ethanporcaro/eric-fulltext-meta huggingface dataset:
Report to Congress on Head Start Monitoring, Fiscal Year 2018
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2018-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Program Evaluation,Federal Programs,Disadvantaged Youth,Early Childhood Education,Early Intervention,Compliance (Legal),Grants,Classroom Environment,Educational Quality,Educational Environment,School Safety,School Readiness,Program Effectiveness,Eligibility,Federal Legislation,Quality Control,Interpersonal Relationship,Program Implementation,Governance,Educational Finance,Program Design,Low Income Students,Social Services

This report presents a summary of the findings of fiscal year (FY) 2018 Head Start monitoring reviews, fulfilling the reporting requirement in Section 641A(f) of the Head Start Act. It highlights the enhancements made to the FY 2018 monitoring review system, summarizes grantee review outcomes, and describes the types of findings most commonly identified in FY 2018. In September 2016, the Office of Head Start (OHS) issued the first holistic revision and complete reorganization of the Head Start Program Performance Standards (HSPPS) since their original publication in 1975. OHS significantly modified the FY 2017 review schedule to provide opportunities for the Head Start community to implement the new HSPPS and for OHS to refine its system to monitor the new HSPPS. OHS implemented the new aligned monitoring system in FY 2018. The revised Aligned Monitoring System (AMS 2.0) was designed to monitor the newly implemented HSPPS, streamline the monitoring process, and reduce grantee burden of having multiple review events from multiple agencies. AMS 2.0 retained some components from its original design, including CLASS®, Special, and Follow-up reviews, which were implemented with procedures identical to those implemented in the original AMS. AMS 2.0 also introduced two new review types: Focus Area One and Focus Area Two. [For the 2017 report, see ED600423.]
Study of State Policies to Prohibit Aiding and Abetting Sexual Misconduct in Schools
Author: Anderson, Leslie M.
Date: 2022-00-00
Type: Reports - Research
Subjects: State Policy,Sexual Abuse,Sexual Harassment,Barriers,Program Implementation,State Legislation,School Personnel,Personnel Selection,Ethics,Educational Legislation,Elementary Secondary Education,Federal Legislation,Job Applicants,Access to Information,Disclosure,Compliance (Legal)

In 2015, Congress added a provision in the reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) to help protect students from sexual abuse and misconduct in schools. ESEA Section 85461 requires states to have in place laws or policies that prohibit schools, local school districts, or state education agencies (SEAs) from assisting or &quot;aiding and abetting&quot; school staff in obtaining a new job if they are known or believed with probable cause to have engaged in sexual misconduct with a student or minor in violation of the law. This study examined states' development and implementation of laws and policies to prohibit aiding and abetting educator sexual misconduct in schools. The study also sought to describe the challenges states have encountered in implementing the requirements of Section 8546 and how they have addressed these challenges. The Department sought to understand how states are addressing implementation of the provisions in Section 8546 in order to inform the Department's technical assistance efforts to help SEAs with this section of the law. The study addressed four main questions: (1) To what extent do states have laws, regulations, codes of ethics, and/or policies that prohibit assisting or aiding and abetting the employment of school staff, contractors, or agents who have engaged, or where there is probable cause to believe they have engaged, in sexual misconduct with a student or minor?; (2) How did states develop laws, regulations, codes of ethics, and/or policies to address Section 8546?; (3) How are SEAs implementing laws, regulations, codes of ethics, and/or policies that prohibit aiding and abetting? and (4) What challenges have SEAs faced in implementing state laws or policies required under Section 8546? [For the corresponding Fact Sheet, see ED633391.]
Elementary and Secondary Education Act Provisions Prohibiting Aiding and Abetting of Sexual Misconduct in Schools
Author: Office of Elementary and Secondary Education (OESE) (ED)
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Elementary Secondary Education,Educational Legislation,Sexual Abuse,State Policy,Sexual Harassment,Barriers,Program Implementation,State Legislation,School Personnel,Personnel Selection,Job Applicants,Access to Information,Disclosure,Compliance (Legal)

