall cohort repayment rate. The Netherlands system suffers from a lack of participation, partially as a result of its opt-in nature, but the Australian system suffers from a substantial amount of debt that is unlikely to be repaid. Policymakers should consider this balance when they set objectives for an auto-IBR system and design the system to maximize participation while protecting against providing excessive loan forgiveness or opportunity for non-payment. [This paper accompanies &quot;Automatic for the Borrower: How Repayment Based on Income Can Reduce Loan Defaults and Manage Risk&quot; ED558514.]
Public Service Loan Forgiveness. NASFAA Task Force Report
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Student Loan Programs,Public Service Occupations,Government Employees,Nonprofit Organizations,Public Agencies,Accountability,Student Needs,Eligibility,Loan Default,Student Financial Aid

The Public Service Loan Forgiveness (PSLF) program was established in 2007 to encourage student borrowers to work in the public sector. Qualifying borrowers may have their Direct Loans forgiven after 10 years of full-time service in an eligible job. Currently, qualifying employers include federal, state, or local government agencies and tax-exempt 501(c)(3) not-for-profit organizations. The guiding principles of the Public Service Loan Forgiveness Task Force included a thorough review of the forgiveness program with special attention to: (1) Promoting fairness and equity for students across all sectors of postsecondary education; (2) Promoting accountability; (3) Encouraging simplicity; (4) Providing schools with flexibility to respond to the specific needs of students; (5) Promoting the use of technology wherever possible, and (6) Supporting recommendations with research and data analysis wherever possible. Among the recommendations detailed in the report are: (1) Continue the Public Service Loan Forgiveness Program; (2) Retain the eligibility criteria to qualify for public service loan forgiveness; (3) Institute limits on the amount of forgiveness; (4) Keep public service loan forgiveness untaxed; (5) Make Public Service Loan Forgiveness Program data public (6) Strongly encourage annual submission of employment certification forms, and (7) Increase communication about public service loan forgiveness. &quot;Borrower Profiles&quot; is contained in the appendix. [Members of the NASFAA Public Service Loan Forgiveness Task Force include: Candi Frazier (Chair), John Ahlers, Heather Guamer, Tony Lubbers, Rebekah Melville, Patricia Scott, Tony Sozzo, Dennis Tominaga, and Virginia Tucker.]
Moral Development in Single-Sex Schools: A Review of the Research
Author: Murphy, Madonna M.
Date: 2008-11-14
Type: Speeches/Meeting Papers
Subjects: Moral Development,Single Sex Schools,Literature Reviews,School Effectiveness,Academic Achievement,Social Development,Emotional Development,Peer Relationship

This paper is a systematic review of the research studies on single-sex schools conducted in the last decade. It concludes that there is empirical support to the hypothesis that single-sex schools may be advantageous for both boys and girls in terms of promoting academic achievement with a greater degree of order and control in the classroom and fostering social-emotional development and promoting positive peer interactions. Nevertheless there is a great need for more research with better experimental designs focusing on measures of moral growth and character development as specific aspects of social-emotional development. The seminal research is that done by Dr. Leonard Sax documented in his classic book, Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences (2004) on the value of single-sex schooling. He maintains that as boys and girls are biologically different, they learn differently and need significantly different teaching methods in order to learn effectively; therefore they need single-sex classes if they are to learn effectively. Cornelius Riordan directed the U.S. Department of Education's systematic review of research literature on single-sex schooling that was conducted by the American Institutes for Research subcontracted to RMC Research Corporation and completed in 2005. This is the best meta-analysis available of the effects of single-sex schools in the United States. The objective of the review was to document the outcome evidence for or against the efficacy of single-sex education as an alternative form of school organization. Both quantitative and qualitative literature was reviewed. The major focus of most studies was academic achievement; not social/emotional or moral development. One third of the studies reported positive effects for SS schools on all-subject achievement tests, i.e. mathematics, science, English and social studies. The review found positive results favoring SS schools regarding social-emotional development regarding locus of control, educational and career aspirations, positive behavior, political involvement, climate for learning, interest in grades and opportunities for leadership. The results were particularly strong regarding social-emotional outcomes that favored females in single-sex school. Advocates of single-sex education fall in two camps; those who favor separating boys from girls because they are essentially different; and those who favor separating boys from girls because they have different social experiences and social needs. Nevertheless, there are strong research findings in both camps that support the value of single sex schools. A bibliography is included.
Portfolio of Research in Welfare and Family Self-Sufficiency: FY 2014. OPRE Report 2015-15
Author: Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Date: 2015-01-00
Type: Reports - Research
Subjects: Welfare Services,Low Income Groups,Employment,Labor Market,Well Being,Federal Programs,Research Projects,Postsecondary Education,Adult Education

