ethanporcaro/eric-fulltext-meta huggingface dataset:
American Association of Physics Teachers Annual Report, 2008
Author: American Association of Physics Teachers
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Physics,Science Instruction,Science Teachers,Periodicals,Journal Articles,Publications,High Schools,Secondary School Science,Photography,Awards,Grants,Professional Associations,Competition,Electronic Libraries

The American Association of Physics Teachers (AAPT) mission is to enhance the understanding and appreciation of physics through teaching. Aspiring to advance the greater good through physics, AAPT strives to be the leading voice, primary resource, advocate of choice, and driving force in physics education, serving professionals who teach physics and support physics teaching at all levels. This paper presents AAPT's annual report for 2008. This annual report contains the following sections: (1) Presidential Statement; (2) Executive Officer Statement; (3) Leadership and Service; (4) Publications; (5) Membership; (6) Major Events; (7) Programs; (8) Collaborative Projects; (9) High School Physics Photo Contest; (10) Awards and Grants; (11) Fundraising; (12) Committee Contributions; (13) AAPT Sections; and (14) Financials.
Making the Most of Extra Time: Relationships between Full-Day Kindergarten Instructional Environments and Reading Achievement. Research Brief
Author: Rathbun, Amy
Date: 2010-01-00
Type: Reports - Research
Subjects: Kindergarten,Early Reading,Reading Achievement,Reading Skills,Time Factors (Learning),Reading Improvement,Reading Comprehension,Class Size,Literacy

As the number of schools changing from part- to full-day kindergarten programs increases, state and local education agencies need empirically-based evidence on ways that schools and teachers can best structure the additional instructional time of full-day programs to improve children's early reading skills. This brief uses nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between full-day kindergarten program factors and public school children's gains in reading scores from the fall to spring of the kindergarten year. Results from the study provide evidence that: (1) Children in kindergarten programs that devote a larger portion of the school day to academic instruction, and to reading instruction in particular, make greater gains in reading over the school year than children who spend less time in such instruction; (2) Children tend to make optimal gains in reading when teachers use an equal balance of discrete literacy skills and comprehension skills instruction; and (3) Class size interacts significantly with some instructional practices to increase or decrease children's average reading gains in kindergarten. In summary, this brief provides some of the first evidence on how full-day kindergarten programs might structure instructional resources and practices in ways that prepare children for first grade and later school success. (Contains 3 figures and 4 endnotes.) [This Research Brief is based on work conducted for the dissertation, &quot;Making the Most of Extra Time: The Role of Classroom Factors and Family Socioeconomic Status on Full-Day Kindergartners' Reading Achievement and Academic Engagement&quot; (Rathbun, 2007).]
English Language Learners: Annotated Bibliography
Author: Hector-Mason, Anestine
Date: 2010-06-00
Type: Information Analyses
Subjects: Elementary Secondary Education,Educational Attainment,Second Language Learning,Annotated Bibliographies,English (Second Language),Educational Research,Educational Assessment,Student Adjustment,Adult Education,Second Language Instruction,Educational Policy,Academic Achievement

This annotated bibliography represents a first step toward compiling a comprehensive overview of current research on issues related to English language learners (ELLs). It is intended to be a resource for researchers, policymakers, administrators, and educators who are engaged in efforts to bridge the divide between research, policy, and practice in the area of English language learning. The sources included in the bibliography address central topics related to ELLs such as language acquisition, educational attainment, assessment, cultural adjustment, and program and policy issues that impact programming and instruction for ELLs in the K-12 and adult education arenas. The authors would like to emphasize that this document does not represent an exhaustive catalog of extant literature, but rather focuses on key sources, and provides an up-to date overview of articles to highlight the most significant issues and persistent gaps in research, policy, and practice for ELLs. (Contains 1 table.)
Status of K-12 Education in California at a Time of Fiscal Crisis: Preliminary Results
Author: Kitmitto, Sami
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Finance,Economic Climate,Economic Impact,Public Education,Financial Problems,Crisis Management,Comparative Analysis,Systems Approach

