ethanporcaro/eric-fulltext-meta huggingface dataset:
Meeting the Needs of Students in Recovery. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-08-00
Type: Reports - Descriptive
Subjects: College Students,Drug Addiction,Alcoholism,Rehabilitation,Counseling Services,Rehabilitation Programs,College Housing,Social Support Groups,Student Personnel Services

In its 2002 report on college drinking, the National Institute on Alcohol Abuse and Alcoholism describes U.S. college campuses as supporting a culture of drinking. Staying clean and sober in an environment where drinking and, to a lesser extent, other drug use is an accepted behavior presents real challenges to students who are in recovery from alcohol and/or drug addiction. A number of campuses provide a range of services to support students in recovery, including providing alcohol-free residence halls or substance-free floors in selected residences halls and making space available on campus for Alcoholics Anonymous and Narcotics Anonymous meetings, as well as providing counseling services. In 1997 yeah College in Minneapolis, Minn., created the StepUP Program to address the special needs of students in recovery from drug and alcohol addiction. The StepUP Program includes alcohol and other drug-free housing, a minimum sobriety requirement, weekly individual meetings with staff, a contract calling for standards of behavior, and weekly peer-led community meetings. At Rutgers University in New Brunswick, N.J., students in recovery can live with students like themselves and receive emotional, social, and environmental support in maintaining their sobriety. The Center for the Study of Addiction and Recovery at Texas Tech University in Lubbock, Texas, has developed a Collegiate Recovery Community that provides &quot;a nurturing, affirming environment in which individuals recovering from addictive disorders can find peer support while attaining a college education. Students participating in this community have access to extensive services to support their decision to remain in recovery and to improve their general life skills.&quot; At Brown University, Providence, R.I., students in recovery from chemical dependency can participate in the Early Sobriety Group, which is a weekly, one-hour meeting that provides a safe, confidential space for students to discuss matters related to recovery in general and to life at Brown in particular. (Contains 1 resource.)
Balancing Personal and Professional Responsibilities. Research Brief
Author: Walker, Karen
Date: 2008-07-23
Type: Reports - Descriptive
Subjects: Principals,Administrator Responsibility,Administrator Role,Time Management

A high school principal seldom has a day that goes according to plan. The principal's schedule more often than not, is dictated by others and routinely extends several hours beyond a regular school day. It is a job that could easily consume one's life, to the detriment of finding and maintaining any semblance of balance between their professional and personal lives. Although at times, work or personal life may take precedence due to specific circumstances and/or activities, striving for the equilibrium of a healthy and balanced life allows the principal to bring their best to school and real life, both of which will reap the benefits (Rauh, 2005). (Contains 10 resources.)
Primary Prevention of Violence: Stopping Campus Violence before It Starts. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Prevention,Campuses,Program Development,Models,Sexual Harassment,Intervention,Rape,Violence,Standards,Teaching Methods,Student Attitudes,Skill Development,College Students

Violence is a serious problem on college campuses. The literature on primary prevention of violence does not call for the adoption of specific programs or policies but rather suggests a paradigm shift in the way practitioners approach violence. Primary prevention means asking the question, "Why is violence happening in the first place?" in order to identify and change the underlying conditions that lead to violence. A number of factors contribute to violent incidents at the peer, institutional, community, and policy levels, in addition to individual factors. According to the WHO, these factors can then be addressed with targeted interventions across these levels simultaneously. Understanding local factors that contribute to violent incidents is critical to inform program development, because the specific factors that lead to violence may differ by type of violence and context. While much of the dialogue about primary violence prevention has occurred in the research on community violence prevention efforts, those who focus on campus violence prevention can benefit from this work. This primary violence prevention concept already has begun to make its way into campus prevention. One example is the American College Health Association's 2008 publication "Shifting the Paradigm: Primary Prevention of Sexual Violence," a toolkit that encourages the adoption of comprehensive primary prevention efforts that employ a combination of strategies to address multiple contributing factors. These factors include knowledge and attitudes that support violence, skills to intervene in violence and its precursors, norms, and policy and enforcement approaches to convey community standards. (Contains 1 resource.)
Dealing with Budget Cuts. Research Brief
Author: Williamson, Ronald
Date: 2011-04-22
Type: Reports - Descriptive
Subjects: School Districts,Educational Finance,Budgets,Retrenchment,Budgeting,Check Lists,Long Range Planning,Federal Aid,Educational Policy,Program Descriptions,Educational Resources,Web Sites,Annotated Bibliographies,Boards of Education