The Division of Economic Independence within the Office of Planning, Research and Evaluation (OPRE) has primary responsibility for welfare and family self-sufficiency research. OPRE's research in the area of welfare and family self-sufficiency is designed to expand knowledge about effective programs to promote employment, self-sufficiency, and economic well-being among low-income families. Research focuses on four major areas: (1) Temporary Assistance for Needy Families (TANF) and the Safety Net; (2) Employment and the Labor Market; (3) Education and Training; and (4) Other and Cross-Cutting Research. Within these areas, OPRE funds experimental impact evaluations, implementation evaluations, and descriptive research projects aimed at informing the design and implementation of programs. OPRE also invests in activities to disseminate rigorous research on welfare and family self-sufficiency topics. This portfolio describes major welfare and family self-sufficiency research projects sponsored by OPRE in Fiscal Year 2014.
Understanding the Complexities of Prior Knowledge
Author: Soiferman, L. Karen
Date: 2014-00-00
Type: Reports - Research
Subjects: Prior Learning,Writing (Composition),College Freshmen,Essays,Persuasive Discourse,Surveys,Student Attitudes,English Instruction,High Schools,Writing Instruction,Foreign Countries,College Preparation,College Faculty,Teacher Attitudes

The purpose of the study was to gain an understanding of the kinds of prior knowledge students bring with them from high school as it relates to the conventions of writing that they are expected to follow in ARTS 1110 Introduction to University. The research questions were &quot;Can first-year students taking the Arts 1110 Introduction to University course articulate their prior knowledge about how to write an essay? and, &quot;How do students use their prior knowledge when they learn how to write an argumentative essay in ARTS 1110? Data was gathered using a one time paper and pencil survey that consisted of a combination of open-ended and closed questions. The results indicated that students bring with them some knowledge of the terms used such as thesis statement, research, and counter-argument but that they often have only a superficial understanding of what the terms actually mean and how to use them in an essay. The results indicate that if students are to be successful at university they have to gain an understanding of what the terms mean and how they are used in each course they take. &quot;First Year Students' Writing Knowledge Survey&quot; is appended.
Understanding the Effectiveness of Rubrics from the Students' Point of View
Author: Soiferman, L. Karen
Date: 2015-00-00
Type: Reports - Research
Subjects: Scoring Rubrics,Student Attitudes,Introductory Courses,College Freshmen,Student Surveys,Essays,Revision (Written Composition),Foreign Countries

The purpose of the study was to gain an understanding of how students viewed the marking rubrics that they were expected to follow in the course ARTS 1110 Introduction to University. The research questions were &quot;Can first-year students taking the Arts 1110 Introduction to University course articulate their understanding of the marking rubric? And, &quot;How do students use their understanding of the marking rubric when they are revising their academic essays in ARTS 1110?&quot; Data was gathered using paper and pencil surveys that consisted of a combination of open-ended and closed questions. The results indicated that students used the rubrics as a way to understand where they made mistakes so they could correct them and improve their essays either during their rewrite or when they wrote their next essay. The surveys also indicated that while the students preferred the hybrid holistic rubric, the analytic rubric was just as effective in terms of providing information to the students. The following are appended: (1) Analytic Rubric; (2) Hybrid Holistic Rubric; (3) Analytic Rubric--Experimental Group; (4) Analytic Rubric--Control Group; and (5) Experimental Group Comparison between the Analytic and Hybrid Holistic Rubric.
Opinions and Attitudes of Prospective Teachers for the Use of Mobile Phones in Foreign Language Learning
Author: Çakir, Ismail
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Second Language Learning,Telecommunications,Handheld Devices,English (Second Language),Second Language Instruction,Statistical Analysis,Questionnaires,Language Teachers,Teaching Methods,Communicative Competence (Languages),Likert Scales,Gender Differences

The aim of this study is to explore the current use of mobile phones in a foreign language teaching context where English is used as the medium of instruction by prospective teachers. To this end, it presents the views of prospective English teachers on utilizing the mobile phone as an instructional tool for foreign language learning purposes in the educational and instructional setting of foreign language teaching classrooms. The study utilized a quantitative methodology. In this context, a questionnaire was developed and administered to a sample of 193 participants in an English Language Teaching (ELT) department. The data gathered through the questionnaire were processed and analyzed descriptively. Results indicate that most of the participants would prefer to use mobile phones as instructional tools in foreign language learning. The results also provided some insights as to how foreign language teachers could employ suitable approaches to make learning and teaching English meaningful and communicative. The results suggested that the participants would like to make use of mobile phones for educational purposes when they become teachers of English. It is recommended that some of technology-based language teaching activities can be implemented using mobile phones and they can be integrated into foreign language teaching curriculum.
Campaign Finance: Reporter Guide
Author: Wieder, Ben
Date: 2014-10-31
Type: Reports - Descriptive
Subjects: Political Campaigns,Elections,Educational Finance,News Reporting,Boards of Education,Visualization,Visual Aids,Information Sources,Data Analysis

