ethanporcaro/eric-fulltext-meta huggingface dataset:
Borrowing at the Maximum: Undergraduate Stafford Loan Borrowers in 2007-08. Stats in Brief. NCES 2012-161
Author: Wei, Christina Chang
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Financial Needs,Student Loan Programs,Student Financial Aid,Budgets,Student Characteristics,Student Employment,Federal Aid,Federal Programs,Paying for College,National Surveys,Higher Education

Using data from the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), this Statistics in Brief examines the extent to which undergraduate students borrow the maximum possible within the limits of the Stafford loan program (the program maximum) and their own financial need and student budgets (the individual maximum). Students who borrowed the maximum allowed based upon the lesser of their individual eligibility or the Stafford loan program maximum are referred to as those who &quot;borrowed at their individual maximum.&quot; The characteristics of students borrowing at their individual maximum and the use of additional sources of financing by these students are addressed. The Brief also includes a description of how borrowing at the program maximum level changed between 1989-90 and 2007-08. Key findings include: (1) Among undergraduates who took out a subsidized Stafford loan between 1989-90 and 2007-08, the percentage of those borrowing the program maximum immediately decreased each time Stafford loan limits were raised, but as time went by it grew again; (2) In 2007-08, about two-thirds (66 percent) of subsidized Stafford loan borrowers took out their individual maximum in subsidized Stafford loans, as limited by the lesser of their financial need and the program maximum. About 6 in 10 (59 percent) of those who took out any Stafford loans (subsidized and unsubsidized combined) borrowed the most they could, as limited by the lesser of their total price of attendance and the program maximum; (3) Differences in the use of other types of loans (such as private loans and Parent PLUS loans) were greater between those who took out a Stafford loan and those who did not, than between borrowers who took out the maximum allowed and those who took out less. About 30-31 percent of those who took out a Stafford loan also took out a private loan, compared with 6 percent of those who did not take out any Stafford loans. Among dependent students, about 16-18 percent of Stafford loan borrowers had parents who took out a Parent PLUS loan, compared with 0.8 percent of dependent undergraduates who did not take out any Stafford loans; and (4) In terms of work intensity, the percentage of students who worked full time while enrolled was lowest among Stafford loan borrowers who took out the maximum amount (26 percent), compared with those who took out less than the maximum (33 percent) and those who did not borrow (37 percent). (Contains 5 figures, 4 figures and 9 footnotes.)
The Effect of Small Learning Communities on Academic Success: One School's Journey from Comprehensive to Personalized
Author: Ruggeiro, Tina
Date: 2011-10-00
Type: Reports - Research
Subjects: High Schools,High School Students,Academic Achievement,Curriculum,Communities of Practice,Context Effect,Urban Schools,School Restructuring

Many schools are starting Small Learning Communities yet much is unknown about their  outcomes. Students are literally disappearing in comprehensive high schools and violence  has escalated. Those who implement Small Learning Communities are looking to combat  these problems. While rarely feasible to split large schools into smaller schools, it is  plausible, as we have seen, to create smaller communities within the schools that reach  out and individualize the material, with high expectations for learning that lessen the  chance for students to fall between the cracks. This study aims to find out if Small  Learning Communities have an effect on students' academic success. Are high schools   students more engaged in classes as a result of being part of a small learning community?  This is a case study of a large public high school in a suburb of San Francisco, California.  The data is from the 2006 to 2007 school year, previous to the implementation of Small  Learning Communities and is compared against data from the 2009 to 2010 school year,  during which Small Learning Communities were in place to see if success is different  once SLCs are put into place. Appended are interview questions. (Contains 1 figure.)
Review of the National Research Council's Framework for K-12 Science Education
Author: Gross, Paul R.
Date: 2011-09-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Science Education,Academic Standards,Program Evaluation,Content Analysis,Educational Policy,Engineering,Science Curriculum

The new &quot;Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas&quot; is a big, comprehensive volume, carefully organized and heavily documented. It is the long-awaited product of the Committee on a Conceptual Framework for New K-12 Science Education Standards. As noted, it is a weighty document (more than 300 crowded pages), in places meticulous, not only on the customary issues of standards-writing, but also on broader, more ramified issues of K-12 education in the U.S. This paper presents a review of the new &quot;Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.&quot; In this review, the author begins with, and pays most attention to, the content recommendations, their structure, their justifications, their considerable strengths and few weaknesses. The author then touches (in &quot;Content and Rigor II&quot;) on some but not all of the accessory discussions and recommendations provided in the Framework with emphasis on likely responses to them by standards-writers and, perhaps more important, by curriculum- and lesson-planners closer to the classroom: the true field of action. Appended are: (1) Common Grading Metric; and (2) Criteria for Science Content. (Contains 3 boxes and 32 endnotes.) [Foreword by Chester E. Finn, Jr. and Kathleen Porter-Magee.]
Partners on the Border: Schools and Universities Researching for Change
Author: Williams, Jo
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Educational Objectives,Outcomes of Education,Partnerships in Education,Educational Change,Educational Research,College School Cooperation,Educational Practices,Educational Development,Research Projects,Educational Improvement,Improvement Programs

