ethanporcaro/eric-fulltext-meta huggingface dataset:
Louisiana Believes: Annual Report 2013
Author: Louisiana Department of Education
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Children,Child Development,Educational Quality,Teacher Competencies,Family Influence,School Readiness,Academic Achievement,College Readiness,Graduation,College Preparation,Expectation,State Boards of Education,Accountability,Early Intervention,Elementary Secondary Education,Postsecondary Education,Early Childhood Education,Teaching Conditions,Educational Resources,State Standards

&quot;Louisiana Believes&quot; is the state's comprehensive plan to ensure every student is on track to a professional career or a college degree. This annual report details Louisiana's progress toward that objective during the 2012-2013 school year, along with strategy for the coming school year. &quot;Louisiana Believes&quot; has three components: (1) Belief in Children; (2) Belief in Educators; and (3) Belief in Family.
Afghanistan [Education Sector Fact Sheet]
Author: USAID
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Conflict,Educational History,Enrollment Trends,Gender Differences,International Organizations,School Construction,Financial Support,Educational Finance,Females,Elementary School Students,Educational Improvement,Higher Education,Public Agencies

Three decades of conflict devastated Afghanistan's education systems and institutions. In 2002, an estimated 900,000 boys attended school, while women and girls were almost completely excluded from educational opportunities. Since then, the Afghan government, USAID, and international donors have worked closely to rebuild Afghanistan's education sector. The Ministry of Education, with support from USAID and other donors, has built more than 13,000 schools, recruited and trained more than 186,000 teachers, and increased net enrollment rates for school-aged children past 56 percent. Today, more than 8 million students are enrolled in school, including more than 2.5 million girls. In 2013, one million Afghan learners are enrolled in schools with USAID assistance, and over 5 million primary grade students benefitted from USAID assistance. This Fact Sheet highlights USAID's work in Afghanistan--specifically improvements made to basic education and support provided to higher education institutions.
Early Childhood Data Systems: Putting Data to Work
Author: Sirinides, Philip
Date: 2014-03-00
Type: Speeches/Meeting Papers
Subjects: Early Childhood Education,Educational Strategies,Educational Practices,Effective Schools Research,Student Records,Data Collection,Focus Groups,Computer System Design,Database Design,Database Management Systems,Data Analysis,Information Utilization,Investment,Community Information Services,Strategic Planning,Integrity,Fidelity,Technical Assistance,Educational Needs,Models,Accountability,Partnerships in Education,Sustainability,Shared Resources and Services,Governance,Research Committees,Technology Planning,Educational Change,Educational Planning,Change Strategies

Faced with rising demand for information about early childhood programs, states need to find tools and strategies to monitor the progress of and to identify high-quality early childhood programs. In response, REL Mid-Atlantic convened a regional workgroup for state personnel who work with the systems containing early childhood data. The workgroup provides a forum for regular peer exchange of ideas and strategies for collecting, analyzing, and using state data. This summary presents the lessons learned and topics discussed in the workgroup meetings in 2013.
International Curriculum of White Education through Teacher's Education for the 21st Century
Author: Moradi Sheykhjan, Tohid
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Curriculum Development,Teacher Education,Educational Trends,Trend Analysis,Educational Planning,Educational Change,Role of Education,Barriers,Performance Factors,Skill Analysis,Skill Development,International Education,Educational Practices

This article explores theoretical and practical issues related to white education for international curriculum through teacher's education for 21st century. The theory of &quot;White Education&quot; will be a message for development of globalization, information technology, based on knowledge, human rights education, environmental education, international education, conflict resolution education, and development education as well as the desire for peace, changes are rapidly changing the goals, policies, curricula, contents and methods of education. The need to differentiate and re-thinking education and learning, both within and outside the school system, is gaining increased attention among education researchers, policy-makers. In the beginning of 21st century, we need a global perspective, multidimensional citizenship, new issues of mankind, innovative philosophy of individualistic, academic skills, zest for living, open school to society, teacher as learner, as researcher and as curriculum developer, learner as critical thinker, manager as leadership, parent as participator, and policy-maker as practitioners. We have to develop an alternative vision to policy of education, curriculum development, school leadership, teaching and learning environment, teachers' quality and evaluating of children. For develop this kind of vision we need to learn from each other, exchange experiences and enhance collaborative research.
Revisit the Higher Education Act: Make College More Affordable, Improve Teacher Preparation
Author: National Education Association
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Access to Education,Educational Legislation,Federal Legislation,Paying for College,Debt (Financial),Teacher Competencies,Teacher Education,Stakeholders,College Faculty,Teacher Role