Virtually every school district in the country is dealing with the need to reduce their budget. The process used to make those decisions varies from state to state but almost always includes a combination of short and long-term approaches. In many school districts the emphasis is on reducing individual budget line items and not filling vacant positions. In others, the approach is to look more wholly at the mission and vision of the district and align budget expenditures with that mission and vision. Invariably, interest groups seek to minimize reductions to their favored programs by lobbying the superintendent and Board of Education. Confounding the issue is the continuing need to reduce expenditures. Most school districts have repeatedly made reductions only to find they need to plan for further budget cuts. (Contains 8 resources.)
Building Cultural Bridges. Research Brief
Author: Burton, Ella
Date: 2007-10-16
Type: Reports - Descriptive
Subjects: Cultural Awareness,Elementary Secondary Education,Student Diversity,Reprography,Teaching Methods,Multicultural Education,Social Attitudes

The book &quot;Building Cultural Bridges&quot; is designed to increase multi-cultural awareness and sensitivity. There are supplemental materials available that include a leader's guide, reproducible student workbook, readings, worksheets, and activities. This material is recommended for use with students in grades 7-12. The materials included with this program can be used as stand alone units and selectively introduced as a part of an existing course or expanded to provide lessons, activities and projects. (Contains 12 resources.)
Incorporating a Bible Study Course into the High School Curriculum. Research Brief
Author: Muir, Mike
Date: 2005-11-14
Type: Reports - Descriptive
Subjects: Philosophy,Public Schools,Religion,Religious Education,Biblical Literature,Religion Studies,Secondary School Curriculum,Curriculum Enrichment,Court Litigation,State Church Separation,Controversial Issues (Course Content),Educational Resources,Constitutional Law,Politics of Education

Catholic, Protestant, and Jewish parochial schools have always had religious studies as part of their curriculum, but there has been the question about whether public schools can also. &quot;In 1962 two U.S. Supreme Court cases (Abington School District vs. Schempp and Engle vs. Vitale) prohibited the practice of Bible reading in public schools. It was believed that activities such as Bible reading violated individuals' rights of religious belief and expression as protected in the First Amendment. Since 1962 various legal and professional statements have indicated that the study of religions, but not the practice of religions, ought to be an integral part of public school curriculum&quot; (Smith &amp; Bodin, 1979). Given the diversity of religious beliefs in this country and the principle of separation of church and state, courts are trying to balance individual's interests and rights but &quot;are unlikely to develop unambiguous criteria for delineating the proper distance between church and state&quot; (Epley, 1984). In general, however, &quot;the three tests the Supreme Court had developed in regard to the constitutionality of statutes involving church-state relations are: (1) the statute must have a secular legislative purpose; (2) its principal or primary effect must be one that neither advances nor inhibits religion; and (3) it must not foster an excessive government entanglement with religion&quot; (Hamilton, 1983). The principal of &quot;study of religion, not practice of religion&quot; would suggest that if the focus of Bible study is Christian-focused religious study, it should be a student-initiated club or organization. If the Bible were to be a curricular study, then it should be either the history and geography of the Bible, or the Bible as literature. (Contains 8 online resources.)
Achievement Gap and Developing Cultural Competency Skills for Post-Secondary Teacher Education Program Faculty
Author: Ozturgut, Osman
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Minority Group Students,Cultural Awareness,Teacher Education Programs,Multicultural Education,Urban Areas,Teacher Educators,Cultural Pluralism,Skill Development,Consciousness Raising,Teacher Competencies,Social Justice,Racial Differences,Ethnocentrism,Intercultural Communication,Whites,Psychological Patterns,United States History

