ethanporcaro/eric-fulltext-meta huggingface dataset:
Overview: Higher Education Data Resources
Author: Texas Higher Education Coordinating Board
Date: 2019-03-00
Type: Reports - General
Subjects: Higher Education,Web Sites,Data,Access to Information,Resources

The &quot;Texas Higher Education Data&quot; website offers policymakers, students, parents, K-12 educators, media, researchers, and faculty a collection of education data designed to help shape policy and inform initiatives that will move Texas closer to achieving the goals of the &quot;60x30TX&quot; strategic plan and will lay the foundation for a globally competitive workforce. This website is maintained by the Texas Higher Education Coordinating Board (THECB) and is intended primarily for users who wish to locate or generate data regarding higher education. The site provides direct access to various reports, statistics, queries, and interactive tools. As features are added or updated, a notification panel on the homepage titled &quot;Latest News&quot; assists users in identifying the most recent changes. [For the 2018 version of &quot;Overview: Higher Education Data Resources,&quot; see ED591061.]
Let&apos;s Play! Activities for Families
Author: Ministry of Education (British Columbia)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Play,Child Development,Learning Processes,Inquiry,Cooperation,Games,Young Children,Preschool Education,Primary Education,Learning Activities,Creativity,Family Environment,Family Role,Foreign Countries,Communication Skills,Literacy,Social Responsibility,Identification (Psychology),Diversity,Well Being,Canada Natives

&quot;Let's Play! Activities for Families&quot; has been developed by the B.C. Ministry of Education for families and caregivers to support children's early learning experiences through playing and having fun. Each play activity connects with one of the Living Inquiries described in the &quot;B.C. Early Learning Framework,&quot; which are: (1) Engagement with Others, Materials and the World; (2) Communication and Literacies; (3) Identities, Social Responsibility, and Diversity; and (4) Well-being and Belonging. The activities are intended to create experiences that offer quality engagement within families. This engagement enhances healthy social and emotional development in children. Activities have been carefully chosen to encourage the expression and extension of children's interests and ideas and to present novel and stimulating settings for exploration. [For the 2019 &quot;British Columbia Early Learning Framework,&quot; see ED605504.]
Noise Map of My School: A Case Study
Author: Alp, Gamze
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Acoustics,Elementary School Students,Grade 4,Educational Environment,Preservice Teachers,Prevention,Learning Activities,Pollution,Science Activities,Science Curriculum,Elementary School Science,Science Process Skills

Noise - sound waves with high energy - is a significant element influencing the school climate today. The research took place in two primary schools in Bursa in the 2016-2017 academic year. Pre-service teachers were instructed about the process, who conducted the &quot;Noise Map&quot; activity with 4th-grade students in primary schools. The purpose is to describe the condition regarding noise by students,teachers and pre-service teachers through their experiences and views. Data collection tools consisted of participant journals, observation forms, teacher and student interview forms and noise maps. Case study and 'holistic single-unit design' were used as qualitative research methods. The 7E Model, a constructivist education approach, was used to analyse the data descriptively. Findings show that teachers, students and pre-service teachers developed an awareness of noise, gave suggestions to prevent it and experienced a scientific study. One remarkable result of the study is that due to the activity, students learned to associate noise with other disciplines and daily life. The scope of the activity can be extended to include research out of class, and learning with social experiments. Awareness can be transformed into permanent behaviour through periodic repetition and diversifying materials.
Shifting Special Needs Students to Online Learning in the COVID-19 Spring: Challenges for Students, Families, and Teachers. Pioneer Education Policy Brief
Author: Young, Julie
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Special Needs Students,Online Courses,Best Practices,Special Education,Parent Teacher Cooperation,Educational Legislation,Equal Education,Federal Legislation,Interpersonal Communication,Teamwork,Student Needs,Compliance (Legal),Self Control,Teacher Competencies,Special Education Teachers,Privacy,Educational Technology,Technology Uses in Education,COVID-19,Pandemics

