ethanporcaro/eric-fulltext-meta huggingface dataset:
The Complementary Roles of the School Nurse and School Based Health Centers. Position Statement
Author: Ondeck, Lynnette
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Role,School Health Services,Health Facilities,Clinics,Medical Services,Child Health,Cooperation,Position Papers

It is the position of the National Association of School Nurses (NASN) that the unique combination of school nursing services and school-based health centers (SBHCs) facilitate positive health outcomes for students. The registered professional school nurse (hereinafter referred to as school nurse) is responsible for management of the daily health needs of the student population. SBHCs, operating as medical clinics, complement the work of school nurses by providing a readily accessible referral site for students who are without a medical home. School nurses work collaboratively with SBHCs to provide an array of health services to keep students healthy, in school, and ready to learn. School nurses and SBHCs both function as health safety nets for children in need (Robert Wood Johnson Foundation [RWJF], 2010; Bavin, 2012) and should collaborate to provide comprehensive health care to students. [This document replaces the Position Statement &quot;The Role of the School Nurse and School-Based Health Centers&quot; (Adopted: June 1986; Revised: June 1996, June 2001, January 2011) (ED540407).]
New Instruments for Studying the Impacts of Science Teacher Professional Development
Author: Trygstad, Peggy J.
Date: 2014-03-00
Type: Reports - Research
Subjects: Science Teachers,Faculty Development,Program Evaluation,Program Effectiveness,Teacher Surveys,Test Construction,Elementary School Teachers,Middle School Teachers,Classroom Observation Techniques,Pedagogical Content Knowledge,Knowledge Level,Teacher Attitudes,Teaching Methods,Academic Achievement,Learning Theories,Item Response Theory,Interviews,Questionnaires,Secondary School Teachers,Factor Analysis

The logic model that implicitly drives most professional development (PD) efforts asserts that PD leads to changes in teacher knowledge and beliefs, which leads to improved classroom practice, and ultimately, better student outcomes. However, efforts to study the impacts of PD programs are often hampered by the scarcity of high-quality instruments. This paper describes the development of a set of learning-theory aligned instruments including: coupled teacher and student content assessments that measure conceptual understanding in each of four topics at two different grade levels (upper elementary and middle school); a survey of teacher beliefs about effective science instruction; and a classroom observation protocol. These instruments have been used in a number of research and evaluation projects to study professional development and its impact on teacher content knowledge, beliefs, classroom practices, and/or student achievement.
Formative Assessment for Next Generation Science Standards: A Proposed Model. Resource Paper No. 16
Author: Herman, Joan L.
Date: 2013-00-00
Type: Reports - Research
Subjects: Formative Evaluation,Science Education,Academic Standards,Models,Accountability,Educational Practices,Student Educational Objectives,Classification,Outcomes of Education,Student Motivation,Self Motivation,Metacognition,Science Tests

Historically, educational policymakers have focused on and invested heavily in accountability testing of &quot;learning&quot; to leverage improvement in student learning. Through accountability testing, policy makers aim to communicate standards, establish performance goals, provide data through which educators can analyze and improve school programs and student performance, and establish incentives and sanctions to motivate action. Today, however, there is growing recognition of the limitations of accountability testing of learning, and wide acknowledgment and accumulating evidence of the crucial role that formative assessment--&quot;assessment for learning&quot;--can play in helping all students achieve rigorous standards. This paper pairs an in-depth exploration of current formative assessment practices and research with guidance on application of the presented conceptual model to the Next Generation Science Standards (NGSS). The paper includes a selective review of diverse literature focused on effective formative assessment practice, and uses this literature to describe and justify a proposed model. The paper highlights special considerations for, and provides examples of the model's application in Next Generation Science Standards. Implications for the design of coherent assessment systems that support student learning are included.
Labor Intensive or Labor Expensive? Changing Staffing and Compensation Patterns in Higher Education. Issue Brief
Author: Desrochers, Donna M.
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Finance,Employment Patterns,Compensation (Remuneration),Expenditures,Tuition,College Faculty,College Administration,Administrators,Economic Climate,Public Colleges,Private Colleges,Labor Force,Professional Personnel,Student Personnel Services,Part Time Faculty,Teaching Assistants,Teacher Salaries

