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Descriptors:
Fuels; Site Selection; Facilities; Case Studies; Rural Development; Incentives; Resistance (Psychology); Politics

Abstract:
Prior studies of ethanol location rest on the assumption that ethanol producers are economic free agents--evaluating sites as if all counties are contenders for their business, weighing the availability of feedstocks along with their infrastructure needs, operating without ties to localities, and being subject to enticement from policy incentives. We analyze the political-economic process through which ethanol plants come into communities by examining plant location decisions, plant financing, community receptivity toward the plant, local government incentives, and the dynamics of the approval process. We use case studies of ethanol plants in Wisconsin to explore the economic, social, and political dynamics of ethanol plant location. Our case studies provide evidence in support of some findings in the ethanol location literature--such as the importance of access to corn; however, they also suggest site selection criteria not adequately addressed by the literature. Furthermore, our data suggest that capital may not be as mobile as location theory assumes it to be and that location decisions are not primarily determined by consideration of profit maximization. Instead, the location of ethanol plants is greatly influenced by the extent to which the original initiators of the plant are locally embedded in its host community. Our research answers Barkley and McNamara's (:45) call for a return to a case studies approach in order to develop "reliable insights into the location process." (Contains 1 table and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mixed Methods Research; Sampling; Site Selection; Case Studies; Educational Policy; Educational Research; Educational Change; State Legislation; Public Schools; High Schools

Abstract:
The flexibility of mixed methods research strategies makes such approaches especially suitable for multisite case studies. Yet the utilization of mixed methods to select sites for these studies is rarely reported. The authors describe their pragmatic mixed methods approach to select a sample for their multisite mixed methods case study of a statewide education policy initiative in the United States. The authors designed a four-stage sequential mixed methods site selection strategy to select eight sites in order to capture the broader context of the research, as well as any contextual nuances that shape policy implementation. The authors anticipate that their experience would provide guidance to other mixed methods researchers seeking to maximize the rigor of their multisite case study sampling designs. (Contains 4 figures, 2 tables, and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Validity; Bias; Computation; Outcome Measures; Site Selection; Intervention; Reading Programs; Federal Programs; Educational Research; Program Effectiveness

Abstract:
While there has been some increasing interest in external validity, most work to this point has been in assessing the similarity of a randomized trial sample and a population of interest (e.g., Stuart et al., 2010; Tipton, 2011). The goal of this research is to calculate empirical estimates of the external validity bias in educational intervention evaluations that can result from selecting sites purposively. This will help researchers and funding agencies understand the implications of purposive site selection. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (223K)

Descriptors:
United States History; History Instruction; Elementary Secondary Education; Grants; School Districts; Academic Achievement; Knowledge Base for Teaching; Knowledge Level; Teacher Characteristics; Teacher Attitudes; Student Evaluation; School Statistics; Educational Indicators; Program Evaluation; Faculty Development; Evidence; Research Methodology; Site Selection; Evaluators; Museums; Program Effectiveness

