WorldCat Identities

Educational Resources Information Center (U.S.)

Overview
Works: 14,223 works in 16,167 publications in 1 language and 891,112 library holdings
Genres: Periodicals  Bibliography  Directories  Reference works  Longitudinal studies  Abstracts  Sources  Catalogs  Handbooks and manuals  Interviews 
Roles: Editor, Other, Publisher
Classifications: Z695.1.E3, 016.37078
Publication Timeline
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Most widely held works about Educational Resources Information Center (U.S.)
 
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Most widely held works by Educational Resources Information Center (U.S.)
Thesaurus of ERIC descriptors by Educational Resources Information Center (U.S.)( Book )

70 editions published between 1968 and 2001 in English and held by 2,083 WorldCat member libraries worldwide

Researchers have come to rely on this thesaurus to locate precise terms from the controlled vocabulary used to index the ERIC database. This, the first print edition in more than 5 years, contains a total of 10,773 vocabulary terms with 206 descriptors and 210 use references that are new to this edition. A popular and widely used reference tool for sets of education-related terms established and updated by ERIC lexicographers to assist searchers in defining, narrowing, and broadening their search strategies
ERIC : [Education Resources Information Center] by Educational Resources Information Center (U.S.)( )

45 editions published between 1975 and 1989 in English and No Linguistic content and held by 1,032 WorldCat member libraries worldwide

ERIC is a Web-based digital library of free education-related sources of interest to educators, researchers, and the general public, and consists primarily of electronic bibliographic records describing journal and non-journal literature. The collection is to be expanded to include full-texts of articles and other electronic resources such as audio and video materials
Thesaurus of ERIC descriptors( )

in English and held by 811 WorldCat member libraries worldwide

Current index to journals in education : CIJE( )

in English and No Linguistic content and held by 716 WorldCat member libraries worldwide

Resources in education( )

in English and held by 629 WorldCat member libraries worldwide

All about ERIC by Lynn Smarte( Book )

7 editions published between 1998 and 2000 in English and held by 471 WorldCat member libraries worldwide

Catalog of ERIC clearinghouse publications( )

in English and held by 464 WorldCat member libraries worldwide

Research in education( )

in English and held by 432 WorldCat member libraries worldwide

Striving for excellence( Book )

in English and held by 406 WorldCat member libraries worldwide

The National Longitudinal Transition Study of Special Education Students, statistical almanac by Kathryn A Valdés( Book )

11 editions published in 1990 in English and held by 384 WorldCat member libraries worldwide

Directory of ERIC information service providers( )

in English and held by 345 WorldCat member libraries worldwide

Lists organizations that provide individuals with access to the ERIC database and related resources
Concerns about and effective strategies for inclusion : focus group interview findings from Tennessee teachers by Gordon C Trump( Book )

6 editions published in 1996 in English and held by 342 WorldCat member libraries worldwide

ERIC directory of education-related information centers( )

in English and held by 342 WorldCat member libraries worldwide

Long-term trends in student reading performance by Alan Vanneman( Book )

4 editions published in 1998 in English and held by 334 WorldCat member libraries worldwide

This document contains four issues of "NAEPfacts," a report series about the National Assessment of Educational Progress (naep). Issue 1 discusses data from the naep 1996 Long-Term Reading Assessment, which shows that overall student reading performance has increased for both 9- and 13-year-olds. Issue 2 reports that data from the naep 1996 Long-Term Mathematics Assessment show a positive linear trend for all three age groups studied since the first assessment in 1973, indicating improving scores over time. All subgroups, including Blacks and Hispanics, showed positive linear trends as well, at all three age groups. Issue 3, "Long-Term Trends in Student Science Performance," reports that data from the naep 1996 Long-Term Trend Science Assessment show mixed results since the first assessment. Scores for all three age groups studied fell and then rose. Both 9- and 11-year-olds showed an overall increase, but 17-year-olds showed an overall decline. Scores for Whites were higher than scores for Blacks and Hispanics for all three age groups, although scores for 9- and 13-year-old black students did improve, both absolutely and in comparison with white students. Males aged 13 and 17 had higher scores that female students. The focus of issue 4, "Long-Term Trends in Student Writing Performance," is on data from the 1996 Long-Term Trend Writing Assessment that show a decline in scores for grade 11 students over the period from 1984 to 1996. Scores for students in grades 4 and 8 remained unchanged. White students continued to have higher scores than both Blacks and Hispanic students in all three grades, and female students continued to have higher scores than males at all three grades. (Sld)
National evaluation of the Even Start Family Literacy Program : 1994-1997 final report by Fumiyo Tao( Book )