Skyrocketing college tuitions and trillion-dollar student loan debt have put college and university spending in the spotlight. Policymakers, parents, and students are asking why tuitions at public four-year colleges and universities have soared nearly 160 percent since 1990 and how this is affecting the higher education workforce. This report looks at long-term employment changes on college and university campuses during the past two decades and examines fluctuations in faculty staffing patterns, growth in administrative positions, and the effects of the recent recession on long-standing employment trends. It goes beyond other studies (Zaback, 2011; Bennett, 2009) to explore the effects of these staffing changes on total compensation, institutional spending patterns, and ultimately tuitions. An appendix contains four table: (1) Average headcount and full-time equivalent (FTE) employees per 1,000 FTE students, 1990-2012; (2) Number of employees by job classification, 1990-2012; (3) Average number of employees per 1,000 full-time equivalent (FTE) students, by job classification, 1990-2012; and (4) Change in wage and salary expenditures per total FTE staff, FY 2002-FY 2010.
The Patient Protection and Affordable Care Act: The Role of the School Nurse. Position Statement
Author: Combe, Laurie G.
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Health Services,School Nurses,Role,Access to Health Care,Costs,Health Insurance,Child Health,Position Papers

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) serves a vital role in the delivery of health care to our nation's students within the healthcare system reshaped by the Patient Protection and Affordable Care Act of 2010, commonly known as the Affordable Care Act (ACA). This law presents an opportunity to transform the healthcare system through three primary goals: expanding access, improving quality and reducing cost (U. S. Government Printing Office, 2010). School nurses stand at the forefront of this system change and continue to provide evidence-based, quality interventions and preventive care that, according to recent studies, actually save healthcare dollars (Wang et al., 2014). NASN supports the concept that school nursing services receive the same financial parity as other healthcare providers to improve overall health outcomes, including insurance reimbursement for services provided to students. [This document replaces the Position Statement &quot;Health Care Reform&quot; (Adopted June 2006, Revised June 2010).]
Environmental Health in the School Setting: The Role of the School Nurse. Position Statement
Author: McDowell, Bernadette Moran
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Public Health,Environmental Influences,Environmental Standards,Environmental Education,Sustainability,Health Promotion,School Health Services,Elementary Secondary Education,Position Papers

Environmental health is a branch of public health that is concerned with all aspects of the natural and built environment. The World Health Organization (WHO) defines environmental health as those aspects of human health and diseases that are determined by factors in the environment. It also refers to the theory and practice of assessing and controlling factors in the environment that can potentially affect health (WHO, 2011). It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is the health expert in the school setting. With a public health focus, the school nurse has the educational and clinical background required to understand the issues of environmental health in the school setting and is in a prime position to advocate for a sustainable healthy school environment. [This document replaces the Issue Brief &quot;Environmental Health Concerns in the School Setting&quot; (June 2012).]
School-Sponsored Before, After and Extended School Year Programs: The Role of the School Nurse. Position Statement
Author: Clark, Elizabeth
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: School Nurses,School Health Services,Comprehensive School Health Education,Delivery Systems,Facilitators (Individuals),Access to Health Care,Role Perception,Elementary Secondary Education,Position Papers,After School Programs,Extended School Year

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) has the educational and clinical background to coordinate the necessary school health services to provide students with the same health, nutrition, and safety needs while attending school-sponsored before, after, and extended school year programs as the students receive during the traditional school day/year. In 2010, the White House Task Force on Obesity called for an increase in access to safe supervised physical activities beyond the school day (White House Task Force on Childhood Obesity Report to the President, 2010); and, as these programs have expanded, the necessity for providing quality, effective healthcare services during these hours has developed. As the expert in school health services delivery models of health care, the school nurse is an essential facilitator for student access to these programs. The school nurse plays a vital role in preparing the school-sponsored before and after school and extended school year program personnel with the necessary resources to respond to a health emergency. [This document replaces the Issue Brief &quot;Care in Extended School Year Before and After School Programs&quot; and the &quot;Responsibilities of the School Nurse. A School Nurse All Day, Every Day&quot; (Adopted June 2003; Revised June 2012).]
Trends in College Spending: 2001-2011. A Delta Data Update
Author: Desrochers, Donna M.
Date: 2014-07-00
Type: Numerical/Quantitative Data
Subjects: Costs,Higher Education,Colleges,Expenditures,Income,Research Universities,Private Colleges,Public Colleges,Community Colleges,Tuition,Economic Climate,Resource Allocation,Financial Support,Paying for College,Academic Degrees,Productivity,Databases,Donors,Private Financial Support,Federal Aid,State Aid,Grants,Bachelors Degrees,Masters Degrees,Operating Expenses,Student Personnel Services,Academic Support Services,Research,Instruction,Expenditure per Student

