ethanporcaro/eric-fulltext-meta huggingface dataset:
Neighborhood Bridges: 2012-2013 Evaluation Report
Author: Ingram, Debra
Date: 2013-07-08
Type: Reports - Research
Subjects: Literacy Education,Story Telling,Drama,Critical Literacy,Elementary School Students,Program Effectiveness,Program Implementation,Teacher Surveys,Student Surveys,Elementary School Teachers,Grade 3,Grade 4,Grade 5,Grade 6,Writing Skills,Audience Response,Word Recognition

Neighborhood Bridges is a nationally recognized literacy program using storytelling and creative drama to help children develop their critical literacy skills and to transform them into storytellers of their own lives. In 2012-2013, a total of 640 students in grades three through six from twenty-three classrooms in eleven schools across the Minneapolis-Saint Paul metropolitan area participated in the Neighborhood Bridges (Bridges) program of The Children's Theatre Company (CTC). This report presents the results of an evaluation of the Bridges program. CTC contracted with the University of Minnesota's Center for Applied Research and Educational Improvement (CAREI) to conduct the study. The purpose of the evaluation was to measure the quality of Bridges implementation and assess student learning in the areas of writing; knowledge and skills in theatre; retelling and dramatization and critical literacy. [For the 2010-2011 Evaluation Report, see ED574380.]
Neighborhood Bridges: 2010-2011 Evaluation Report
Author: Ingram, Debra
Date: 2011-07-27
Type: Reports - Research
Subjects: Literacy Education,Story Telling,Drama,Critical Literacy,Elementary School Students,Program Effectiveness,Program Implementation,Teacher Surveys,Student Surveys,Elementary School Teachers,Grade 3,Grade 4,Grade 5,Grade 6,Writing Skills,Audience Response,Word Recognition,Art Teachers,Artists

In 2010-2011, students in twenty-five classrooms from eleven schools in the Minneapolis-Saint Paul metropolitan area participated in The Children's Theatre Company's Neighborhood Bridges (Bridges) program. The Children's Theatre Company contracted with the University of Minnesota's Center for Applied Research and Educational Improvement (CAREI) to evaluate Bridges in these classrooms. The purpose of the evaluation was to measure the quality of Bridges implementation and assess student learning in the areas of writing; knowledge and skills in theatre; retelling and dramatization; and critical literacy. The results of the evaluation study indicate that Bridges was implemented successfully in twenty-five classrooms of students in grades two through six during the 2010-2011 school year. Data from surveys of classroom teachers, teaching artists and students who participated in Bridges, along with data from assessment tools administered by the researchers provide evidence of what students learned during their participation in Bridges. Students increased their skills in writing, their knowledge and skills in theatre, and their knowledge in the areas of critical literacy and retelling and dramatization. Appended is: Student Learning in Bridges Classrooms at Evergreen Park World Studies Elementary School.
Turn and Face the Strain: Age Demographic Change and the Near Future of American Education. Policy Paper Brief
Author: Ladner, Matthew
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Aging (Individuals),Baby Boomers,Retirement,Public Schools,Public Education,Demography,Educational Change,Elementary Secondary Education,Older Adults,Population Trends,Educational Trends,Futures (of Society),School Choice,Prediction,Census Figures,Youth,School Districts,Charter Schools,Health Services,Federal Programs,Budgets,Economic Progress,Educational Vouchers,Outcomes of Education,Academic Achievement,Educational Improvement,State Policy,Age

&quot;Turn and Face the Strain: Age Demographic Change and the Near Future of American Education&quot; outlines a fierce battle looming between the needs of public health care and education. A crisis is fast approaching that makes comprehensive improvement of America's public schools more important than ever. Faced with rapidly expanding populations of the young and the old, working age taxpayers will experience the growing strain of insufficient tax revenue to fund public services from now until the foreseeable future. One solution to the crisis: an American education system that leads to a college and career-ready generation prepared for high-wage job earnings in a competitive global economy. This two-page policy brief summarizes the primary components of the predicament and choice options for a changing demography. [For the full report, see ED574383.]
Turn and Face the Strain: Age Demographic Change and the near Future of American Education
Author: Ladner, Matthew
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Aging (Individuals),Baby Boomers,Retirement,Public Schools,Public Education,Demography,Educational Change,Elementary Secondary Education,Older Adults,Population Trends,Educational Trends,Futures (of Society),School Choice,Prediction,Census Figures,Youth,School Districts,Charter Schools,Health Services,Federal Programs,Budgets,Economic Progress,Educational Vouchers,Outcomes of Education,Academic Achievement,Educational Improvement,State Policy,Age

