ethanporcaro/eric-fulltext-meta huggingface dataset:
Child Well-Being Index (CWI), 2010
Author: Foundation for Child Development
Date: 2010-06-08
Type: Reports - Evaluative
Subjects: Poverty,Educational Attainment,Child Development,Child Welfare,Well Being,Economic Factors,Safety,At Risk Persons,Interpersonal Relationship,Social Development,Spiritual Development,Participation,Child Health,Trend Analysis

Each year, the Foundation for Child Development and the Child and Youth Well-Being Index Project at Duke University issue a comprehensive measure of how children are faring in the United States. The Overall Composite Child Well-Being Index (CWI) is based on a composite of 28 "Key Indicators" of well-being that are grouped into seven "Quality-of-Life/Well-Being Domains". These domains are economic well-being, safe/risky behavior, social relationships, emotional/spiritual well-being, community engagement, educational attainment, and health. This year's overall CWI is an updated measure of trends over the 33-year period from 1975 to 2008, with projections for 2009. Each annual CWI report also includes a Special Focus Report on a particular topic of interest. This year's Special Focus report expands on research reported in its 2009 annual report, in which it projected the likely impacts of the 2008-2009 recession (hereafter termed the "Great Recession") on children's well-being into 2012. These projections are drawn from time series forecasting of data from the CWI databank and from an analysis of past recessions. The impact of recessions on children and youths is often overlooked in economic analyses despite children's vulnerability to economic hardship. The Great Recession has been particularly hard on children and youths, as state and local government budgets continue to be cut, resulting in significant reductions in educational, health, and other programs that support children and youths--particularly those at risk. Today children under 18 are the single largest group in America living in poverty. Research shows that children who slip into poverty, even for a short time, can suffer significant setbacks, even when their families regain their economic footing. These setbacks are particularly acute for children in their first 10 years of life. This research, along with findings from this year's CWI report, offer compelling evidence that policymakers should be investing "more" to provide support to the next generation of children, particularly during an economic downturn. Indeed, the impact of the current recession underscores the need to rethink current budgetary policies for children's programs so they are not subject to the chopping block whenever governments face budget shortfalls. Appendices include: (1) Methods of Construction and Indicator List for the CWI; (2) Sources of Data for the CWI; (3) Child and Youth Well-Being Index Values, 1975-2008, with Projections for 2009; (4) Long-Term Changes in the CWI; and (5) Methodology of the Projections and the Range of Potential Impacts of the Economic Downturn. (Contains 1 table, 15 figures and 13 footnotes.)
What Providers Should Know about Child Care Assistance for Families: A Targeted Effort to Reach Hispanic Families and Providers = Lo que Deben Saber los Proveedores Sobre el Programa de Ayuda de Cuidado Infantil para las Familias: Un Esfuerzo Especial para Alcanzar Familias y Proveedores Hispanos
Author: Administration on Children, Youth, and Families (DHHS), Child Care Bureau
Date: 2004-07-00
Type: Guides - General
Subjects: Child Care,Hispanic Americans,Outreach Programs,Certification,Financial Support,Caregivers,Grants,State Government,Local Government,Federal Government

Federal and State governments can help families pay for child care. The families one serves may be eligible for this assistance, and one may receive this funding for services one provides, thus becoming a "participating provider." This paper provides answers to the following questions: (1) How can parents receive child care assistance?; (2) How do I become a participating provider?; (3) What types of requirements will I need to meet? Do I need a license?; (4) How will I get paid?; (5) What help may be available for providers?; (6) Questions providers should ask the State or local agency; and (7) Helpful Child Care Resources.
Tribal TANF and CCDF Guide to Financial Management, Grants Administration, and Program Accountability
Author: Administration on Children, Youth, and Families (DHHS), Child Care Bureau
Date: 2004-08-00
Type: Guides - General
Subjects: Program Administration,Money Management,Accountability,Grants,Welfare Services,Child Care,Administrative Principles,Financial Audits,Purchasing,Federal Regulation,American Indians,Tribes,Program Guides,Technical Assistance,Financial Support,Operations Research,Grantsmanship,Family Programs