The emphasis on multicultural education and cultural competency has been a popular subject among teacher educators and scholars (Cochran-Smith, 2001; Ladson-Billings, 1995, 1999a, 1999b; Ladson-Billings, 2003, 2006; Perry, Moore, Acosta, Edwards, &amp; Frey, 2006; Sleeter, 2008, 2009; Sleeter &amp; Stillman, 2005; Sleeter,1991, 2001, 2008; Sleeter &amp; Bernal, 2004; Nieto, 2000; Erickson &amp; Mohatt, 1982; Lindsey, R., Robins, K., &amp; Terrell, R., 2003). Teacher education programs in the United States (U.S.) are struggling to prepare competent teachers especially to teach underprivileged minority children mainly in urban areas. The argument of this paper is that the emphasis on or struggle for, if you will, a multicultural education is leading to significant handicaps within the education system in the U.S. One reason is that university professors are not necessarily taking responsibility for failing to educate culturally aware teachers for these classrooms. What we need to do is, not to associate failure with color, ethnic and cultural background but accept failure with an open heart, looking deeper into the practices of teacher education programs rather than pointing out fingers at others while distracting the whole education system. That is, we do not need to explain the failure and underachievement by the weaknesses of classroom teacher, but confront it.
Raising the Bar of Teacher Quality: Accountability, Collaboration, and Social Justice. The Claremont Letter. Volume 1, Issue 4
Author: Ganley, DeLacy Derin
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Academic Achievement,Teacher Effectiveness,Social Justice,Accountability,Instructional Leadership,Teacher Collaboration,Teaching Skills,Teacher Attitudes,Classroom Techniques,Best Practices,Educational Improvement,Change Strategies,Educational Change

Historically, reform efforts to address poor student achievement have focused on a variety of issues other than teacher quality. Movements such as TQM (Total Quality Management), class size reduction (CSR), school leadership, parental involvement, and multicultural curriculum have not directly addressed the power or influence of the individual classroom teacher. However, research shows us that individual teachers can profoundly impact the academic achievement of their students (Brophy & Good, 1986; Darling-Hammond, 2000; Marzano, Pickering, & Pollock, 2001; Sanders & Horn, 1994; Wright, Horn, & Sanders, 1997). In fact, Brophy and Good's meta analysis (1986) indicates that hundreds of studies refute the myths perpetuated by earlier research (namely Coleman, 1966; Jencks, Smith, Ackland, Bane, Cohen, & Grintlis, 1972), which held that student variables like natural ability, aptitude, socioeconomic status, and home environment are the foremost predictors of student achievement. In short, current research indicates that teacher quality is a significant, if not dominant, variable in achievement outcomes. Teacher educators, however, often find it difficult to agree upon a common definition of teacher quality. To develop exemplary teachers, Claremont Graduate University's Teacher Education Internship Program (CGU's TEIP) addresses the techniques, attitudes, skills, and experiences necessary to become a quality teacher by embracing the ideals of three key terms: Accountability, Collaboration, and Social Justice.
Physical Education: A Portrait of Current Practice in Scottish Schools and Pre-School Centres
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-03-12
Type: Reports - Descriptive
Subjects: Evidence,Physical Education,Nursery Schools,Foreign Countries,Educational Quality,Educational Improvement,Curriculum Development,Self Esteem,Elementary School Students,Secondary School Students