&quot;Turn and Face the Strain: Age Demographic Change and the Near Future of American Education&quot; outlines a fierce battle looming between the needs of public health care and education. A crisis is fast approaching that makes comprehensive improvement of America's public schools more important than ever. Faced with rapidly expanding populations of the young and the old, working age taxpayers will experience the growing strain of insufficient tax revenue to fund public services from now until the foreseeable future. One solution to the crisis: an American education system that leads to a college and career-ready generation prepared for high-wage job earnings in a competitive global economy. Data tables and state-by-state analyses are appended. [For the policy brief, see ED574382.]
An Assessment of Educational Leaders' Multicultural Competences in Ethiopian Public Universities
Author: Geleta, Abeya
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Interpersonal Competence,Knowledge Level,Administrator Attitudes,Cultural Literacy,Mixed Methods Research,Semi Structured Interviews,Questionnaires,College Administration,Cultural Pluralism,Leadership Qualities,Administrators,Deans,Department Heads,College Faculty

Multicultural Competences of higher education leaders refer directly to the multicultural knowledge, attitudes and skills of the leaders which is the focus of the present study. The demographic changes and the subsequent diversity in Ethiopian HEIs strongly demands the HEIs to be multiculturally competent, their leaders should in turn have the necessary multicultural competencies. In line with this, the multicultural competences of the educational leaders of Ethiopian public universities were investigated. The mixed-methods research approach was used in the study, including semi-structured interviews and questionnaires. Academic and administrative officials, office workers and teachers were included in the study as sources of data. Multi-stage, simple random and purposive sampling techniques were employed to select 316 participants for the study. Inferential statistics including mean, standard division, t-tests and one-way ANOVA were used to analyze the quantitative data. The university leaders, academic and administrative staff did not have a considered perspective on pluralism. In addition, there were limited spaces and opportunities for the staff to develop skills and experience in the management of difference as an important aspect of their work and with their interaction with other members of the university community. The staff associations were weak and poorly equipped to provide or promote opportunities for skills development in the management of diversity. Lecturers did not generally receive any preparation on managing within a multicultural setting. The findings confirm the position that the need to prepare university leaders with multicultural knowledge, skills, and dispositions. It is imperative that university leadership adopt multicultural competence as an essential competency within their profession, continue to seek out opportunities to further enhance personal multicultural competence, and infuse it into their daily practices.
The Ethical Behaviors of Educational Leaders in Ethiopian Public Universities: The Case of the Western Cluster Universities
Author: Amsale, Frew
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Ethics,Cluster Grouping,Social Justice,Interpersonal Competence,Administrator Behavior,Altruism,Statistical Analysis,Questionnaires,Leadership Qualities,Leadership Styles,Teacher Attitudes,Institutional Characteristics,Correlation,College Administration,Administrator Attitudes,Administrators,Department Heads,Deans,College Faculty,Administrator Surveys,Teacher Surveys

The purpose of this study was to assess the extent to which educational leaders in the western cluster public universities of Ethiopia are ethical. Ethical leadership variables such as fairness, equity, multicultural competence, modeling ethical behaviors and altruism are considered in describing the ethical behaviors of the leaders. Descriptive survey research design with quantitative method was employed for it fits the purpose of the study. Data was collected from instructors and educational leaders holding various leadership positions in the sample universities. Accordingly, 107 instructors, 12 department heads, 6 college deans, 2 academic quality assurance officers, 3 ethical officers, 1 vice president and 1 president participated in the study. Questionnaires were mainly used to collect data from the respondents. T-test and ANOVA, among other data analysis tools, were used to analyze the data. The results of the study revealed that leaders in the sample universities practice ethical leadership moderately. The leaders failed to demonstrate the ethical leadership practices to the expected level. They have been found to demonstrate low multicultural competence, low at altruism, and low at modeling ethical behavior. And hence, it could be concluded that the educational leaders in public universities failed to meet the standards and expectations of ethical leadership. As a result, it is recommended that the academic leaders in the public universities need to be provided with leadership development opportunities. Moreover, public universities can establish leadership development programs that will enable leaders to continually update themselves and practice ethical leadership to the expected level.
Teaching Multiplication and Multiplication Tables by the Application of Finger Multiplication
Author: Bahadir, Elif
Date: 2017-00-00
Type: Journal Articles
Subjects: Multiplication,Mathematics Instruction,Teaching Methods,Visualization,Class Activities,Teacher Attitudes,Student Attitudes,Grade 2,Qualitative Research,Computation,Observation,Parent Attitudes,Mathematical Applications,Learning Strategies,Foreign Countries,Elementary School Mathematics,Elementary School Students,Elementary School Teachers,Parents,Instructional Effectiveness