The Elementary and Secondary Education Act of 1965 (ESEA), as reauthorized in 2015, includes a provision to help protect students from sexual abuse and misconduct. ESEA Section 8546 requires states to adopt laws or policies that prohibit K-12 employers from assisting or aiding and abetting school employees, contractors, or agents in obtaining a new job if they are known or believed, with probable cause, to have engaged in sexual misconduct with a student or minor. This fact sheet provides an overview of the laws and policies that the 50 states and the District of Columbia (&quot;states&quot;) have enacted to prohibit aiding and abetting sexual misconduct in schools. [For the full report, see ED633390.]
Report to Congress on Head Start Monitoring, Fiscal Year 2019
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2019-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Program Evaluation,Federal Programs,Disadvantaged Youth,Early Childhood Education,Early Intervention,Compliance (Legal),Grants,Classroom Environment,Educational Quality,Educational Environment,School Safety,School Readiness,Program Effectiveness,Eligibility,Federal Legislation,Quality Control,Interpersonal Relationship,Program Implementation,Governance,Educational Finance,Program Design,Low Income Students,Social Services

The Head Start Act mandates that each Head Start grantee receive a monitoring review at least once every 3 years; each newly designated grantee be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all grantees that &quot;fail to meet the standards&quot; receive Follow-up reviews. Reviewers knowledgeable about Head Start conducted fiscal year (FY) 2019 reviews, with Review Leads (RLs) leading teams of reviewers, where appropriate. Each review was guided by the standardized methodology and the Monitoring Protocols, which guide reviewers' onsite activities in assessing program performance and compliance. This report presents a summary of the findings of fiscal year (FY) 2019 Head Start monitoring reviews, fulfilling the reporting requirement in Section 641A(f) of the Head Start Act, as amended in 2007. It highlights the enhancements made to the FY 2019 monitoring review system, summarizes grantee review outcomes, and describes the types of findings most commonly identified in FY 2019. [For the 2018 report, see ED633365.]
Report to Congress on Head Start Monitoring, Fiscal Year 2020
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2020-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Program Evaluation,Federal Programs,Disadvantaged Youth,Early Childhood Education,Early Intervention,Compliance (Legal),Grants,Classroom Environment,Educational Quality,Educational Environment,School Safety,School Readiness,Program Effectiveness,Eligibility,Federal Legislation,Quality Control,Interpersonal Relationship,Program Implementation,Governance,Educational Finance,Program Design,Low Income Students,Social Services,COVID-19,Pandemics

The Head Start Act mandates that each Head Start grantee receive a monitoring review at least once every 3 years; each newly designated grantee be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all grantees that &quot;fail to meet the standards&quot; receive Follow-up reviews. Reviewers knowledgeable about Head Start conducted fiscal year (FY) 2020 reviews, with Review Leads (RLs) leading teams of reviewers, where appropriate. Each review was guided by the standardized methodology and the Monitoring Protocols, which guide reviewers' on-site activities in assessing program performance and compliance. This report presents a summary of the findings of fiscal year (FY) 2020 Head Start monitoring reviews, fulfilling the reporting requirement in section 641A(f) of the Head Start Act, as amended in 2007. It highlights the enhancements made to the FY 2020 monitoring review system, summarizes grantee review outcomes, and describes the types of findings most commonly identified in FY 2020. [For the 2019 report, see ED633469.]
Report to Congress on Head Start Monitoring, Fiscal Year 2021
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2021-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Program Evaluation,Federal Programs,Disadvantaged Youth,Early Childhood Education,Early Intervention,Compliance (Legal),Grants,Classroom Environment,Educational Quality,Educational Environment,School Safety,School Readiness,Program Effectiveness,Eligibility,Federal Legislation,Quality Control,Interpersonal Relationship,Program Implementation,Governance,Educational Finance,Program Design,Low Income Students,Social Services,COVID-19,Pandemics

The Head Start Act mandates that each Head Start recipient receive a monitoring review at least once every 3 years; each newly designated recipient be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all recipients that &quot;fail to meet the standards&quot; receive Follow-up reviews. Reviewers knowledgeable about Head Start conducted fiscal year (FY) 2021 reviews, with Review Leads (RLs) leading teams of reviewers, where appropriate. Each review was guided by the standardized methodology and the Monitoring Protocols, which guide reviewers' on-site activities in assessing program performance and compliance. This report presents a summary of the findings of fiscal year (FY) 2021 Head Start monitoring reviews, fulfilling the reporting requirement in section 641A(f) of the Head Start Act, as amended in 2007. It highlights the enhancements made to the FY 2021 monitoring review system, summarizes recipient review outcomes, and describes the types of findings most commonly identified in FY 2021. On September 24, 2020, OHS suspended on-site reviews due to the coronavirus disease 2019 (COVID-19) pandemic and public health emergency, and the COVID-19-related travel and social distancing restrictions. Reviews that were scheduled to be conducted virtually (e.g., Focus Area 1 (FA1)) were minimally impacted. However, Focus Area 2 (FA2) reviews that are typically scheduled to be conducted onsite were scheduled to be conducted virtually in FY 2021. Classroom Assessment Scoring System (CLASS®) reviews were suspended for FY 2021. [For the 2020 report, see ED633470.]
Indigenous Educator Pathways: Creating Positive Student Outcomes
Author: Jones, Barbara
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Indigenous Knowledge,Indigenous Personnel,American Indians,Alaska Natives,Tribes,Native Language,Language Teachers,Culturally Relevant Education,Outcomes of Education