5 editions published in 1998 in English and held by 334 WorldCat member libraries worldwide

This report is a descriptive analysis of the migrant education Even Start Literacy Program and of families served in 1995-96. The 9 migrant Even Start projects funded in 1995-96 are described and compared to 563 reporting projects nationwide (out of 576 total). Nine state educational agencies received grants to help parents of currently migratory children become full partners in their children's education, assist these children in reaching their potential as learners, and provide literacy training to parents. Migrant projects averaged 103 enrolled families and 63 participating families, and provided early childhood education, parenting education, adult basic education, ged preparation, and English as a second language. Families averaged 6.2 members, with at least 1 child aged 0-7 (as required); 55 percent of families had annual incomes below $9,000; 71 percent did not speak English at home; and 87 percent of parents lacked a high school diploma or ged. Chapter 1 introduces the migrant Even Start Program. Chapter 2 describes project characteristics: funding, number of families served, rural/urban location, availability of nonproject services, staffing, staff qualifications, inservice training, agency collaboration, needs for support services, barriers to implementation, project needs for technical assistance, recruitment strategies, and content and intensity of services. Chapter 3 describes participant characteristics: family structure, size, ethnicity, economic status, and length of U.S. residence; parents' education, English language proficiency, and employment status; and nonproject services received. Chapter 4 outlines participation rates by parents and children in various services, prevalence of special needs children, retention rates, and parent educational and employment status at year end. Contains 48 data tables. (Author/SV)
Creating employment opportunities : self-advocacy( Book )

4 editions published in 1993 in English and held by 329 WorldCat member libraries worldwide

This training module was developed to educate personnel about the issue of self-advocacy by individuals with disabilities. The module includes workshop content (with side notes to the trainer in italics), overheads, and many handouts. Preliminary information includes module purpose and overall learning objectives, a module outline, materials needed for the workshop, and adaptations for individuals with disabilities. The first section introduces self-advocacy by defining the term and discussing why self-advocacy is important. The next section considers basic human rights of all people. A major section examines the advocacy process, including specific advocacy skills, individual responsibility, understanding oneself, the importance of wanting to change, the importance of identifying the need or problem, the need for self-advocates to educate themselves, the need for developing a plan of action, and the need for willingness to take action. The following section offers suggestions for being an advocate, such as keeping a "Very Important Papers File" which may consist of medical evaluations, rehabilitation plans, and financial information; and tips for advocating by letter and telephone. Sample scenarios are provided for discussion of self-advocacy skill development. A final section gives guidance for developing a personal portfolio that highlights individual strengths while noting disability accommodation needs. Contains 10 references. (Db)
Xavier Senior High School : a case study of the Quest network by Caitlin Howley-Rowe( Book )

4 editions published in 2000 in English and held by 329 WorldCat member libraries worldwide

As part of its Regional Educational Laboratory contract to develop a framework for continuous school improvement in its four-state region, ael, Inc., Staff designed the Quest project. Formative evaluation had revealed the high level of satisfaction participants had with Quest and the great extent to which the project met its goals at each event. A case-study method was used for summative evaluation of the Quest project. This case study examines the impact Quest made at Bending Knee Elementary, a pre-K-6 public school located in a small, impoverished town in a rural coal-mining West Virginia county. The school has an enrollment of about 220 students, all of whom are white. Approximately 70 percent qualify for free or reduced-priced lunch. A variety of data-collection methods and instruments were used in this case study. Systematic participant observation was conducted at nearly every Quest event, as well as semistructured interviews and the solicitation of formative feedback from project participants. Among the conclusions drawn was the observation that Bending Knee Elementary appears to have a history of undertaking improvement efforts. These experiences, along with a respected school administrator and a tight-knit school community, may have contributed to the success of Quest at the school. Appendixes include the Quest brochure and framework of continuous improvement, protocols for Quest team member individual interview, and faculty focus-group interviews. (Contains 46 references and 10 tables.) (Dfr)
School-based drug prevention programs : a longitudinal study in selected school districts : executive summary : final report by E. Suyapa Silvia( Book )