Developments in mathematics education tend to emphasize mathematics teaching with the help of activities that will allow the students to create these concepts rather than to make them memorize mathematical rules. The purpose of this study is to analyze the applicability of the application of multiplication with fingers developed by the researcher. In the application, the relation between addition and subtraction is featured in teaching multiple table rather than memorization. Within the scope of this aim, an action study consisting of 3 steps was carried out with 11 the students who were studying on the 2nd grade of a primary school in the Sariyer district of Istanbul province for the period of 6 course hours. At the end of the application, 7 teacher watched the video recording of the application and were asked for their views on it. Guidelines about how the application was carried out have been sent to the parents of the students in the class. The parents were asked to follow their children throughout the application and to give their opinions about it. The application has been completed with receiving the opinions of researcher, teacher, the parents and the students. It was observed that the students' learning was effective, their motivation and participation were at a high level during the application. The teachers found the application practicable. According to the views of the parents and the students, the application has been described as easily applicable, enjoyable and effective. The application of finger multiplication used in the study can be assessed as an application that will be used in the various stages of the course in order to teach multiplication, provide student motivation towards lesson and obtain other concepts related to multiplication table and multiplication.
Civic Education Policy Change: Case Studies of Florida, Tennessee, and Hawaii. CIRCLE Working Paper #79
Author: CIRCLE (The Center for Information and Research on Civic Learning and Engagement)
Date: 2014-03-00
Type: Reports - Research
Subjects: Civics,Citizenship Education,Elementary Secondary Education,High Stakes Tests,Standardized Tests,Student Evaluation,Alternative Assessment,Barriers,Educational Improvement,State Standards,Educational Policy,Program Effectiveness,Financial Support,Accountability,Student Projects,Evaluation Methods,State Legislation

Preparing the next generation of Americans to engage in their communities civically and politically is a shared responsibility. Although civic education takes place every day in homes and community centers, our nation's K-12 schools are in a unique position to nurture and reinforce the civic development of all young people. States influence their K-12 schools by enacting and implementing policies that include standards, tests, credit and course requirements, teacher certification rules, and funding streams. This paper describes case studies of three states that have recently examined their civic education policies. The goal of this document is to inform other states' policymakers and advocates as they consider K-12 civic education policies. These three state examples (Florida, Tennessee, and Hawaii) were chosen because they represent strikingly different approaches to state policy: a high-stakes standardized exam, a project-based assessment, and an interactive course without any state assessment at all. The focus of this paper is on the efforts to influence policy: who was involved, how they worked, and what made the difference in the policy being passed or rejected. The paper also describes apparent keys to successful advocacy across the three states. Florida, Tennessee, and Hawaii exemplify three distinct strategies for improving civic education. No firm evidence exists yet about which approach will benefit students the most, but all have promise. This paper has suggested strategies for passing ambitious state policies, whether they involve tests or course mandates. The details vary in important ways, but all three states attribute success to a coalition of educators. In conjunction with the paper, a fact sheet has also been released that summarizes the main elements of each policy. [For the fact sheet, &quot;Recent Civic Education Policy Changes. CIRCLE Fact Sheet,&quot;,see ED574358.]
Girls' Education and Gender Equality. Factsheet
Author: Global Partnership for Education (GPE)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Quality,Access to Education,Foreign Countries,Low Income Groups,Gender Bias,Disproportionate Representation,Elementary Secondary Education,Poverty,Barriers,Conflict,Dropouts,Geographic Location,Parent Background,Educational Attainment,Mothers,Physical Health,Planning,Educational Finance

This brief fact sheet presents benefits of investing in gender equality, how the Global Partnership for Education (GPE) supports inclusive and equitable quality education, as well as the results it has achieved.
Advancing Gender Equality in Education across GPE Countries. Policy Brief
Author: Banham, Louise
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Social Justice,Gender Issues,Sex Fairness,Change Strategies,Strategic Planning,Educational Policy,Educational Planning,Educational Practices,Educational Principles,Equal Education,School Support,Graduation Rate,Elementary Secondary Education,Access to Education,Disadvantaged,Improvement Programs,Foreign Countries

Gender equality in and through education is critical to the achievement of the 2030 Agenda for Sustainable Development, as many experts have observed, and investing in this area yields substantial public and private returns. It is a key driver of economic and social development and leads to gains in health, nutrition and many other areas. Support to advancing gender equality is offered to countries primarily through activities that support the Global Partnership for Education's (GPE's) three country-level strategic objectives: (1) sector planning and policy implementation; (2) mutual accountability; and (3) effective financing. This policy brief presents: (1) Progress toward gender equality in GPE Countries; (2) GPE support to gender equality; (3) Advancing gender equality in GPE countries; and (4) The next steps to take for gender equality in GPE countries.
GPE's Engagement on Domestic Financing for Education. Policy Brief
Author: Martinez, Raphaelle
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Educational Finance,Financial Support,Educational Improvement,Educational Change,Finance Reform,Educational Planning,Expenditures,Expenditure per Student,Funding Formulas,Developing Nations,Educational Policy,Foreign Countries

