ethanporcaro/eric-fulltext-meta huggingface dataset:
Camping and Outdoor Experiences in the School Program. Bulletin, 1947, No. 4
Author: Mackintosh, Helen K.
Date: 1947-00-00
Type: Historical Materials
Subjects: Physical Education,Outdoor Education,School Activities,Recreational Activities,Superintendents,Educational Change,Boards of Education,Elementary School Students,Secondary School Students,Youth Programs,Urban Schools,Laboratory Schools,Rural Schools,Agriculture,Educational Facilities,Teacher Competencies,Teacher Education,Program Development

In the field of camping and outdoor education, it is essential that public schools be prepared to meet the needs and the demands of the next few years for this important service and take advantage of the almost unlimited possibilities for vitalizing the school curriculum. A few schools have recognized the possibilities of camping and outdoor experience as an integral part of an educational program, or as a contributing part. Such groups as the National Resources Planning Board, American Association of School Administrators, Association for Supervision and Curriculum Development, and American Association for Health, Physical Education and Recreation have set forth statements in reports or yearbooks advocating camping as a type of experience which should be made available to all youth of secondary school age, and to elementary school children with certain limitations as to age. This bulletin is prepared for school superintendents, school board members, parents, teachers, supervisors, and all persons who should be concerned with a program of camping and outdoor experiences for school children. It is designed to give as many illustrations as are available of programs developed by individual school systems. Some of the suggestions offered show that beginnings can be made simply and without much expenditure of money. The important thing is genuine interest and understanding of the basic issues that need to be met in establishing camping and outdoor experience as a part of the total school program. Although illustrations have been drawn from the elementary school field, the bulletin should be suggestive for secondary schools as well. A bibliography is provided. (Contains 28 footnotes.) [Best copy available has been provided.]
Education in Nicaragua. Bulletin, 1947, No. 6
Author: Ebaugh, Cameron D.
Date: 1947-00-00
Type: Historical Materials
Subjects: Higher Education,Business Education,Physical Education,Elementary Secondary Education,International Cooperation,Latin Americans,Foreign Countries,Educational Change,Teacher Characteristics,Trade and Industrial Education,Educational Development,Special Schools,Military Training,Nursing Education,Agricultural Education,School Supervision,Private Schools,Public Schools,Private Colleges,Program Descriptions

The U.S. Office of Education has undertaken the preparation of a series of basic studies on education in a number of Central and South American countries under the sponsorship of the Interdepartmental Committee on Cultural and Scientific Cooperation. This series of studies is part of a program to promote understanding of educational conditions in the American countries and to encourage cooperation in the field of Inter-American education. The project, a part of a Government-wide program of cultural cooperation under the auspices of the Department of State, was begun in the fall of 1943. This document is based on data gathered by the author in Nicaragua in 1945 and supplemented since then through documentation. Its contents include: (1) Background information on this Central American nation and educational development, from the colonial period to the present time; (2) Elementary education, describing the kindergartens, elementary education proper, teachers, school supervision and plans for elementary school reform; (3) Secondary level education, covering the national institutes and private colleges, private schools and normal schools, as well as commercial education and special activities in the girls' school; (4) Special schools, describing the Military Academy, National School of Nursing, National School of Agriculture, San Juan de Dios Asylum Trade School, National School of Physical Education, The American School, and Schools in the Atlantic Coast region; and (5) Higher education, describing in depth the administration, programs and facilities of the Central University of Nicaragua, and providing brief statements regarding the universities of Leon and Granada, support of higher education, and recent developments in higher education. A bibliography is included. (Contains 23 footnotes and 6 tables.) [Best copy available has been provided.]
School and Work Programs: A Study of Experience in 136 School Systems. Bulletin, 1947, No. 9
Author: Legg, Caroline E.
Date: 1947-00-00
Type: Historical Materials
Subjects: Educational History,High School Students,Junior High School Students,Student Employment,Part Time Employment,Program Descriptions,Program Effectiveness,Guidelines,School Districts,School Administration,School Organization,Administrative Principles,Educational Principles,Child Safety,Educational Policy,Politics of Education,War,Education Work Relationship,Work Study Programs,School Business Relationship,Working Hours,Student Participation,School Schedules,Enrollment,Compliance (Legal),Child Labor,Child Welfare,Student Attitudes,Administrator Attitudes,National Surveys,Interviews,Observation

