WorldCat Identities

Educational Resources Information Center (U.S.)

Overview
Works: 14,670 works in 17,846 publications in 1 language and 920,745 library holdings
Genres: Periodicals  Bibliography  Directories  Reference works  Abstracts  Bibliographies  Catalogs  Longitudinal studies  Case studies  Handbooks and manuals 
Roles: Other, Editor, 984, 981, Publisher
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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 )

62 editions published between 1968 and 2001 in English and held by 1,849 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 754 WorldCat member libraries worldwide

Resources in education( )

in English and held by 710 WorldCat member libraries worldwide

"A monthly abstract journal announcing recent report literature related to the field of education."
Current index to journals in education : CIJE( )

in English and No Linguistic content and held by 691 WorldCat member libraries worldwide

Serves as an index to Eric reports [microform]
ERIC : [Education Resources Information Center]( )

in English and held by 604 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 499 WorldCat member libraries worldwide

Catalog of ERIC clearinghouse publications( )

in English and held by 463 WorldCat member libraries worldwide

Research in education by Educational Research Information Center (U.S.)( )

in English and Undetermined and held by 456 WorldCat member libraries worldwide

Striving for excellence( Book )

in English and held by 408 WorldCat member libraries worldwide

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

9 editions published in 1990 in English and held by 399 WorldCat member libraries worldwide

ERIC : [documents on microfiche]( )

in English and No Linguistic content and held by 372 WorldCat member libraries worldwide

Microfiche collection issued by the Educational Resources Information Center which selects, indexes, and abstracts documents and reports dealing with education and educational research
ERIC directory of education-related information centers( )

in English and held by 358 WorldCat member libraries worldwide

Creating employment opportunities : self-advocacy( Book )

4 editions published in 1993 in English and held by 344 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)
Directory of ERIC information service providers( )

in English and held by 342 WorldCat member libraries worldwide

Lists organizations that provide individuals with access to the ERIC database and related resources
Long-term trends in student writing performance by Alan Vanneman( Book )

4 editions published in 1998 in English and held by 341 WorldCat member libraries worldwide

Understanding the principal's contribution to instruction : seven principals, seven stories : case #4, Grace Lancaster, principal of an urban junior high school by David C Dwyer( Book )

4 editions published in 1985 in English and held by 340 WorldCat member libraries worldwide

This case study presents findings from a year-long ethnographic study of a suburban elementary school principal. It concludes one of seven studies conducted in elementary and intermediate schools in urban, suburban, and rural settings to investigate the instructional management role of principals. Although previous research offers disparate viewpoints about the potency of principals as instructional leaders and managers, this series finds that principals can significantly alter their schools' instructional systems and students' social and academic experiences. Using observations of principals' activities and interviews with students and staff, the seemingly chaotic behavior of principals may be construed as purposive. Activities comprise nine categories (goal setting and planning; monitoring; evaluating; communicating; scheduling, allocating resources, and organizing; staffing; modeling; governing; and filling in). The purposes or targets behind principals' activities include work structure, staff relations, student relations, safety and order, plant and equipment, community relations, institutional relations, and institutional ethos. Principal Jonathan Rolf's routine behaviors chiefly involved acts of communication; monitoring; scheduling, allocating resources, and organizing; monitoring; governing; filling in; and goal setting and planning. Rolf's primary target was work structure. In a contentious setting, Rolf acted as a buffer between teachers and parents and nurtured students oppressed by parental aspirations. His instructional leadership task was to maintain the status quo. (Contains 64 references.) (Mlh)
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 338 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)
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 335 WorldCat member libraries worldwide

This report is a descriptive analysis of the tribal Even Start Literacy Program and of families served in 1995-96. Eight of 9 tribal Even Start projects funded in 1995-96 are described and compared to 563 projects reporting nationwide (out of 576 total). Grants were awarded to federally recognized American Indian tribes or tribal organizations to help parents become full partners in their children's education, assist children in reaching their potential as learners, and provide literacy training to parents. Reporting projects averaged 31 families, providing early childhood education, parenting education, adult basic education, ged preparation, and English as a second language. Families averaged 5.l members, with at least 1 eligible child aged 0-7; 58 percent of families had annual incomes below $9,000; and 67 percent of parents lacked a high school diploma or ged. Chapter 1 of this report introduces the tribal 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, and economic status; parents' education 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. Includes 44 data tables. (Author/SV)
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 333 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)
Analytic issues in the assessment of student achievement : proceedings from a research seminar( Book )

2 editions published in 2000 in English and held by 287 WorldCat member libraries worldwide

 
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Thesaurus of ERIC descriptors
Covers
Alternative Names

controlled identityEducational Research Information Center (U.S.)

E.R.I.C.

E.R.I.C. (Educational Resources Information Center (U.S.))

EA 3083

Education Resources Information Center (É.-U.)

Education Resources Information Center (Estados Unidos)

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

Entrepôts, Représentation et Ingénierie des Connaissances

ERIC

ERIC. [a]

ERIC (Educational Research Information Center : USA)

ERIC (Educational Resources Information Center (U.S.))

ERIC (Educational Resources Information Center : USA)

Estados Unidos. Education Resources Information Center

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

Languages
English (286)