ethanporcaro/eric-fulltext-meta huggingface dataset:
"Scholarship of Impact" Framework in Engineering Education Research: Learnings from the Institute for Scholarship on Engineering Education. Research Brief
Author: Lande, Micah
Date: 2007-11-00
Type: Reports - Research
Subjects: Engineering Education,Scholarship,Institutes (Training Programs),Training Methods,Best Practices,Science Course Improvement Projects,Educational Research

The Institute for Scholarship on Engineering Education (ISEE) program is one element of the NSF-sponsored Center for the Advancement of Engineering Education (CAEE). Its primary goal is to build a community of engineering education scholars who can think and work across disciplines with an ultimate aim of improving the engineering student experience. Three year-long institutes were hosted by three CAEE campuses each with a different theme and scholarship focus: University of Washington, 2004-2005, Classroom as Lab; Stanford University, 2005-2006, Campus as Lab; and Howard University, 2006-2007, Nation as Lab. Each Institute cycle involved adapting and improving the model from the year before, recruiting Scholars, hosting them at a week-long Summer Summit kick-off, academic year activities to support Scholars conducting their studies, and a culminating event. Each Institute cycle examined scholarship from a different angle. This paper focuses on the "Scholarship of Impact" framework from the 2005 Stanford Institute.
Storytelling in Engineering Education. Research Brief
Author: Adams, Robin
Date: 2007-07-00
Type: Reports - Research
Subjects: Engineering Education,Story Telling,Program Evaluation,Participant Satisfaction,Communities of Practice,Capacity Building,Teacher Workshops,Program Design,Training Methods,Professional Development

The Institute for Scholarship on Engineering Education (ISEE) team of the Center for the Advancement of Engineering Education, designed and implemented a 120 minute interactive session called "Communities In Practice--What Are We Learning?" for the 2006 Frontiers in Education Conference in Indianapolis. Six story posters were provided by 8 Scholars of the 2004 Institute. Poster content focused on sharing insider knowledge regarding passions and goals, processes such as getting started, and what they learned about research. The session was formally evaluated by the Educational and Research Methods (ERM) division. This involved a written evaluation form that included closed and open ended questions regarding how audience participants experienced the session. Although more than 50 people participated in the session, only 39 evaluations were completed. The session was highly rated, which substantiated some of the authors' observations. The group debriefs illustrate that one of the session outcomes was collective knowledge around engineering education research and specific research endeavors. Most participants commented on the highly interactive nature of the session--such as "truly interactive, great discussion at my table about an issue I am really passionate about" and "active and interactive." Participants also described how the activities promoted opportunities for learning.
A Model for Building and Sustaining Communities of Engineering Education Research Scholars. Research Brief
Author: Adams, Robin
Date: 2007-08-00
Type: Reports - Evaluative
Subjects: Engineering Education,Educational Research,Learning Experience,Communities of Practice,Science Course Improvement Projects,Models,Training Methods,Scholarship

The Institute for Scholarship on Engineering Education (ISEE) is an intense, interactive, and hands-on approach for impacting engineering education in a scholarly way. Three year-long Institutes, hosted by three different CAEE partner universities, are designed to engage both engineering faculty and graduate students as Institute Scholars. The primary goal of the ISEE is to cultivate a diverse community of engineering education Scholars who can think and work across engineering and education perspectives with the ultimate aim of improving the engineering student learning experience. An additional goal in designing the ISEE was to develop an understanding of the Scholars. While expanding the national community of engineering education researchers is important, Institute Scholars who were new to the field needed a local community of like-minded colleagues with whom they could give and receive feedback on work in progress. Also, engineering faculty participating in the ISEE often had difficulty with particular aspects of educational research.
From PIE to APPLES: The Evolution of a Survey Instrument to Explore Engineering Student Pathways. Research Brief
Author: Chen, Helen
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Engineering Education,Academic Persistence,Student Surveys,Test Construction,Psychometrics,Research Methodology,Performance Factors,Evaluation Methods

