ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Undertow: Innovative Responses to Labour Market Disadvantage and VET
Author: Bretherton, Tanya
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Disadvantaged,Labor Market,Employment,Vocational Education,Barriers,Access to Information,Readiness,Supply and Demand,Education Work Relationship,Innovation,Social Networks,Adjustment (to Environment),Case Studies,Foreign Countries

An Australian Government priority is to increase productivity by moving people from welfare into employment. Policy on this issue is difficult to develop because of the complexities surrounding both under- and unemployment. This report considers underutilisation from two different perspectives. Not only does it contemplate the issue from the supply side--getting individuals ready to enter the labour market--it considers the readiness of the labour market itself to absorb labour. In the author's consideration of the role of intermediaries and vocational education and training (VET) in supporting workforce participation for underutilised groups, the following key findings emerge: (1) Barriers to labour market participation can be categorised in two ways: (a) a state of information asymmetry, whereby those not in the labour force lack information about employment and options for accessing employment; and (b) a compromised state of labour market readiness, whereby those job seekers who are marginalised by the labour market are less ready to undertake employment. This paper argues that labour market readiness also incorporates the labour market itself, which may not be ready to absorb labour from these marginalised groups; (2) Successful intermediaries illustrate that both demand and supply factors must feature in order to provide successful assistance to disadvantaged job seekers. They network, they adapt, and they even reinvent themselves to fill gaps in the support networks for their clients; and (3) Intermediaries suggest that VET by itself is not necessarily enough to enable transitions to employment for marginalised groups. For disadvantaged groups, social and economic supports are needed for them to be able to make the most of VET. Additional notes regarding field work are appended. (Contains 6 footnotes.)
Forks in the Road: The Many Paths of Arts Alumni--Strategic National Arts Alumni Project 2010 Findings
Author: Indiana University, Strategic National Arts Alumni Project
Date: 2011-05-03
Type: Reports - Research
Subjects: Art Education,Alumni,Artists,Surveys,Education Work Relationship,Employment,Job Satisfaction,Influences,Creative Activities,Art Teachers,Debt (Financial),School Attitudes

More than 120,000 visual and performing arts degrees are granted each year (Americans for the Arts, 2010) and stereotypes abound about what happens to these people. One common view is that few make a living doing art and are dissatisfied with their education and career opportunities. Findings from the Strategic National Arts Alumni Project (SNAAP) suggest this portrait does not comport with the reality experienced by most graduates of arts-intensive  educational programs. In general, arts graduates are happy with their training and have few regrets. SNAAP is an annual online survey, data management, and institutional improvement system designed to enhance the impact of arts-school education. The project will provide the first comprehensive look at how artists develop in the U.S. and will help identify the factors needed to more effectively connect arts training to artistic careers. This report is based on responses of 13,581 alumni from 154 institutions to the 2010 field test questionnaire. Some of the findings include: (1) Ninety-two percent of arts alumni who wish to work currently are, with most (81%) finding employment soon after graduating; (2) Two-thirds said their first job was a close match for the kind of work they wanted; (3) More than half (57%) are currently working as professional artists (41%) or did so in the past (16%); (4) More than six in ten (63%) were self-employed since graduating, with 14% founding their own company; (5) Fifty-seven percent of current professional artists hold at least two jobs concurrently; 18% are working three or more jobs; (6) Of those who currently only work outside the arts, 54% said their arts training is relevant to the job in which they spend the majority of their time; (7) Arts alumni are critical for populating the teaching field, as more than half (52%) of arts graduates have taught in the arts at some point in their careers; (8) Seven of ten (71%) of arts alumni who are not currently professional artists continue to make or publicly perform their art; (9) Arts graduates are happy with their training, with 90% reporting their overall experience at their institution was either good or excellent; (10) Most (76%) arts alumni would attend the same institution again; (11) Arts school graduates are 18 times more likely to volunteer at an arts organization (37%) than the population at large (2%) (Independent Sector, 2001); and (12) Almost a third (30%) of former professional artists and those who wanted to be an artist but did not do so pointed to debt, including student loan debt, as a reason to find other work. (Contains 5 tables, 3 figures and 6 resources.)
PK-3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old. Social Policy Report. Volume 19, Number 3
Author: Bogard, Kimber
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Elementary Education,Early Childhood Education,Alignment (Education),Preschool Education,Kindergarten,Grade 1,Grade 2,Grade 3,Early Intervention,Disadvantaged Youth,Young Children,Master Plans,Articulation (Education)