6 editions published between 1996 and 1997 in English and held by 321 WorldCat member libraries worldwide

Establishing school-based drug prevention programs was the aim of the Drug-Free Schools and Communities Act of 1986 (dfsca). The study design and data collection methods for a longitudinal study of the effectiveness of dfsca are presented in this report. As part of an overall assessment of dfsca, the report details the methodology used to accomplish the goals of the longitudinal study and it provides supportive evidence for the viability of the study design and the student sample. (The longitudinal study examines student behaviors and attitudes about alcohol and drugs, characteristics of school-based prevention programs in the participating school districts, and the effectiveness of those programs.) Same-grade comparisons are reported on drug use, attitudes, and perception of drug use for a cohort of two age-groups. These comparisons, which serve to establish the validity of the data, also afford a unique look into the potential age-related tendencies for the reported drug use behaviors and attitudes. The student survey instrument is appended. (Emk)
Beginning Pashto : workbook tapescript by Ḥabīb Allāh Taẓhay( Book )

7 editions published between 1990 and 1993 in English and held by 304 WorldCat member libraries worldwide

This workbook tapescript is a component of "Beginning Pashto," a set of materials (including a textbook, student workbook, teacher's manual and glossary) that teaches the Pashto language. The tapescript consists of the prompts for the exercises marked with a t in the workbook. The workbook tapescript has been designed for the would-be Pashto learner who does not have access to a Pashto teacher, or for situations in which the Pashto student needs taped exercises. The prompts are also given at the end of the units in the teachers' manual. To use the transcript component of the course, the help of a native speaker of Pashto is required for recording the contents of the tapescript. (Glr)
ERIC : what it can do for you, how to use it by James W Brown( Book )

3 editions published between 1975 and 1977 in English and held by 86 WorldCat member libraries worldwide

Geared mainly for educational library/media specialists, this publication explains the utility of the Educational Resources Information Center (eric) to educational institutions and practitioners. Included are a directory of eric clearinghouses and other units; an introduction to the eric indexes, "Resources in Education" and "Current Index to Journals in Education"; and instructions for doing a manual search of eric. Methods of obtaining eric materials, the computer search process, and the standards for submitting documents for inclusion in eric are also outlined. Selected lists of related print and audiovisual materials and of associations and agencies involved with educational information handling are attached. (Pf)
 
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Thesaurus of ERIC descriptors
Alternative Names

controlled identityEducational Research Information Center (U.S.)

E.R.I.C.

Education Resources Information Center (É.-U.)

Education Resources Information Center (Spojené státy americké)

Education Resources Information Center (U.S.)

Educational research information center

Educational research information center Etats-Unis

Educational Research Information Center (U.S.)

Educational Research Information Center (USA)

Educational Resources Information Center

Educational Resources Information Center (U.S.)

Educational Resources Information Center, Washington

ERIC.

ERIC. [a]

ERIC (Educational Research Information Center : USA)

ERIC (Educational Resources Information Center : USA)

Estados Unidos Educational Resources Information Center

Etats-Unis Department of education Educational resources information center

États-Unis. Education Resources Information Center

États-Unis. Educational Resources Information Center

Īrīk

National Library of Education (Spojené státy americké) Educational Resources Information Center

National Library of Education (U.S.) Educational Resources Information Center

Spojené státy americké Education Resources Information Center

Spojené státy americké Educational Resources Information Center

Spojené státy americké. Office of Educational Research and Improvement. Educational Resources Information Center

United States Education Resources Information Center

United States Educational Resarch Information Center

United States Educational Resources Information Center

United States. Office of Education. Educational Resources Information Center

United States. Office of Educational Research and Improvement. Educational Resources Information Center

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English (288)

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