The worldwide economic decline in 2008 hit many states hard, and had an especially strong impact on California and its public education system. The purpose of this report is to develop and present baseline information regarding K-12 public education in California prior to this fiscal crisis. This report presents alternative ways of comparing the California K-12 school system to the nation prior to the fiscal crisis. First, the authors provide comparisons of the education resources and outcomes for California schools compared to other states, both in terms of raw data and adjusted for varying student demographics and levels of purchasing power in each state. Second, they turn to analyses within California to examine cost-adjusted inputs as compared to need-adjusted student outcomes in unified school districts. These analyses were initially developed to support district sample selection for the component of this project documenting district experiences of the fiscal crisis and their future plans. They were selecting districts to interview that were higher- and lower-performing in relation to the resources available to them to determine how the fiscal crisis might be affecting them differently. (Contains 10 figures and 16 footnotes.)
Common Assumptions vs. the Evidence: English Language Learners in the United States--A Reference Guide
Author: Gil, Libia
Date: 2010-05-00
Type: Guides - Non-Classroom
Subjects: Second Language Learning,English (Second Language),Evidence,Bilingualism,Teaching Methods,Holistic Approach,Immigrants,Instructional Effectiveness,Culturally Relevant Education,Background,Teacher Student Relationship,Student Needs,Supplementary Education

There is an extensive history of educating English language learners (ELLs) and new arrivals to this country with inconsistent and controversial approaches. The question of how best to teach language and content for ELLs and new immigrants remains largely unresolved in our school practices and state policies. There are contrasting perspectives on and approaches to addressing the needs of ELLs in school communities; these perspectives are often primarily reflections of personal or anecdotal experiences, with only limited research being used to inform practices. Despite some research evidence to support differentiated approaches for ELLs, the lack of clarity on research-based instructional methodology, coupled with many preconceived notions, contributes to confusion about appropriate policies, goals, strategies, and outcomes for English language learners. ELLs continue to have disproportionately high drop-out rates, low graduation rates, and low college completion rates. The primary purpose of this guide is to discuss some common beliefs and compare them with the relevant research literature to address the assumptions that often underlie ELL instruction. In addition, other objectives are to: (1) Identify some of the most prevalent assumptions on ELLs; (2) Highlight relevant research studies that address ELL topics; (3) Generate knowledge access and application to improve practice; and (4) Inform the development of appropriate policies to elevate the performance of ELLs. Individual sections contain sources. (Contains 11 footnotes.)
Changing the Odds: Informing Policy with Research on How Adult Learners Succeed
Author: Condelli, Larry
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Learning,Adult Students,Barriers,Access to Education,Adult Basic Education,Educational Opportunities,Social Justice,Adult Literacy,Delivery Systems,Labor Force Development,Educational Improvement,Blended Learning,Technology Uses in Education

Research has identified the barriers adult learners face in attaining their education and English proficiency goals, entering and advancing in employment, succeeding in postsecondary education and training, and navigating service systems. Most adult learners face long odds in trying to meet these goals. What would it take to address these barriers and produce better outcomes? What policies, focused investments, and public-private partnerships would help change the odds? The American Institutes for Research (AIR) hosted a Symposium, &quot;Changing the Odds: Informing Policy with Research on How Adult Learners Succeed&quot;, on September 16, 2009. The panelists and participants discussed innovative solutions and collaborations for supporting today's low-skilled adult learners and challenges to improving adult education and workforce development outcomes facing the nation. Stephen Reder opened the Symposium with a keynote address that discussed the importance of building a &quot;ladder of opportunity&quot; to improve adult learning in the 21st century. Participants also expressed an immediate need for leadership and evidence, and acknowledged that the workforce in adult education and vocational programs has many unmet professional development needs and little infrastructure available to meet them. This paper explores these challenges and solutions in more detail, offering many ideas and alternatives for program delivery and policy infrastructure that could change the odds for adult learners in the United States. Based on the research, it is clear that reforms need to be undertaken to ensure that the potential of the low-skilled adult population can be realized. An evidence-based reauthorization of the Workforce Investment Act, now seven years overdue, will help &quot;change the odds&quot; for millions of adults. (Contains 7 charts and 63 footnotes.)
Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (32nd, Louisville, KY, 2009). Volume 1
Author: Simonson, Michael, Ed.
Date: 2009-00-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Research and Development,Professional Associations,Conference Papers,Annual Reports,Educational Technology,Communication Research,Research Reports,Technology Uses in Education,Technology Integration,Educational Research,Educational Practices

For the thirty-second year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. This volume contains papers dealing primarily with research and development topics and represents some of the most current thinking in educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED511356.]
Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (32nd, Louisville, KY, 2009). Volume 2
Author: Simonson, Michael, Ed.
Date: 2009-00-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Research and Development,Professional Associations,Educational Practices,Conference Papers,Annual Reports,Educational Research,Communication Research,Training,Training Methods,Training Objectives,Instruction,Educational Technology,Teaching Methods,Educational Strategies,Instructional Development