The United States is as known for its high-quality universities as for its poor-quality public schools. Many states are taking steps to improve the likelihood that their children will succeed in grades K-12 by providing funding for pre-kindergarten (PK). More than $2.4 billion dollars is spent on these programs, and the number of children participating in these programs exceeds those in Head Start and will likely increase. Given the current spending on these early childhood education programs, research should contribute to informing how to maximize the dollars spent on them. Research indicates that while there are positive outcomes for children participating in early intervention and PK programs, just participating in one year of early educational programming may not be sufficient to buffer many children from future failure. In fact, many early childhood programs have been attacked because of the lack of long-term benefits sustained into the elementary school years and beyond. Drawing from research, we put forth an approach to education (PK-3) that may enable children to maintain gains made in early education and early intervention programs. A PK-3 Approach to education proposes voluntary, universal access to PK for 3- and 4-year-olds, followed by mandatory full-school-day kindergarten. Social and pedagogical experiences from PK through third grade are aligned across grade levels and aligned with the learning experiences research indicates children require based on their developmental capabilities. Teachers who are prepared to provide high-quality experiences across PK through third grade are a necessary component to this approach to education. This alignment necessitates a master plan that intentionally lays out clear expectations for children at each grade level, aligns these expectations with classroom experiences that facilitate reaching the expectations, and multiple forms of assessment that provide information on whether or not children are progressing toward the expectations set out for them throughout the years from PK through third grade. A summary of the studies selected is appended.
Deviant Peer Influences in Intervention and Public Policy for Youth. Social Policy Report. Volume 20, Number 1
Author: Dodge, Kenneth A.
Date: 2006-00-00
Type: Information Analyses
Subjects: Antisocial Behavior,Adolescents,Peer Groups,Program Effectiveness,Public Policy,Peer Influence,Intervention,Behavior Disorders,Youth Programs,Group Activities,Labeling (of Persons),Delinquency,Juvenile Justice,Foster Care,Community Programs,Child Welfare,Institutionalized Persons,Residential Programs,Self Contained Classrooms,Access to Education,Behavior Modification,Mainstreaming,Bullying,Individual Characteristics

The problem is well known to every parent of a teenager, every high school teacher, every clinical practitioner, and every social policy maker: vulnerable adolescents risk becoming more deviant through association with deviant peers and peer groups. Deviant peer influences are among the most potent factors in the development of antisocial behavior. Deviant youth are prone to seek out other deviant youth, but the tendency to self-select into deviant peer groups does not fully account for the effect that the peer group has on exacerbating the problem. More exposure to deviant peers increases the opportunity for peer influences to operate. It is now becoming known that well-intentioned adults and government programs may also exacerbate deviant peer influences by placing deviant youth into programs and settings that are populated by other deviant youth. In fact, the most common policy is to segregate unruly youth from the mainstream peer group and to place them in groups composed entirely or mostly of deviant peers. New studies indicate that sometimes this practice results in harmful effects. That is, the children whom we are attempting to help may in fact be made worse by our efforts. Placing a deviant adolescent with deviant peers can reduce the intended benefits of interventions and lead to less positive, sometimes even negative, outcomes, especially under conditions of poor supervision and lack of structure. Nonetheless, deviant youth do require a response, and economic, political, and treatment considerations complicate the solution. This report reviews the evidence on group interventions for deviant adolescents and makes recommendations that address the public policy problem of placements for deviant youth. This report makes the following recommendations: 1) Programs, placements, and treatments that aggregate deviant youth that are ineffective as well as costly should be terminated whenever possible; 2) Effective alternatives to deviant peer-group placement are available and should be supported; 3) Policy decision-making should take into account the system-wide impact of interventions and placements on both deviant youth and their communities; and 4) Practitioners, programs, and policymakers should document the peer context of each placement and evaluate the impact of each placement on the youth and the community. (Contains 1 figure and 3 tables.)
The Epidemic of Childhood Obesity: Review of Research and Implications for Public Policy. Social Policy Report. Volume 20, Number 2
Author: Krishnamoorthy, Jenelle S.
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Obesity,Children,Risk,Physical Health,Mental Health,Genetics,Environmental Influences,Cultural Influences,Educational Environment,Family Environment,Incidence,Prevention,Intervention,Program Effectiveness,Research,Public Policy,School Activities,Community Programs,Body Weight