This &quot;Trends in College Spending&quot; update presents national-level estimates for the &quot;Delta Cost Project&quot; data metrics during the period 2001-11. To accelerate the release of more current trend data, however, this update includes only a brief summary of the financial patterns and trends observed during the decade 2001-11, with greatest attention given to recent changes between fiscal year (FY) 2010 and FY 2011. A summary of findings indicates: (1) Four years after the Great Recession began, higher education appeared to have weathered the worst of the financial storm. By 2011, the free-fall in state funding per student had eased at public colleges and universities, and average revenues per student were steady or increasing at both public and private four-year institutions; (2) Spending declines had also more or less stabilized. Yet public and private research universities still showed cutbacks in education-related spending during 2011, despite posting larger revenue increases than other types of institutions. Institutional support spending was reigned in as four-year institutions continued to invest in non-instructional student services--although sometimes at the expense of instructional spending. Community colleges continued to show the greatest financial strain across higher education (even amid slower enrollment growth), with declines in revenue per student accompanied by widespread spending cuts; and (3) As in years past, students paid an ever-larger share of the costs institutions incur to provide a college education--particularly students enrolled at public colleges and universities--as cuts in institutional subsidies persisted across most types of institutions. However, degree productivity began to rise again at public institutions in 2011, accompanied by progress in lowering overall production costs per degree. Private institutions were less successful in boosting degree productivity and controlling costs per degree in 2011 but made longer-term gains in degree productivity, if not costs, over the decade. [See earlier &quot;Trends in College Spending&quot; reports: 1998-2008 at ED539421 and 1999-2009 at ED539420.]
Individualized Healthcare Plans: The Role of the School Nurse. Position Statement. Revised
Author: McDowell, Bernadette Moran
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Health Services,Individualized Programs,Individualized Family Service Plans,Program Development,Program Descriptions,Design Requirements,Position Papers

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse), in collaboration with the student, family and healthcare providers, shall meet nursing regulatory requirements and professional standards by developing an Individualized Healthcare Plan (IHP) for students whose healthcare needs affect or have the potential to affect safe and optimal school attendance and academic performance. Because health conditions can be complex and unfamiliar to school staff and the student's requirement for nursing care can be frequent and sometimes emergent, accurate and adequate documentation of chronic medical conditions and individual needs is critical (Lyon, 2012). Development of IHPs is a nursing responsibility, based on standards of care regulated by state nurse practice acts and cannot be delegated to unlicensed individuals (National Council of State Boards of Nursing [NCSBN], 2005). It is the responsibility of the school nurse to implement and evaluate the IHP at least yearly and as changes in health status occur to determine the need for revision and evidence of desired student outcomes.
School Nurse Workload: Staffing for Safe Care. Position Statement
Author: Dolatowski, Rosemary
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Work Environment,School Health Services,Staff Utilization,Child Safety,Child Health,Evaluation,Position Papers

It is the position of the National Association of School Nurses (NASN) that daily access to a registered professional school nurse (hereinafter referred to as a school nurse) can significantly improve students' health, safety, and abilities to learn. To meet the health and safety needs of students, families, and school communities, school nurse workloads should be determined at least annually, using student and community specific health data. [This document replaces the position statement &quot;Caseload Assignments&quot; (Adopted June 1982, revised June 1995, July 2004, June 2006, 2010).]
The Use of Restraints or Seclusion in the School Setting. Position Statement
Author: Clark, Elizabeth
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Discipline,Injuries,Death,School Nurses,Role,Child Safety,Child Health,Well Being,Position Papers