For the thirty-second year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This volume includes papers presented at the national convention of the Association for Educational Communications and Technology held in Louisville, KY. This volume contains papers primarily dealing with instruction and training issues. Papers dealing with research and development are contained in the companion volume (Volume 1). The papers contained in this document represent some of the most current thinking in educational communications and technology. (Individual papers contain references, tables, and figures.) [For Volume 1, see ED511355.]
The University's Role in the Dissemination of Research and Scholarship--A Call to Action
Author: Hahn, Karla
Date: 2009-02-00
Type: Guides - Non-Classroom
Subjects: Research Universities,Information Dissemination,College Role,Scholarship,Research,Institutional Mission,School Community Relationship,Intercollegiate Cooperation,Copyrights,Intellectual Property,College Faculty,Preservation,Networks,University Presses,Research Libraries,Partnerships in Education,Information Technology

On August 4, 2008, four leading associations serving research universities, the Association of Research Libraries, the Association of American Universities, the Coalition for Networked Information, and the National Association of State Universities and Land Grant Colleges, convened a roundtable discussion engaging provosts, chief research officers, chief information officers, senior faculty, and library and university press directors to identify actions that should be taken to expand the dissemination of the full range of products of the university community's research and scholarship. Informed by that discussion, this paper is intended to provide guidance to each organization and its members.
Raising the Achievement of English Language Learners in the Buffalo Public Schools: Report of the Strategic Support Team of the Council of the Great City Schools, Winter 2009-10
Author: Council of the Great City Schools
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Public Schools,Educational Improvement,Second Language Learning,Limited English Speaking,Research Reports,English (Second Language),Second Language Programs,Improvement Programs,Instructional Improvement,Instructional Effectiveness,Change Strategies,Educational Change,Academic Achievement,Enrollment Trends,Special Needs Students,Educational Assessment,Educational Indicators,Student Diversity

The Buffalo Public Schools have made important strides since the somber days in 2000 when the Council of the Great City Schools concluded that the school district was at a crossroads. The school board and then-superintendent Marion Canedo laid important groundwork for the necessary instructional reforms that were to follow. The school board and superintendent turned to the Council of the Great City Schools to look at how well the district's instructional program was meeting the academic needs of these English-language learners and newcomers. This report is how an otherwise well-articulated academic program that is showing strong overall gains can miss students who are learning English as a second language. In some ways the gaps are understandable in that the city is seeing significant numbers of students whose families are new to the country--students the district is just now turning its attention to. Many of these students come from countries that the community has no experience with and speak languages many people have never heard of. However, the school system didn't seem to notice they were here, didn't think to modify an otherwise successful program to ensure that these newcomers could succeed, and didn't create an effective system to reach out to those communities. This report spells out where the programs succeed and where they fall short in meeting the instructional needs of these students. But more importantly the report spells out a series of strategies that will bring these students into the instructional mainstream and improve their achievement. Appendices include: (1) History of Linguistic Diversity in Buffalo; (2) AYP Status of Schools with ELL Enrollment; (3) English Proficiency Analyses; (4) Seattle's Tiered Coaching Support System; (5) Individuals Interviewed; (6) Documents Reviewed; (7) Schools Visited; (8) Strategic Support Team Members; and (9) About the Council. (Contains 23 exhibits and 25 footnotes.) [This report was submitted to the Buffalo Public Schools by the Council of the Great City Schools.]
High School Physics Courses & Enrollments: Results from the 2008-09 Nationwide Survey of High School Physics Teachers. Focus On
Author: White, Susan
Date: 2010-08-00
Type: Reports - Research
Subjects: High Schools,Physics,School Surveys,Secondary School Science,Public Schools,Private Schools,Science Teachers,Teacher Surveys,National Surveys,Enrollment,Enrollment Rate

In the fall of 2008, the authors contacted a representative sample of over 3,600 high schools in the U.S., both public and private, to determine whether or not physics was taught there. They received responses from over 99% of the schools. For the schools which indicated they were offering physics, they obtained contact information for the teachers. In the spring of 2009, they contacted each of the teachers who were thought to be teaching physics. They received responses from over 2,500 teachers (a 62% response rate). This report describes their findings. (Contains 5 figures.)
Research in Our Schools: Duke University School Research Partnership Office, Research Studies 2008-2009
Author: Duke University, Center for Child and Family Policy
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Laboratory Schools,Teacher Characteristics,College School Cooperation,Educational Policy,Ethnicity,Program Descriptions,Program Development,Improvement Programs,Educational Improvement,Teacher Persistence,Achievement Gap,School Segregation,Incentives,Cultural Differences,Partnerships in Education,Research and Development,Educational Research