Indigenous educators are critical levers in promoting positive Indigenous student outcomes. This overview, based on the webinar series &quot;Making a Difference for American Indian and Alaska Native Students: Innovations and Wise Practices,&quot; describes key considerations for opening Indigenous educator pathways. These considerations emerged from a synthesis of comments from webinar panelists and participants, including state and tribal leaders, scholars, education practitioners, Native language teachers, and traditional knowledge keepers.
Companion Document to the ACRL Framework for Information Literacy for Higher Education: Instruction for Educators
Author: Association of College and Research Libraries
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Information Literacy,Higher Education,Academic Libraries,Teacher Educators,Teacher Education,Preservice Teachers

One charge of the Education and Behavioral Sciences Section's Instruction for Educators Committee (IFE Committee) is to develop approaches and solutions to the information literacy and instruction challenges faced by librarians who serve schools, colleges, and departments of education. In pursuit of that mission, the IFE Committee produced this document to model on a national level what academic librarians are striving to do at a local level: to provide effective instructional approaches for educators and teacher education faculty in an academic context that supports the overarching information literacy concepts shared across the profession. This interpretation of the Association of College and Research Libraries Framework for Information Literacy for Higher Education (ACRL Framework) is designed to help facilitate that goal for librarians who collaborate and work with teacher education faculty and students. Each academic discipline needs to interpret how the ACRL Framework works best in their context. This document does that for the field of teacher education.
National (2022-2023). Office of Head Start - Head Start Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Young Children,Pregnancy,Enrollment,Financial Support,Infants,Toddlers,Age Differences,Homeless People,Foster Care,Ethnicity,Race,Language Usage,Health Services,Disabilities,Special Education,Family Programs,Services,Low Income Students,Federal Programs,Social Services,Early Intervention

This National Head Start Services Snapshot summarizes key data on demographics and services for preschool-age children served by Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
An Integrative Qualitative Framework: Improving Research through Strategic Mapping
Author: Coker, David C.
Date: 2023-04-20
Type: Journal Articles
Subjects: Qualitative Research,Guidelines,Doctoral Dissertations,Educational Research,Validity,Reliability,Research Design,Research Problems,Field Studies

Outside of education, many academic disciplines developed and promulgated checklists to evaluate the quality of qualitative studies. This article used an embedded mixed methods approach in three stages: development of a conceptual framework reviewing 62 guidelines; a content analysis of key areas of the guidelines; and review of dissertations to see how practices compare to model guidelines. Using 15 educational administration dissertations in the United States, a thematic analysis examined components of the three frameworks: planning the study, in the field, and reporting results. Many researchers failed to adequately describe methods in all phases, with lack of intensity in fieldwork being a ubiquitous problem. Developing validity and reliability should move from a post hoc procedure to a central component in all stages of design. The implications of the frameworks move beyond a rigid checklist and provide direction to develop strategic mapping for designing research in an iterative fashion to optimize representativeness of findings.
National (2022-2023). Office of Head Start - Early Head Start Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Early Intervention,Young Children,Pregnancy,Enrollment,Financial Support,Infants,Toddlers,Age Differences,Homeless People,Foster Care,Ethnicity,Race,Language Usage,Health Services,Disabilities,Special Education,Family Programs,Services,Social Services,Federal Programs

This National Early Head Start Services Snapshot summarizes key data on demographics and services for infants, toddlers, and pregnant women served by Early Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
National All Programs (2022-2023). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Social Services,Early Intervention,Federal Programs,Low Income Students,Young Children,Pregnancy,Enrollment,Financial Support,Infants,Toddlers,Age Differences,Homeless People,Foster Care,Ethnicity,Race,Language Usage,Health Services,Disabilities,Special Education,Family Programs,Services

