ethanporcaro/eric-fulltext-meta huggingface dataset:
Environmental Management: An Approach to Alcohol and Other Drug Prevention. Prevention Updates
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2002-07-00
Type: Reports - Descriptive
Subjects: Prevention,Drinking,Drug Use,College Environment,Extracurricular Activities,School Activities,Public Service,Health Promotion,Behavior Standards,Social Behavior,Social Environment,Marketing,Merchandising,Law Enforcement,Program Effectiveness

Most campus alcohol and other drug (AOD) programs include prevention, intervention, and treatment services designed to address individual students' knowledge of the consequences of alcohol and other drug use, to improve their skills in resisting such behavior, or to address existing problematic use of or addiction to alcohol or other drugs. Research shows, however, that campuses have had limited success when prevention efforts are limited to these traditional activities. The reason is simple: these activities are designed to prompt individual students to make different decisions about using alcohol and other drugs without making changes in the environment in which they make those decisions. The field of public health recognizes that health-related behaviors are influenced by multiple factors: individual factors, peer factors, institutional factors, community factors, and public policy. Successful prevention programs address all of these factors in a comprehensive approach. For campuses, it is especially important to complement existing efforts by addressing the physical, social, economic, and legal environment in which students make decisions about AOD use, which can be accomplished through a mix of institutional, community, and public policy change. This is environmental management. The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention has outlined five primary strategies for achieving environmental change, each designed to address a problem area that contributes to alcohol and other drug use in a typical campus environment. These include: (1) Offering Alcohol-Free Social, Extracurricular, and Public Service Options; (2) Creating a Health-Promoting Normative Environment; (3) Restricting the Marketing and Promotion of Alcohol; (4) Limiting Alcohol Availability; and (5) Increasing Enforcement of Laws and Policies. (Contains 2 notes and 3 resources.)
Campus and Community Coalitions in AOD Prevention. Prevention Updates
Author: Zimmerman, Robert
Date: 2004-02-00
Type: Reports - Descriptive
Subjects: Drinking,Drug Use,College Students,Colleges,School Community Relationship,Prevention,Communication (Thought Transfer),School Community Programs,State Government,Government School Relationship

Changing the environment that affects decisions about use of alcohol and other drugs has emerged as a key to reducing substance use problems among college and university students. The student environment, however, is not limited to the campus. Education, counseling, and campus-based prevention policies and activities cannot succeed if a campus is surrounded by a community offering students easy access to alcohol and other drugs and tolerating conditions that encourage underage and high-risk substance use. Campus and community coalitions based on principles of environmental management are the answer. Aspects of the campus and community environment that influence student drinking include the overconcentration of alcohol outlets in neighborhoods adjacent to the campus, aggressive marketing of alcohol to the student population, and lax or spotty enforcement of laws governing sale and consumption of alcohol and driving under the influence. In addition, advertising messages originating off campus may feed a perception that high-risk drinking is a normal part of college life, and the community frequently offers too few social and recreational opportunities that do not depend on alcohol availability for their appeal. Campus and community coalitions constitute the best way to plan and carry out prevention strategies that lead to sustainable change in these areas of student life. (Contains 18 online resources.)
Innovation Squared: Comparison of Models by Tony Wagner and Steven Johnson
Author: Fluellen, Jerry E., Jr.
Date: 2012-12-01
Type: Reports - Evaluative
Subjects: Innovation,Models,Teaching Methods,Learning Processes,Course Content,College Instruction,Grade 10,Secondary Education,Curriculum Development,Student Centered Curriculum

On the surface, Tony Wagner's model of innovation differs from Steven Johnson's. One explores the following: how might we develop a nation of innovators? The other offers seven patterns that mark environments for innovation. Drawing from triangulated data, both authors create regularities (not laws) that have new paradigm, scientific credibility. Both authors embody mindful learning. Innovation, in Wagner's view, involves play, passion and purpose. Also, parents and/or teachers often can spark innovators. In Johnson's view, a "good idea" springs from a set: slow hunch, liquid network, adjacent possible, error, serendipity, platform and exaptation. Both models shed light on the power-teaching prototype--itself a framework for innovative teaching and learning. Speaking the language of innovation from the Wagner and Johnson models can help to describe the prototype and explain how it designs, directs and delivers learner-centered instruction in a digital age. (Contains 3 figures and a "Working Bibliography.")
ICT Competencies of Higher Education Teachers in Puducherry Region
Author: Zayapragassarazan, Z.
Date: 2010-02-00
Type: Reports - Research
Subjects: Foreign Countries,Developing Nations,Educational Technology,Technical Support,College Faculty,Competence,Computer Uses in Education,Preferences,Faculty Development,Questionnaires,Workshops,Training Methods,Technology Integration,Educational Policy,Teacher Surveys,Teacher Attitudes