The field of teacher education is border and boundary rich. Navigating and attempting to confront the seemingly intractable boundaries between schools and universities, and between research and teacher education goes with the territory. Schools and teacher education may share the broad goal of improved educational outcomes for all students, but how they might practically collaborate to tackle and research teaching and learning issues is less clear. This paper reflects on a university-schools partnership that addresses some of these issues through new practice within a Collaborative Practitioner Research (CPR) framework. The project has generated new knowledge about school-university research partnerships and their potential to support professional collaboration for improved outcomes and school change, thus facilitating the enrichment and re-envisaging of both teacher and preservice teacher education. (Contains 3 figures and 1 footnote.)
Using &quot;Core Reflection&quot; in Teacher Education
Author: Williams, Judy
Date: 2009-07-00
Type: Reports - Research
Subjects: Student Teachers,Reflective Teaching,Researchers,Teacher Educators,Teaching Methods,Teacher Education,Reflection,Professional Identity,Foreign Countries,Professional Development,Educational Theories

This paper reports on a self-study by two teacher educators who used Korthagen and Vasalos' (2005) core reflection model. This model extends Korthagen's earlier ALACT model of reflection for teachers, to include deeper levels of personal reflection, tapping into the emotional dimensions of practice (for example, beliefs, identity and mission). The researchers identified two concurrent dimensions of teacher educators' professional learning--the examination of teaching practice and professional identity by the participant in the core reflection process (Kerith), and insights gained by the facilitator (Judy) in using the core reflection model in professional dialogue. The researchers concluded that the acknowledgement and examination of personal characteristics (&quot;core qualities&quot;) and emotions in teaching practice, and in the core reflection process itself, is an important way in which teacher educators can construct their professional identities, and examine and improve their practice in educating student teachers. (Contains 2 figures.)
Access and Success: Not Just a Dream!
Author: Eckersley, Bill
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Social Justice,Higher Education,Global Approach,Foreign Countries,Vocational Education,Disadvantaged,Disproportionate Representation,Socioeconomic Status,College School Cooperation,Partnerships in Education,Workplace Learning,College Instruction,Inclusion,Access to Education,Success

In March 2008, the Federal Government initiated a Review of Australian Higher Education. The Report (Bradley, Noonan, Nugent and Scales, 2008) highlighted the fact that Australia has reached a key stage in its history with respect to higher education. It states that Australia is falling behind other countries in performance and investment in higher education. Currently Australia is ranked 9th out of 30 countries in the proportion of the Australian population aged 25-34 years with a degree level qualification (down from 7th a decade ago).The Report argues that in order for Australia to remain internationally competitive in the global economy, it must have access to increased numbers of well qualified people in its workforce. The challenge is to identify where this increased number of degree qualified people may come from. In order to address this issue, the Report recommends that there is an urgent need to increase those members of groups that are currently under represented in higher education: &quot;Those disadvantaged by the circumstances of their birth; indigenous people; people with low socioeconomic status and those from regional and remote areas&quot; (p.xi). The focus of this paper is to consider how the Access and Success project at Victoria University in Melbourne is attempting to increase the representation of people from low socio-economic areas in higher and vocational education. Victoria University is located in the western suburbs of Melbourne, where there is a predominance of young people who are recent arrivals to Australia, whose first language is not English and/ or who typically have no family members participating in higher education. Victoria University of Technology was established in 1990 by the &quot;Victoria University of Technology Act&quot;, a statute that put in place a strong social justice charter. From its inception Victoria University has developed detailed policies to implement its founding Act as well as to conform to Commonwealth and State legislation and policy guidelines on equal opportunity and human rights. (Contains 1 chart.)
Student Perceptions of What Makes Good Teaching
Author: White, Bruce
Date: 2009-07-00
Type: Reports - Research
Subjects: Student Needs,Teacher Effectiveness,Student Attitudes,Focus Groups,Classes (Groups of Students),Likert Scales,Classroom Environment,Professional Development,Student Leadership,Identification,Surveys,High Schools,Foreign Countries,Secondary School Teachers,Teacher Education