Wartime conditions created a new interest in school-and-work programs for educators because the realities of employment were brought closer to the schools, and for those concerned with the protection of young workers because of the necessity for safeguarding the interests of these young people while on the job. School-and-work programs, under which high school boys and girls are released from some school time to take part-time jobs, gained sudden popularity during the war as a means of meeting demands of employers for young workers and the desire of students to become wage earners, as well as to help in the war effort. The U. S. Office of Education and the Children's Bureau collaborated on a joint study of school-and-work programs in American high schools. The study is not comprehensive in the sense of including all types of programs which involve combined school attendance and employment; rather, it was limited to inquiries to those programs which involved release from school time in order that the student might work for pay. In this report the wartime experiences of 136 school systems in 37 States with such programs are examined, the operation of the programs described, and their strengths and weaknesses analyzed. On the basis of the findings several suggestions are made for the use of school administrators considering establishment of school-and-work programs in the future: (1) The program must be justified on the basis of true educational value to the students; (2) School supervision must be relied on to conserve the health and strength of students undertaking this double program and to protect them from hazardous or unhealthful employment; and (3) A school-to-work program must rest on a foundation of genuine value to industry and to the community. Appended is the letter of inquiry addressed from the U. S. Office of Education to school officials concerning school-and-work programs. (Contains 1 footnote.) [Best copy available has been provided.]
An Examination of Green School Practices in Atlanta Schools
Author: Chan, Tak Cheung
Date: 2013-00-00
Type: Reports - Research
Subjects: Educational Facilities Design,School Buildings,Water Quality,Energy Conservation,Conservation (Environment),Program Implementation,Leadership,Socioeconomic Status,Ethnicity,Racial Differences,Check Lists,Gardening

The primary goal of this study is to examine green environmental practices exercised in maintaining healthy schools in Atlanta. A forty-item researcher-developed instrument was used to survey 30 randomly sampled schools in the Atlanta area. Five schools particularly strong in green environment implementation were visited to observe their green school operation. Results of the study indicated that Atlanta schools in general earned a &quot;fair&quot; grade in implementing green school programs with weaknesses in green school leadership. Analysis did not find any relationship between green school implementation and school building age, school ethnicity and socioeconomic status of school communities. The following are appended: (1) Table showing descriptive statistics--means by subscale of green school practices; (2) Table showing descriptive statistics--percentages of positive responses by research item; (3) Table showing Pearson's correlation--relationship between green school practice implementation and school building age, percentage of Caucasian and percentage of students receiving free or reduced-price lunch; (4) Green school feature checklist; and (5) Illustrations depicting outdoor green environments, indoor green environments, green gardens, examples of energy conservation, examples of solar energy, examples of water conservation, other green school design features, and examples of the use of recycled materials. (Contains 3 tables.)
Noncognitive Variables and Their Impact on Enrollment of African American Males in Higher Education
Author: Brown, Alanka P.
Date: 2009-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: African American Students,Males,High School Seniors,Enrollment,Higher Education,Predictor Variables,Mixed Methods Research,Student Surveys,Interviews,Role Models,College Readiness,Self Esteem,Family Influence,Teacher Influence,Financial Support,Paying for College,Military Service,Student Financial Aid,Mentors,College Entrance Examinations,Test Preparation,Career Guidance

The purpose of this study was to identify the nonacademic reasons that preclude African American males from enrolling in college after high school completion. The examination of this study evolved as a result of an abundance of African American males choosing not to enroll in college after completing high school. A mixed-methods research design was utilized to answer the 6 research questions posed in this study. Within the 6 research questions, 4 were quantitative and 2 were qualitative. The quantitative questions were hypothesized to test the predictive value of certain demographic variables that garner college enrollment statistically. Participants in the study included 22 African American male high school seniors who had chosen not to enroll in college after high school completion and 22 African American male high school seniors who had chosen to enroll in college after high school completion. Data were collected from both groups using a survey instrument and structured interviews. Findings revealed the results of the dissertation implementation were consistent with the answers to the research questions and hypotheses. It was apparent that the (a) lack of a significant male role model and (b) insufficient school preparation considerably hindered the college enrollment of African American males. Additional findings in the study revealed (a) lack of finances, (b) lack of self-confidence, (c) lack of family support and influence, and (d) military as other prominent noncognitive variables that prevented African American males from stepping foot on a college campus. Further, the research indicated that, in order for more African American males to pursue a higher education after high school completion, high schools need to provide (a) assistance with the financial-aid process, (b) campus mentoring programs, (c) American College Admissions Test and Student Assessment Test preparation assistance, and (d) career guidance. The following are appended: (1) &quot;I Was Cool&quot; ; (2) Student Attribution Survey; (3) Student Perception Interview Protocol; and (4) Matrix of Participants' Responses to Interview Questions 1-6. (Contains 16 tables.)
Drop-Out Prevention and Reentry for High Risk Students. Information Brief
Author: Mid-Atlantic Equity Center
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: At Risk Students,Dropouts,Educational Attainment,Social Problems,Graduation Rate,Minority Group Students,Low Income Groups,High School Students,Academic Achievement