This National Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by Head Start, Early Head Start, and Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
Factors Affecting Study Habits of Grade 6 Pupils in Kalangahan, Elementary School
Author: Santos, Fernando C., Jr.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 6,Study Habits,COVID-19,Pandemics,Gender Differences,Low Income Students,Student Behavior,Age Differences

Due to pandemic, the learning of the pupils shifts from face to face to alternative learning modules. It is determined that study habits are vital to the pupils' academic achievement. This quantitative study sought to determine the factors affecting the study habits of the Grade 6 pupils in Kalangahan Elementary School. Males are the most respondents of this research and most of the respondents have low monthly family income. It is revealed that the respondents have been practicing good study habits; they always focus on the module and sometimes do a reading, take down notes, review, memorize, scan or do skimming method, enjoy learning, their parents help them in studying and the module is inviting learning. Additionally, they never make use of gadgets during the week of exam, never study while watching TV or listening music at home, and never study while using smartphones in home. Furthermore, this study found out that the respondents spend adequate time for their study. It also revealed that the pupils have agreeable perceptions towards the factors affecting study habits such as the modules being time consuming, modules in English language are difficult to understand, study tables, responsiveness of the teacher and family pressure. Lastly, the study revealed that there is no relationship between age and study habits. Also, there is no relationship between monthly family income and study habits. This study recommends parents to increase their level of supervision and caring for their children, as well as to show higher interest and concern in their children's academic work by creating a supportive environment for studying, providing study resources, and assisting students with their studies.
Transforming Asynchronous Online Discussions with a Structured Conversation System
Author: Coker, David C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Discussion (Teaching Technique),Teaching Methods,Critical Thinking,Learner Engagement,Interpersonal Relationship,College Students,Electronic Learning,Computer Mediated Communication

Research into asynchronous online discussions (AOD) produced conflicting, contradictory results. A central problem was AOD often did not produce a high level of engagement and critical thinking. Synthesizing best practices, a dialectical framework was developed around concrete, actionable levers to improve thinking in online and remote courses. Using a convergent mixed methods triangulation design, a thematic analysis compared AOD for unstructured, structured response system, and the introduction of a structured conversation system, finding a significant improvement using a structured conversation system which incorporated a social and personal component. Instructors needed to organize three levels: the back, the stage, and the front. Applying a typology analysis to AOD, instructors can improve and maintain high levels of critical thinking, engagement, and social interaction.
Use of the Single-Item Self-Esteem Scale in a Juvenile Delinquent Population: A Convergent Validity Study
Author: Coker, David C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Esteem,Measures (Individuals),Juvenile Justice,Delinquency,Self Concept Measures,Resilience (Psychology),Personality Traits,Comparative Analysis,Mental Health,Academic Ability,Institutionalized Persons,Correlation,Reliability,Adolescents,Goodness of Fit,Student Records,Rural Areas,Suburbs

The validity of the Single-Item Self-Esteem Scale (SISE) in adolescents was not well established, and how self-esteem manifested in newly incarcerated juvenile delinquents was poorly described. Using a retrospective study with archival records, the SISE was compared to other measures of self-esteem, grit, mental health, and academic self-concept in a small juvenile detention center in the Midwest of the United States. Demographic data were analyzed, and a correlation, intraclass correlation, and kappa statistic were run to test relationships and reliability. The SISE was found to be a reliable and efficient tool to use with adolescents and juvenile delinquents. Policy recommendations applicable to juvenile delinquents and schools in general give direction using the findings.
Structure of Remote Work in Public Education: A Rapid Scoping Review
Author: Coker, David C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Education,Teleworking,Work Environment,Educational Policy,COVID-19,Pandemics,Leadership,School Administration

Remote learning predominates the research literature during the COVID-19 pandemic, while remote work structures and workflow research were unknown. A rapid scoping review was conducted for remote work and workflow for 2020-2021. After locating and screening articles, a qualitative synthesis of the literature explored trends and themes using thematic analysis. A discussion of the perplexities of remote work and workflow, issues which impact every student and teacher, examined the problems of the new normal. Recommendations were to use Fayol's principles as a guide within the context of using a holistic schooling experience focus, a formalized policy, and making leadership and management standardized and present within a remote environment. Limitations were discussed, and future directions for research gave a plan to improve remote work and learning.