This publication was developed in conjunction with a special Tribal Cluster Training, &quot;Collaboration and Accountability as Foundations for Success,&quot; held in Portland, Oregon on August 24-25, 2004. This Tribal Cluster Training is jointly sponsored by the Office of Family Assistance (OFA), which administers the Tribal Temporary Assistance for Needy Families (TANF) program, and the Child Care Bureau (CCB), which administers the Child Care and Development Fund (CCDF) program. Recognizing that the TANF and CCDF programs have a number of cross-cutting issues, this &quot;Guide&quot; focuses on general program administration and accountability issues that are common to the Tribal TANF and CCDF programs, including basic grants management and financial management principles, audits, and procurement and Federal property requirements. TANF and CCDF specific information is highlighted throughout the &quot;Guide&quot;. By working collaboratively across the TANF and CCDF programs, Tribes have the opportunity to provide enhanced services to Indian families as they move along the path toward social and economic self-sufficiency. Web Sites for Agencies and Documents Referenced in this Guide are appended.
Tribal Child Care and Development Fund: Guide for New Administrators
Author: Administration on Children, Youth, and Families (DHHS), Child Care Bureau
Date: 2008-05-00
Type: Guides - General
Subjects: Block Grants,Low Income Groups,Child Care,Administrator Guides,Tribes,American Indian Studies,Federal Aid,Federal Programs,Program Administration,Money Management,Technical Assistance,Family Needs,Family Programs,Supported Employment,Disadvantaged,Program Implementation,Partnerships in Education,Grantsmanship

Tribal Child Care and Development Fund administrators work each day to ensure that the children and families in tribal communities have the child care services that best meet their needs. The Child Care and Development Fund (CCDF), a federal block grant for States, Tribes, and Territories, is a key resource to help increase the availability, affordability, and quality of child care services. With Child Care and Development Funds, tribal CCDF administrators can support low-income families, families receiving temporary public assistance, and those transitioning from public assistance in obtaining child care services so they may work, attend training, or participate in educational activities. Developed from information and resources provided at national and regional tribal CCDF administrator trainings, this Guide brings together the technical and practical aspects of tribal CCDF administration. Examples of effective program strategies are provided to illustrate the various ways that tribal CCDF administrators respond to the needs of children and families served through the child care assistance program. Footnotes in each section point to sources of additional information, including guidance documents disseminated by the Child Care Bureau and specific sections of the Federal regulations that govern the CCDF program. Tribal CCDF administrators should always consult the regulations and current CCDF guidance for the most comprehensive and up-to-date information on the management of a tribal CCDF program. Appendices include: (1) Getting Started as a New Administrator; (2) Federal CCDF Contacts and Resources; (3) Sample Quality Activities; (4) Potential Collaborative Partners for Tribal CCDF Programs; and (5) Tribal CCDF Dates to Remember. (Contains 46 footnotes.)
Creating Collaborative Partnership With Local Churches to Improve Academic Performance of K-12 Public Schools
Author: Green-Powell, Patricia A.
Date: 2011-01-00
Type: Journal Articles
Subjects: Social Support Groups,Elementary Secondary Education,Churches,Partnerships in Education,School Community Programs,School Community Relationship,Church Role,Academic Achievement,African American Community,African American Education,African American Institutions,Community Relations,Religious Organizations,Low Achievement,Institutional Mission

Since their founding, the Black churches have strived to implement and fulfill their missions. These institutions acknowledge the importance to become actively involved in the community as well as engaged in the lives of young people. Black churches are faced with unique challenges every day, however, they provide significant number of resources to the communities at large. In this study, we examine the role of partnerships through local churches and its impact on low performing schools using qualitative methodology. Research shows that low performing schools are influenced positively by partnerships with Black churches.
The CAST Initiative in Guam: A Model of Effective Teachers Teaching Teachers
Author: Zuercher, Deborah K.
Date: 2011-01-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Practices,Teacher Leadership,Pacific Islanders,Case Studies,Culturally Relevant Education,Inservice Teacher Education,Teacher Surveys,Teacher Attitudes,Federal Legislation,Interviews,Participant Observation,Program Effectiveness,Educational Policy,Educational Technology,College School Cooperation

The CAST (content area specialized training) model of professional development enables sustainable teacher leadership and is responsive to the need for culturally relevant educational practices. The purpose of this paper is to share the background, methods, findings and recommendations of a case study on the CAST initiative in Guam. The case study is worth a look given that 100% of the participants in the CAST initiative indicated that they were satisfied with the CAST model of professional development. The CAST Participant Survey is appended. (Contains 6 tables and 4 figures.)
Moral Education and Improvement of Coexistence in Secondary Education (12-16 Years) in Spain
Author: Rodriguez-Conde, M. J.
Date: 2011-01-00
Type: Journal Articles
Subjects: Ethical Instruction,Secondary Education,Compulsory Education,Foreign Countries,Values Education,Control Groups,Experimental Groups,Pretests Posttests,Intervention,Technology Uses in Education,Social Psychology,Student Behavior,Classroom Environment,Quasiexperimental Design,Social Values,Educational Technology