Reducing the number of high school dropouts and increasing graduation rates are national policy priorities. Attaining a high school diploma is the minimum requirement for securing a job, and dropping out leads to economic hardship and social problems. Better educated individuals earn more, are less likely to be involved in crime or be on welfare (Belfield & Levin, 2007). Yet, across the United States, a high percentage of students--mostly low-income and minority--fail to graduate from high school (Education Week, 2008). Nationally, about two-thirds of all students, and only about half of all African American, Latinos, and Native Americans who enter ninth grade graduate four years later. Research suggests that the decision to stay in or to leave school is affected by multiple contextual and policy factors that interact over the lifetime of a student. To understand why students drop out, Russell Rumberger developed a conceptual framework based on an individual perspective and an institutional perspective (2004). This framework suggests reciprocal relationships among these two factors and the possibility that these relationships can change over time as students' progress through school. Identifying students at risk of dropping out is the first step to addressing the problem. Since dropping out is a process, taking place over a long period of time involving multiple factors, there are multiple invention points, various programs that may be effective, and a need for multiple strategies to ensure success (Hammond, Linton, Smink, & Drew, 2007).
Beyond the Indicators: An Integrated School-Level Approach to Dropout Prevention. Ask the Expert
Author: Mac Iver, Douglas
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Dropouts,Pilot Projects,Dropout Prevention,Educational Resources,Intervention,At Risk Students,Elementary Secondary Education,Program Implementation,Educational Change,Behavior Modification,Positive Reinforcement

On June 15, 2009, Martha Abele Mac Iver and Douglas J. Mac Iver presented &quot;Beyond the Indicators: An Integrated School-Level Approach to Dropout Prevention.&quot; In this webinar (and accompanying paper), they explained how to create an integrated dropout prevention strategy and highlighted an innovated pilot program that yielded results within months. They have developed an early warning and tiered response system that combines components of comprehensive school reform with programs targeted on individual students. Here, the authors answer questions submitted by webinar participants regarding the development and implementation of an early warning and tiered response system.
Helping Educators Discuss Responsiveness to Intervention with Parents and Students. Q&amp;A. Winter 2007
Author: Fuchs, Lynn S.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Academic Failure,Learning Disabilities,At Risk Students,Response to Intervention,Educational Change,Federal Legislation,Disability Identification,Educational Legislation,Prediction,Parents,Students,Progress Monitoring,Special Education,Parent Role

Responsiveness to intervention (RTI) is proposed as a valuable construct for schools because of its potential utility in providing appropriate learning experiences for all students as well as the early identification of students as being at risk for academic failure. RTI can be conceptualized as providing a framework for systemic reform directed at improving all learners' outcomes as intended by the No Child Left Behind Act of 2001. There are three commonly described uses of RTI: (1) prediction of at-risk students; (2) intervention for students with academic or behavioral difficulties; and (3) determination of specific learning disability (SLD) along with a variety of assessment tools and strategies. This question-and-answer paper was developed to help you understand the many issues related to responsiveness to intervention. It is hoped that this will help you respond to common questions posed by parents and students.
Does Closing Schools Cause Educational Harm? A Review of the Research. Information Brief
Author: Sunderman, Gail L.
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Collective Bargaining,School Closing,Legal Problems,Academic Achievement,Transfer Students,Contracts,Employment,Educational Legislation,Federal Legislation,Low Achievement,Student Mobility,Charter Schools,Dropouts

The aim of this paper is to review the relevant research on the educational impact of school closures on student learning, provide information on criteria frequently used when closing a school, examine the characteristics of what constitutes a &quot;better school&quot; (i.e., receiving school), and identify strategies that can be used to help students and their parents during the transition to a new school. Closing schools is a politically difficult decision for any district. It has implications for students and families who must be transferred to a new school. It may involve terminating employment contracts with a school's current employees. There may be legal and/or collective bargaining issues to resolve, and it is likely to be a time consuming, challenging, and complicated process (Steiner, 2009). And unless the new options are better than the current school, closing a school for performance reasons is ineffective (Steiner, 2009). (Contains 1 footnote.)
Access to a High Quality Education for English Language Learners. Information Brief
Author: Mid-Atlantic Equity Center
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Thinking Skills,Testing Accommodations,Remedial Programs,Program Effectiveness,Testing,Educational Quality,English (Second Language),Second Language Learning,English Language Learners,Validity,Disadvantaged Schools,Difficulty Level,National Competency Tests,Access to Education

