ethanporcaro/eric-fulltext-meta huggingface dataset:
Best Practices in School Mental Health for Attention Deficit/Hyperactivity Disorder
Author: Fabiano, Gregory A.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Attention Deficit Hyperactivity Disorder,Mental Health,School Health Services,Symptoms (Individual Disorders),Intervention,Student Needs,Preschool Education,Elementary Secondary Education,Contingency Management,Homework,Organization,Parent Education,Behavior Modification,Program Effectiveness,Screening Tests,Functional Behavioral Assessment,Evidence Based Practice,Response to Intervention

Children with ADHD comprise one of the most common groups requiring supports from school mental health providers, yet current school structures and special education policies are not optimally situated to support and adapt to the inconsistent behaviors that are the hallmark of children with ADHD. The present paper reviews the evidence base for school mental health interventions for children with ADHD across the preschool, elementary, and middle/high school levels. The preponderance of evidence across meta-analyses, systematic reviews, and practice guidelines support classroom contingency management strategies, with emerging evidence supporting adjunctive training in organizational skills and homework supports. Behavioral parent training is also a supported intervention, but relatively few attempts have been made to evaluate it when integrated into school environments. A comprehensive, integrated approach for treating ADHD in school settings across universal, targeted, and indicated tiers is presented, providing an initial outline of a framework for school mental health treatment that could be utilized by school mental health practitioners. [This paper was published in &quot;School Mental Health&quot; v11 p72-91 2019.]
Why Are Work-Based Learning Experiences Valuable? Issue Brief
Author: Wissel, Sarah
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Vocational Rehabilitation,High School Students,Students with Disabilities,Transitional Programs,Goal Orientation,Job Shadowing,Internship Programs,Youth Employment,Work Experience Programs

The Vermont Division of Vocational Rehabilitation's (DVR's) Linking Learning to Careers (LLC) program provides enhanced work-based learning experiences to help high school students with disabilities as they make the transition to careers or postsecondary education. This brief describes these work-based learning experiences, which are the core component of LLC's enhanced services.
Early Wins for Philadelphia&apos;s First Middle College
Author: Hoffman, Nancy
Date: 2019-08-08
Type: Reports - Descriptive
Subjects: High School Students,College School Cooperation,College Credits,Dual Enrollment,Educational Benefits,Program Design,Student Attitudes,Alignment (Education),Career Development,Partnerships in Education

The Parkway Center City Middle College, Philadelphia's first early/middle college, is overcoming challenges and showing positive early outcomes for students. At Philadelphia's Parkway Center City Middle College, students can step into a college classroom at age 14, and can earn up to 64 credits by the time they graduate. This piece details the school's design and early outcomes, including challenges the administration is facing and reflections from students.
Nudging to STEM Success: Implementation Report
Author: Soricone, Lisa
Date: 2019-09-09
Type: Reports - Descriptive
Subjects: STEM Education,Community Colleges,Two Year College Students,Program Effectiveness,Student Behavior,Academic Persistence,Graduation,Professional Identity,Values,Goal Orientation,Academic Support Services,Student Personnel Services,Barriers,Misconceptions,Intervention,Success,Program Implementation,Telecommunications,Handheld Devices,Information Dissemination

The purpose of this implementation report is to help community college leaders, foundations, and public education policymakers understand the impact that nudges have on student success, especially for students from populations that typically have low rates of college completion. The promising results of the NTSS [Nudging to STEM Success] initiative reflect the opportunities that nudging offers, and they have important implications for future investments in and explorations of behavioral nudges as a way of fostering student success and advancing equity. [Persistence Plus partnered in the development of this report. The report was produced with support from Ryan Kelsey.]
The Investigation of the Attitudes of Teachers towards Using Student Centered Teaching Methods and Techniques
Author: Akdemir, Elif
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Centered Learning,Constructivism (Learning),Teacher Attitudes,Secondary School Teachers,Gender Differences,Intellectual Disciplines,Institutional Characteristics,Middle School Teachers,Foreign Countries,Teaching Experience