The Academic Pathways Study (APS) of the NSF-funded Center for the Advancement of Engineering Education (CAEE) is a cross-university study that systematically examines how engineering students navigate their education, and how engineering skills and identity develop during their undergraduate careers. The APS has utilized a variety of methods including surveys, structured interviews, ethnographic methods, engineering design tasks, and academic transcripts to gain a broader and richer picture of students' undergraduate engineering experiences. Of this portfolio of methods, a key component has been the survey, and through the collective work of the APS, two instruments have emerged--the Persistence In Engineering (PIE) survey and the Academic Pathways of People Learning Engineering Survey (APPLES). Building upon the PIE survey and the findings from the other APS methods, APPLES was designed to look at academic and professional persistence in two different cross-sectional populations of American undergraduate engineering students. The main objective of APPLES was to corroborate earlier findings from the APS on a larger scale and in particular, to explore the generalizability of findings from the PIE survey to engineering students at a greater number of American higher education institutions. Although results of these analyses are ongoing, the integration of findings from both quantitative and qualitative APS methods represents a valuable contribution and a useful model for future research.
Is Four the Magic Number? Number of Books Read in a Month and Young People's Wider Reading Behaviour
Author: Clark, Christina
Date: 2011-00-00
Type: Reports - Research
Subjects: Foreign Countries,Reading Attitudes,Reading Habits,Reading Motivation,Children,Adolescents,Reading Skills,Reading Material Selection,Time,Recreational Reading,Elementary School Students,Secondary School Students

Earlier this year Michael Gove, Secretary of State for Education, announced that British children were not reading enough and should, he believed, reading 50 books a year. This idea had come from a charter school he had visited in the US and was met with some degree of scepticism by authors and professionals who questioned whether a focus on quantity rather than engagement with books, especially at a time when libraries were being closed across the country, was the best approach to take. Putting aside the politics of this proposition, what is the evidence that reading four books a month instead of say one or ten has an impact on reading attainment and other reading variables? It is the purpose of this short paper to explore the relationship between the number of books young people read in a month and other reading variables, such as reading enjoyment, attitudes towards reading, reading frequency and reading length as well as reading attainment. Data to explore these relationships come from a survey of over 18,000 8 to 17-year-olds that the authors conducted in November/December 2010. Background information on the Omnibus survey is appended. (Contains 10 tables and 1 figure.)
Setting the Baseline: The National Literacy Trust's First Annual Survey into Young People's Reading--2010
Author: Clark, Christina
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Literature Appreciation,Online Surveys,Reading Attitudes,Adolescents,Children,Reading Ability,Reading Habits,Adolescent Attitudes,Books,Literacy,Socioeconomic Influences,Age Differences,Gender Differences,Foreign Countries

18,141 young people aged 8 to 17 participated in this online survey in November/December 2010. While the survey focuses on young people's attitudes towards reading, writing, communication skills as well as technology use, this report focuses exclusively on the reading aspect of the survey. More specifically, it explores how much young people enjoy reading, how good they think they are, how often they read, and length of time they spend reading, what types of materials they read outside of class, how many books they read and how many books they have in the home, and how they feel about reading. (Contains 20 tables, 10 figures and 2 footnotes.)
Setting the Baseline--Young People's Writing in 2010: Findings from the National Literacy Trust's First Annual Survey 2010
Author: Clark, Christina
Date: 2011-00-00
Type: Reports - Research
Subjects: Foreign Countries,Online Surveys,Writing (Composition),Elementary Secondary Education,Self Efficacy,Communication Skills,Student Attitudes,Writing Attitudes,Literary Genres,Writing Achievement,Ethnic Groups,Background,Socioeconomic Status

There were 18,141 young people aged eight to 17 who participated in this online survey in November and December 2010. While the survey focuses on young people's attitudes towards reading, writing and communication skills as well as technology use, this report centers exclusively on the writing aspect of the survey. More specifically, it explores how much young people enjoy writing, how good a writer they think they are, what they think makes a good writer, what types of genre they write and what they think about writing. (Contains 14 tables and 6 figures.)
Young People's Writing in 2011: Findings from the National Literacy Trust's Annual Literacy Survey
Author: Clark, Christina
Date: 2012-04-00
Type: Reports - Research
Subjects: Foreign Countries,Writing (Composition),Educational Indicators,Gender Differences,Writing Attitudes,Communication Skills,Context Effect,Quality of Life,Elementary Secondary Education

This report only outlines findings that relate to writing, taken from the author's second annual literacy survey, which she conducted in November/December 2011. Nearly 21,000 young people aged 8 to 16 participated. Writing is an important issue in the UK today. While children's and young people's writing standards had plateaued between 2006 and 2009, levels at KS2 (11-year-olds) had increased slightly in 2010 and have increased again in 2011. However, writing is much more than just an educational issue--it is an essential skill that allows people to participate fully in today's society and to contribute to the economy. Because of the centrality of writing in people's lives, the survey provided the author with areas that she wanted to explore annually. More specifically, it explores how much young people enjoy writing, how good they think they are, how often they write and what types of materials they write, and how they feel about writing. Appended are: (1) An introduction to the National Literacy Trust annual literacy survey; (2) Methodology; and (3) Sample characteristics. (Contains 32 tables, 6 figures and 15 footnotes.) [Funding for this paper was provided by Slaughter and May.]
The Gift of Reading in 2011: Children and Young People's Access to Books and Attitudes towards Reading
Author: Clark, Christina
Date: 2011-00-00
Type: Reports - Research
Subjects: Reading Achievement,Reading Materials,Foreign Countries,Reading Ability,Surveys,Children,Adolescents,Childhood Attitudes,Adolescent Attitudes,Reading Attitudes,Books,Ownership

