ethanporcaro/eric-fulltext-meta huggingface dataset:
Home/Hospital Instruction: Instructional Approach to Working with Students with Major Depressive Disorder
Author: Newman, Cara
Date: 2012-05-00
Type: Reports - Research
Subjects: Research Design,Federal Legislation,Home Schooling,Hospitals,Symptoms (Individual Disorders),Special Needs Students,Teaching Methods,Health,Attendance,Depression (Psychology),School Districts,Educational Environment,Learning Processes,Student Needs,Qualitative Research,Learning Disabilities,Personal Narratives,Homework,Teacher Student Relationship,Chronic Illness

School districts throughout the United States provide in-home schooling for students whose health problems, both physical and mental, prevent them from attending regular classes. This service is an outgrowth of the federal legislation which addressed the provision of education to all children with special needs. Home/Hospital teachers who serve the population of students with major depressive disorder find that takes it away a student's ability to learn. How can a student population that has restricted learning abilities be best served in a home-hospital instructional environment? The research literature is limited in dealing with the pedagogical needs of this population. It is through personal experience and discussions with experienced colleagues that effective instructional technique is passed along to those who are beginning to work with this population. This study follows narrative research design and is qualitative in nature. Information on working with these students was gathered to describe this population and how they learn, and to offer insights for teachers who are working with these students. Findings indicate that these students are trying hard and have nothing to show for it. They read and cannot remember details. They cannot organize material. They cannot make decisions about their work. They have a great deal of difficulty focusing on work, and though they may be able to work when a teacher is present, they can seldom complete homework. Teachers working with this population must consider how to make a practical application of research information in working with these students. This study works to operationalize research and observational findings into practical approaches for the HHI [Two Rivers Unified School District Home Hospital] instructor or the classroom teacher. An appendix presents: Home and Hospital Teacher's Pragmatic Approach to Teaching Students with Major Depressive Disorder Or: Things That Work, Mostly.
Teacher Preparation and Confidence Regarding Post-Secondary Transition Plans
Author: Heffernan, Dale
Date: 2012-05-00
Type: Reports - Research
Subjects: Disabilities,Special Education,Speech Impairments,Learning Disabilities,Individualized Education Programs,Transitional Programs,Employment,Readiness,College Readiness,Teacher Education,Self Efficacy,Teacher Attitudes,Research Needs,Program Effectiveness,High Schools

Post-secondary transition plans are a mandatory component of the individual education program (IEP) for all students aged 16 and over, that are eligible for special education services. This regulation has been in effect since the passage of the Individuals with Disabilities Education Act (IDEA) in 1990. IDEA has been reauthorized twice in the ensuing two decades, dropping the age for mandatory transition plans to 14 and then returning it to 16, where it remains. In this study four teachers were interviewed to determine the levels of training they have received, and their confidence levels in their abilities to develop and implement effective post-secondary transition plans. All four were resource specialists at medium sized high school in Northern California. One was an expert in the field of transition planning, having received training and licensing in a Midwestern state, where he also worked as a transition specialist. Another was the chairperson of the special education department. All of the participants were case managers for approximately 20-25 students and were responsible for the development of transition plans for half or more of the students on their case loads. Results of the study indicate that little progress has been made over the past twenty years in teacher training and in the confidence that teachers have in their ability to develop and implement effective post-secondary transition plans. The results further reflect that the community-based resources available greatly affect the development and implementation of those plans.
Administrator Job Satisfaction in Higher Education
Author: Howard-Baldwin, Tonia
Date: 2012-05-08
Type: Reports - Research
Subjects: Higher Education,Marital Status,Job Satisfaction,Statistical Analysis,Women Administrators,Administrators,Males,Females,College Administration,Correlation,Gender Differences,Work Environment,Racial Differences,Ethnicity,Age Differences,Educational Attainment