Over the past 30 years, the rate of childhood obesity has more than doubled for preschool children aged 2 to 5 years and adolescents aged 12 to 19 years, and it has more than tripled for children 6 to 11 years of age (Institute of Medicine, 2005). At present, approximately 9 million children over 6 years are considered obese (Institute of Medicine, 2005). Thus, pediatric obesity is clearly an epidemic in need of preventive and intervention efforts (Wang & Dietz, 2002). Given the scope of this epidemic, effective public policy is needed to address the pediatric obesity problem (Dietz, Bland, Gortmaker, Molloy, & Schmid, 2002). The scale of this problem requires a multifaceted approach across several sectors of society, including the academic community, government, and the private sector to promote health in our children. This report reviews current research findings regarding the increased prevalence of pediatric obesity and the efficacy of prevention and intervention efforts and makes policy recommendations based on these research conclusions. The goal of this paper is to bridge the divide between public policy and the scientific literature to assist government officials in making informed decisions based on empirical findings. The first section of this report describes the serious and substantial medical and psychosocial risks associated with pediatric obesity; the report also details the sociocultural variables that are thought to contribute to the significant increase in prevalence in this country. Prevention and intervention efforts that have been developed to improve behaviors--such as diet and physical activity--and programs that are designed to decrease body mass index (BMI) in children who are already overweight are reviewed. Findings from these studies suggest that prevention efforts that focus on only one venue, such as school, may not be adequate to significantly impact the obesity of US children. Sociocultural variables are associated with the eased prevalence of pediatric obesity, which require that government, the private and public sector, communities, and families must work together to curb this epidemic. Of utmost importance is the government's collaboration with the academic community in making sure that any programmatic efforts have a rigorous evaluation.
School Transportation Issues, Laws and Concerns: Implications for Future Administrators
Author: Durick, Jody M.
Date: 2010-11-30
Type: Information Analyses
Subjects: School Buses,Student Transportation,Safety,Bus Transportation,Legal Responsibility,Administrator Role,Safety Education

Nearly all building administrators are confronted with a variety of transportation issues.  Challenges, concerns and questions can arise from various aspects, including student misbehaviors, transportation laws and its implications at the school level, to importance and implementation of a school bus safety program.  As new and upcoming future administrators begin to gather a deeper understanding of managing and dealing with transportation issues, it is important to understand the implications of various data surrounding transportation concerns, so that educated decisions can be made with regards to working effectively at the building level with school transportation.  Throughout an examination of literature regarding transportation issues, concerns and problems, three major areas preside: issues regarding school bus safety and particular laws, the trends within school bus transportation, and its effects on school bus transportation safety education.  Information gathered from the literature review, indicates that an increased knowledge of the aspects of student transportation, coupled with an awareness of transportation laws, can lead to creating and/or effectively implementing a school bus safety education program.  Amid all of the school transportation laws, research and issues, the implications for future administrators can be best summarized by stating, that collaborative efforts amongst all community stakeholders can play a vital role in assisting with the safety of children and the implementation of an effective school transportation safety program.
Math Fact Strategies Research Project
Author: Boso, Annie
Date: 2011-07-16
Type: Reports - Research
Subjects: Focus Groups,Timed Tests,Achievement Tests,Student Journals,Data Collection,Teaching Methods,Mathematics Instruction,Mathematical Concepts,Data Analysis,Grades (Scholastic),Observation,Interviews,Teachers,Parents,Pretests Posttests,Matrices,Surveys,Instructional Materials,Elementary School Mathematics

An action research project was conducted in order to determine effective math fact strategies for first graders.  The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line.  Six new research-based strategies were taught and analyzed to decide which methods work best.  The project took place at Calcutta Elementary School in Calcutta, Ohio with nineteen students.  Research, including data collection and analysis, occurred between January and July, 2011.  Data sources included previous math grades, student journals, teacher observations with anecdotal notes, math fact pre and post tests, a parent survey, teacher interview, focus groups, and Ohio Achievement Test scores compared to third and fourth grade math averages.  Overall, the action research results showed the effectiveness of the new math fact strategies discussed, especially in comparison with the former way of teaching math facts. The following are appended: (1) Data Collection Matrix; (2) Math Fact Parent Survey; (3) Math Pre/Post Test; (4) Problems for Focus Groups; (5) Student Math Fact Strategy Journal; (6) Student Math Fact Strategy Journal; (7) Teacher Pre/Post-test Observations; and (8) Teacher Interview.
An Introduction to Psycholinguistics
Author: Jodai, Hojat
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Psycholinguistics,Cognitive Psychology,Cognitive Processes,Cultural Context,Linguistic Theory,Language Processing,Language Research,Second Language Learning,Interdisciplinary Approach