The Global Partnership for Education (GPE) is a global, multi-stakeholder partnership that seeks to strengthen education systems in low- and lower-middle-income countries and in countries affected by fragility and conflict to ensure equitable, quality education for all. GPE plays a unique role in helping governments to develop and finance the implementation of strong education sector plans that further equity and learning. GPE leverages the financial support and expertise of donors, developing country governments, international organizations, civil society, teacher organizations, the private sector and philanthropy to ensure the delivery of results. It has allocated US$4.6 billion since 2003. Highlights presented in this policy brief include: (1) Between 2015 and 2030, low- and middle-income countries will need to increase spending on education from the current US$1.2 trillion per year to US$3 trillion; (2) The Incheon Declaration recommends that national governments allocate 4 to 6% of their gross domestic product (GDP) and/or at least 15 to 20% of their total public expenditure to education, with a focus on basic education; (3) GPE creates incentives for developing country partners to develop financially sustainable education sector plans, increase national budget allocations and improve the quality of education expenditure; (4) On average, between 2002 and 2013, GPE partner developing countries increased domestic expenditure on education as a percentage of total government expenditure from 15.2% to 16.6% and expenditure as a percentage of GDP from 2.9% to 3.9%; and (5) In 2015, where data is available, 47% of GPE partner developing countries, including 43% of countries affected by fragility and conflict, spent at least 20% of total government expenditure on education.
The Effectiveness of Using Group Story-Mapping Strategy to Improve Reading Comprehension of Students with Learning Disabilities
Author: Alturki, Nada
Date: 2017-04-27
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Learning Disabilities,Reading Comprehension,Group Activities,Story Telling,Visualization,Visual Aids,Teaching Methods,Special Education,Grade 6,Oral Language,Special Classes,Randomized Controlled Trials,Comparative Analysis,Experimental Groups,Control Groups,Reading Strategies,Intervention,Interviews

The purpose of this study was to examine the effectiveness of using group story-mapping on ESL students with a learning disability in reading comprehension. The researcher focused on a specific graphic organizer in this study, called Group Story-Mapping. This strategy required students with learning disabilities involving reading comprehension to identify the five main areas for recording a narrative story: setting, characters, problem, solution, and opinion. This strategy can also help students to visualize the connection between the ideas, and the teachers can have the advantages from the Group Story-Mapping Strategy to determine the strengths and weaknesses of their students' reading comprehension. Four participants from sixth-grade class were selected to participate in this study. This research used a post-test-only design implementing a control group and an experimental group. Three data collection devices were used to determine the effectiveness of using group story-mapping to improve reading comprehension of students with learning disabilities. The result of this study showed that using the Group Story-Mapping Strategy helped students with learning disabilities to comprehend the text more easily. An appendix contains the survey about comprehension skills that was provided to the control group and the experimental group. [This Action Research Proposal was presented to the Graduate Program in partial fulfillment of the requirements for the Degree of Masters in Special Education, Southern Illinois University, Edwardsville.]
Getting a Read on the App Stores: A Market Scan and Analysis of Children's Literacy Apps. Full Report
Author: Vaala, Sarah
Date: 2015-00-00
Type: Reports - Research
Subjects: Computer Oriented Programs,Educational Technology,Literacy Education,Marketing,Benchmarking,Educational Quality,Age Differences,Language Acquisition,Parent Role,Multilingual Materials,Bilingual Instructional Materials,Race,Ethnic Groups,Design,Social Influences,Preschool Children,Elementary School Students

In previous research the &quot;Joan Ganz Cooney Center&quot; and &quot;New America&quot; have characterized the children's educational app market as a &quot;Digital Wild West&quot; (Guernsey, Levine, Chiong &amp; Severns, 2012; Shuler, 2011). The marketplace is chock full of choices but lacks essential information to aid parents' and educators' decision-making. In 2014, the &quot;Joan Ganz Cooney Center&quot;, with partners at &quot;New America&quot;, launched a new study of the most popular educational apps marketplace by focusing an in-depth inquiry on literacy-focused apps for children ages 0-8 years. Analyzed was a sample of 183 apps from among lists of the &quot;Top 50&quot; educational apps in popular app stores and those that had recently won critical acclaim from expert review sites. Next, the apps were examined along numerous dimensions, including characteristics of their descriptions (e.g., number of words used to describe each app; target audience age-range; specific skills mentioned) and features within their actual content (e.g., the nature of adult-directed information; types of activities). The study's key findings and recommendations follow.