Higher education professionals generally work in an information and communication technology (ICT) rich environment. In this paper, we present the findings of a study of computer competencies of higher education teachers working in the arts and science colleges of Puducherry region. The present research is aimed at answering the research questions about the extent and frequency of the faculty members use of computer applications for teaching learning processes, their main concerns regarding using technology in teaching and their preferences of technology training methods for professional development. Questionnaires, designed to provide an overview of the above said research parameters were administered to the 120 higher education teachers teaching in the arts and science colleges of Puducherry region. These results showed that faculty members are moderately competent in using internet, e-mail, word processing, presentation software, and transparencies and less competent in various other areas of technological tools. Their frequency of use in the moderately competent areas is high when compared to other tools. Therefore, a larger dose of training is required on the use of other technological tools. The main concern of the faculty members in using technology is they do not have proper and adequate technical support and most of them preferred workshop as their training strategy over methods. It can be concluded that with limited knowledge and resources these teachers  were able to incorporate technology in their teaching-learning process and if they are provided with adequate training on the advanced technological tools to raise their level of competencies, no doubt they would bring innovations in their classrooms. (Contains 5 tables.)
The Role of State, Community, and Institutional Policy in the Prevention of College Alcohol Problems. Prevention Updates
Author: Davidson, Laurie
Date: 2004-02-00
Type: Reports - Descriptive
Subjects: Drinking,Prevention,College Students,Public Policy,School Policy,Policy Formation,Change,College Administration,Administrators,School Community Relationship,Government School Relationship

The most widespread health and safety problem on college and university campuses in the United States today is high-risk alcohol use and related consequences. The heavy, episodic use of alcohol that 44 percent of college students engage in results in a myriad of consequences for both drinkers and nondrinkers, ranging from disturbed study and vandalism to assault and even death. Alcohol use may have a significant impact on student retention as well. Campus administrators perceive that approximately 27 percent of all dropouts are related to alcohol and other drugs. Recent reports also confirm that alcohol use has significant adverse effects on cities and towns surrounding colleges and universities. Many college administrators and community members realize that there is no single cause of students' heavy alcohol use and therefore no single remedy for the problem. A comprehensive approach is required, one that addresses multiple levels of influence. Individual factors and group processes influence drinking behavior, and strategies to address these two levels are part of a comprehensive approach. This publication aims to encourage campus administrators in a state to work together to introduce policies that make the environment less supportive of high-risk alcohol use. Beginning with a general definition of policy, it goes on to review specific alcohol policy options cited in recent reviews of the scientific literature. It also suggests concrete actions that campus administrators can take to encourage key stakeholders, including policymakers, to review existing policy and serve as catalysts for change. (Contains 2 tables and 9 online resources.)
Getting beyond the Facts: Reforming California School Finance. Issue Brief
Author: Bersin, Alan
Date: 2008-04-00
Type: Reports - Descriptive
Subjects: Student Needs,Educational Finance,Elementary Secondary Education,Educational Policy,Finance Reform,Financial Policy,Simulation,Educational Equity (Finance),Educational History,State Policy,State Legislation,Court Litigation,Administrative Principles,Resource Allocation,Average Daily Attendance,Funding Formulas

California's school finance system is long overdue for reform. The authors propose a new system that is more rational, more equitable, and, they believe, politically feasible. At its core, their proposal aims to link district revenue to student needs and regional costs while ensuring that all districts are held harmless at current funding levels. A reformed finance system is not a complete solution to improving student achievement. Changes in governance, incentives, and accountability are also required. But a rational funding mechanism provides an essential backdrop for discussion of broader reform issues. This policy brief discusses the background of the problems, the principles and concepts that guide their reform, and various simulations of how their reform might work in practice. The authors show that significant improvement in the finance system can be achieved with modest new investment. California's current budget woes do not preclude implementation of their proposal. To the contrary, now is an especially good time to pursue a fundamental overhaul of the present system. Experience shows that there is little appetite for reform in rosy budget years, as lawmakers simply use available money to create new programs. A lean budget year provides a critical window of opportunity to create a new framework for school finance that will ensure equity and coherence in funding allocations when new money becomes available. (Contains 2 figures, 6 tables, and 37 footnotes.)
The Nation's Report Card: Vocabulary Results from the 2009 and 2011 NAEP Reading Assessments. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2013-452
Author: National Center for Education Statistics (ED)
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: National Competency Tests,Reading Tests,Vocabulary,Reading Comprehension,Scores,Change,Grade 4,Grade 8,Grade 12,Elementary School Students,Secondary School Students,Student Characteristics,Racial Differences,Gender Differences,Family Income,Economically Disadvantaged,Disabilities,English Language Learners,African American Students,American Indian Students,Asian American Students,Hispanic American Students,White Students