Coexistence and moral education are areas of great interest in Spanish compulsory education, especially in the period that comprises between 12 and 16 years of age, named &quot;compulsory secondary education&quot; in Spain. With the aim to improve the processes of coexistence within this level, this research team on education from the University of Salamanca has conducted an experimental study, implementing a programme to provide moral education through ICTs (information and communication technologies). So as to verify the positive influence of the programme, a series of means have been applied with consideration for two groups--control and experimental--and certain stages of pre- and post- test assessment. The first results denote that there has been an improvement in social-personal values in the students that were involved more actively in the programme. (Contains 1 table and 1 footnote.) [This research was supported by a grant awarded by the Research Project, co-funded by the Ministry of Science and Innovation (2006).]
Management Strategies for Promoting Teacher Collective Learning
Author: Cheng, Eric C. K.
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Administrators,Curriculum Development,Quasiexperimental Design,Structural Equation Models,Educational Change,Administrative Principles,Secondary School Teachers,Teacher Surveys,Questionnaires,Organizational Development,Predictor Variables,Systems Approach,Leadership Effectiveness,School Administration,Change Strategies,Inservice Teacher Education,Guidelines

This paper aims to validate a theoretical model for developing teacher collective learning by using a quasi-experimental design, and explores the management strategies that would provide a school administrator practical steps to effectively promote collective learning in the school organization. Twenty aided secondary schools in Hong Kong were selected by cluster sampling, and 777 teachers took part in the questionnaire survey. A structural equation model was applied to identify the interrelationship of the 5 disciplines of Senge's (1990) learning organization model. Results showed that personal mastery and systems thinking are individual and collective level predictors respectively for teacher collective learning. Building a mental model and shared vision in a sequential order predict systems thinking. Management strategies in cultural, policy and leadership domains are recommended to school administrators who wish to promote teacher collective learning as a means of coping with the changes generated by the curriculum reform in Hong Kong. (Contains 3 tables and 2 figures.)
Science Centres: A Resource for School and Community
Author: Pilo, Miranda
Date: 2011-01-00
Type: Journal Articles
Subjects: Constructivism (Learning),Exhibits,Science Course Improvement Projects,Resource Centers,Resource Materials,Foreign Countries,Institutional Role,Learning Activities,Science Activities,Partnerships in Education,School Community Programs

We present a science centre established in Genoa on an agreement between Municipality of Genoa and Department of Physics of University of Genoa. The aim is to offer children, young people and community an opportunity to approach science in a playful way. The centre staffs guide the visitors through the exhibits, attracting their interests towards the most amusing aspects of the phenomena. According to the principles of constructivism, kids and children are encouraged to handle objects, play with geometrical shapes, observe materials collected from natural and human environment and make &quot;discoveries&quot;, and students can take advantage of the visit and from the exhibits to study in depth a specific topic afterwards in their class, thus preventing the aridity of a purely formal presentation of the discipline, while a general public can realize how much science affects people's lives, enjoy its fun aspects and meet scientists during special events. (Contains 11 figures.)
An Evidence-Based Approach to Estimating the National and State Costs of PreK-3rd. FCD Policy Brief Advancing PK-3rd. No.10
Author: Picus, Lawrence O.
Date: 2009-04-00
Type: Reports - Research
Subjects: Evidence,Educational Finance,Costs,Cost Effectiveness,Program Budgeting,Educational Resources,Expenditure per Student,Academic Standards,Educational Quality,Funding Formulas,Measurement Techniques,Models,Preschool Education,Child Development,Educational Policy