First passed in 1965 to ensure that every individual has access to higher education, regardless of income, the Higher Education Act (HEA) governs the nation's student-aid programs, federal aid to colleges, and oversight of teacher preparation. This brief report discusses 4 National Education Association (NEA) priorities: (1) Make college more affordable; (2) Americans deserve degrees, not debt; (3) Improve teacher preparation; and (4) Recognize educators as stakeholders.
All Together Now: Measuring Staff Cohesion in Special Education Classrooms
Author: Kratz, Hilary E.
Date: 2014-00-00
Type: Reports - Research
Subjects: Special Education Teachers,Teacher Aides,Autism,Pervasive Developmental Disorders,Surveys,Group Unity,Interrater Reliability,Factor Structure,Statistical Analysis,Interprofessional Relationship,Factor Analysis

This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple factor structures were found for both teacher- and classroom assistant-rated scales, with one-factor solutions for both scales. Paired &quot;t&quot; tests revealed that on average, classroom assistants rated classroom cohesion stronger than teachers. The CCS may be an effective tool for measuring cohesion between classroom staff and may have an important impact on various clinical and implementation outcomes in school settings. [This paper was published in &quot;Journal of Psychoeducational Assessment&quot; (EJ1063640).]
Brandeis Science Posse: Talented Students Bring Diversity to the Field. Carnegie Results
Author: Theroux, Karen
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Student Recruitment,School Holding Power,Disadvantaged,Disproportionate Representation,Science Programs,Access to Education,High School Seniors,College Programs,Universities

The Science Posse program at Brandeis University aims to increase the recruitment and retention of students from disadvantaged and underrepresented backgrounds in STEM (science, technology, engineering and mathematics) disciplines. A grant from Carnegie Corporation helped support the development of the program, which has brought 50 students from New York City high schools to Brandeis and is now to starting to expand into other institutions. After five productive years, plans are under way to build on the program's initial success and make Science Posse not only a permanent fixture at Brandeis, but a source of inspiration, information, and guidance for other schools starting similar programs.
I Love My Librarian Award: An Award That Recognizes Great Librarians Also Highlights the Central Role of Libraries in Communities across America. Carnegie Results
Author: Deutsch, Abigail
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Librarians,Awards,Library Role,Libraries,Activism,Library Services,Expertise,Personality

The Carnegie Corporation of New York/&quot;New York Times&quot; I Love My Librar­ian Award publicizes librarians' abilities to improve their communities, and by highlighting the achievements of the winners, inspire other librarians to boost their own performance. Since the award's creation in 2008, it has helped the public to better understand the role of libraries and librarians by focusing on the winning librarians and the mosaic of challenges and joys they face as well as the personal and professional attributes that distinguish effective librarians.
Toolkit of Resources for Engaging Parents and Community as Partners in Education. Part 2: Building a Cultural Bridge
Author: Regional Educational Laboratory Pacific (ED)
Date: 2015-01-00
Type: Guides - General
Subjects: Partnerships in Education,Family School Relationship,School Community Relationship,Beliefs,Family Characteristics,Cultural Influences,Cultural Awareness,Elementary Secondary Education,Barriers,Trust (Psychology),Family Role,Family Involvement,Learning Activities,Faculty Development,Educational Improvement,Ethnic Diversity,Parent Participation,Child Rearing,Communication Strategies,Volunteers,Parents as Teachers,Decision Making,Cooperation

This toolkit is designed to guide school staff in strengthening partnerships with families and community members to support student learning. This toolkit offers an integrated approach to family and community engagement, bringing together research, promising practices, and a wide range of useful tools and resources with explanations and directions for using them. The toolkit is presented in four parts, which includes information and tools that reflect these activities. Each tool is introduced with a cover sheet that includes the purpose of the tool; the intended outcome of using the tool, the materials and time needed to use the tool; whether the tool is best used with individuals, small groups, or large groups; the tool type, and the audience for the tool. The tools in Part 2 focus on tapping into the strengths of families and community members and helping families to establish active roles within the school community in support of student learning. The following are appended: (1) Tool Selection; and (2) Tool Types. [For Part 1: Building an Understanding of Family and Community Engagement, see ED550096; Part 3: Building Trusting Relationships with Families &amp; Community through Effective Communication, see ED557977; and Part 4: Engaging All in Data Conversations, see ED557978.]
Beyond Boundaries: A Promising New Model for Security and Global Development. Carnegie Results
Author: Theroux, Karen
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Organizational Objectives,Weapons,National Security,Models,Global Education,Trend Analysis,Success,Case Studies,Safety Education,Program Descriptions,International Programs