The importance given to student-centered teaching methods and techniques is increasing as a reflection of the constructivist approach. This study was conducted with the aim of determining the attitude of teachers working in secondary schools to use student centered teaching methods and techniques and compare it based on the gender, subject, seniority year, and school type variables. The survey method was used in the study. The population of the research is 409 subject teachers who work in the central schools of one city located in the Blacksea Region of the Turkey in the 2017-2018 academic year. 10 middle school were selected using random sampling. 135 teachers participating in the research voluntarily. The data related to the study were obtained by attitude scale for using student centered teaching methods and techniques. Findings indicated that teachers' attitudes towards using student- centered teaching methods and techniques do not change according to gender, school type and seniority year variables. However, according to the subject variable, there was a significant difference in the given importance sub-dimension when there was no meaningful difference in resistance, cost-benefit, positive effects sub-dimensions and scale-wide differences. Further studies should investigate why teachers' attitudes towards using student centered teaching methods and techniques are high in skills lessons than verbal and numerical lessons.
Reducing Mathematics Anxiety: The Ways Implemented by Teachers at Primary Schools
Author: Alkan, Vesile
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Anxiety,Mathematics Instruction,Elementary School Students,Coping,Grade 4,Grade 5,Teaching Methods,Student Motivation,Relevance (Education),Review (Reexamination),Educational Games,Parent Role,Program Effectiveness

This research is an investigation of 'reducing mathematics anxiety: the ways implemented by teachers at primary schools in Turkey'. This study is needed to understand the ways which teachers implement to reduce the level of anxiety that pupils face in mathematics. In order to get sufficient data a qualitative research methodology was preferred in this study. The sample which purposively selected was comprised of fifty teachers teaching 4th and 5th graders at primary schools in Turkey. The results revealed that to reduce pupils' anxiety in mathematics, teachers chose such ways as motivating pupils, making math relevant, reviewing the given topic by examples and exercises, using games and also getting support from parents. It was also found that while using these given strategies, teachers did not evaluate whether pupils' anxiety was reduced. It should be noted that the results of this study is limited with teachers' views and there is a need to look at pupils' views to get fruitful information about the topic and to structure the ways of reducing anxiety in mathematics based on views of both sides.
Misconceptions and Alternative Concepts in Biology Textbooks: Photosynthesis and Respiration
Author: Kose, Esra Ozay
Date: 2009-00-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Biology,Science Instruction,Scientific Concepts,Secondary School Science,Misconceptions,Foreign Countries

Textbooks have a specific importance since they are used as the main instruction material. It is important to know that whether commonly used textbooks are adequate in terms of content and presentation. This study was performed to examine whether chapters on &quot;photosynthesis&quot; and &quot;respiration&quot; in the Biology-3 textbooks, that are used in secondary schools in Turkey are sufficient in terms of scientific content or not. We provide examples of the identified misconceptions along with their more acceptable alternatives. As a result, it was determined that biology-3 textbooks are insufficient in respect of scientific content. We recommend that biology-3 textbooks must be improved by correcting the scientific content.
Unlocking the Nation&apos;s Potential: A Model to Advance Quality and Equity in Education beyond High School
Author: Lumina Foundation
Date: 2019-09-00
Type: Guides - Non-Classroom
Subjects: Educational Quality,Equal Education,Credentials,Postsecondary Education,Models,Access to Education,Education Work Relationship,College Students,Educational Cooperation

In 2018, the Lumina Foundation appointed and convened a Quality Credentials Task Force comprising 22 leaders in education, policy, and workforce development. The task force had two charges. First, it was to explore new ways to assure the quality of a college education and other forms of learning beyond high school. Second, it was asked to develop a broad, conceptual model of credential quality that could lead to the greater equity and quality learning that society needs and students deserve. The group met three times over the course of one year to develop this report and the new conceptual model of credentialing quality at its core. The task force identified three closely related priorities. First, the task force believes that quality and equity are inextricably linked and that new reform efforts must integrate these priorities. Without improved quality, there can be no meaningful equity. Without improved equity, claims for quality ring hollow. Second, the task force determined that effective reform must link institution-based curricular reform with systems and regulatory reforms from federal and state policymakers, consumer protection agencies, employers, accreditors, and associations; this differs from past, sector-specific approaches. Finally, the task force calls for genuine collaboration among leaders from all of these relevant sectors -- the type of engaged cooperation that is essential for any meaningful reform to take root and blossom. The need to expand access to high-quality credentials -- traditional college degrees, certificates, certifications, and other non-degree credentials -- has become increasingly urgent. Unfortunately, the US systems and structures for learning beyond high school and for assuring the quality of credentials were built for a different time and a different student population. The current system has served black, Latino, and American Indian students particularly poorly. Aggressive and intentional efforts to build a more fair and just system -- one that prioritizes students, quality learning, and equity -- are a must. This report offers a new framework for improving equity and quality in learning beyond high school.
Informant Discrepancies in Internalizing and Externalizing Symptoms in an At-Risk Sample: The Role of Parenting and School Engagement
Author: Curhan, Alexa L.
Date: 2019-00-00
Type: Reports - Research
Subjects: Behavior Problems,Symptoms (Individual Disorders),Child Behavior,At Risk Persons,Early Adolescents,Aggression,Coping,Parenting Styles,Student School Relationship,Anxiety,Teacher Attitudes,Parent Attitudes,Student Attitudes,Educational Environment,Family Environment,Grade 7,Middle School Students,Middle School Teachers,Rating Scales,Urban Youth