&quot;Physical Education--a portrait of current practice&quot; is one in a series of portraits by Her Majesty's Inspectorate of Education (HMIE), depicting current practice in key aspects of the Scottish curriculum. The portrait series is a recent initiative by HMIE, flowing from the &quot;Improving Scottish Education&quot; (ISE) report. It is intended to promote improvements in Scottish education by drawing on the findings of inspections to stimulate reflection and debate. From time to time, portraits will be enhanced to include case studies of effective practice, usually to coincide with a good practice event in that subject. An important purpose of the portrait series is to relate existing pedagogy and curricular provision to the aspirations of &quot;Curriculum for Excellence&quot; (CfE). By stimulating debate about teaching for effective learning, the portraits will challenge us all to review the extent to which current practice is successfully promoting the four capacities in all young learners. This portrait is based on evidence obtained from HMIE visits to schools during the period 2002 to 2007. These visits included both general inspections and other visits to examine effective practice. Inspectors evaluated the quality of learning, teaching, meeting learners' needs and achievement. (Contains 2 footnotes.)
Business Education: A Portrait of Current Practice
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-08-21
Type: Reports - Descriptive
Subjects: Foreign Countries,Business Education,Secondary School Curriculum,Educational Improvement,Educational Practices,Instructional Effectiveness,Academic Achievement,Self Esteem,Student Characteristics,Secondary School Students,Citizenship Education,Student Participation

&quot;Business Education--a portrait of current practice&quot; is one in a series of portraits by Her Majesty's Inspectorate of Education (HMIE), depicting current practice in key aspects of the Scottish curriculum. The portrait series is a recent initiative by HMIE, flowing from the &quot;Improving Scottish Education&quot; (ISE) report. It is intended to promote improvements in Scottish education by drawing on the findings of inspections to stimulate reflection and debate. This portrait includes case studies of effective practice, which were highlighted at the November 2006 good practice conference in business education. An important purpose of the portrait series is to relate existing pedagogy and curricular provision to the aspirations of &quot;Curriculum for Excellence.&quot; By stimulating debate about teaching for effective learning, the portraits will challenge us all to review the extent to which current practice is successfully promoting the four capacities in all young learners. This portrait is based on evidence obtained from HMIE visits to schools during the period 2000 to 2007. These visits included both general inspections and other visits to examine effective practice. Inspectors evaluated the quality of learning, teaching, meeting pupils' needs and achievement. Appended are: (1) HMIE Good Practice in Business Education Conference November 2006; and (2) Overview of business education inspections 2000 to 2007. (Contains 10 tables and 1 footnote.)
English: A Portrait of Current Practice in Scottish Schools and Pre-School Centres
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-02-21
Type: Reports - Descriptive
Subjects: Foreign Countries,English Curriculum,Educational Improvement,Educational Practices,English Instruction,Reading Instruction,Writing Instruction,Teaching Methods,Academic Achievement,Educational Planning,Self Esteem,Student Characteristics,Citizenship Education,Listening Skills,Communication Skills,Student Participation,Preschool Education,Elementary Secondary Education

