ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Increased Funding for the Mississippi Adequate Education Program (MAEP) on State Assigned School Accreditation Levels
Author: Leonard, Ed
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Full State Funding,Accountability,Cost Effectiveness,Program Effectiveness,Politics of Education,Federal Legislation,Accreditation (Institutions),Context Effect,Academic Achievement,Expenditure per Student,Correlation

State funding mechanisms are subject to intense political and economic scrutiny. The question asked most often tends to be, is the public getting sufficient return on their investment? Accountability standards arising from the No Child left Behind Act (NCLB) have sharpened the focus of this question to whether the students and schools are meeting established benchmarks. A study of the impact of funding levels in the Mississippi state funding mechanism [Mississippi Adequate Education Program (MAEP)] attempted to determine whether recent increases in these funding levels impacted the state accreditation (based on student performance) of the schools in Mississippi. Results show that while the number of lower achieving schools has been greatly reduced, funding level is inversely related to accreditation level. Low performing schools require greater levels of funding to redress academic deficits and move to higher levels of accreditation while higher performing schools require comparatively less funding to achieve and/or maintain a higher level of accreditation. (Contains 5 tables.)
How to Build Bridges between Intelligent Tutoring System Subfields of Research
Author: Pavlik, Philip, Jr.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Intelligent Tutoring Systems,Interdisciplinary Approach,Design,Computer Interfaces,Man Machine Systems,Perception,Cognitive Psychology,Motivation,Statistics,Artificial Intelligence,Neurological Organization,Neuropsychology,Constructivism (Learning)

The plethora of different subfields in intelligent tutoring systems (ITS) are often difficult to integrate theoretically when analyzing how to design an intelligent tutor. Important principles of design are claimed by many subfields, including but not limited to: design, human-computer interaction, perceptual psychology, cognitive psychology, affective and motivation psychology, statistics, artificial intelligence, cognitive neuroscience, constructivist and situated cognition theories. Because these theories and methods sometimes address the same grain size and sometimes different grain sizes they may or may not conflict or be compatible and this has implications for ITS design. These issues of theoretical synthesis also have implications for the experimentation that is used by our various subfields to establish principles. Because our proposal allows the combination of multiple perspectives, it becomes apparent that the current "forward selection" method of theoretical progress might be limited. An alternative "backward elimination" experimental method is explained. Finally, we provide examples to illustrate how to build the bridges we propose. (Contains 1 table.) [This paper was published in: J. Kay & V. Aleven (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 534-543). Pittsburgh, PA.]
Resources for Governing Board on Codes of Ethics
Author: Community College League of California
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Governing Boards,Ethics,Administrators,Trustees,Models,Conflict of Interest,Meetings,Legal Responsibility

Reprinted herein is Chapter 14 of the &quot;2007 Trustee Handbook,&quot; published by the Community College League of California. Contents include: (1) Ethics and Laws; (2) Sample Statements: Codes of Ethics and Standards for Practice; (3) Association of Community College Trustees Models; and (4) Upholding Board Ethics.
Residency and In-State Tuition. Overview
Author: Texas Higher Education Coordinating Board
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Higher Education,Tuition,Residence Requirements,In State Students,Educational Legislation,Legal Problems

Persons classified as residents for higher education purposes under Texas law may pay in-state tuition. Although Texas does not have any programs specifically for undocumented students, some undocumented persons are among those who are eligible for in-state tuition under current residency statutes. The residency statutes for higher education purposes have evolved somewhat over the past seven years. This brief overview presents answers to the following questions: (1) What is House Bill 1403 (passed by the 77th Texas Legislature in 2001)? (2) What were the implications of HB 1403? (3) Were there any legal problems with HB 1403? (4) What is Senate Bill 1528 (passed by the 79th Texas Legislature, Regular Session, in 2005)? (5) What are the implications of SB 1528? and (6) How many students has this affected?
The Education Innovator. Volume IX, No. 2
Author: Herbert, Doug, Ed.
Date: 2010-03-31
Type: Collected Works - Serial
Subjects: Human Capital,Science Achievement,Science Education,Technology Education,Engineering Education,Mathematics Education,Scientists,Laboratories,School Community Relationship,Hands on Science,Government School Relationship,Accountability,Politics of Education,Academic Achievement,Art Education,Awards,Grants

The purpose of the U.S. Department of Education's online newsletter &quot;The Education Innovator&quot; is to promote innovative practices in education; to offer features on promising programs and practices; to provide information on innovative research, schools, policies, and trends; and to keep readers informed of key Department priorities and activities. This issue of the newsletter includes feature article &quot;National Lab Day: More Than the Name Might Imply,&quot; highlighting the fact that National Lab Day is not about labs or a day, but a movement that supports STEM (Science, Technology, Engineering, and Math) education in schools by giving students well-equipped labs and access to the STEM-based professionals who can inspire them. Regular sections include: (1) What's New?; and (2) Innovations in the News.
Do More Effective Teachers Earn More outside of the Classroom? Working Paper Series. PEPG 10-02
Author: Chingos, Matthew M.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Compensation (Remuneration),Correlation,Teacher Effectiveness,Labor Turnover,Career Change,Industry,School Administration,Teaching Experience,Incentives,Merit Pay,Teacher Persistence

We examine earnings records for more than 90,000 classroom teachers employed by Florida public schools between the 2001-02 and 2006-07 school years, roughly 20,000 of whom left the classroom during that time. A majority of those leaving the classroom remained employed by public school districts. Among teachers in grades 4-8 leaving for other industries, a 1 standard deviation increase in estimated value-added to student math and reading achievement is associated with 6-9 percent higher earnings outside of teaching. The relationship between effectiveness and earnings is stronger in other industries than it is for the same groups of teachers while in the classroom, suggesting that current compensation systems do not fully account for the higher opportunity wages of effective teachers. Tables are appended. (Contains 5 figures, 8 tables and 32 footnotes.)
School Competition and Students' Entrepreneurial Intentions: International Evidence Using Historical Catholic Roots of Private Schooling. Working Papers Series. PEPG 10-01
Author: Falck, Oliver
Date: 2010-03-16
Type: Reports - Research
Subjects: Economic Development,Catholics,School Choice,Competition,Entrepreneurship,Intention,Religious Education,Educational History,Public Education,Outcomes of Education,Secondary School Students,Foreign Countries,Academic Achievement

School choice research mostly focuses on academic outcomes. Policymakers increasingly view entrepreneurial traits as a non-cognitive outcome important for economic growth. We use international PISA-2006 (Programme for International Student Assessment -2006) student-level data to estimate the effect of private-school competition on students' entrepreneurial intentions. We exploit Catholic-Church resistance to state schooling in 19th century as a natural experiment to obtain exogenous variation in current private-school shares. Our instrumental-variable results suggest that a 10 percentage-point higher private-school share raises students' entrepreneurial intentions by 0.3-0.5 percentage points (11-18 percent of the international mean) even after controlling for current Catholic shares, students' academic skills, and parents' entrepreneurial occupation. (Contains 6 tables and 8 footnotes.) [Partial funding for this research was provided by the Fritz Thyssen Foundation.]
Working Lives Project: A Ten-Year Comparative Analysis of Work Benefit and Skill Trajectories of Trade and Bachelor Graduates. Overview
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Longitudinal Studies,Occupational Information,Graduates,Education Work Relationship,Vocational Education,Higher Education,Comparative Analysis,Career Development,Job Skills

This study compared the work benefit and skill trajectories of a cohort of trade (vocational education) and bachelor (higher education) graduates of RMIT University in the first ten years of their working lives. It found that there are a number of key similarities and differences between the two groups in terms of further learning and occupational characteristics. In particular, both groups had high levels of satisfaction with work-life balance but differed significantly in their patterns of work and engagement in ongoing learning. [This overview is drawn from the stage 1, 2 and 3 reports of the &quot;Working lives project: A ten-year comparative analysis of work benefit and skill trajectories of trade and bachelor graduates&quot; by Heather Fehring and Jeff Malley.  Additional funding for this paper was provided by the Department of Education and Early Childhood Development Victoria and the Skilled Group.]
Skilling and Reskilling for Our (Greener) Future. Conference Paper
Author: Karmel, Tom
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Labor Market,Skill Analysis,Skill Development,Retraining,Apprenticeships,Job Training,Qualifications,Vocational Education,Educational Benefits,Role Perception,Educational Certificates,Education Work Relationship,Environmental Education,Sustainable Development,Conference Papers,Foreign Countries

This paper was presented at the 2009 Economic and Social Outlook Conference, November 5-6 at the University of Melbourne. It takes a sceptical view of the push for &quot;green skills&quot;, arguing that skills required in the labour market evolve relatively slowly, and that the way business operates is driven by changing costs, new technologies and new regulations, with sustainability being only one of many factors. In addition, the presentation provides some data on &quot;sustainable&quot; courses in tertiary education and then looks at three areas which have implications for the public investment in education and training: the levels of skill acquired through apprenticeships and traineeships, the pay-off to undertaking VET qualifications, and the role of diplomas in the labour market. (Contains 9 tables, 3 figures, and 1 footnote.)
Using Rubrics to Support Graded Assessment in a Competency Based Environment. Occasional Paper
Author: Maxwell, Sherridan
Date: 2010-00-00
Type: Reports - Research
Subjects: Foreign Countries,Scoring Rubrics,Educational Assessment,Vocational Education,Articulation (Education),Higher Education,Interviews

Rubrics are a tool that can be used to provide graded assessment for articulation from vocational education and training (VET) into higher education. By mentoring teachers to use rubrics and interviewing them to determine their experiences in using them, the author explored the potential of rubrics as an assessment tool. Overall, teachers found rubrics not only useful for grading assessments but also for conveying assessment expectations to students. The research was undertaken by a novice researcher in the community of practice program and was funded as part of NCVER's (National Centre for Vocational Education Research) Building Researcher Capacity initiative. (Contains 3 tables.)
Australian Vocational Education and Training Statistics: VET in Schools, 2008
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Secondary School Students,Foreign Countries,Statistical Data,Student Participation,Student Characteristics,Course Descriptions,Qualifications,Intellectual Disciplines,Vocational High Schools,School Statistics,Educational Research,Training

This report presents information about senior secondary school students undertaking vocational education and training (VET) through the program known as &quot;VET in Schools&quot; during 2008. It includes information on participation, students, courses and qualifications, and subjects. The information on key performance measures and program measures for VET in Schools activity in 2008 is provided via excel data tables. (Contains 8 tables and 23 notes on tables.) [For this report's support document, &quot;VET in Schools 2008: Terms and Definitions&quot; see, ED509191.]
VET in Schools 2008: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Vocational Education,Definitions,Classification,Information Sources,Data,School Statistics,Foreign Countries,Guidelines,High Schools,Educational Research,Glossaries

This document covers the data terms used in the &quot;VET in Schools 2008&quot; report. The primary purpose of this document is to assist users of the report to understand the specific data terms used within it. Terms that appear in the report are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed, where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. [For the main document, &quot;Australian Vocational Education and Training Statistics: VET in Schools 2008&quot; see, ED509190.]
The Effects of Homogeneous versus Heterogeneous Reading-Style Grouping on EFL Students' Non-Preferred Reading Style and Reading Comprehension
Author: El-Koumy, Abdel Salam Abdel Khalek
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Reading Comprehension,Cognitive Style,Brain Hemisphere Functions,Heterogeneous Grouping,Reading Instruction,Homogeneous Grouping,Grouping (Instructional Purposes),English (Second Language),Pretests Posttests,Foreign Countries,Program Effectiveness,College Students

The purpose of this study was to investigate the effects of homogeneous versus heterogeneous reading-style grouping on EFL students' non-preferred reading style and reading comprehension. The study used a pretest-posttest experimental design. The original subjects of the study (N=86) were Egyptian English major senior students during the 2005/2006 academic year. At the beginning of this academic year, the Analytic/Global Reading Styles Inventory (AGRSI) was administered to these subjects to measure each  student's analytic and global reading styles. Based on their scores on the inventory, strongly analytic and strongly global subjects (N= 62) were randomly assigned to homogeneous and heterogeneous groups. Afterwards, both groups were tested to measure each student's reading comprehension before treatment using the Reading Comprehension Test developed by the researcher. Each group was then randomly assigned to pairs. During treatment, the members of each pair alternatively exhibited their reading behaviors by thinking aloud while reading and sharing answers to post-passage questions after reading. The study lasted for 28 weeks, one ninety-minute session per week. After treatment, the AGRSI and the Reading  Comprehension Test were readministered to both groups to measure each student's non-preferred reading style and reading comprehension. The differences in the pre-to-posttest improvement between the two groups were then analyzed for significance using ANCOVA. The results indicated that the heterogeneous group students demonstrated significantly greater pre-to-posttest improvement in both their non-preferred reading style and reading  comprehension than the homogeneous group students [f (1, 59)=60.33, p less than   0.001; f (1, 59)= 43.18, p less than 0.001, respectively]. Based on these findings, the  researcher concludes that the non-preferred reading style can be developed when students learn with and from others with different reading styles and that reading comprehension is neither a bottom-up nor a top-down process but an interaction between the two. Therefore, it demands the development and integration of both the left and right hemisphere functions of the brain. The study concludes with suggestions for further research. (Contains 4 tables. The Analytic/Global Reading Styles Inventory is appended.)
A Review of Extra-Syllabus Programmes of Government College of Teacher Education, Trivandrum on the Eve of Its Centenary
Author: Praveen, C.
Date: 2010-04-14
Type: Opinion Papers
Subjects: Teacher Education,Role Models,Foreign Countries,Teacher Education Programs,Course Descriptions,Colleges,Higher Education,Trainees,Clubs

Most teacher education institutions in India have charted out programmes well in tune with the syllabus prescribed by the University to which they are affiliated. But some institutions have tended to tread a different path. These are institutions which are over fifty years old and have set a tradition of its own. A closer study of older teacher education institutions would reveal that most of them have become role models for the various  programmes they organize for the trainees. The Government College of Teacher Education, Trivandrum, [www.gctetvm.com] one of the oldest in South India,  is now on the threshold of celebrating one hundred years of existence. On the eve of its centenary celebrations, the author reviews the extra-syllabus programmes organized in the college during the last two academic years.
School-Based Mentoring: A Study of Volunteer Motivations and Benefits
Author: Caldarella, Paul
Date: 2010-03-00
Type: Journal Articles
Subjects: Elementary School Students,Mentors,At Risk Students,Volunteers,Motivation,Adults,Intention,Attitude Measures,College School Cooperation,Age Differences,Social Values,Satisfaction,Career Development

While research has been conducted concerning the effects of school-based mentoring on at-risk students, limited work has focused on the volunteer mentors. This study examined the motivations of adult volunteers and the benefits of their participation in a six-month, school-based mentoring program. A total of 31 volunteers completed adapted versions of the Volunteer Functions Inventory and a post-survey as part of a program in which they mentored at-risk elementary school students. Volunteers were more satisfied with their mentoring experience when their perceived benefits matched their initial motivations, though this did not seem to impact their intentions to mentor again in the future. Volunteers' motivations tended toward expressing important values or gaining greater understanding, though some younger volunteers were also motivated to gain career-related experience. Implications for school-based mentoring programs are addressed. (Contains 3 tables.)
Exploring the Effects of Differentiated Instruction and Cooperative Learning on the Intrinsic Motivational Behaviors of Elementary Reading Students
Author: Flaherty, Sue
Date: 2010-05-00
Type: Dissertations/Theses
Subjects: Intervention,Student Motivation,Cooperative Learning,Individualized Instruction,Parent Attitudes,Student Attitudes,Motivation Techniques,Educational Strategies,Check Lists,Learner Engagement,Classroom Observation Techniques,Self Disclosure (Individuals),Reading Achievement,Instructional Effectiveness

Researchers implemented classroom interventions to improve the intrinsic motivational behaviors of 4th and 6th grade elementary students and to strengthen teacher/student and student/student relationships in a positive supportive learning environment. The problem of low intrinsic motivational behaviors was documented through classroom observation checklists, student self-reported surveys, and parent surveys. Teachers noted high incidence of incomplete homework, low classroom participation, and lowered academic achievement. After reviewing solution strategies from educational practitioners, two targeted strategies of differentiated instruction and cooperative learning were the interventions implemented. Post intervention data showed increased student involvement, improvement in class participation, homework completion, and on-task behaviors. All of this led to enhanced overall student intrinsic motivation and increased levels of academic achievement as well. (Contains 6 tables.)
Impacts of a Violence Prevention Program for Middle Schools: Findings from the First Year of Implementation. NCEE 2010-4007
Author: Silvia, Suyapa
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Middle Schools,Violence,Prevention,Intervention,Program Effectiveness,Program Evaluation,Risk,Victims of Crime,Curriculum,Program Implementation,Research Design,Sampling,Response Rates (Questionnaires),Data Collection,Measurement,Models,Multiple Regression Analysis,At Risk Persons,Student Characteristics,Sex,Race,Ethnicity,Family Characteristics,School Size,Student Surveys,Teacher Surveys

This is the first of two reports that summarize the findings from an impact evaluation of a violence prevention intervention for middle schools. This report discusses findings after 1 year of implementation. A forthcoming report will discuss the findings after 2 years and 3 years of implementation. In 2004, the U.S. Department of Education (ED) contracted with RTI International (RTI) and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 2002a, 2002b, 2006]), and a whole-school approach, Best Behavior (Sprague and Golly 2005). The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assesses the intervention's effects on student violence and victimization and whether these effects vary by levels of student risk. Tanglewood Research, which assisted in the process by which the programs under study were selected, provided implementation oversight along with site-based liaisons and coordinated training and technical assistance for staff in intervention schools. The developers of the two programs that constitute the intervention--Prevention Opportunities and University of Oregon--provided the program materials and conducted staff training. Appendices include: (1) Survey Instruments; (2) Defining the High-Risk Student Subgroup; (3) Construction of Outcome Measures; (4) Statistical Precision; (5) Baseline Measures for Gender Subgroups; and (6) Unadjusted Means and Standard Deviations for Impact Variables. (Contains 53 tables, 4 figures and 17 footnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under contract with RTI International, the Pacific Institute for Research and Evaluation (PIRE), and Tanglewood Research, Inc.]