ethanporcaro/eric-fulltext-meta huggingface dataset:
Transportation of Wheelchair Seated Students in School Buses: A Review of State Policy
Author: Moore, Britta
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: School Buses,Driver Education,Student Transportation,Bus Transportation,Guidelines,Assistive Technology,Best Practices,National Standards,Engineering,Safety,Rehabilitation

This study quantitatively reviews publicly available state policies as they relate to the transportation of wheelchair-seated students in school buses. Inclusion of best practices in specially equipped school bus and driver training policies was assessed. Key points of interest within state policies were identified based on site visits, common policies among state documents, and frequently cited best practices. Study results indicated that most states have partially  or completely incorporated the National Congress on School Transportation (NCST) guidelines, a comprehensive document that provides guidance on safe pupil transportation. State policies  more frequently reflect  NCST guidelines for bus specifications than for driver training directives, and infrequently address specific driver training for special needs transportation. (Contains 3 figures.) [Additional funding for this paper was provided by the National Institute on Disability and Rehabilitation Research (NIDRR), Rehabilitation Engineering Research Center (RERC) on Wheelchair Transportation Safety.]
Training a Parent in Wheelchair Skills to Improve Her Child's Wheelchair Skills: A Case Study
Author: Kirby, R. Lee
Date: 2010-06-00
Type: Reports - Research
Subjects: Mothers,Caregivers,Congenital Impairments,Training,Parents,Assistive Technology,Parent Education,Hypothesis Testing,Skill Development,Preadolescents,Physical Disabilities,Program Effectiveness,Scores,Simulation

We tested the hypothesis that training a parent in wheelchair-user and caregiver wheelchair skills would improve the child's wheelchair skills. We studied an 11-year-old girl with spina bifida and her mother. The mother received 4 training sessions averaging 42.5 minutes per session, over a period of 3 weeks. The total pre-training and, 4 weeks after completion of the parent-training sessions, post-training performance Wheelchair Skills Test (WST 4.1) scores for the child were 66% and 69%, for the mother as a simulated wheelchair user were 69% and 84% and for the mother as a caregiver were 93% and 100%. Both the mother and the child perceived the training to be beneficial. This case study suggests the potential for parent training to benefit their children's wheelchair skills abilities.
RESNA Wheelchair Service Provision Guide
Author: Arledge, Stan
Date: 2011-01-26
Type: Guides - Non-Classroom
Subjects: Caregivers,Disabilities,Assistive Technology,Financial Support,Daily Living Skills,Rehabilitation

The purpose of the Wheelchair Service Provision Guide is to provide an appropriate framework for identifying the essential steps in the provision of a wheelchair. It is designed for use by all participants in the provision process including consumers, family members, caregivers, social service and health care professionals, suppliers, manufacturers, funding source personnel and policy makers. This Guide provides guidance regarding when funding issues should be addressed in the process, and how to address them with the client, so that he or she is able to make informed decisions.
National Protocols for Higher Education Approval Processes
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2007-10-00
Type: Reports - Descriptive
Subjects: Higher Education,National Standards,Criteria,Quality Assurance,Accreditation (Institutions),Universities,Foreign Countries

The National Protocols for Higher Education Approval Processes (the &quot;National Protocols&quot;) are a key element of the national quality assurance framework for Australian higher education. They protect the standing of Australian higher education nationally and internationally by assuring students and the community that higher education institutions in Australia have met identified criteria and are subject to appropriate government regulation. The Australian State and mainland Territory Governments and the Australian Government, which have responsibility for managing co-operatively all higher education approval processes, first agreed to the adoption of the National Protocols on 31 March 2000. During 2004 and 2005, an extensive process of consultation led to the further development of the National Protocols. Part 2 of this document includes five Protocols that outline criteria and processes for higher education approvals: (1) Nationally agreed criteria and approval processes for all higher education institutions; (2) Criteria and processes for the registration of non self-accrediting higher education institutions and the accreditation of their higher education course/s; (3) Criteria and processes for awarding self-accrediting authority to higher education institutions other than universities; (4) Criteria and processes for establishing Australian universities; and (5) Criteria and processes for overseas higher education institutions seeking to operate in Australia. Part 3 outlines obligations on Government Accreditation Authorities. A glossary of terms is included. (Contains 4 footnotes.)
MCEETYA Four-Year Plan, 2009-2012: A Companion Document for the Melbourne Declaration on Educational Goals for Young Australians
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Objectives,Partnerships in Education,Teacher Effectiveness,Educational Quality,Instructional Leadership,Early Childhood Education,Elementary Secondary Education,Outcomes of Education,Indigenous Populations,Disadvantaged Youth,Low Income Groups,Socioeconomic Background,Accountability,Educational Assessment,Curriculum