The Duke University School Research Partnership (SRP) Office was developed with support from the Office of the Provost and the Center for Child and Family Policy. Begun in 2006 as the Duke Office for Research in Schools (DORIS), the SRP Office is an integral part of the work of the Center for Child and Family Policy. The SRP Office facilitates collaborations between Duke researchers and area school districts to create and maintain mutually beneficial relationships. The ideal is for the SRP Office to serve as a portal between Duke and area school districts. This function streamlines processes and maximizes the mutual benefits of the research conducted so that school districts, schools, students and Duke researchers all benefit from the collaboration. This document provides brief descriptions, investigator names, and contact information for research initiatives and projects undertaken by the SRP Office. Research abstract categories include: (1) Developing and Evaluating Programs to Enhance Student Performance; (2) Teacher Characteristics, Retention and Professional Development; (3) School Environment; (4) Race, Ethnicity and Culture; and (5) Educational Policy Influences on Student Outcomes.
Synthesis and Analysis of Recommendations to Congress for ESEA Reauthorization from the Perspective of Addressing Barriers to Learning &amp; Teaching. A Center Policy Brief
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Change,Barriers,Performance Factors,Program Implementation,Instructional Improvement,Educational Legislation,Federal Legislation,Educational Policy,Policy Analysis,Policy Formation,Change Strategies,Classification,Synthesis,Content Analysis,Position Papers,Politics of Education,Educational Improvement,Improvement Programs

This report uses the three-component framework to categorize and synthesize major recommendations to Congress for the ESEA (Elementary and Secondary Education Act) reauthorization and briefly analyzes them from the perspective of the third component. The analysis illuminates fundamental gaps in the prevailing recommendations. In particular, this report stresses what's missing with respect to addressing barriers to learning and teaching and to re-engaging disconnected students. This report finds that recommendations made by the Obama administration and other stakeholder organizations and leaders attempt to cover all three components but give short shrift to the third component. The report concludes by emphasizing that now is the time for schools to plan and develop more effective and comprehensive systems for directly dealing with factors that keep too many students from doing well at school. Such efforts can draw on pioneering work in states that are moving learning supports from the margins to a prominent place in improving schools and enhancing student outcomes. Developing and implementing a comprehensive, multifaceted, and cohesive system of learning supports is seen as representing the next evolutionary stage in meeting the imperative for school improvement policy and practice to effectively address barriers to learning and teaching and re-engage disconnected students. This report suggests that, properly conceived, this third component is essential in efforts to close the achievement gap, enhance school safety, reduce dropout rates, shut down the pipeline from schools to prisons, and promote well-being and social justice. Appendices include: (1) Sample Used for the Synthesis of ESEA Reauthorization Statements and Recommendations from Organizations and Coalitions Focused on General Reforms; (2) Sampling Used for the Synthesis of ESEA Reauthorization Statements and Recommendations from Organizations and Coalitions Focused on Specific Areas of Interest; and (3) Recommendations Excerpted from Invited Testimony at ESEA Reauthorization Hearings December 2009-May 2010. (Contains 5 exhibits.)
High School Accreditation in Maine: Perceptions of Costs and Benefits. Penquis Superintendents' Association Research Report
Author: Fairman, Janet
Date: 2009-11-16
Type: Reports - Research
Subjects: High Schools,Accreditation (Institutions),College Admission,Superintendents,Costs,Research Reports,Professional Associations,Cost Effectiveness,Program Effectiveness,Audits (Verification),Institutional Evaluation,Educational Assessment,Educational Indicators,Program Attitudes

This report presents the findings of an exploratory study conducted by the Center for Research and Evaluation during the summer and fall of 2009, which focuses on perceptions of the costs and benefits of the accreditation process for high schools in Maine. The study was commissioned by the Penquis Superintendents' Association, a professional organization in mid-Maine. The findings from this study indicate that while local schools continue to value the benefits of the accreditation process, there is growing concern about the ability of school districts to meet the financial cost for accreditation. Schools are also questioning whether their teachers can manage the workload of accreditation on top of other pressing state and federal mandates, and to what extent the accreditation work overlaps with or provides additional information that is not included in state or federal accountability efforts. Appendices include: (1) List of education stakeholder groups included in interviews; (2) List of colleges and universities included in interviews; (3) Interview protocol for high school interviews; (4) Interview protocol for education stakeholder groups ; and (5) Interview protocol for college admissions interviews. (Contains 3 tables.)