Abstract:
In 2001, Congress established the Teaching American History (TAH) program, which seeks to improve student achievement by improving teachers' knowledge, understanding, and appreciation of traditional American history as a separate subject within the core curriculum. Under this program, grants are awarded to local education agencies (LEAs), which are required to partner with one or more institutions of higher education, nonprofit organizations, libraries, or museums. Grant funds are used to design, implement, and demonstrate innovative, cohesive models of professional development. In addition, grantees have been required to conduct project-level evaluations and have been encouraged to provide evidence of gains in student achievement and teacher content knowledge. The U.S. Department of Education ("the Department") has awarded TAH grants annually since 2001, building to a cumulative total of approximately 1,000 TAH grants worth over $900 million. Grantees have included school districts in all 50 states, the District of Columbia, and Puerto Rico. The current TAH study, which began in 2007, focuses on the 2004, 2005, and 2006 grantee cohorts, a total of 375 grantees. This study, conducted by Berkeley Policy Associates and SRI International, addresses the following questions: (1) Is it feasible to use states' student assessment data to conduct an analysis of TAH effects on student achievement?; (2) What is the quality of TAH grantee evaluations?; and (3) What are strengths of TAH grantees' program designs and implementation? The Teaching American History program has allowed for productive collaborations between the K-12 educational system and historians at universities, museums, and other key history-related organizations. Respondents at 16 case study sites consistently reported that history teachers, who generally are offered fewer professional development opportunities than teachers in other core subjects, have deepened their understanding of American history through the TAH grants. Overall, participants lauded the high quality of the professional development and reported that it had a positive impact on the quality of their teaching. Teachers reported that they have increased their use of primary sources in the classroom and developed improved lesson plans that have engaged students in historical inquiry. Extant data available for rigorous analyses of TAH outcomes are limited. TAH effects on student achievement and teacher knowledge could not be estimated for this study. Grantee evaluations that were reviewed lacked rigorous designs, and could not support a meta-analysis to assess the impact of TAH on student achievement or teacher knowledge. However, many of the project-based assessments under development by grant evaluators show potential and could be adapted for more widespread use. Given the limitations of state assessments in American history, these project-developed measures are worthy of further exploration and support. Case study research did not find associations between TAH practices and outcomes but found key areas in which TAH program practices aligned with principles of quality professional development. The case studies found grantees to be implementing promising professional development programs that built on multifaceted partnerships, balanced history content with pedagogy, and fostered teacher networks and learning communities. In addition, some grantees and their evaluators were developing promising approaches to teacher and student assessment in American history. However, the case studies also found that Teaching American History grants often lacked active support from district or school administrators and were not well integrated at the school level. Grantees struggled to recruit a diverse range of teachers, particularly less experienced history teachers and those most in need of support. Overall, the findings of this evaluation suggest a need for increased guidance for TAH grantee evaluations, teacher recruitment, and integration of the grants into ongoing school or district priorities. Appended are: (1) Case Study Site Selection and Site Characteristics; and (2) Evaluation Review Additional Technical Notes and Exhibits. (Contains 6 exhibits and 11 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Equal Education; Site Selection; Arts Centers; Data Collection; Public Policy; Teaching Methods; Multiple Literacies; Community Programs; Media Literacy; Critical Literacy; Technological Literacy; Evaluation Methods; Qualitative Research; Program Evaluation; Educational Indicators; Art Education; Case Studies; Interviews; Content Analysis; Youth Programs; Observation

Abstract:
Educational paradigm shifts call for 21st century learners to possess the knowledge, skills, abilities, values, and experiences associated with multiple forms of literacy in a participatory learning culture. Contemporary educational systems are slow to adapt. Outside of school, people have to be self-motivated and have access to resources in order to gain media production experiences. Community-based media centers join arts and culture with technology and computing while addressing issues of social justice, access equity, and public policy. These agencies function as community technology centers and can be complex organizations, existing in many forms, each with unique characteristics as well as fundamental commonalities. The goal of this study was to learn if and how community technology centers foster learning in multiple forms of literacy. Three forms of literacy were identified: technological, media, and critical. To move beyond the phenomenological approach to understanding teaching and learning practices, the objective was to develop an evaluation protocol that would capture the rich ecological context of the organization with qualitative indicators of the unique aspects of each center, as well as objective, measurable factors aspects common to all. This study was conducted in two phases. Phase One was the creation of the protocol including indicators of multiple literacies, a site selection matrix, and a data collection guide. Phase Two was piloting of the evaluation protocol to develop a foundational case to be used for future comparisons. In Phase One, indicators of multiple literacy learning were devised relevant for 21st century learners. These indicators were aligned specifically with organizational, programmatic, and production activities within a community media arts center. The site selection instrument was developed as a means to pre-screen sites for the likelihood of multiple literacy learning experiences. The data collection guide was aligned with the ecological context taking a broad view of the organization, moving in closer to learn about various programs, then focusing on one production experience. In Phase Two, a case study was created of Media Bridges, Cincinnati, Inc. through analysis of public data and internal reports, interviews with staff and youth participants, and observation of a weeklong production camp. Findings from the case study showed indications of multiple forms of literacy learning at the organizational, program, and production levels within the ecological context. The protocol captured an organization that demonstrated its mercurial nature as they pro-actively and purposefully shifted methods of operation during a time of crisis while striving to retain their commitment to the mission of providing the education, equipment, and environment for the public to express themselves through media. Implications of this research include: an understanding of ecological contexts that foster multiple literacy learning and participatory culture; an exploration of learning systems designs outside of traditional educational structures; development of an evaluation protocol to systematically research community technology centers and media arts organizations as alternative educational venues; research-based knowledge to strengthen the voice of community media organizations as they contribute to educational and media policy; and movement toward access equity in education and the public discourse. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Instruction; Educational Change; Research Methodology; Site Selection; Experimental Groups; Control Groups; Sampling; Elementary School Science; Elementary Schools; Middle Schools; Scores