The purpose of the study was to investigate the job satisfaction of men and women administrators in higher education in a four-year university in the southeast. In addition, the study examined whether there was a relationship between gender and overall job satisfaction, work climate, and job structure. Data were collected in the spring of 2009.  In conducting the study, researchers selected four public four-year higher education institutions from a list of 14 four-year public institutions governed by the Commission on Higher Education within the state in which the sample was taken. The total number of administrators in the data set was 56. The administrator demographic variables were as follows: gender, ethnicity, age group, marital status, education level, years of administrator experience, salary, and job title. Results from the statistical analysis showed that in terms of present job duties, pay, opportunities for promotion, and supervision, the administrators who participated in this study were satisfied. The administrators expressed a level of dissatisfaction with the people with whom they work and their job in general. There was no statistically significant difference in overall job satisfaction of the male and female administrators surveyed. There was no statistically significant difference in overall job satisfaction, work climate, and job structure between the male and female administrators who participated in this study. The findings indicated that male administrators were more satisfied with their work climate than the female administrators; however, the findings were still not statistically significant at the 0.05 level. (Contains 5 tables.)
The Limits and Possibilities of International Large-Scale Assessments. Education Policy Brief. Volume 9, Number 2, Spring 2011
Author: Rutkowski, David J.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Science Achievement,Foreign Students,Educational Assessment,Measurement,Comparative Analysis,Global Approach,Educational Policy,Context Effect,Racial Differences,Participation

The staff of the Center for Evaluation & Education Policy (CEEP) at Indiana University is often asked about how international large-scale assessments influence U.S. educational policy. This policy brief is designed to provide answers to some of the most frequently asked questions encountered by CEEP researchers concerning the three most popular international education large-scale assessments: the Programme for International Student Assessment (PISA); the Trends in International Mathematics and Science Study (TIMSS); and the Progress in International Reading Literacy Study (PIRLS). This brief will focus, in particular, on how these three international assessments function and how they are relevant for American education. Finally, for those interested in learning more about international large-scale assessments, this brief also offers suggestions for further reading. (Contains 2 tables.)
An Analysis of Purchasing and Cooperative Agreements among School Corporations, Charter Schools, and Education Service Centers. Special Report
Author: Hiller, Stephen C.
Date: 2007-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Purchasing,Education Service Centers,Corporations,Shared Resources and Services,Annual Reports,Cooperative Programs,Audits (Verification),State Programs,Contracts,Comparative Analysis,Educational Policy,Program Evaluation

Under IC 21-10-3, the Indiana State Board of Education is required to submit a report by November 1st of each year to the state superintendent, governor, and Indiana General Assembly concerning: (1) Consolidated purchasing agreements by school corporations, charter schools, or by Education Service Centers (ESCs) on behalf of member school corporations and charter schools; (2) Shared service arrangements by school corporations, charter schools, or by Education Service Centers on behalf of member school corporations and charter schools; and (3) Efforts to explore cooperative purchasing, shared services, or consolidations by school corporations, charter schools, or by Education Service Centers on behalf of member school corporations and charter school. Since 2006 an annual survey has been conducted by the Indiana Department of Education (IDOE) to collect and report this information. The 2007 survey was completed by 203 school corporations and charter schools and Indiana's nine Education Service Centers (whose membership includes 283 school corporations, 38 nonpublic schools, and one state institution). Responses reflect activities for the 2006-07 school year. This report summarizes and analyzes the results of the 2007 IDOE survey and makes comparisons to the 2006 survey results. (Contains 4 figures and 4 tables.)
Sexual Violence Prevention in Indiana: Toward Safer, Healthier Communities
Author: Cierniak, Katie
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Violence,Sexual Harassment,Prevention,Public Health,Public Policy,Safety,Incidence,Rape,State Legislation,Victims of Crime,At Risk Persons,Youth,Computer Mediated Communication,Dating (Social),Economic Factors

For roughly three decades, policymakers have sought to reduce sexual violence by reliance on a criminal justice approach in which sexually violent acts are dealt with after they occur. Recognizing that prevention efforts could be more valuable, as they work to stop the problem before it begins, researchers have begun to implement a primary prevention model--one that seeks to prevent sexual violence. The present brief discusses sexual violence in the United States with a special focus on Indiana's Primary Prevention efforts. This brief's intention is not only to inform readers of the prevalence of sexual violence but also to discuss sexual violence as a multi-faceted and complex public health issue, one in which public policy alone will have limited effectiveness. In addition, the brief outlines legislation and policy aimed at sexual violence prevention in Indiana, as well as in other states. (Contains 6 footnotes.)
School Choice Issues in Indiana: Sifting through the Rhetoric. Education Policy Brief. Volume 9, Number 3
Author: Billick, Rebecca L.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Taxes,Tax Credits,School Choice,Educational Vouchers,Scholarships,State Legislation,Incentives,Tuition,Low Income,Educational Policy,Educational Finance,Financial Support,Eligibility,Court Litigation