In 2007, a team of international security experts and researchers at the Henry L. Stimson Center launched an initiative to build an effective model for sustainable nonproliferation of biological, chemical, and nuclear weapons. The project represented an exciting and innovative way of thinking about security: a dual-use approach that operated at the nexus of the security and development communities. The team's ingenuity paid off. After less than six years, the Stimson Center is phasing out its involvement in the successful program, which will now be government funded. This &quot;Results&quot; shows how a novel idea, supported with modest grants from Carnegie Corporation, went on to secure millions in support from international sources, achieving real-world policy wins.
Toolkit of Resources for Engaging Parents and Community as Partners in Education. Part 3: Building Trusting Relationships with Families &amp; Community through Effective Communication
Author: Regional Educational Laboratory Pacific (ED)
Date: 2015-01-00
Type: Guides - General
Subjects: Partnerships in Education,Family School Relationship,School Community Relationship,Beliefs,Cultural Influences,Cultural Awareness,Elementary Secondary Education,Barriers,Trust (Psychology),Family Role,Family Involvement,Learning Activities,Faculty Development,Educational Improvement,Ethnic Diversity,Parent Participation,Communication Strategies,Parents as Teachers,Cooperation,Limited English Speaking

This toolkit is designed to guide school staff in strengthening partnerships with families and community members to support student learning. This toolkit offers an integrated approach to family and community engagement, bringing together research, promising practices, and a wide range of useful tools and resources with explanations and directions for using them. The toolkit is presented in four parts, which includes information and tools that reflect these activities. Each tool is introduced with a cover sheet that includes the purpose of the tool; the intended outcome of using the tool, the materials and time needed to use the tool; whether the tool is best used with individuals, small groups, or large groups; the tool type, and the audience for the tool. The tools in Part 3 focus on cross-cultural and two-way communication as ways to enhance family and community engagement. The following are appended: (1) Tool Selection; and (2) Tool Types. [For Part 1: Building an Understanding of Family and Community Engagement, see ED550096; Part 2: Building a Cultural Bridge, see ED557975; and Part 4: Engaging All in Data Conversations, see ED557978.]
Toolkit of Resources for Engaging Parents and Community as Partners in Education. Part 4: Engaging All in Data Conversations
Author: Regional Educational Laboratory Pacific (ED)
Date: 2015-02-00
Type: Guides - General
Subjects: Partnerships in Education,Family School Relationship,School Community Relationship,Beliefs,Cultural Influences,Cultural Awareness,Elementary Secondary Education,Barriers,Trust (Psychology),Family Role,Family Involvement,Learning Activities,Faculty Development,Educational Improvement,Ethnic Diversity,Parent Participation,Communication Strategies,Parents as Teachers,Cooperation,Limited English Speaking,Data Collection,Inquiry,Information Dissemination,Parent Role,Language Usage,Student Records,Data Analysis,Language Proficiency,English,English (Second Language)

This toolkit is designed to guide school staff in strengthening partnerships with families and community members to support student learning. This toolkit offers an integrated approach to family and community engagement, bringing together research, promising practices, and a wide range of useful tools and resources with explanations and directions for using them. The toolkit is presented in four parts, which includes information and tools that reflect these activities. Each tool is introduced with a cover sheet that includes the purpose of the tool; the intended outcome of using the tool, the materials and time needed to use the tool; whether the tool is best used with individuals, small groups, or large groups; the tool type, and the audience for the tool. The tools in Part 4 focus on helping school staff understand what data are important to share with families and community members and how to share such data. The following are appended: (1) Tool Selection; and (2) Tool Types. [For Part 1: Building an Understanding of Family and Community Engagement, see ED550096; Part 2: Building a Cultural Bridge, see ED557975; and Part 3: Building Trusting Relationships with Families &amp; Community through Effective Communication, see ED557977.]
&quot;Moneyball&quot; for Education Using Data, Evidence, and Evaluation to Improve Federal Education Policy
Author: Hess, Frederick M.
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Federal Regulation,Educational Policy,Federal Programs,Finance Reform,Funding Formulas,Administrative Principles,Measurement Techniques,Credibility,Outcomes of Education,Best Practices,Evidence,Cost Effectiveness,Relevance (Education),Data,Standard Setting,Barriers,Strategic Planning,Government Role,Partnerships in Education,Capacity Building,Program Evaluation,Accountability,Educational Innovation