This paper is written to have a preliminary introduction about psycholinguistics. Psycholinguistics or psychology of language is the study of the interrelation between linguistic factors and psychological aspects. The main subject of research in psycholinguistics is the study of cognitive processes that underlie the comprehension and production of language, and the way the cultural environment interact with these two (Harely, 2005, p.13). The field of psycholinguistics has been defined by reaction to Chomsky's supporters and opponents. In this paper a selective review of some recent illustrative psycholinguistics research on L2 acquisition will be provided. In psycholinguistics researchers try to develop models to describe and predict specific linguistic behavior. Since the linguistic revolution of the mid-1960 the field has brooded to encompass a wide range of topics and disciplines. Psycholinguistics is interdisciplinary and is studied in different fields such as psychology, cognitive science and linguistics. Here after a brief introduction to psycholinguistics, how psycho-linguistics illustrates language comprehension from words to texts will be explained.
Dangerous Mind Games: Are We Ready to Overhaul the Teaching Profession? Education Outlook. No. 4
Author: Dale, Jack D.
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Teacher Improvement,Systems Approach,Teacher Evaluation,Teacher Leadership,Superintendents,Educational Change,Merit Pay,Attitude Change,Futures (of Society),Teacher Recruitment,Teacher Persistence,Expectation

In today's school reform discussions, the teaching profession is often mistakenly viewed as a singular activity. Evaluating teachers for their performance in the classroom assumes that the focus should be on each individual teacher. Merit pay and performance pay both assume that student achievement is the result of only the individual teacher. But it is not. In this &quot;Outlook,&quot; the author uses his experience as a school superintendent to articulate a vision of twenty-first-century teacher leaders--who work collaboratively to accomplish their goals--and explain the issues that might arise for schools and districts implementing this new model.
Making Teacher Incentives Work: Lessons from North Carolina&apos;s Teacher Bonus Program. Education Outlook. No. 5
Author: Ahn, Thomas
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Incentives,Program Effectiveness,Teacher Motivation,Merit Pay,Grades (Scholastic),Scores,Accountability,Teacher Evaluation

North Carolina has operated one of the country's largest pay-for-performance teacher-bonus programs since the late 1990s. New research shows that a North Carolina-style incentive-pay program has the potential to improve student learning by encouraging teachers to exert more effort on the job. The North Carolina model avoids three pitfalls associated with implementing individual-level pay-for-performance plans: the problem of grades and subjects without standardized tests, the problem of teachers fighting for the best students, and statistical noise in test scores. The program also enjoys broad political support, including from the state teachers union. Education reformers worldwide should understand how performance pay can improve student learning. This paper describes the lessons that can be gleaned from North Carolina's teacher bonus program. (Contains 3 figures and 3 notes.)
Contested Curriculum: How Teachers and Citizens View Civics Education. Policy Brief 1
Author: Lautzenheiser, Daniel K.
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: High Schools,Civics,Public Policy,Social Studies,Citizenship Education,Teacher Attitudes,Secondary School Teachers,Surveys,Comparative Analysis,Public Opinion,Political Affiliation,Political Issues,Educational Change,Instructional Effectiveness

The American Enterprise Institute for Public Policy Research (AE) Program on American Citizenship has set out to explore what teachers and the public think high schools should be teaching about citizenship and whether they believe high schools are actually achieving those goals. In spring 2010, the authors developed and commissioned a survey, &quot;High Schools, Civics, and Citizenship: What Social Studies Teachers Think and Do,&quot; to investigate what high school social studies teachers are teaching today about citizenship. They then administered a portion of the survey to a representative sample of one thousand American citizens as part of the Cooperative Congressional Election Study. They use these data in this report to make two basic comparisons. In the first section, they compare the attitudes and preferences of social studies teachers to those of the public. In the second, they break the public out into Democrats and Republicans and document important differences across those two partisan groups. The results, particularly the areas of agreement and disagreement across these various stakeholders, have implications for the teaching of citizenship in America's high schools. In general, they find that while citizens and teachers often have similar beliefs about what topics and concepts are most essential to teach about citizenship, important differences emerge on issues like whether schools should emphasize teaching facts and dates and on topics like tolerance and global citizenship. Importantly, they also uncover a significant amount of pessimism from the public about whether high school students are actually learning much about citizenship in high school. (Contains 3 tables, 2 figures and 8 notes.)