The authors' research has consistently highlighted the link between reading for pleasure and reading attainment. Worryingly, they have found that the number of children and young people who say that they own a book seems to be rapidly decreasing. In 2005, 1 in 10 of the children and young people they surveyed said they did not have a book of their own at home; while in 2011 the figure stands at a startling 1 child in 3. With one in six people in the UK having the literacy level expected of an eleven year old, this is of great concern. In this new report the authors explore children's reading in 2011 with findings from their first annual survey of literacy in the UK. It examines children's ownership of books, access to reading materials, frequency of reading and attitudes to reading. They also consider how these factors could all affect children and young people's reading abilities. Background information on the omnibus survey is appended. (Contains 6 tables.)
Mapping the Interrelationships of Reading Enjoyment, Attitudes, Behaviour and Attainment: An Exploratory Investigation
Author: Clark, Christina
Date: 2011-07-00
Type: Reports - Research
Subjects: Literature Appreciation,Reading Attitudes,Positive Attitudes,Reading Habits,Predictor Variables,Reading Achievement,Structural Equation Models,Research Methodology,Discovery Processes

It is frequently said or implicitly assumed that there is a positive relationship between enjoyment, attitudes, behaviour and attainment, with pupils who enjoy reading or writing having more positive attitudes towards it, doing it more and thereby getting better at it. This paper explores to what extent this is an assumption or to what extent it is based on empirical evidence and concludes by highlighting findings from our own research. This paper includes a brief review of the literature, which uncovered a predictably complex picture, with findings that sometimes contradict each other. This picture is aggravated by a lack of common definitions, frequently confused terms, over-used buzz words and, frankly speaking, oftentimes sweeping statements that are not based on empirical evidence. Turning to our own research as a second step, we then explored the frequently neglected aspect of the interrelationships of pertinent variables. Using structural equation modelling based on a survey of 4,503 young people for whom we had attainment data as well as information on their reading enjoyment, attitudes and behaviour, we explored the validity of various possible models of relationships. Reading enjoyment emerged as a prominent variable that influences reading attainment indirectly as well as directly. The implications are discussed. (Contains 7 tables, 8 figures and 1 footnote.)
Boys' Reading Commission 2012: A Review of Existing Research Conducted to Underpin the Commission
Author: Clark, Christina
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Evidence,Foreign Countries,Males,Special Schools,Elementary Schools,Secondary Schools,Gender Differences,Adolescent Attitudes,Teacher Attitudes,Trend Analysis,Literacy,Reading Habits,Educational Policy,Student Surveys,Teacher Surveys,Reading Tests,Reading Achievement,Cultural Influences

The gender gap has been a hotly debated issue, both nationally and internationally. In 2000, the then Department for Education and Schools commissioned a four-year study into raising boys' achievement. The commission worked with over 60 primary, secondary and special schools in England to identify and evaluate the strategies highlighted to be particularly beneficial in motivating boys. This short report outlines information that has come to light in recent years. The evidence comes from three sources: the views of practitioners from a survey of 226 UK schools on the issue; the academic and policy perspectives from secondary sources; and the views of young people from National Literacy Trust's surveys of young people themselves--with the latter forming the backbone of this paper. This brief review was prepared to inform the Commission's initial discussions and guide them in their subsequent investigation and evidence gathering. It sets out evidence for the following three main areas of the Commission's remit: (1) The scale of the problem: in what areas are boys struggling, emerging trends for the UK; (2) Why boys are falling behind: the impact of boys' attitudes towards literacy and their reading behaviours; and (3) Successful approaches: examples of how boys' literacy has been effectively supported. (Contains 8 figures and 72 footnotes.) [This paper was written with support from David Burke.]
Literacy: A Route to Addressing Child Poverty? National Literacy Trust Research Review
Author: National Literacy Trust (England)
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Literacy,Poverty,Parent Participation,Reading Attitudes,Education Work Relationship,Underachievement,Foreign Countries,Correlation,Academic Aspiration,Reading Achievement