This year Indiana joined over a dozen other states in adopting Friedman's principles by passing what many believe to be the most comprehensive school choice program in the country. With the enactment of three key bills (HEA 1001, HEA 1003, and HEA 1004), Indiana parents may now take advantage of a school expenditure tax deduction, school scholarships granted from private Scholarship Granting Organizations (SGOs) which are incentivized with a tax credit, and Choice Scholarships (generally referred to as vouchers) granted to low-income parents and funded by the state of Indiana. This Education Policy Brief will examine the legal, fiscal, and policy ramifications of Indiana's school choice offerings, particularly the new Choice Scholarship program. (Contains 3 tables and 42 footnotes.)
Update on Indiana School Referenda. Education Policy Brief. Volume 8, Number 5
Author: Hiller, Stephen C.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Tax Rates,Educational Policy,Trend Analysis,Performance Factors,Tax Effort,School Budget Elections,Mail Surveys,Superintendents,Administrator Attitudes,Program Attitudes,Consciousness Raising,Voting,Educational Finance

As noted in &quot;School Referenda in Indiana&quot;, the contributing factors to school referenda outcomes are often subject to the individual communities; while a referendum with a high requested tax rate increase might fail in one community, the same referendum might pass in another. Despite this factor, there often are notable trends and factors which seem to apply to most referenda in a given election. For instance, in the May 2010 primary election, referenda generally passed when the leaders of school corporations clearly and openly communicated with their communities; the greater the effort to communicate with the community, the more probable a referendum victory was. However, not all referendum ballot trends that seemed apparent through May 2010 held true in November 2010. This update on Indiana school referenda will continue the examination of factors which contribute to the success or failure of school referenda, as well as provide a comprehensive look at the results of school referenda which took place during the November 2010 general election. (Contains 6 tables and 1 figure.)
The Core Components of RTI: A Closer Look at Evidence-Based Core Curriculum, Assessment and Progress Monitoring, and Data-Based Decision Making. Special Report
Author: Kashima, Yuri
Date: 2009-06-00
Type: Numerical/Quantitative Data
Subjects: Response to Intervention,Core Curriculum,Evidence,Student Evaluation,Formative Evaluation,Data,Decision Making,Problem Solving,Training,Faculty Development,Curriculum Implementation,Fidelity,Surveys

The recent special report, &quot;Indiana's Vision of Response to Intervention&quot; issued by the Center for Evaluation &amp; Education Policy (CEEP) was the first of a three-part series aimed to build a fundamental understanding of a Response-to-Intervention (RTI) framework in Indiana's schools to aid in the prevention and intervention of both academic and behavioral problems for all students. The report also discussed the impetus for implementation of RTI, as well as what the state of Indiana is currently doing to respond to and guide schools through this new initiative. Specifically, Indiana's Department of Education (IDOE) has developed a framework of RTI that addresses six core components on which to focus: (1) evidence-based curriculum, instruction, intervention and extension; (2) assessment and progress monitoring; (3) data-based decision making; (4) leadership; (5) family, school, and community partnerships; and (6) cultural responsivity. According to a statewide RTI survey of Indiana educators administered by CEEP in January of 2009, 85.2% of respondents indicated that their school is either conceptualizing their RTI framework or in the initial stage of implementation. Thus, the current report examines in greater depth the first three core components of the RTI framework to support schools in their implementation and understanding of: evidence-based core curriculum, instruction, intervention and extension; assessment and progress monitoring; and data-based decision making. (Contains 7 figures, 2 tables and 11 web resources.)
Update on Indiana School District Referenda: Legislative Changes and Primary Election Outcomes of 2011. Education Policy Brief. Volume 9, Number 1
Author: Hiller, Stephen C.
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: School Districts,Educational Legislation,State Legislation,School Budget Elections,Superintendents,Administrator Attitudes,Consultants,Educational Policy,Policy Analysis,Tax Effort,Educational Finance,Voting,Politics of Education,Organizational Change,Educational Equity (Finance),Financial Needs,Primary Education