Campaign finance might seem like the exclusive province of political reporters, but there are many good reasons why authors should be paying attention--both in races for education positions and in other key races at the local, state, and federal levels with implications for education. Basic math is a necessary skill and familiarity with a spreadsheet, is helpful. Once the basics have been mastered, a good campaign finance story can take on the fun of light detective work. When writing the story, it is recommended that many numbers can be confusing and bog down a reader. Highlight the handful of most important numbers and spend the rest of the story explaining why they matter. The article recommends talking to graphics department staff about visualization of the data if at all possible. If a graphics department is not available, Tableau Public, is a free data visualization tool that is easy to use and allows going beyond simple charts and pie charts in displaying data. Finally, the reader is advised to think of their campaign-finance analysis as a resource to return to throughout the year for subsequent articles. Campaign finance and data reporting resources are provided.
Connecticut School Integration: Moving Forward as the Northeast Retreats
Author: Orfield, Gary
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Racial Segregation,Racial Integration,School Desegregation,Educational History,United States History,Racial Composition,State Policy,Educational Policy,Educational Change,Court Litigation,State Courts,Equal Education,Desegregation Litigation,Desegregation Effects,Poverty,Public Schools,African American Students,Hispanic American Students,American Indian Students,White Students,Racial Differences

This report analyzes the data on changes in patterns of racial segregation and their education consequences over a quarter century, from l987 to 2012. It examines a major transition in the racial and ethnic composition of Connecticut and the changes in integration and segregation in the schools of the state and its urban communities and it examines the relationship between the racial composition of the schools and the educational consequences. It shows that, in contrast to its neighbors, Massachusetts and New York, Connecticut has made significant progress in reducing segregation as a result of the implementation of the Connecticut Supreme Court's decisions in the &quot;Sheff&quot; case and the programs that have been devised and implemented by the state's educators. The report concludes with recommendations on how to build upon and extend these efforts and other methods to take the next steps in attacking the serious remaining problems. This report is the tenth in the series and it is the first to report any significant recent action to foster diverse schools. Appended to the report is: Segregation Statistics. [This report was written with Jongyeon Ee.]
Toddlers in Early Head Start: A Portrait of 2-Year-Olds, Their Families, and the Programs Serving Them. Volume 1: Age 2 Report. OPRE Report 2015-10
Author: Vogel, Cheri A.
Date: 2015-02-00
Type: Reports - Research
Subjects: Toddlers,Preschool Children,Preschool Education,Disadvantaged Youth,Educational Policy,Pregnancy,Mothers,Infants,Program Effectiveness,Longitudinal Studies,Family Relationship,Teacher Characteristics,Child Caregivers,Program Descriptions,Child Care,Child Development,Teacher Qualifications,Access to Health Care,Language Skills,Language Acquisition,Teacher Attitudes,Parent Attitudes,Educational Quality,Parent Teacher Cooperation,Risk,Social Development,Emotional Development,Measures (Individuals),Outcomes of Education

The Early Head Start Family and Child Experiences Survey (Baby FACES) is a descriptive study of Early Head Start programs designed to inform policy and practice at both national and local levels. Baby FACES follows two cohorts of children through their time in Early Head Start, starting in 2009, the first wave of data collection. The Newborn Cohort includes 194 pregnant mothers and newborn children; and the-1-year-old Cohort includes 782 children who were approximately 1 year old (ranging from 10 to 15 months) at the outset of the study. This Baby FACES report focuses on the second wave of data collection and the children from the 1-year-old Cohort (who were 2 in 2010), and presents findings on two broad topics: (1) Describing Early Head Start program services and staff qualifications; and (2) Describing child and family outcomes at age 2. This report sets the stage for a final report on 3-year-olds to follow. The next report will include information collected in spring 2011 and 2012, and will include all study children who remain in the program through age 3. The final report on 3-year-olds will focus on understanding and modeling the longitudinal aspects of the data to offer insight into relations among family/child and staff characteristics, service uptake, service quality, program characteristics, and outcomes. [See earlier report, &quot;Head Start Children, Families, and Programs: Present and Past Data from FACES. OPRE Report 2011-33a,&quot; at ED539261.]
Partnering with K-12 Education in Building Healthy, Sustainable, and Competitive Regions: A California Policy Symposium. Proceedings Summary &amp; Next Steps
Author: Vincent, Jeff
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Partnerships in Education,Sustainability,Regional Planning,Educational Facilities,Educational Finance,Agency Cooperation,Health,Municipalities,Urban Education

On December 6, 2012, UC Berkeley's Center for Cities &amp; Schools, in collaboration with the California Department of Education, California Department of Public Health, Governor's Office of Planning and Research, Strategic Growth Council, and Health in All Policies Task Force, brought together leaders from across California to discuss the alignment of important policy agendas: ensuring high-quality, opportunity-rich schools in healthy, sustainable communities. This brief presents the key themes: (1) Collective Success Demands Collaboration; (2) Regional Planning Processes Help to Overcome Structural Barriers to Collaboration; and (3) School Facilities Lack a Sustainable Funding Source, but the Resulting Changes Will Present Opportunities from the conversation and outlines next steps: (1) Leverage the update of municipal General Plan Guidelines by the Governor's Office of Planning and Research; (2) Leverage the review and update of Title 5 (CA Code of Regulations on school facilities) by the California Department of Education; (3) Provide resources for local school districts on SB 375 and the Sustainable Communities Strategies; (4) Leverage the inter-agency efforts of the Health in All Policies Task Force; and (5) Inform the State Allocation Board review of the School Facilities Program identified by participants.