A number of studies have used variable-centered approaches to examine informant discrepancies on children's behavior problems; however, few such studies have used person-centered approaches to explore patterns of informant discrepancies or correlates of discrepancies in informant symptom ratings. The present study addressed these gaps by examining profiles of informant agreement on internalizing and externalizing symptoms and examining whether two important contextual factors, parenting and school engagement, are associated with profile membership. Data from an at-risk, urban sample of youth participants (N = 346, M age = 12.47 +/- 0.60 years, 56% male, and 75% Black), their caregivers, and one of their teachers were analyzed in the current study. Youth from 20 schools in a Mid-Atlantic state were screened for elevated levels of aggression and were selected to participate in the Early Adolescent Coping Power study. At baseline, youth, caregivers, and teachers reported on youth's internalizing symptoms and caregivers and teachers reported on youth's externalizing symptoms. Caregivers reported on their parenting; youth reported on their school engagement. Two internalizing symptoms profiles were identified: &quot;Low Symptoms Agreement&quot; and &quot;Youth-Reported High Somatization and Anxiety.&quot; Three externalizing symptoms profiles were identified: &quot;Low Symptoms Agreement&quot;, &quot;Teacher-Reported High Externalizing&quot;, and &quot;Caregiver-Reported High Externalizing&quot;. These profiles differed significantly on parenting behaviors and school engagement, shedding light on factors that may underlie informant discrepancies. [This paper will be published in &quot;Journal of Youth and Adolescence.&quot;]
Moving from the Legacy Student Hour toward a Comprehensive Measure of Student Learning: Examining Benefits of a Competency-Based Taxonomy of Learning. Lumina Issue Paper
Author: Uranis, Julie
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Learning,Competence,Postsecondary Education,Evaluation Methods,Taxonomy,Labor Force Development,Workplace Learning,Apprenticeships,Internship Programs,Professional Development,Prior Learning,Military Personnel,Personnel Selection,Recruitment,Knowledge Level,Job Skills,Evaluation,Adjustment (to Environment),Technological Literacy

This publication examines current challenges with the articulation of learning and argues that a new means of articulating learning is necessary. Specifically, drawbacks and inefficiencies developed to accommodate the credit hour measure of student learning are examined. As an alternative, a new competency-based measure of learning is proposed. Benefits of such a system would include: (1) Efficiencies and clarity when transferring between postsecondary institutions; (2) Improved effectiveness of costly prior-learning assessment processes; (3) Simplification of capturing and sharing learning that occurred while serving in the military; (4) Enhancing the effectiveness of competency-based hiring processes, particularly in the contemporary workforce that is global and increasingly values contingent employment; (5) Improved articulation of work-based learning, including apprenticeships and internships; (6) Ability to adapt to existing technology and information systems; (7) Applicability toward digital and analog competency development and management systems; and (8) Adaptability to new, innovative, and global learning models. Further, a new taxonomy of learning, based on an index of competencies, would naturally aid competency-based hiring practices. These opinions are informed by existing literature as well as feedback from thought leaders representing various sectors
A Stronger Nation: Learning beyond High School Builds American Talent. National Report 2019
Author: Lumina Foundation
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Educational Attainment,Race,Ethnicity,Adults

The nation faces an urgent and growing need for talent. To meet that need, many more people must earn college degrees, workforce certificates, industry certifications and other high-quality credentials. That is why Lumina Foundation works to ensure that, by 2025, 60 percent of Americans hold a credential beyond high school -- a quality credential that prepares people for informed citizenship and economic success. Lumina tracks the post-high school educational attainment of Americans ages 25-64. Since 2008, that figure has increased by 10 percentage points. That is progress, but it is not enough to reach 60 percent by 2025. Dramatic action is needed to meet the nation's need for talent. This report looks at the statistics to back up the progress that is needed looking at race and ethnicity, along with state-by-state educational attainment and comparisons.
Implementing Campus District-Charter Partnerships: A Case Study of Promising Practices
Author: New York City Department of Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,School Districts,Charter Schools,Urban Schools,Public Schools,Shared Facilities,Elementary Schools,Literacy,School Culture,Shared Resources and Services