Research on teaching and learning indicates that all students should be provided with programs, services, and teachers that engage them in rigorous academic work and promote deep disciplinary knowledge and higher order thinking skills (Walqui, 2006; Sanders &amp; Rivers, 1996). Despite research findings on the importance of high quality teachers and programs, English Language Learners (ELL) are often taught by under-qualified teachers and excluded from rigorous academic programs (Birch, 2002; Honig, 1996). ELLs are typically enrolled in high poverty schools that offer remedial programs with limited access to grade-level curriculum and instruction (De Cohen, et al., 2005). Providing test accommodations is an important approach for addressing the inequities in the assessment of ELLs. Appropriate accommodations for ELLs include changes to testing procedures, testing materials, or the testing situation in ways that allow ELLs to participate meaningfully in the assessments. Effective accommodations, when implemented in a systematic manner, can improve the validity of assessment results for ELLS (Acosta, B. et al, 2008; Shafer Willner, L., et al, 2008).
The Over-Representation and Under-Representation of Minority Students in Special Education and Gifted and Talented Programs. Information Brief
Author: Mid-Atlantic Equity Center
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Disabilities,School Effectiveness,Program Effectiveness,Special Education,Minority Group Students,Program Implementation,Referral,Disproportionate Representation,Disability Identification,Low Income Groups,Cultural Differences,Academically Gifted,Student Placement,Enrollment

The disproportional representation of culturally, linguistically, and ethnically diverse and low-income students in special education and gifted and talented programs has been a persistent issue for many decades. It has been a long standing trend that the percentage of minority students constituting special education programs exceeds their percentage make up of the total enrollment. Among the many factors contributing to the misidentification of minority students for special education, students labeled with disabilities often 1) have inadequate classroom instruction prior to referral to special education; 2) are subject to inconsistent or arbitrary placement policies and processes; and 3) if living in low income communities, are placed in special education simply due to the lack of effective schooling options (Harry & Klingner, 2007, 2006). Furthermore, the over-identification of low-income and minority students for remedial and special education classes and the underrepresentation of diverse students in gifted and talented programs is reinforced by cross-cultural misunderstanding, assessment bias, and teacher referral processes (Harry& Klingner, 2007, 2006; Ford, et al., 2004; Skiba, et al., 2008). In order to address these issues, educators and policymakers need to consider how to change the identification and placement procedures for special education and gifted programs, and how to improve services that address the academic needs and achievement of these historically neglected populations. A growing body of research has identified approaches to assessment, cross-cultural curriculum and program implementation, as well as interventions and structural changes to schooling that can improve proportionality when implemented in a culturally responsive manner (Briggs, et al., 2008; Joseph & Ford, 2006). To obviate the need for special education placement, schools need to identify children in need of additional help earlier and improve general education services, in conjunction with measures that improve teacher preparation and address the multiplicity of biological and social factors contributing to disproportionality (Donovan & Cross, 2002).
Access to High Quality Teachers for All Students. Information Brief
Author: Mid-Atlantic Equity Center
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Achievement Gap,Educational Quality,Minority Group Students,Teacher Competencies,Scores,Federal Legislation,Low Income Groups,Educational Legislation,Academic Achievement

One of the most important factors in a high quality education is the knowledge, experience, and capability of the classroom teacher. There is strong evidence that having a high-quality teacher affects learning and is an important factor in explaining student test score gains (Clotfelter, Ladd, &amp; Vigdor, 2007; Darling-Hammond, 2000; Darling-Hammond &amp; Youngs, 2002; King Rice, 2003; Loeb, 2000; Wayne &amp; Youngs, 2003). One widely cited study by economist Eric Hanushek (1992) suggests that the estimated difference in annual achievement growth between having a good and bad teacher can be more than one grade-level equivalent in test performance (p. 107). Since the impact of teacher quality on student achievement is larger than effects from other education interventions, improving minority and low-income children's access to skilled teachers could substantially reduce the achievement gap over the long-run. If the achievement of low-income and minority students is to improve, increasing access to high-quality teachers is imperative. The No Child Left Behind Act (NCLB) includes provisions that highlight the inequities in the distribution of teachers. These provisions require states and districts to develop plans to insure that minority and low-income children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers.