WorldCat Identities

Educational Resources Information Center (U.S.)

Overview
Works: 14,229 works in 16,173 publications in 1 language and 879,858 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 2,076 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
Thesaurus of ERIC descriptors( )

in English and held by 807 WorldCat member libraries worldwide

Current index to journals in education : CIJE( )

in English and No Linguistic content and held by 713 WorldCat member libraries worldwide

Resources in education( )

in English and held by 627 WorldCat member libraries worldwide

ERIC : [Education Resources Information Center]( )

in English and held by 616 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
All about ERIC by Lynn Smarte( Book )

7 editions published between 1998 and 2000 in English and held by 467 WorldCat member libraries worldwide

Catalog of ERIC clearinghouse publications( )

in English and held by 461 WorldCat member libraries worldwide

Research in education( )

in English and held by 431 WorldCat member libraries worldwide

ERIC : [documents on microfiche] by Educational Resources Information Center (U.S.)( )

41 editions published between 1975 and 1989 in English and No Linguistic content and held by 419 WorldCat member libraries worldwide

Microfiche collection issued by the Center which selects, indexes and abstracts documents and reports dealing with education and educational research
Striving for excellence( Book )

in English and held by 405 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 379 WorldCat member libraries worldwide

Directory of ERIC information service providers( )

in English and held by 343 WorldCat member libraries worldwide

Lists organizations that provide individuals with access to the ERIC database and related resources
ERIC directory of education-related information centers( )

in English and held by 338 WorldCat member libraries worldwide

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 336 WorldCat member libraries worldwide

This monograph describes results of focus group interviews with 53 regular and special education teachers in Tennessee concerning their experience with inclusion of students with disabilities in regular education classrooms. An introduction notes the trend toward inclusion of students with disabilities in regular programs while providing needed special educational support services. Focus group findings indicated that teachers' concerns covered the areas of staff, time, support/commitment, student ratios, role definition, providing meaningful instruction, training, academic standards, funding, and parent conferences. Obstacles and barriers identified by the teachers concerned negative attitudes, lack of training, classroom disruptions, and lack of planning time and funding. Essential factors in successful inclusion included support from administrators, teachers, and parents; adequate funding; and teacher training. Effective strategies/practices were categorized into instructional approaches, management strategies, and attitudes. Participants also noted the effects of inclusion on the classroom climate and reported that the most meaningful inservice training involved teachers visiting successful inclusion programs. The most frequent suggestion for improving teacher preservice training was to increase the number and duration of practicum experiences. Among six recommendations were development of a comprehensive implementation plan prior to beginning an inclusion program and providing teachers with adequate time to plan collaboratively. The interview protocol is appended. (Db)
Long-term trends in student reading performance by Alan Vanneman( Book )

4 editions published in 1998 in English and held by 327 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 327 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 325 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 325 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 Bowman Elementary, a k-5 public school. The school has an enrollment of about 530 students, 73 percent of whom are African American. Sixty-three percent qualify for free or reduced lunch. Interviews, a focus group, and means on the Innovation Configuration Checklist revealed that Bowman Elementary had been highly involved in Quest, from attending network events regularly, to implementing continuous improvement strategies learned during project gatherings, to providing technical assistance to other network schools. Among the conclusions drawn was the observation that the school appears to have possessed several advantages prior to involvement in Quest that helped to support and sustain the school's participation. On the individual level, participants reported that they engaged in more reflection about education, change, and their own contributions to the school than they had prior to involvement. Appendixes include the Quest brochure and framework for continuous improvement, Quest team member individual-interview protocol, faculty group-interview protocol, student focus-group protocol, and questionnaires. (Contains 40 references and 6 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 317 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 extent to which DFSCA-funded programs made a difference in helping states and localities prevent or reduce drug use and some of the effective prevention strategies and programs for use with school-aged youth are examined in this report. Site visits were made to 19 participating school districts to determine: (1) rationale for the adoption or use of chosen program components; (2) content, organization, and delivery of the prevention program; (3) types of evaluations the programs had conducted; and (4) the extent to which districts/schools were able to implement program activities as planned, and why. Key findings are presented under the headings of"Program Content,""Program Staffing", and "Evaluation." Overall, dfsca was successful in encouraging these school districts to establish or expand their school-based prevention programs. Content and quality of the efforts varied. Factors that facilitated implementation, barriers to achieving full implementation, and needs for technical assistance are discussed. Attachments include dfsca as amended in 1989 and a list of "Prevention Specific Curricula" used by the districts under review. (Emk)
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

Forente Stater National Institute of Education. 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 (284)

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