District-Charter Partnerships (DCP) is an initiative that is part of the Equity and Excellence for All agenda established by Mayor De Blasio. Its goal is to support meaningful collaboration between the district and charter sectors in order to increase educator capacity and student learning in all New York City public schools. Campus District Charter Partnerships (CDCP) is one of the principal programs under the DCP umbrella. Spearheaded by the NYC Department of Education's (DOE) Office of School Design and Charter Partnerships and the Office of Campus Governance, the initiative aims to create a stronger collaborative culture between district and charter schools that share a school campus. As part of CDCP, teams of co-located district and charter educators collaborate within three broad areas: improving campus-wide instruction, student engagement, and parent involvement. Participants are asked to develop goals to address these areas based on the data, needs, and culture of each campus. To better understand how schools implemented CDCP, researchers in the DOE's Research and Policy Support Group engaged in a two-year qualitative investigation that involved observations of CDCP activities; interviews with principals, teachers, and CDCP Directors; and an analysis of artifacts from campus teams' work. The results from the research indicate that school teams effectively participated in CDCP by: (1) Building community among campus team members; (2) Determining a shared strategic vision and goals; (3) Developing structures that promote collaborative planning among district and charter educators; and (4) Engaging the larger school community. The case study herein describes how one campus -- K022 -- implemented CDCP by engaging in these four elements, with a particular focus on how they built a culture of literacy across their Brooklyn campus. In addition, this case study documents how engaging in these practices helped K022 build an effective campus team and develop a strong culture of cross-sector collaboration.
State Grant Aid: An Overview of Programs and Recent Research. Policy Report
Author: Gross, Jacob P.
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: State Aid,Grants,Student Financial Aid,Undergraduate Students,State Programs,Student Characteristics,Educational Attainment,Educational Finance,Financial Support,Eligibility,Public Colleges,Private Colleges,Two Year Colleges

Grant aid -- whether based on financial need, merit, or a combination therein -- is the primary form of financial aid awarded by states. States use grant aid to encourage academic preparation, enhance access to postsecondary education, affect students' choice of college, support persistence, and reduce out-of-state migration. State grant aid programs can be distinguished from other sources of grant aid, such as institutional scholarships or tuition discounts as well as the Pell Grant, the federal government's principal need-based program. The purpose of this report is to help policymakers compare their state's grant programs to others and also understand how policy design features relate to student outcomes. First, the report provides context for understanding state grant programs that serve undergraduate students, and then it describes common and distinguishing features of state grant programs by focusing on eligibility requirements, funding sources, and program magnitude, including award amounts and number of recipients. In addition, the characteristics of recipients are considered, including the type of institution attended, family income, race/ethnicity, and enrollment intensity. An overview is then provided of the research findings on the effects of state grants on educational attainment. Finally, implications and recommendations are identified. [This brief examines a critical state policy issue identified through the College Affordability Research Initiative, a collaboration between the Midwestern Higher Education Compact and the National Forum on Higher Education for the Public Good at the University of Michigan.]
What Works for Adult Learners: Lessons from Career Pathway Evaluations
Author: Bragg, Debra D.
Date: 2019-07-00
Type: Reports - Research
Subjects: Adult Learning,Career Development,Adult Students,Nontraditional Education,Student Needs,Postsecondary Education,Equal Opportunities (Jobs),Equal Education,Barriers,Job Training

Traditional education and training models are failing to equip many job seekers--especially people of color and individuals living in low-income communities in urban and rural areas--with the skills and experience they need to succeed in today's workforce. This report is about combining the best evidence, practices, and policies to drive a broader systems reform agenda for what works for adult learners, and trying to improve the persistently low rates at which adults transition into postsecondary credentials and better jobs. It is about finding scalable solutions to help the millions of adult learners who need pathways to economic opportunity. Analyzing the results of career pathway program evaluation studies is essential to understanding how to make wise investments and increase their impact in the future. This project began by identifying large-scale career pathway initiatives that had commissioned rigorous evaluation studies. An initial group of more than 30 reports was ultimately narrowed to 16 studies. Jobs for the Future (JFF) researchers and colleagues from other leading organizations reviewed the evidence from programs that enrolled diverse adult learner populations from 2010 to 2017. The first section of this brief describes the core elements of career pathway programs and systems. The remainder of the report presents the research results, conclusions, and recommendations. Appendix A contains a full methodology, including contributors to the research project. Appendix B contains lists of the 16 studies broken down by these focus areas: pathway entry, integrated training, and career progression. [This report was written with Barbara Endel, Nate Anderson, Lisa Soricone, and Erica Acevedo.]