This Ministerial Council on Education, Employment, Training and Youth (MCEETYA) four-year plan outlines the key strategies and initiatives Australian governments will undertake in each of these eight areas to support the achievement of the educational goals for young Australians and will be reviewed and updated as needed. The plan is aligned with relevant work of the Council of Australian Governments (COAG) and key COAG and other national agreements have formed the basis of the plan, including: (1) the National Education Agreement; (2) the Schools Assistance Act 2008, which confirms the Australian Government's financial support for the non-government school sector; (3) the National Partnership Agreement on Literacy and Numeracy; (4) the National Partnership Agreement on Low Socio-economic Status School Communities; (5) the National Partnership Agreement on Improving Teacher Quality; and (6) Other National Partnerships that may be agreed during the life of this plan. It is intended that the plan provides a framework for the planning of collaborative federalist activities in education, including relevant COAG initiatives. It is not intended as a detailed implementation plan, as these details are more appropriately determined at the jurisdictional level, and in many cases this planning is already underway via the COAG process. This document is organised according to the eight Commitments to Action outlined in the Melbourne Declaration. Within each of these eight areas, this document: (1) provides some contextual information on why each area of action is important (drawn from the Melbourne Declaration); (2) restates the specific commitment to action made by all Australian Education Ministers in the Melbourne Declaration; (3) provides information on agreed strategies and actions relevant to this commitment that will be supported in jurisdictions over the period from 2009-2012; and (4) provides information on the MCEETYA role in relation to each commitment to action. (Contains 9 footnotes.) [For companion report, &quot;Melbourne Declaration on Educational Goals for Young Australians,&quot; see ED534449.]
A Model of More Culturally Inclusive and Educationally Effective Schools
Author: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Indigenous Populations,Educational Change,Foreign Countries,Teaching Methods,School Effectiveness,Cultural Pluralism,Access to Education,Change Strategies,Partnerships in Education,Planning,Instructional Leadership,Educational Environment,Professional Development,Curriculum,Student Evaluation,Cognitive Style,Academic Standards,School Community Relationship

The State, Territory and Commonwealth Ministers of Education met as the 11th Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in Sydney, 30-31 March 2000, chaired by the Commonwealth Minister for Education, Training and Youth Affairs, the Honorable Dr. David Kemp MP. Conscious that the achievement of educational equality for Australia's Indigenous peoples is an urgent national priority, Council agreed to act jointly to assist schools in meeting this challenge. In reaching agreement to address areas of common concern, the State,  Territory and Commonwealth Ministers of Education committed to a model of more culturally inclusive and educationally effective schools, for use as a framework for action. This model is based on a number of findings from recent work to improve the nature of schooling and improve educational outcomes for students. It is designed for use by schools and systems as a means of creating sustainable change and improvement that integrates the successful outcomes of Indigenous programmes into mainstream schooling practice. There are three focus areas: community, school and classroom, and each focus area has a number of elements that need to be addressed: (1) Community: Partnership arrangements (including teachers and parents), Decision making, Planning, Accountability; (2) School: Leadership and coordination, Environment, Organisation, Professional development, Curriculum, Monitoring, assessment and reporting; and (3) Classroom: Teaching strategies, Learning styles, Classroom organisation, Standards and targets, Intervention/ additional assistance.
Melbourne Declaration on Educational Goals for Young Australians
Author: Barr, Andrew
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Outcomes of Education,Educational Objectives,Youth,Instructional Leadership,Equal Education,Educational Quality,Teacher Effectiveness,Elementary Secondary Education,Learner Engagement,Curriculum Design,Partnerships in Education,Disadvantaged Youth,Socioeconomic Background,Low Income Groups,Accountability,Access to Information,Disclosure,Educational Assessment,Indigenous Populations,Foreign Countries