&quot;English--a portrait of current practice&quot; is one in a series of portraits by Her Majesty's Inspectorate of Education (HMIE), depicting current practice in key aspects of the Scottish curriculum. The portrait series is a recent initiative by HMIE, flowing from the &quot;Improving Scottish Education&quot; report. It is intended to promote improvements in Scottish education by drawing on the findings of inspections to stimulate reflection and debate. From time to time, portraits will be enhanced to include case studies of effective practice, usually to coincide with a good practice event in that subject. This is an enhanced portrait. An important purpose of the portrait series is to relate existing pedagogy and curricular provision to the aspirations of &quot;Curriculum for Excellence&quot; (CfE). By stimulating debate about teaching for effective learning, the portraits will challenge us all to review the extent to which current practice is successfully promoting the four capacities in all young learners. The series sits alongside &quot;How Good Is Our School? The Journey to Excellence&quot; in focusing on the two key dimensions of excellence: (1) engaging young people in the highest quality learning activities; and (2) focusing on outcomes and maximising success for all learners. This portrait is based on evidence obtained from HMIE visits to schools during the period 2004 to 2007. These visits included both general inspections and other visits to examine effective practice. Inspectors evaluated the quality of learning, teaching, meeting learners' needs and achievement. The portrait also draws upon the work shared at the HMIE conference in June 2006, &quot;Good Practice in English, 3-18.&quot; It illustrates ways in which effective teachers work successfully with pupils to develop each of the four capacities of &quot;Curriculum for Excellence.&quot; It identifies how teachers might contribute more to developing successful learners, confident individuals, responsible citizens and effective contributors. In particular, teachers can help young people to achieve their potential by ensuring that they build meaningfully on prior learning. They can provide regular opportunities for learners to develop skills in critical thinking, and challenging contexts within which learners can apply these skills. Across the stages, teachers can ensure that children and pupils use and develop their literacy skills to support all of their learning, within and beyond school. (Contains 5 footnotes.)
Religious and Moral Education--A Portrait of Current Practice in Scottish Secondary Schools
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-05-28
Type: Reports - Descriptive
Subjects: Foreign Countries,Ethical Instruction,Religious Education,Secondary School Curriculum,Secondary Schools,Educational Change,Educational Improvement,Educational Practices,Outcomes of Education

&quot;Religious and moral education--a portrait of current practice&quot; is one in a series of portraits by Her Majesty's Inspectorate of Education (HMIE), depicting current practice in key aspects of the Scottish curriculum. The portrait series is a recent initiative by HMIE, flowing from the &quot;Improving Scottish Education&quot; (ISE) report. It is intended to promote improvements in Scottish education through illustrating effective practice, raising current issues and stimulating reflection and debate. This portrait explores religious and moral education in the context of the secondary school curriculum as a key sector within the delivery of the 3 to 18 curriculum. It will be updated periodically to reflect case studies of effective practice. An important purpose of the portrait series is to relate existing pedagogy and curricular provision to the aspirations of &quot;Curriculum for Excellence&quot; (&quot;CfE&quot;). By stimulating debate about teaching for effective learning, the portraits will challenge us all to review the extent to which current practice is successfully promoting the four capacities in all young learners. This portrait is based on evidence obtained from HMIE visits to secondary schools during the period 2002 to 2007. These visits included both general inspections and other visits to examine effective practice. Inspectors evaluated the quality of learning, teaching and meeting needs and achievement. (Contains 4 footnotes.)
Narrowing the Achievement Gap: Strategies for Educating Latino, Black, and Asian Students. The Claremont Letter. Volume 2, Issue 1
Author: Paik, Susan J.
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Academic Achievement,Achievement Gap,Minority Group Children,Civil Rights,African American Students,Hispanic American Students,Asian American Students,Achievement Gains,Educational Strategies,Guides,Conferences (Gatherings),At Risk Students,Equal Education,Educational Quality,Student Diversity,Immigrants,Social Influences,Cultural Influences

In November of 2005, researchers, practitioners, and policymakers gathered at a national invitational conference in Washington, D.C. sponsored by the Laboratory for Student Success. The event took place just blocks away from the Capitol Rotunda where, days before, Rosa Parks' body laid in state as the nation mourned her passing. The conference began with this in mind as the life and efforts of Rosa Parks were significant not only because of her leadership in the civil rights movement but also because of her other passion, "young people and education." The purpose of the conference and subsequent book called "Narrowing the Achievement Gap: Strategies for Educating Latino, Black, and Asian Students" was founded on the importance of education for these groups; and secondly, that research should be useful to guide practice and policy recommendations. The conference included participants from interdisciplinary fields who shared the same passions in supporting and developing strategies for improving learning. The chapters in the book, which originated from the conference, discuss both the strengths and challenges of minority children and provide strategies. The purpose of this issue of "The Claremont Letter" is to highlight those important issues and strategies in narrowing the achievement gap by discussing the research that was presented.