More than a decade ago, Michael Lewis penned the influential book &quot;Moneyball.&quot; An examination of how Oakland Athletics General Manager Billy Beane used data to make his franchise competitive with wealthier baseball teams, the book struck a chord. Beane's strategy of making decisions based on data had a powerful and positive impact on the performance of the Oakland A's, and people quickly saw that this practice could and should be more widely applied. This paper suggests ways to revamp federal education policies and programs to help lawmakers spend public funds more effectively and efficiently to improve student outcomes. The aim is to identify a set of proposals that have some bipartisan appeal and can make a practical difference. This effort was informed by thinking from a select group of seasoned experts from the left and right who have much experience with federal education policy. Given strong-principled disagreements about the nature of the federal role in education, three caveats are vital. First, this exercise assumes that the recommendations will be revenue neutral. Second, this exercise does not assume that the federal government should dictate to states or localities exactly how to spend their funds. Third, &quot;moneyball&quot; strategies are not imagined to suggest that we should only value what can currently be measured, or paint everything as either &quot;working&quot; or &quot;not working.&quot; Even with these caveats, however, promoting more use of data, evidence, and evaluation to do better for students is too important to pass up. Moneyball could also present a bipartisan pathway forward at a time when much of education policy seems to be increasingly stuck in fruitless debate.
Opportunity by Design: New High School Models for Student Success. Carnegie Challenge
Author: Hamilton, Leah
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: High School Students,Success,Models,Educational Change,Change Strategies,Educational Principles,State Standards,Educational Practices,Organizational Objectives,Graduation Rate,Academic Achievement,Achievement Gains,School Restructuring,Secondary School Curriculum

The goal of Carnegie &quot;Challenge&quot; papers is to lift up ideas and issues in a way that elevates them to the nation's agenda. This paper is a &quot;Challenge&quot; paper, and serves as a call to realize the full power of the Common Core by redesigning and reshaping schools to support teachers and maximize key resources, rather than implementing partial solutions. The implementation of the Common Core is an unprecedented chance to &quot;do school differently&quot; for greater impact. While progress at the state level has been significant, we must also seize this opportunity to redesign schools to enable personalized learning. This means fundamentally reshaping the use of human capacity, technology, time, and money to provide both recuperative and accelerative opportunities for all students. Initiatives designed to strengthen teaching, whether through improved curriculum, excellent professional development, or hiring well-prepared teacher candidates, will be tremendously important to standards implementation, but they cannot possibly meet the demand to raise student achievement to Common Core levels unless they are part of more far-reaching changes in school design. This paper discusses Carnegie Corporation of New York's commitment to catalyze district-based new school design work, using 10 design principles that reflect the research base, capture the input of successful school leaders and educators, and explore the potential of emerging practices. The initiative--Opportunity by Design--will lead to the creation of new schools, the development of district capacity to engage in school creation independent of the institute, and the articulation of principles to guide other districts and states in reorienting their assets to develop, support, and sustain innovative new designs that meet the needs of all of their students. This substantial cohort of rigorously designed new schools will provide crucial opportunities to draw on emerging knowledge about learning science, student resiliency, personalization, and other important areas to build even better and more effective school models. [This paper contains a technical appendix and endnotes.]
Stimulus Overselectivity in Typical Development: Implications for Teaching Children with Autism
Author: Reed, Sarah R.
Date: 2013-06-00
Type: Reports - Research
Subjects: Autism,Children,Stimuli,Pervasive Developmental Disorders,Preschool Children,Age Differences,Child Development,Responses,Cues,Comparative Analysis,Questionnaires,Visual Stimuli,Color,Geometric Concepts,Prompting,Visual Discrimination,Correlation,Training

Stimulus overselectivity is widely accepted as a stimulus control abnormality in autism spectrum disorders and subsets of other populations. Previous research has demonstrated a link between both chronological and mental age and overselectivity in typical development. However, the age at which children are developmentally ready to respond to discriminations involving simultaneous multiple cues has not been established. Thirty-seven typically developing preschoolers completed a task requiring response to simultaneous cues (color and shape) to establish the age at which typically developing children can successfully respond to multiple cues. Results demonstrate that typically developing children under 36 months of age have difficulty responding to multiple cues. Implications for behavioral treatment for autism are discussed. [This paper was published in &quot;Journal of Autism and Developmental Disorders&quot; (EJ1004123).]
Implementation Challenges in Translating Pivotal Response Training into Community Settings
Author: Suhrheinrich, Jessica
Date: 2013-12-00
Type: Journal Articles
Subjects: Best Practices,Research,Children,Autism,Responses,Training,Observation,Skill Development,Intervention,Behavior Problems,Interpersonal Relationship,Decision Making,Cues,Special Education,Program Implementation,Pervasive Developmental Disorders,Fidelity,Elementary School Teachers,Elementary School Students,Kindergarten,Grade 1,Grade 2,Urban Schools,Preschool Teachers,Video Technology,Coding,Likert Scales,Student Characteristics

Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/ instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings. [This study was published in the &quot;Journal of Autism and Developmental Disorders&quot; (EJ1037702).]