Improving educational outcomes for all young Australians is central to the nation's social and economic prosperity and will position young people to live fulfilling, productive and responsible lives. Young Australians are therefore placed at the centre of the Melbourne Declaration on Educational Goals. These goals are: (1) Australian schooling promotes equity and excellence; and (2) All young Australians become: successful learners, confident and creative individuals, and active and informed citizens. Together, all Australian governments commit to working with all school sectors and the broader community to achieve the educational goals for young Australians. This commitment will be supported by action in eight inter-related areas: (1) developing stronger partnerships; (2) supporting quality teaching and school leadership; (3) strengthening early childhood education; (4) enhancing middle years development; (5) supporting senior years of schooling and youth transitions;  (6) promoting world-class curriculum and assessment; (7) improving educational outcomes for Indigenous youth and disadvantaged young Australians, especially those from low socioeconomic backgrounds; and (8) strengthening accountability and transparency. [For companion report, &quot;MCEETYA Four-Year Plan, 2009-2012: A Companion Document for the Melbourne Declaration on Educational Goals for Young Australians,&quot; see ED534447.]
Public Libraries Survey: Fiscal Year 2009
Author: Miller, Kim A.
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: Public Libraries,Data Analysis,Internet,Library Services,National Surveys,Federal Legislation,Questionnaires,Census Figures,Information Technology,Library Facilities,Library Materials,Library Personnel

The Public Libraries Survey (PLS) is a voluntary survey conducted annually by the Institute of Museum and Library Services (IMLS). IMLS collects these data under the mandate in the Museum and Library Services Act of 2003 as stated in SEC. 210. The U.S. Census Bureau is the data collection agent for IMLS. The fiscal year (FY) 2009 survey is the 22nd in the series. This report provides summary information about public libraries in the 50 states and the District of Columbia for state FY2009. It covers service measures such as number of uses of electronic resources, number of Internet terminals used by the general public, reference transactions, interlibrary loans, circulation, library visits, children's program attendance, and circulation of children's materials. It also includes information about size of collection, staffing, operating revenue and expenditures, type of legal basis, and number and type of public library service outlets. This report is based on the final data file. The PLS is designed as a universe survey. The survey frame consists of 9,277 public libraries (9,225 public libraries in the 50 states and the District of Columbia and 52 public libraries in the outlying areas of Guam, the Northern Mariana Islands, Puerto Rico and the Virgin Islands), as identified by state library agencies. (Public libraries in one outlying area, American Samoa, are not included in the survey frame because their state library agency has never responded to the request for participation in the survey). A total of 9,082 of the 9,277 public libraries in the survey frame responded to the FY2009 PLS (including Guam and Puerto Rico), for a unit response rate of 97.9 percent. Item response rates are included in the tables in this report. The data were submitted over the Internet via a web-based reporting system. This report includes the following major sections: (1) Introduction, which includes (a) Survey Purpose and Data Items Included in this Report; (b) Congressional Authorization; (c) Key Library Terminology; (d) Types of Tables Included in this Report; (e) History of the Public Libraries Survey; (2) Findings from the FY2009 data collection; (3) Tables (including State Ranking Tables in Appendix A); (4) Technical Notes (Appendix B); and (5) Survey Questionnaire (Appendix C). (Contains 77 tables, 38 figures and 8 footnotes.) [For "Public Libraries Survey: Fiscal Year 2008," see ED534451.]
Public Libraries Survey: Fiscal Year 2008
Author: Henderson, Everett
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Public Libraries,Data Collection,Library Administration,Surveys,Electronic Libraries,Library Services,Electronic Publishing,Library Materials,Librarians,Population Trends,Geographic Location,Library Personnel,Expenditures,Income,Costs