Abstract:
The present paper describes the recruitment and site selection process that has been underway since January 2011, with particular emphasis on the use of Mahalanobis distance score to determine matched pairs of sites prior to randomization to treatment and control groups. Through a systematic winnowing process, the authors found that they could reduce the number of potential matching variables from more than 100 to just 11 matching variables. By computing Mahalanobis Distance scores for each eligible school, and discussing the results as a team, they were able to identify a set of matched pairs that, when randomly assigned to their two treatment conditions, produced two sets of schools that were well matched on the relevant variables, i.e., represented a level playing field for the RCT in North Carolina. They will use the same process to match and randomly assign schools in their other two regions. They hope that other researchers engaged in similar work will find this account useful. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (214K)

Descriptors:
Research Design; Effective Schools Research; Site Selection; School Effectiveness; Program Effectiveness; School Districts; Institutional Characteristics; Models; Research Methodology; Evaluation Methods; Demography; Statistical Analysis; Educational Administration; Educational Assessment

Abstract:
Purpose: District effectiveness research (DER) is an emerging field concerned with identifying the organizational structures, administration, and leadership practices at the school district level that help districts find success with all of their students across the schools within the system. This work has mirrored much of the early school effectiveness research (SER). However, to date across the DER literature, site selection for in-depth studies of districts deemed "effective" has been haphazard and nonsystematic. This is problematic given the long history of critiques centered on site selection in SER. The purpose of this study is to address and adapt the critiques from SER to a method of site selection for DER and test the method using a large multiyear data set to identify districts that are significantly unusual and effective. Research Design: A two-level hierarchical linear growth model that nests multiple time points per district (Level 1) within districts (Level 2) was used to predict gains in district achievement for all school districts in the state of Ohio during a 7-year period, 2001-2002 through 2007-2008. Findings: Districts that statistically significantly outperformed their predicted gains in achievement, controlling for background and demographic variables over the period, are identified as possible sites for in-depth qualitative studies for DER in comparison to districts performing at the norm. Conclusions: This study proposes and tests a method for district identification in DER that addresses the critiques from SER through controlling for achievement covariates, modeling district gains over time, and examining the population of districts within an entire state. (Contains 1 note, 2 tables, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Site Selection; Computer Software; Information Systems; Spatial Ability; Geographic Information Systems; Students

Abstract:
The authors developed and implemented a project for high school geography students that modeled the processes in a site selection analysis using Geographic Information Systems (GIS). They sought to explore how spatial thinking could be fostered by using the MyWorld GIS software that was designed specifically for educational uses. The task posed for the students was to: (1) perform a site selection analysis using GIS to determine the best location for a new business of their choice; and (2) present and justify their ideal location with a PowerPoint presentation. The authors divided the project into four parts that were completed during the course of three 80-minute "block" class periods. Students were given a hand-out with "Think About" and "To Do" prompts for each part and a "Proposal Checklist" on which to record their responses. The MyWorld software proved to be a valuable--though not perfect--tool for this project. Overall, most students found the software easy to use, but they were understandably frustrated when their computers crashed as they ran analyses. The results of this project reveal much about spatial thinking with GIS. Most importantly, the project demonstrates that a powerful geo-analysis tool can be used successfully in a classroom to promote students' spatial thinking. (Contains 1 table and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Internship Programs; Best Practices; Athletics; Academic Accommodations (Disabilities); Administrator Education; Federal Legislation; Compliance (Legal); Supervisory Methods; Site Selection; Instructional Design; Educational Responsibility; Physical Education; Special Needs Students

Abstract:
Practica, internships, and mentorships are vital for the development of capable and productive graduates of preprofessional academic programs, including sports management and sports administration programs. College students with disabilities, including those in sports management and sports administration programs, who are preparing to enter their professional careers, face all of the challenges of entry into the job setting and may also have other issues that add to the difficulty of their transition. Faculty and staff who are in charge of sports management internship programs may find it difficult to provide proper services and accommodations. The purpose of this article is to provide a brief overview of relevant laws and requirements related to students with disabilities, as well as to discuss some of the best practices for providing the accommodations and supports necessary for creating the best educational outcomes for sports administration students with disabilities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Delivery Systems; Intermode Differences; Performance Factors; Change Strategies; Decision Making; Teacher Surveys; Questionnaires; Site Selection; Site Analysis; Foreign Countries

Abstract:
This paper reports the findings of a study of Multiple Modes of Delivery in Australian universities that was commissioned by Australian Universities Teaching Committee over the period 2001-2004. The project examined and described the various means of educational delivery deployed by Australian universities. It identified the pedagogical, organisational and environmental factors impacting on university decisions to diversify course delivery across more than one location or mode. In this paper the authors report briefly on the first matter--the modes of delivery employed by Australian Universities. The paper focuses on the second issue--factors influencing university decision-making about modes of delivery. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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