The Australian Government report Teachers for the 21st Century: Making the Difference (DEST, 2000) highlighted that teachers were central to student learning, and that there was a need for professional development for teachers in order for them to adapt to changing student needs. These ideas are not new and have been have been supported by other reports (DEST, 2003) and other researchers (Darling-Hammond, 2000) over many years and much has been written on the qualities of a good teacher (Center for Teaching Quality 2006, DECS 2005). This paper reports on a study that examined student's opinions about what they believed helped their learning in the classroom environment and how often they believed that they had experienced this in their classes. The information collected was used with teachers to inform professional development activities and directions. The study was done as a two stage process. Initially focus groups of students were asked open ended questions around the idea of what helped them learn in a classroom environment, including what advice would they give to their teachers and what their teachers did that helped them to learn in class. The responses from these groups were then used to develop a list of teaching aspects, where possible student language was used to describe these aspects. The online questionnaire asked the students how important they considered each aspect in a 5 point Likert scale, to select their top five most important aspects and to indicate how often each aspect was evident in their classes in general. Of the twenty one aspects that the students had initially identified two were clearly considered by the majority of students as the most important; teacher explanations and teachers engaging students. Comparisons of the importance and the student's responses to how often they observed it in the classroom will also be discussed. A student leadership group in one school had the opportunity to examine the data and present the results to the staff, their interpretations and explanations of these will also be included. (Contains 3 tables and 3 figures.)
Supporting Beginning Rural Teachers: Lessons from Successful Schools
Author: White, Simone
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Rural Schools,Teacher Persistence,Foreign Countries,Beginning Teachers,Beginning Teacher Induction,Teacher Education Programs,Teacher Competencies,Teacher Shortage,Incentives,Labor Turnover,Teaching Conditions,Interviews,Case Studies,Instructional Leadership,Mentors,Educational Innovation,School Community Relationship

Across Australia and internationally, the vexed problem of staffing rural school remains a major issue affecting the educational outcomes of many rural students and their families. TERRAnova, (New Ground in Teacher Education for Rural and Regional Australia), is the name of a large Australian Research Council funded (2008-2010) project involving: a national study of pre-service preparation and rural incentive schemes offered by both University and State government agencies, a longitudinal study of beginning teachers who take up rural appointments and a study of communities where teacher retention is high. In 2008 calls for nominations for rural schools with high rates of retaining beginning teachers were sought (over three years), and twenty-four of nearly fifty nominated schools were selected as case studies. Each case study has involved researchers from the TERRAnova team travelling and staying as close to the community nominated as possible. Numerous teaching staff, parents and community members were invited to be interviewed and their recordings were transcribed. Five of these case studies have now been completed, and this paper examines common themes derived from the strategies that support beginning teachers in these rural communities. Key factors emerging to date from the data relate to particular models of rural school leadership, ongoing teacher learning and mentoring, and school support and innovative community practices. (Contains 1 table.)
Making Causal Inferences from a Longitudinal Cluster Randomized Experiment with Crossovers: An Evaluation of a Distributed Leadership Program in Urban Schools
Author: Maynard, Rebecca
Date: 2009-00-00
Type: Reports - Research
Subjects: Urban Schools,Middle School Students,Elementary School Students,Sample Size,Reading Achievement,Academic Achievement,Demonstration Programs,Program Effectiveness,Measurement,Error of Measurement,Longitudinal Studies,Program Evaluation,Inservice Teacher Education,Research Methodology,Teacher Leadership,Mathematics Achievement,Control Groups,Experimental Groups

This study empirically investigates the effectiveness of Distributed Leadership Teacher Training (DLT) program on improving student's academic achievement. In addition, it both tests the assumption that the year 1 impacts are stable across calendar years and examines the importance of properly accounting for the fact that the standard error of the first-year impact estimate, which becomes the measurement error of the variable (the first-year impact point estimate) used for adjustment in the two-year impact analysis, needs to be taken into account in the analyses. It discusses the extent to which the findings of this examination of the Bell and Bradley adjustment approach have general applicability. The Distributed Leadership Teacher Training Program (DLT) was implemented in a large urban school district. A total of 26 elementary and middle schools participated in the five-year demonstration project. An early analysis of first year impacts for the first cohort of schools and students showed found some evidence of impacts on teacher-leadership team behavior, but no impacts on student outcomes (Cole, 2008). The reasons that no significant impacts on student outcomes for this early sample could be because the intervention really will not impact student outcomes; but, it also could be because it takes time for the impacts to move from teacher leaders to student outcomes; but it also could be due to the small sample size (not enough power). This second study of the program includes seven more elementary schools and one more wave of data in the impact analysis. The two-year impacts potentially would be larger than the one-year impacts and the larger sample size is has more power to detect the program effects (albeit still not as much as desired). This study will obtain unbiased estimates of one- and two-year impacts of DLT on student's math and reading achievement. Furthermore, Bell & Bradley's (2008) assumption will be empirically examined. (Contains 2 figures.)
Development of Curricula, Teacher Supports, and Assessments for Pre-Kindergarten Mathematics and Science
Author: Kinzie, Mable B.
Date: 2009-00-00
Type: Reports - Research
Subjects: Mathematics Education,Teacher Effectiveness,Teaching Methods,Curriculum Development,At Risk Students,Achievement Gap,Web Based Instruction,Inservice Teacher Education,Preschool Teachers,Fidelity,Pretests Posttests,Mathematics Instruction,Mathematics Achievement,Correlation,Science Instruction,Curriculum Implementation,Poverty,English (Second Language),Special Needs Students,Quasiexperimental Design,Video Technology,Observation,Program Evaluation,Teacher Surveys

The &quot;MTP-Math/Science&quot; curricula specifically target the teaching and learning of children at risk of early school failure, a population for whom achievement gaps in mathematics and science are visible even in Pre-K years. &quot;MTP-Math&quot; is based on Focal Areas defined by the National Council of Teachers of Mathematics (NCTM) (2006) for Pre-K through the 8th grade and developmental trajectories for Mathematics from Pre-K to grade two advanced by Clements (2004), and further focused through a review of state Pre-Kindergarten standards. In the authors' earlier research with the &quot;MTP&quot; model to support language and literacy (Pianta, Mashburn, Luckner, Myers, &amp; Kilday, 2008), the &quot;MTP&quot; teacher professional development program improved the quality of classroom interactions that Pre-K students experience, which in turn, promoted children's development of language and literacy skills. In year two of their project, the authors apply the &quot;MTP&quot; model to the design and development of embedded on-line teacher supports emphasizing high quality classroom interactions, high fidelity implementations, and continuing to iteratively evaluate the curricula. Their development focus is: (1) How might individuals best support instructional practice with on-line, embedded teacher supports? They also consider the following research questions: (1) Are classroom quality and curricular fidelity positively correlated with pre/post gains in children's mathematics learning? ... with end-of year scores in science?; and (2) Are there correlations between quality and fidelity? As the amount of teacher exposure to the curricula and embedded math and science concepts increases, do teaching quality and fidelity also increase? The authors implement the &quot;MTP-Math/Science&quot; curricula in eight Pre-K classrooms from a state-wide initiative providing publicly-funded Pre-Kindergarten to children who have one or more risk factors for later school failure (poverty, second language learners, or health or developmental problems). Other data from year two are still being collected and analyzed. The authors will report on the evaluation of their curricula, associated teacher supports, and science assessment development. They will also provide preliminary findings related to classroom quality and curricular fidelity. Finally, they will describe how year-two findings will inform the design of their year-three field trial. (Contains 1 table and 2 figures.)
School Discipline: What the Research Tells Us--Myths and Facts. NEPC Discipline Resource Sheet
Author: Losen, Daniel J.
Date: 2011-10-05
Type: Reports - Descriptive
Subjects: Middle School Students,African American Students,Suspension,American Indians,Discipline Policy,White Students,Misconceptions,Hispanic American Students,Gender Differences,Behavior Problems,School Safety,Violence,Behavior Modification

This document presents a summary of the larger report &quot;Discipline Policies, Successful Schools, and Racial Justice.&quot; Each year, more than 3.25 million K-12 students are suspended at least once. African American students are suspended three times as often as White students--15 percent versus 5 percent. Hispanic students (7 percent) and Native American students (8 percent) are also suspended at higher rates than White students. Nationally, 28 percent of African American male middle school students and 16 percent of Hispanic male middle school students are suspended each year, compared to 10 percent of White male students. This paper presents the facts about the following myths: (1) Suspending disruptive students is necessary to make sure well-behaved students can learn; (2) Teachers need to suspend students to maintain order and safety; (3) Rising suspension rates are a necessary response to increasing school violence; (4) Students of color are suspended at higher rates because they misbehave more often; (5) Suspensions are necessary to deter future infractions; and (6) Suspensions will get parents' attention and help curb misbehavior. [To access &quot;Discipline Policies, Successful Schools, and Racial Justice&quot; in ERIC please see ED524711.]