This short document reviews research into the role of low literacy in poverty and disadvantage. It sets out evidence for the impact of parental engagement in home learning and the significance of attitudes, aspirations and literacy development.  The National Literacy Trust hopes that this is a useful resource for those with responsibility for, and interest in, planning to address child poverty. Literacy skills are a vital foundation in both addressing access to employment and breaking inter-generational cycles of under-achievement. (Contains 1 table.)
Literacy: State of the Nation--A Picture of Literacy in the UK Today
Author: Jama, Deeqa
Date: 2012-01-10
Type: Reports - Evaluative
Subjects: Foreign Countries,Education Work Relationship,Literacy,Employment Potential,Parents,Children,Child Caregivers,Reading Achievement,Writing Achievement,Reading Attitudes,Writing Attitudes,Educational Attainment,Workplace Literacy

Literacy is the combination of reading, writing, speaking and listening skills we all need to fulfil our potential. These life skills are essential to the happiness, health and wealth of individuals and society. &quot;Literacy: State of the Nation&quot; provides a coherent picture of literacy in the UK today. It reveals that: (1) One in six people in the UK struggle with literacy. This means their literacy is below the level expected of an eleven year old; (2) A quarter of young people do not recognise a link between reading and success; (3) Men and women with poor literacy are least likely to be in full-time employment at the age of thirty; (4) 73% of parents and carers say their child often reads; (5) The number of children achieving the expected levels for reading at age eleven is 84% in 2011; and (6) The number of children achieving the expected levels for writing at age eleven is 75% in 2011. (Contains 33 notes.)
Words for Work Evaluation Report 2011
Author: National Literacy Trust (England)
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Secondary Schools,School Business Relationship,Pilot Projects,Grade 8,Secondary School Students,Speech Skills,Listening Skills,Communication Skills,Career Readiness,Program Evaluation,Program Effectiveness,Business,Volunteers

This document analyses and evaluates the findings of the second pilot year of the National Literacy Trust's speaking and listening project, Words for Work. This year's project worked with 219 year 9 pupils across England, and engaged 91 volunteers from the business community to facilitate group work that encouraged pupils to investigate their own communication skills whilst developing communication skills for future employment. The National Literacy Trust views speaking and listening as vital components of literacy. Appended are: (1) Main findings from initial research with schools, October 2009; (2) Initial task timeline for second pilot year schools; (3) Words for Work Case study questions; (4) Evaluation collection summary; (5) Factors affecting evaluation collection and analysis; (6) Individual schools' set-up and delivery performance; (7) Observation visits reports; (8) Schools contact monitoring; (9) Functional skills assessment sheet; and (10) Word Clouds. (Contains 10 figures.)
Parents' Views on Literacy Development: A Brief Poll
Author: Bolton, Clare
Date: 2012-00-00
Type: Reports - Research
Subjects: Parents,Literacy,Language Acquisition,Parent Attitudes,Parent Role,Parent Child Relationship

This report outlines research that was conducted in February 2012 at the launch of the National Literacy Trust's Words for Life campaign that encourages parents to support their children's communication and literacy development and gives them the confidence to feel they can make a positive difference. The campaign was set up as it is parents who have the greatest influence over how their children develop literacy skills. It is primarily aimed at parents of children aged from birth to eleven from disadvantaged communities. The survey revealed that a third of parents don't realise they have the most important influence on their child's language and literacy development. (Contains 3 tables and 3 figures.)
Schools for the Deaf, 1917-18. Bulletin, 1919, No. 79
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Educational History,Special Education,Special Needs Students,Special Schools,State Schools,Private Schools,Deafness,Blindness,National Surveys,School Statistics,Enrollment,Special Education Teachers,Libraries,Graduates,Educational Facilities,Income,Expenditures,Educational Finance,Urban Schools,African American Education,Racial Segregation,Day Schools,Residential Schools,School Organization,Males,Females,Educational Trends,Educational Policy,Kindergarten,Elementary Secondary Education,Teacher Student Ratio,Speech Therapy

There are three types of schools for the deaf included in this bulletin: (1) Those controlled and supported by the State; (2) Those controlled and financed by private organizations; and (3) Those operated as a part of the city public-school systems. This bulletin provides information for the schools for the deaf from 1917 to 1918. Contents include: (1) Types of schools included; (2) Dual schools; (3) Schools not reporting; (4) Number of schools; (5) Instructors; (6) Pupils; (7) Enrollment by grades; (8) Graduates; (9) Pupils taught speech; (10) Volumes in libraries; (11) Valuation of property; (12) Receipts; (13) Expenditures; and (14) Statistical tables. (Contains 17 tables and 4 figures.) [Prepared by the Statistical Division of the Bureau of Education. Best copy available has been provided.]