The Public Libraries Survey (PLS) is a voluntary survey conducted annually by the Institute of Museum and Library Services (IMLS). IMLS collects these data under the mandate in the Museum and Library Services Act of 2003 as stated in Section 210. The U.S. Census Bureau is the data collection agent for IMLS. The Fiscal Year (FY) 2008 survey is the 21st in the series. This report provides summary information about public libraries in the 50 states and the District of Columbia for state FY 2008. It covers service measures such as number of uses of electronic resources, number of Internet terminals used by the general public, reference transactions, interlibrary loans, circulation, library visits, children's program attendance, and circulation of children's materials. It also includes information about size of collection, staffing, operating revenue and expenditures, type of legal basis, and number and type of public library service outlets. This report is based on the final data file. The PLS is designed as a universe survey. The survey frame consists of 9,259 public libraries (9,221 public libraries in the 50 states and the District of Columbia and 38 public libraries in the outlying areas of Guam, the Northern Mariana Islands, Puerto Rico, and the Virgin Islands), as identified by state library agencies. (Public libraries in one outlying area, American Samoa, are not included in the survey frame because their state library agencies have never responded to the request for participation in the survey.) A total of 9,073 of the 9,259 public libraries in the survey frame responded to the FY 2008 PLS (including Guam and Puerto Rico), for a unit response rate of 98.0 percent. Item response rates are included in the tables in this report. This report includes the following major sections: (1) Introduction, which includes (a) Survey Purpose and Data Items Included in this Report; (b) Congressional Authorization; (c) Key Library Terminology; (d) Types of Tables Included in this Report; (e) History of the Public Libraries Survey; (2) Findings from the FY 2008 data collection; (3) Tables (including State Ranking Tables in Appendix A); (4) Technical Notes (Appendix B); and (5) Survey Questionnaire (Appendix C). (Contains 77 tables, 21 figures and 10 footnotes.)
Spanish as a Second Language for Elementary Students: A Study of Participation on Literacy Benchmark Scores
Author: Blackford, Kelli
Date: 2012-02-00
Type: Journal Articles
Subjects: Enrichment Activities,Statistical Analysis,Spanish,Second Language Learning,Second Language Instruction,Elementary School Students,Literacy,Comparative Analysis,Mathematics Achievement,Scores,Benchmarking,Language Tests,Program Effectiveness,High Stakes Tests

Student achievement in literacy and mathematics for students involved in a Spanish language program at a large and diverse school district in Arkansas, were compared to peers' scores who did not participate in the program. The program was implemented to enroll native English speaking students in a Spanish enrichment program (SEP) with the intent of improving their literacy Benchmark scores. The study used t-tests to examine the differences in participants and non-participants and an analysis of variance (ANOVA) to compare the differences in scores based on years of participation in the program. Students participating in the SEP consistently had higher scores on the literacy portion of the state benchmark examination. Review of the results of a Spanish language assessment also supports that students improved in Spanish language content knowledge from fall assessment to spring assessment. Appended to this document are the following (1) SEP Spanish Knowledge Assessment; and (2) ANOVA Tables. (Contains 9 tables and 6 figures.)
An International Teacher Training Project: Integrating Subject Content, Communicative and Digital Competences in Didactic Materials
Author: Sierra, Lina
Date: 2012-02-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Curriculum,Interdisciplinary Approach,International Education,Preservice Teacher Education,Elementary School Curriculum,Competency Based Education,Pedagogical Content Knowledge,Consortia,Lesson Plans,Second Language Instruction,Educational Cooperation,Instructional Materials,Educational Technology,Technology Integration,Multimedia Materials,Program Descriptions,Classroom Techniques,Teaching Methods,Educational Strategies,Student Exchange Programs,International Educational Exchange,Information Technology,Technological Literacy,Computer Peripherals,Educational Policy