The May primary election added seven school district referenda to the total number occurring in Indiana since 2008, three of which passed and four of which were rejected by voters. In the 2011 primary election, there were five General Fund referenda and two construction referenda. Of General Fund referenda, two passed (Crown Point Community School Corporation and M.S.D. of Perry Township) and three failed (North Adams Community Schools, Franklin Township Community School Corporation, and Avon Community School Corporation). Of the three General Fund referenda within the Indianapolis metropolitan area, only one passed. Of the construction referenda, one passed (M.S.D. of Perry Township) and one failed (Oak Hill United School Corporation). The law governing school district referenda was also changed this year during the 2011 session of the Indiana General Assembly. This may impact the outcomes of future referenda and school district leaders should acquaint themselves with the changes to the referendum process. This policy brief summarizes the key provisions of House Enrolled Act 1238 and shares the perspectives of three superintendents and a political consultant who were involved in referendum campaigns in May. (Contains 5 tables and 4 web resources.)
Emotional and Behavioral Disorders: Promoting Prevention and Positive Interventions in School Settings. Education Policy Brief. Volume 9, Number 5
Author: Tan, Paulo
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Behavior Disorders,Emotional Disturbances,Response to Intervention,Educational Policy,School Districts,Program Implementation,Identification,Disabilities

This Education Policy Brief provides an update on the positive behavior interventions and supports (PBIS) efforts in Indiana by showcasing an Indianapolis school district's endeavors in the implementation of PBIS; explores strategies for schools to expand efforts to identify children and adolescents with internalizing disorders and to develop and implement interventions within school settings; examines the national debate and Indiana's policies on the use of physical restraints and seclusion in the context of school settings for dangerous and disruptive students generally and with students with disabilities in particular; and discusses implications and recommendations for educational policy. (Contains 8 web resources.)
Revamping the Teacher Evaluation Process. Education Policy Brief. Volume 9, Number 4, Fall 2011
Author: Whiteman, Rodney S.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Educational Change,State Legislation,Models,School Districts,Politics of Education

This policy brief explores Senate Enrolled Act 001 (SEA 1), specifically the provisions for how teachers must be evaluated. After a short summary of SEA 1 and its direct changes to evaluation policies and practices, the brief reviews literature in teacher evaluation and highlights important issues for school corporations to consider when selecting an evaluation system. Five teacher evaluation models, including the RISE Evaluation and Development System that is being developed by the Indiana Department of Education, are then described and considered within the context of SEA 1. Finally, conclusions and recommendations for school districts are outlined. (Contains 5 tables, 1 figure, 12 footnotes and 11 web resources.)
The Core Components of RTI: A Closer Look at Leadership, Parent Involvement, and Cultural Responsivity. Special Report
Author: Kashima, Yuri
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Leadership,Leadership Effectiveness,Staff Role,Regular and Special Education Relationship,Administrators,School Psychologists,Partnerships in Education,Family School Relationship,School Community Relationship,Parent Participation,Community Involvement,Culturally Relevant Education,Disproportionate Representation

Response to Intervention (RTI) is a framework of service delivery for addressing the needs of all students (within both general and special education) by embedding best practice and differentiated, evidence-based instruction in the classroom, and using scientific, research-based intervention (IDOE, 2009). &quot;Indiana's Vision of Response to Intervention', the first Special Report in this three-part series issued by the Center for Evaluation &amp; Education Policy (CEEP), introduced the RTI framework as an effective mechanism in the prevention and intervention of both academic and behavioral problems for all students in K-12 education. The report discussed the research and policy impetus for the use of the RTI framework, as well as what the state of Indiana is currently doing to support this new initiative. Specifically, Indiana's Department of Education (IDOE) has devised a framework of RTI that addresses six core components on which to focus: (1) evidence-based curriculum, instruction, intervention, and extension; (2) assessment and progress monitoring; (3) data-based decision making; (4) leadership; (5) family, school, and community partnerships; and (6) cultural responsivity. This second Special Report addresses in greater detail the IDOE's first three core components of RTI as conceived by the IDOE. (Contains 1 figure, 2 endnotes and 10 web resources.)
Mind the (Other) Gap! The Growing Excellence Gap in K-12 Education
Author: Plucker, Jonathan A.
Date: 2010-02-04
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Quality,Role,National Competency Tests,Achievement Gap,High Achievement,Sex,Racial Identification,Income,English Language Learners

This report is intended to provide some preliminary excellence gap data and kick start the national discussion on the importance of excellence in the national and state K-12 education systems. After briefly summarizing recent literature on the excellence gap, the trends in National Assessment of Educational Progress (NAEP) scores along gender, racial, income, and English language lines are discussed, with a brief examination of excellence gaps as measured by state accountability assessments. Next, the degree to which achievement gaps at the advanced level may be connected to gaps at the basic and proficient level of achievement is considered. After a discussion of state and federal policies targeting high-ability students, an empirical analysis of the potential factors influencing the size and trend of excellence gaps is presented. Finally, conclusions as well as policy recommendations are offered. (Contains 17 figures, 9 tables and 21 footnotes.)