This study estimates the costs of providing a high-quality PreK-3rd education approach in all 50 states plus the District of Columbia. Relying on an Evidence-Based approach to school finance adequacy, it identifies the staffing resources needed to offer high-quality integrated PreK-3rd programs and then estimates the costs of those resources. By developing a highly flexible model, it is possible to simulate alternative staffing resource configurations for PreK-3rd programs providing a state-by-state estimate of the cost to implement the program. If it is assumed that 65 percent of three- and four-year-old children will participate in PreK programs, the estimated additional cost of providing the resources for PreK-3rd ranges from $28.4 billion, if eligibility is limited to three- and four-year-olds at 100 percent of the federal poverty level, to $78.7 billion if PreK is universally available to three- and four-year-olds. These costs range from $2,237 to $3,975 per student served, and vary considerably by state. These state-by-state estimates can be further refined by using more detailed individual state data systems, if they are available. (Contains 5 tables, 1 figure, 3 footnotes and 11 online resources.)
A Promise Unfulfilled: How Title I Funding Is Broken and What Could Be Done about It. The Progress of Education Reform. Volume 12, Number 2
Author: Education Commission of the States
Date: 2011-04-00
Type: Collected Works - Serial
Subjects: Educational Change,Educational Opportunities,Finance Reform,Funding Formulas,Federal Aid,Low Income Groups,Barriers,Change Strategies,Resource Allocation,Educational Finance,Federal Legislation

For 46 years, the United States Department of Education (USDOE) has used the Title I program as a means of helping school districts increase educational opportunities for low-income students. In the past 10 years alone, the federal government has expended over $140 billion on Title I, yet many observers feel it has fallen well short of its mark of expanding and improving educational programs for America's neediest children. The time is right for major changes to the way funding for Title I works--specifically the uneven way in which funds are distributed. This issue of &quot;The Progress of Education Reform&quot; examines inequities in how Title I funds are distributed, and proposes changes that address three key factors. (Contains 2 endnotes.)
Lessons Learned from High School SLC and Small School Reform Efforts. Lessons Learned. Volume 1, Issue 1
Author: Oxley, Diana
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Small Schools,High Schools,School Restructuring,Dropout Rate,Educational Change,Change Strategies,Secondary Schools,School Districts,Educational Improvement,Program Implementation,Teacher Effectiveness,Teaching Skills,Goal Orientation,Resource Allocation,Teacher Role,Teamwork,Interdisciplinary Approach,Looping (Teachers),Board of Education Role

For the last decade, small learning communities (SLCs) and small schools have dominated the education landscape as cures for large comprehensive high schools' failings: high dropout rates and graduates unprepared for postsecondary careers and college. Recently, redesign efforts have begun to falter in light of evaluations showing stalled implementation and limited impacts. Education leaders and practitioners are left to wonder, should they cut their losses and pin their hopes on another reform movement? Evidence and the experience of Education Northwest, gained from working with more than 1,200 secondary schools and districts nationwide during the past six years, offer three reasons for not following that course. First, research suggests that SLC and small school structures are useful--if not sufficient--reform objectives: Further instructional improvements are needed. Second, staying the course allows staff members to learn and build on achievements, including stakeholders' ownership of reforms. Finally, continuing the initiative has implications for the efficient use of resources at a time when such resources are severely strained. Taken together, research and experience suggest that high school improvement has less to do with identifying another, "better" reform than implementing the current strategies fully and faithfully. This paper presents six lessons that identify key issues for implementing SLCs and small schools more effectively. The first three lessons point out the critical need to put a coherent vision of quality instruction at the forefront of any high school reorganization effort. The last three lessons identify the supports needed for effective and sustained implementation of reforms.
Review of &quot;Yearning to Break Free: Ohio Superintendents Speak out&quot;
Author: Horn, Catherine
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Evidence,Sampling,Superintendents,Administrator Attitudes,Educational Change,Change Strategies,Educational Practices,Validity,Research Methodology,Literature Reviews,Research Reports,Inferences,Research Design,Educational Improvement

The report, Yearning to Break Free: Ohio Superintendents Speak Out, describes findings of a survey of 246 Ohio school superintendents about critical issues facing the state's educational system. In particular, the intent of the study was to examine how superintendents might do more with fewer resources. The authors conclude that Ohio districts need increased managerial authority and control over state revenue streams and other funds; transformed collective bargaining rights; and repeal of automatic increases in teacher salaries. Such efforts, they argue, are imperative to improve the educational opportunities of all children in the state. But the authors do not provide evidence to support this latter claim. The combined effects of non-representative sampling, loaded or inappropriately worded items, and the conflating of opinion and fact make the report's conclusions problematic. Myriad factors contribute to student achievement, including home and community effects, campus resources (material and non-material), as well as teacher competence which are not examined or considered. And, despite the reported finding that superintendents prefer greater autonomy in personnel and school policies over increased funding, the majority of superintendents also contend that they would see a trade-off of more autonomy with a decrease in funding as undesirable. While the report's main thrust is to justify flat or reduced spending, the report lacks sufficient rigor to make it useful to guide policy or practice. (Contains 9 notes.)