The European intTT project &quot;An Integral Teacher Training for Developing Digital and Communicative Competences and Subject Content Learning at Schools&quot; deals with initial teacher training in primary and secondary School. The general objective of the project is to train future school teachers in order to improve the development of communicative and digital competences in pupils, using model materials which meld language and information technology with scientific and humanistic content across different subjects of the primary and secondary school curriculum. (Contains 1 footnote.)
The College Advantage: Weathering the Economic Storm. Executive Summary
Author: Carnevale, Anthony P.
Date: 2012-08-15
Type: Reports - Evaluative
Subjects: College Graduates,Education Work Relationship,Economic Climate,Employment Patterns,Unemployment,Income,Gender Differences,Blue Collar Occupations,Nontraditional Occupations,Enrollment Trends,Postsecondary Education

The Great Recession that began in December 2007 laid bare many of the shortcomings of the American workforce, especially the lack of workers with postsecondary education. A large majority of jobs lost in the recession and in the recovery had been held by workers with a high school diploma or less. The only real gains made during the still struggling recovery are in jobs filled by workers with at least some postsecondary education. The gradual shift to more-educated workers has been going on for decades, but the recession gave it a mighty push. It also left the country with an urgent need to find a way to train workers for the more skilled jobs. This executive summary presents findings on the current employment trends. (Contains 1 table, 6 figures and 3 footnotes.) [For the main report, "The College Advantage: Weathering the Economic Storm," see ED534454.]
Morbidity and Mortality Weekly Report. Volume 61, Number 31
Author: Moolenaar, Ronald L., Ed.
Date: 2012-08-10
Type: Collected Works - Serial
Subjects: Prevention,Sexually Transmitted Diseases,Communicable Diseases,Smoking,Middle School Students,High School Students,Guidance,Drug Therapy,Acquired Immunodeficiency Syndrome (AIDS),Sexuality,Adults,Racial Differences,Gender Differences,Exercise,Physical Activity Level

The &quot;Morbidity and Mortality Weekly Report&quot; (&quot;MMWR&quot;) Series is prepared by the Centers for Disease Control and Prevention (CDC). Data presented by the Notifiable Disease Data Team and 122 Cities Mortality Data Team in the weekly &quot;MMWR&quot; are provisional, based on weekly reports to CDC by state health departments. This issue of &quot;Morbidity and Mortality Weekly Report&quot; includes the following reports: (1) Current Tobacco Use Among Middle and High School Students--United States, 2011 (Rene A. Arrazola, Shanta R. Dube, and Martha Engstrom); (2) Interim Guidance for Clinicians Considering the Use of Preexposure Prophylaxis for the Prevention of HIV Infection in Heterosexually Active Adults (DK Smith, Michael C. Thigpen, Steven R. Nesheim, Margaret A. Lampe, Lynn A. Paxton, Taraz Samandari, Amy Lansky, Jonathan Mermin, and Kevin Fenton); (3) Update to CDC's &quot;Sexually Transmitted Diseases Treatment Guidelines,&quot; 2010: Oral Cephalosporins No Longer a Recommended Treatment for Gonococcal Infections (Carlos del Rio, Geraldine Hall, King Holmes, Edward W. Hook, Robert D. Kirkcaldy, Kimberly A. Workowski, Sarah Kidd, Hillard S. Weinstock, John R. Papp, David Trees, Thomas A. Peterman, and Gail Bolan); and (4) Vital Signs: Walking Among Adults--United States, 2005 and 2010 (David Berrigan, Dianna D. Carroll, Janet E. Fulton, Deborah A. Galuska, David R. Brown, Joan M. Dorn, Brian Armour, and Prabasaj Paul). Announcements and QuickStats are also included. Individual reports contain figures, tables and references.