A new normal is expected to emerge from the COVID-19 pandemic. What it will look like is still to be determined. But digital learning is sure to play a larger role in K-12 and college education. For students with learning disabilities or special needs, as well as their parents and teachers, the goal will be to find what works best and for which students. This brief looks at the challenges of instructing special needs students in an online environment and includes best practices and solutions. Interviews were conducted with special education authorities, and research included materials and resources used with special needs children.
British Columbia Early Learning Framework
Author: Atkinson, Kim
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Play,Child Development,Learning Processes,Inquiry,Cooperation,Young Children,Preschool Education,Primary Education,Learning Activities,Creativity,Curriculum,Early Childhood Education,Communication Skills,Creative Thinking,Critical Thinking,Cultural Awareness,Identification (Psychology),Self Concept,Student Responsibility,Social Responsibility,Canada Natives,Culturally Relevant Education,Social History,Inclusion,Self Control,Language Skills,Thinking Skills,Well Being,Imagination,Drama,Standards,Physical Activities,Outdoor Education,Human Body,Teaching Methods,Foreign Countries,Educational Principles,Child Care,Teacher Role,Community Role,Government Role,Family Role,Educational Legislation,Civil Rights,Equal Education,Reflective Teaching,Reflection

This revised Early Learning Framework is the culmination of a collaborative process that included early childhood educators, primary teachers, academics, Indigenous organizations, Elders, government, and other professionals. The first Early Learning Framework published in 2008 changed the landscape of early years practice in British Columbia. It presented an image of the child as capable and full of potential, and introduced pedagogical narration as a process for reflecting on the knowledge and understandings of childhood. Since 2008, there have been significant developments in the social, political, economic, and cultural context of B.C. that have created new realities for children, families, and communities. This revised Early Learning Framework acknowledges these new realities and the changing perspectives and relations they bring. The revised Early Learning Framework: (1) Expands the focus on children from birth to five years in the original framework to children birth to eight years; (2) Connects with B.C.'s New Curriculum and Core Competencies (B.C. Ministry of Education, 2018b); (3) Resists language, concepts, and pedagogies that perpetuate legacies of colonization and marginalization of Indigenous people; (4) Strives to contribute to lasting reconciliation with Indigenous people, which is anchored by the province's cross-government commitment to fully adopt and implement the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), and the Calls to Action of the Truth and Reconciliation Commission (TRC); (5) Strengthens the vision of inclusive spaces and practices for all children, including children with diverse abilities and needs; (6) Envisions learning and being as a holistic process that happens as children and adults come together in relationship with each other, ideas, materials, places, and histories; (7) Introduces language that may be new to some educators; and (8) Uses the term &quot;living inquiries&quot; (known as &quot;areas of learning&quot; in the 2008 Early Learning Framework) and &quot;pathways&quot; (known as &quot;learning goals&quot; in the 2008 Early Learning Framework) that will help to describe the thinking, doing, and learning that happens as children, educators, materials, and ideas interconnect. [For the 2008 report, see ED605513.]
Bureau of Indian Education: Actions Needed to Improve Management of a Supplemental Education Program. Report to the Republican Leader, Committee on Education and Labor, House of Representatives. GAO-20-308
Author: Emrey-Arras, Melissa
Date: 2020-04-00
Type: Legal/Legislative/Regulatory Materials
Subjects: American Indian Students,American Indian Education,Public Schools,Alaska Natives,Academic Support Services,Program Descriptions,Culturally Relevant Education,Budgets,Private Schools,Educational Needs,Public Agencies,Resource Allocation,Federal Aid,Federal Programs,Federal Legislation,Program Evaluation,Public Officials,Administrator Attitudes,Contracts,Nonprofit Organizations,Accountability,Program Administration,Supplementary Education,Program Improvement,Staff Development,Administrator Role,Administrator Responsibility,Self Determination,Federal Indian Relationship,Elementary Secondary Education,Educational Finance

American Indian and Alaska Native students enrolled in public schools have performed consistently below other students on national assessments from 2005-2019. The Johnson-O'Malley (JOM) program provides academic and cultural supports, through contracts, to meet the specialized and unique educational needs of American Indian and Alaska Native students enrolled in public schools and select private schools. In fiscal year 2019, the Department of the Interior (Interior) allocated about $23 million for the JOM program, according to their budget documentation. The Government Accountability Office (GAO) was asked to review issues related to Interior's JOM program, administered by the Bureau of Indian Education (BIE). This report examines the extent to which BIE (1) has key program information; (2) provides training to JOM contractors; and (3) clearly defines and identifies JOM roles and responsibilities. GAO reviewed relevant federal laws, regulations, and both BIE and JOM contractor documents; analyzed existing data and information on JOM; and interviewed agency officials, five JOM contractors of different types, and two nonprofit organizations selected for their knowledge of the JOM program. GAO is making five recommendations, including that the Director of BIE should maintain an accurate and complete list of JOM contractors, develop JOM training, and clearly define roles and responsibilities and identify staff for carrying out JOM functions. Interior agreed with the recommendations.
&quot;The Dying of the Light&quot;: How Common Core Damages Poetry Instruction. White Paper No. 113
Author: Esolen, Anthony
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,Poetry,English Instruction,Educational Benefits,Language Arts,Elementary Secondary Education,Misconceptions,Literature Appreciation,Assignments,Skill Development,English Curriculum,Time Factors (Learning),Educational Attitudes

It is not clear that the literary genre called poetry has a future in the face of a reduction in literary study that Common Core's English language arts standards implicitly mandate-- and in the context of Common Core's drive for workforce development. Common Core claims the standards will prepare students equally for &quot;college and career.&quot; This paper makes a case for why poetry study and recitation belongs prominently in the K-12 curriculum, despite Common Core's workforce-oriented goals. In part I, Anthony Esolen discusses why students should read poetry at all, the kind of reading that poetry demands from us, and what poetry has to do with the child's developing imagination. In part II, Jamie Highfill explains how poetry has traditionally been taught in the public schools. In part III, Sandra Stotsky traces what is known from large-scale studies about the poetry curriculum in this country's public schools. Part IV discusses how Common Core's English language arts standards seem to be influencing the poetry curriculum in our public schools. Part V suggests what the fate of poetry in the school curriculum will likely be so long as Common Core's standards and any tests based on them legally shape K-12 education and teacher training.
Interim Guidance for Administrators of U.S. Institutions of Higher Education: Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19)
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2020-03-23
Type: Guides - Non-Classroom
Subjects: Disease Control,College Administration,Administrator Role,Public Colleges,Private Colleges,School Community Relationship,Public Health,School Safety,Risk Management,Health Behavior,Agency Cooperation,Information Dissemination,Hygiene,Sanitation,School Schedules,Access to Education,Online Courses,Distance Education,College Housing,Dining Facilities,School Policy,Access to Health Care,COVID-19,Pandemics

This interim guidance is based on what is currently known about the transmission and severity of coronavirus disease 2019 (COVID-19). The US Centers for Disease Control and Prevention (CDC) will update this guidance as needed and as additional information becomes available. This interim guidance is intended for administrators of public and private institutions of higher education (IHE). Institutions of higher education (IHE), working together with local health departments, have an important role in slowing the spread of diseases, and protecting vulnerable students, staff, and faculty to help ensure a safe and healthy learning environment. Guidance for IHE is organized into three categories based on the level of community transmission: (1) when there is no community transmission (preparedness phase); (2) when there is minimal to moderate community transmission; and (3) when there is substantial community transmission. IHE administrators are advised to consult with their local health department to determine what level of transmission is currently occurring in their community. Guidance is also provided for when a confirmed case has entered an IHE, regardless of community transmission. All decisions about implementing IHE-based strategies (e.g., class suspensions, event cancellations, other social distancing measures) should be made in collaboration with local health officials.
Interim Guidance for Administrators of US K-12 Schools and Child Care Programs to Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19)
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2020-03-25
Type: Guides - Non-Classroom
Subjects: Disease Control,Crisis Management,Elementary Schools,Secondary Schools,Child Care Centers,Prevention,Guidance,Program Implementation,Severity (of Disability),Decision Making,Hygiene,Educational Planning,COVID-19,Pandemics

Schools, working together with local health departments, have an important role in slowing the spread of diseases and protecting vulnerable students and staff, to help ensure students have safe and healthy learning environments. This guidance will help public and private child care programs, K-12 schools, and their partners understand how to help prevent the transmission of COVID-19 within child care and school communities and facilities. It also aims to help child care programs, schools, and partners react quickly should a case be identified. The guidance includes considerations to help administrators plan for the continuity of teaching and learning if there is community spread of COVID-19. It is organized into three categories based on the level of community transmission: (1) when there is no community transmission (preparedness phase); (2) when there is minimal to moderate community transmission; and (3) when there is substantial community transmission. Guidance is also provided for when a confirmed case has entered a school, regardless of the level of community transmission. All decisions about implementing school-based strategies (e.g., dismissals, event cancellations, other social distancing measures) should be made locally, in collaboration with local health officials who can help determine the level of transmission in the community. This interim guidance is based on what is currently known about the transmission and severity of coronavirus disease 2019 (COVID-19). The US Centers for Disease Control and Prevention (CDC) will update this guidance as needed and as additional information becomes available.
A Randomized Controlled Trial of a Trauma-Informed School Prevention Program for Urban Youth: Rationale, Design, and Methods
Author: Mendelson, Tamar
Date: 2020-03-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Trauma,Intervention,Prevention,Urban Youth,Clubs,Health Education,Middle School Students,Program Effectiveness,Grade 8,Psychotherapy,Outcomes of Treatment,Stress Management,Relaxation Training,Coping

Introduction: Youth in disadvantaged urban areas are frequently exposed to chronic stress and trauma, including housing instability, neighborhood violence, and other poverty-related adversities. These exposures increase risk for emotional, behavioral, and academic problems and ultimately, school dropout. Schools are a promising setting in which to address these issues; however, there are few universal, trauma-informed school-based interventions for urban youth. Methods/Design: Project POWER (Promoting Options for Wellness and Emotion Regulation) is a randomized controlled trial testing the impact of RAP Club, a trauma-informed intervention for 8th graders that includes mindfulness as a core component. Students in 32 urban public schools (n = 800) are randomly assigned to either RAP Club or a health education active control group. We assess student emotional, behavioral, and academic outcomes using self-report surveys and teacher ratings at baseline, post-intervention, and 4-month follow up. Focus groups and interviews with students, teachers, and principals address program feasibility, acceptability, and fidelity, as well as perceived program impacts. Students complete an additional self-report survey in 9th grade. Schools provide students' academic and disciplinary data for their 7th, 8th, and 9th grade years. In addition, data on program costs are collected to conduct an economic analysis of the intervention and active control programs. Discussion: Notable study features include program co-leadership by young adults from the community and building capacity of school personnel for continued program delivery. In addition to testing program impact, we will identify factors related to successful program implementation to inform future program use and dissemination. [This paper was published in &quot;Contemporary Clinical Trials&quot; Mar 2020.]
British Columbia Early Learning Framework
Author: Ministry of Education (British Columbia)
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Play,Child Development,Learning Processes,Inquiry,Cooperation,Young Children,Preschool Education,Primary Education,Learning Activities,Creativity,Curriculum,Early Childhood Education,Communication Skills,Creative Thinking,Critical Thinking,Cultural Awareness,Identification (Psychology),Self Concept,Student Responsibility,Social Responsibility,Canada Natives,Culturally Relevant Education,Social History,Inclusion,Self Control,Language Skills,Thinking Skills,Well Being,Imagination,Standards,Outdoor Education,Teaching Methods,Foreign Countries,Educational Principles,Child Care,Teacher Role,Community Role,Government Role,Family Role,Educational Legislation,Civil Rights,Equal Education,Reflective Teaching,Reflection

This document, British Columbia's Early Learning Framework, is intended to guide and support early childhood educators, StrongStart BC facilitators, early years professionals, service providers, communities and governments in providing rich early learning experiences for children from birth to kindergarten. The document may also be of interest for families with young children. The primary purpose of this document is to support adults to create rich early learning experiences and environments that reflect the latest knowledge on how best to support young children's early learning and development. For early childhood educators, early years professional, or other type of service provider, this document will provide tools to reflect on the early learning experiences, to guide programs and activities, and to support dialogue with and between families about their children's early learning. As a parent or caregiver, it may stimulate reflections on children's early learning. For children who participate in child care, preschool, a StrongStart BC early learning centre, or any other community-based early learning program, this document can support parents to engage in a dialogue with early childhood educators. This framework is also designed to help adults support and strengthen children's individual, social, cultural, and linguistic identities, and their respect and appreciation for other people's identities. Finally, the framework provides a focal point for dialogue among British Columbians, so that together we can develop a common language and greater understanding of the vital importance of early learning for all young children. This Early Learning Framework document is organized into three sections: (1) Section One includes an introduction and describes the purpose of the document; (2) Section Two describes the context for the development of this framework, including the B.C. social context, and human rights and legislative commitments relating to early learning; and (3) Section Three contains the core elements of the Early Learning Framework: (a) the vision for early learning, (b) principles, (c) areas of early learning and learning goals and (d) a set of questions for each area of early learning to help the user put this framework into practice.