The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national and state levels, making the assessment an integral part of the nation's evaluation of the condition and progress of education. This report presents results for student performance on the systematic measure of vocabulary included in the 2009 and 2011 NAEP reading assessments. While previous NAEP assessments had included some vocabulary questions, the new framework for the 2009 assessment provided criteria for developing vocabulary questions as well as prescribing the number of questions to be included in each comprehension section of the assessment. This systematic assessment of vocabulary allows for NAEP to more fully assess the impact of vocabulary knowledge on students' comprehension and makes it possible to report on students' vocabulary performance. Vocabulary results from the 2009 reading assessment are based on nationally representative samples of 116,600 fourth-graders, 103,400 eighth-graders, and 44,500 twelfth-graders. Results from the 2011 assessment are based on samples of 213,100 students at grade 4 and 168,200 students at grade 8. The reading assessment was not administered at grade 12 in 2011. NAEP vocabulary results are available for 2009 and 2011 at grades 4 and 8. As grade 12 was not assessed in 2011, results for twelfth-grade students are available for 2009 only. The overall average vocabulary scores for fourth- and eighth-grade students in 2011 were not significantly different from 2009, but there were some changes in the scores for students performing at selected percentiles on the vocabulary scale. At grade 4, scores were lower in 2011 than in 2009 for higher-performing students at the 75th and 90th percentiles. At grade 8, lower-performing students at the 10th percentile scored higher in 2011 than in 2009. Eighth-graders at the 75th and 90th percentiles scored lower in 2011 than in 2009. (Contains 4 figures and 6 tables.)
A Review and Critique of the 2008 United States &quot;National Report on the Development and State of the Art of Adult Learning and Education&quot; (ALE)
Author: Hill, Robert J.
Date: 2008-12-01
Type: Reports - Evaluative
Subjects: Adult Basic Education,Adult Learning,Politics of Education,Public Policy,Federal Government,Educational Development,Annual Reports,Educational Policy,Participation,Content Analysis,Conferences (Gatherings),Criticism,Adult Education,Review (Reexamination),Research Methodology,Writing Processes,Research Reports,Educational Practices

This study is a review and a critique of the 2008 U.S. &quot;National Report on the Development and State of the Art of Adult Learning and Education&quot; (ALE) prepared by the U.S. Commission for UNESCO and the U.S. Department of Education as a preparatory document for CONFINTEA VI, the 6th International Conference on Adult Education. The study focuses on three arenas: the Participatory Process employed to gather data for the U.S. &quot;National Report,&quot; the report's Content, and the Education Policies underpinning it. Key to the review and critique are the recommendations that both the Regional Conference (U.S., Canada, Europe, and Israel) in Budapest, Hungary, December 3-5, 2008, and CONFINTEA VI (Belem, Brazil), May 2009, move beyond the limitations found in the U.S. &quot;National Report.&quot; Process. The U.S. National Commission neglected the participatory process designed by UNESCO to make the writing of the &quot;National Report&quot; itself an exercise in collaboration and adult learning. Instead of employing participatory mechanisms to build consensus and to craft a comprehensive policy document, the U.S. National Report borrowed from three existing reports previously prepared by and for national agencies. Non-government organizations' responses were attached as the fourth of four stand-alone, unintegrated &quot;chapters.&quot; Content. The U.S. &quot;National Report&quot; addresses few of the requisite content arenas. The subject matter of the U.S. &quot;National Report&quot; is determined to be inadequate. Adult education, a bright and vibrant field in the United States, is reduced to two sub-fields, adult basic education and English language acquisition for non-native speakers. Policy. The public policy that is implicit in the U.S. &quot;National Report&quot; is an economistic, neoliberal policy designed to remediate defective low-wage workers; other human values are displaced in favor of an ideology of workforce education. Appended is: The United States Federal Government and Adult Learning and  Education: Policies For People or For Profits? A Brief History. (Contains 4 notes.)
Engagement and Perception's Influence on Achievement
Author: Abendroth, Dorinda
Date: 2012-11-25
Type: Reports - Research
Subjects: Student Improvement,Report Cards,Learner Engagement,Educational Assessment,Standardized Tests,Conventional Instruction,Scores,Grade 2,Grade 3,Test Results,Teaching Methods,Nontraditional Education,Rural Areas,Rural Schools,Pretests Posttests,Student Surveys,Parent Surveys,Mathematics Instruction,Questionnaires,Interviews,Observation,Journal Writing