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is an essential advocate for the health and well-being of all students. Promoting a safe and secure environment is vital to the educational success and emotional development of children. The use of restraints or seclusion can potentially cause injury or death and therefore should only be used as a brief intervention where there is the risk of imminent danger to the child, staff, or classmates (Mohr, LeBel, O'Halloran, &amp; Preustch, 2010; USDE, 2012). [This document replaces the Consensus Statement &quot;The Use of Restraints or Seclusion in the School Setting&quot; adopted 2009, revised March 2013.]
Unlicensed Assistive Personnel: Their Role on the School Health Services Team. Position Statement
Author: Rose, Kathleen C.
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Allied Health Personnel,Role,School Health Services,School Nurses,Position Papers

It is the position of the National Association of School Nurses (NASN) that, where laws permit, unlicensed assistive personnel (UAP) can have valuable and necessary roles as assistants to school nurses. It is the professional responsibility of the registered professional school nurse (herein after referred to as school nurse) to identify UAP in the school setting and to train, evaluate for competency, monitor and supervise the selected individuals. The school nurse is accountable for ensuring continued competency of UAP beyond the initial documented training and for maintaining competency to provide health services to individual students according to individualized healthcare plans (IHPs) and/or district policies. [This document replaces the position statement &quot;Unlicensed Assistive Personnel: The Role on the School Nurse&quot; (Adopted 2002, revised January 2011).]
Leadership Succession Planning in Catholic Education: An Ongoing Plan for Leadership Development, Identification, and Selection
Author: Fitzgerald, Mary
Date: 2014-06-01
Type: Reports - Evaluative
Subjects: Religious Education,Catholic Educators,Instructional Leadership,Administrative Change,Educational Planning,Promotion (Occupational),Personnel Selection,Guidelines

The fundamental elements of successful leadership succession in any organization are recognizing the inevitability of leadership change and the necessity of a plan for leadership succession. This book provides a rationale and planning guideline for board chairs, superintendents, and superiors of religious communities to use when the need arises to hire a new leader. The tools presented are an adaptation of typical leadership succession planning utilized in other professional educational models, non-profit organizations, and public and private businesses.
Details from the Dashboard: Estimated Number of Public Charter Schools &amp; Students, 2014-2015
Author: National Alliance for Public Charter Schools
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,Geographic Location,Enrollment Trends,School Closing,Computation

During the 2014-15 school year, almost 500 new public charter schools opened. An estimated 348,000 additional students were attending public charter schools in the 2014-15 school year compared with the previous school year. With the addition of new charter schools and students, there are now more than 6,700 public charter schools enrolling about 2.9 million students throughout the country. The four percent growth in the number of operating public charter schools and 14 percent growth in public charter school student enrollment from the 2013-14 to 2014-15 school years demonstrates parents' demand for high-quality educational options. While the public charter school movement saw many new schools open, there were also more than 200 charter schools that ceased operation. The school closures during this school year provide evidence that the accountability part of the charter school model is being upheld. &quot;National Alliance for Public Charter Schools&quot; contacts state departments of education and state charter school associations each year to gather information about the public charter schools that opened and closed during the academic year, but report numbers presented in this report are estimates.
District of Columbia Public Schools: School Year 2014-2015. Parental Right to Know Guide
Author: District of Columbia Public Schools
Date: 2014-08-01
Type: Reports - Descriptive
Subjects: Parent Rights,Access to Information,Public Schools,Guides,Legislation,Civil Rights,Age Discrimination,Federal Legislation,Equal Opportunities (Jobs),Educational Legislation,Gender Discrimination,Sex Fairness,Disabilities,Equal Education,Social Discrimination,Educational Discrimination,Elementary Secondary Education,Teacher Qualifications,Paraprofessional School Personnel,Employment Qualifications,Student Records,Student Rights,Homeless People,English Language Learners,Elementary Schools,Middle Schools,High Schools,Special Schools,School Choice,Grievance Procedures,Parent Participation,Educational Policy

School-Parent Compacts are a component of school-level parental involvement policies, and must be developed by the school, teacher, and parents as a description of how parents, the entire school staff, and students themselves will work together for improved student academic achievement. This District of Columbia Public Schools School Year 2014-2015 &quot;Parental Right to Know Guide&quot; informs parents on their rights with regard to topics like: Non-Discrimination, Non-Retaliation, Americans with Disabilities, DC Flexibility Waiver, Teacher and Paraprofessional Qualifications, Educational Rights for Homeless Children, and English Language Learners. Additional topics are covered to keep families and DC schools working together and to provide direction when complaint resolution is requested.