Can increasing student perception and engagement though alternative teaching methods, such as introducing math in an everyday context improve student test scores? Literature on this subject suggests improving student engagement and introduction of math in everyday applications can improve student comprehension. This study looks at a second grade classroom in rural Michigan. Nine different data sources were utilized including a pre and post study parent survey, a daily classroom observational chart, conference interviews, comparison of pre and post-test of lessons taught traditionally and using everyday math, a teacher journal of observations made during lessons, an evaluation of student report cards, and comparisons of state standardized test and district objective scores. The study found student improvement regardless of lesson delivery, and improved engagement with introduction of everyday math. As a result of this study, introduction of more everyday math in the second grade classroom can lead to better engagement. The following are appended: (1) Data Collection Plan; (2) Student/Parent Survey/Questionnaire; (3) Data Source Two Summary; (4) Traditional Instruction Pre and Post Test Results; (5) Everyday Math Instruction Pre and Post Test; (6) Historical MEAP (Michigan Educational Assessment Program) - 3rd Grade Math-Pathfinder Elementary School Percentage of Students Who Are Proficient; and (7) District Outcomes MAP test 2011/12.
The German Excellence Initiative: Update. Go8 Backgrounder 24a
Author: Frohlich, Ellen
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Federal Government,Educational Finance,Financial Support,Competition,Colleges,Research and Development,Research and Development Centers,Standards,Government Role,Educational Quality,Higher Education,Organizational Change,National Programs,Graduate Study

As described in &quot;Go8 Backgrounder 24: Answering the Global Challenge--Experiences from European Excellence Initiatives,&quot; Germany began a debate about how to strengthen its position as an excellent location for science and research in 2004. This debate focussed in particular on the competitiveness of the country's universities and research centres with respect to international standards. The German Research Foundation (Deutsche Forschungsgemeinschaft, DFG), a self-governing organisation funding the bulk of research projects in Germany was the primary leader of this debate. The most important outcome of this debate was an agreement on the Excellence Initiative by the German federal and state governments. This took the form of a contract between the German federal government and the federal states, signed in 2005 with the specific aims of funding top-level research, enhancing the international visibility of research activities, and driving fundamental structural change. University research funded through the Excellence Initiative has to be conducted in large networks and in cooperation with non-university research institutions. The initiative also established a structured system of education and training for doctoral students, to make Germany more attractive to young international scholars. The German Research Foundation and the German Council of Science and Humanities (Wissenschaftsrat) were given responsibility for implementing the Excellence Initiative, which had three streams of funding: for graduate schools, for clusters of excellence, and for institutional strategies to promote top-level research in the whole institution (so-called &quot;future concepts&quot;). The success of the initiative has led to a renewed discussion about how universities in Germany with their renewed focus on excellence can compete against outstanding institutions abroad in funding competitions; and on how they can play an enhanced role in Germany becoming a preferred location for science and innovation. (Contains 1 figure.)
Time for Learning
Author: Johnston, J. Howard
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Time on Task,Educational Opportunities,Time Factors (Learning),Time Perspective,Time Management,Scheduling,Program Length,Critical Path Method,Leadership Effectiveness,Instructional Leadership,Change Strategies,Educational Change

The amount of time allocated for learning and the way that time is used is one of the few variables that can be influenced rather directly by school leaders. Fortunately, it is also a variable that has shown consistent links to student performance. Now that schools are focused directly, and in some cases exclusively, on student achievement, there is a renewed interest on the ways that time can be found, allocated, organized, and modified to enhance learning opportunities for students. In his 1990 summary of time/learning research, David Berliner describes several types of time which, to differing degrees, fall under the control of school leaders and may affect student achievement outcomes: (1) Allocated time; (2) Engaged time; (3) Time-on-task; (4) Academic learning time (ALT); (5) Transition time; (6) Waiting time; and (7) Pace. All of these types of time affect student learning to some extent, so it is important for school leaders to consider all of them in planning for effective time use in their schools. To begin, principals should think about several broad initiatives to focus the school's staff on time and how to use this valuable resource to full advantage. A large body of literature on the subject can be distilled into these big ideas: (1) Consider the Whole Day; (2) Protect the Academic Day; (3) Eliminate Time Wasters; and (4) Consider technology. A list of references and resources is included.