ethanporcaro/eric-fulltext-meta huggingface dataset:
Block Scheduling. Research Brief
Author: Muir, Mike
Date: 2003-08-08
Type: Reports - Research
Subjects: Advanced Placement Programs,Music Education,Academic Achievement,Mathematics Instruction,Program Effectiveness,Educational Improvement,Educational Strategies,Achievement Gains,Block Scheduling,Inservice Teacher Education,Problems,Annotated Bibliographies,Educational Policy,Educational Resources,Web Sites,School Organization,Time Factors (Learning)

What are the effects of block scheduling? Results of transitioning from traditional to block scheduling are mixed. Some studies indicate no change in achievement results, nor change in teachers' opinions about instructional strategies. Other studies show that block scheduling doesn't work well for Advanced Placement or Music courses, that "hard to teach" students don't do as well, and that achievement in some subjects declines (e.g.: mathematics conceptual understanding). Other studies indicate improved attitude of teachers and students, improved achievement scores in all subjects, reduced behavior and attendance problems, improved implementation of inclusion practices, improved integration of technology, higher number of credits earned by students. The positive impact of block schedule seemed to hinge on changes to instructional strategies that engaged more learners, and teachers' receiving adequate training in implementing appropriate instructional strategies. (Contains 6 online resources.)
AOD Issues at Tribal Colleges and Universities. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Tribally Controlled Education,Two Year Colleges,American Indians,Alaska Natives,Young Adults,Epidemiology,Drinking,Drug Abuse,Research and Development Centers,Health,School Health Services,School Policy,Consortia

According to the White House Initiative on Tribal Colleges and Universities (TCUs), there are 36 federally recognized TCUs in the United States. Located mainly in the Midwest and Southwest, TCUs enroll approximately 30,000 full- and part-time students. They offer two-year associate degrees in more than 200 disciplines, with some providing a bachelor's and master's degree. According to Bonnie Duran, director of the Indigenous Wellness Research Institute (IRWI) Center for Indigenous Health Research at the University of Washington, her preliminary search found &quot;no published or gray literature describing the epidemiology of alcohol-related problems at TCUs, though two studies by the American Indian Higher Education Consortium (AIHEC) provide retention statistics that describe a population with unmet social and behavioral health needs.&quot; Although there are no data for TCU students specifically related to alcohol and drug abuse, there are data regarding alcohol consumption patterns and related behavioral problems for young American Indians or Alaska Natives (AIAN) who comprise 80 percent of TCU students. This paper highlights what campuses are doing with regard to alcohol-drinking and drug-use among students.
Prescription and Over-the-Counter Drug Abuse Prevention. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Prevention,Drug Abuse,Narcotics,Psychiatry,Campuses,College Students,Young Adults,Seizures,Drug Therapy,Adolescents,Pain,Marijuana,Physiology,Heart Disorders,Peer Relationship,Stimulants

According to the White House Office of National Drug Control Policy, "abuse of prescription drugs to get high has become increasingly prevalent among teens and young adults. Past year abuse of prescription pain killers now ranks second--only behind marijuana--as the Nation's most prevalent illegal drug problem." Use of prescription drugs without a doctor's prescription or only for the experience or feeling they cause is commonly referred to as "nonmedical" use. According to the Drug Abuse Warning Network, approximately 363,000 emergency department visits in 2007 involved the nonmedical use of pain relievers (including both prescription and over-the-counter [OTC] pain medications). Ritalin, Adderall, Concerta, and Dexadrine, which are all classified as stimulants and have been dubbed "study drugs," are being used on college campuses to increase energy, alertness, mood, and well-being. These "study drugs" come with their own set of risks if they are taken without a prescription, including irregular heartbeat, high body temperatures, cardiovascular failure, and seizures. Some OTC medications, such as cough and cold medicines containing dextromethorphan, have beneficial effects when taken as recommended; but they can also be abused and lead to serious adverse health consequences. According to a 2010 study published in the Journal of Clinical Psychiatry, among college students, friends and peers are the most common sources to obtain prescription drugs to use nonmedically. This paper describes efforts to address prescription and OTC drug abuse among college students. A list of resources is included.
Pregaming: A High-Risk Behavior. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Drinking,Dormitories,Prevention,Risk,Health Behavior,College Students,Alcohol Abuse,Activities,Motor Vehicles,Traffic Safety,Sexual Abuse,Injuries,Intervention,Leadership Training,Student Research,School Policy,Universities

&quot;Pregaming&quot; or &quot;pre-loading&quot; is what college students call the practice of drinking alcohol in a private setting prior to attending an organized event or social activity where alcohol might or might not be served. According to one student, &quot;Pregames are usually a fun part of the night because you're just with a few close friends before you go out and meet up with a lot more people and can't chat and laugh with your close friends as much.&quot; But the downside to pregaming is that it can lead to higher levels of intoxication as students often continue drinking once they arrive at a party, putting them at risk for a host of alcohol-related problems, including alcohol-impaired driving, unwanted sex, or injury. While there has been little published research to date on the pregaming behavior of students, there is an increasing interest among researchers to both understand the behavior and identify ways to intervene to reduce associated problems. Presidential Leadership Academy students at the Pennsylvania State University researched the topic of high-risk college drinking and presented their findings and proposals in a report on the pregaming phenomenon to a panel of Penn State administrators and professors in May 2010. They recommended that Penn State adopt a blanket policy for its on-campus residence halls and make all of these facilities &quot;dry&quot; so that absolutely no alcohol will be tolerated within the residence hall for any reason, regardless of age of the students. Colleges and universities concerned with the risks that pre-party drinking poses for students have struggled with ways to respond. One way is to ban special events where there is the likelihood that such pregaming will take place, especially if there have been problems in the past. Colleges have attempted other approaches, from turning away the most visibly intoxicated students at the door to making food available at parties.
Energy Drinks. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Drug Use,Stimulants,Drinking,College Students,Athletes,Prevention

High-caffeine soft drinks have existed in the United States since at least the 1980s beginning with Jolt Cola. Energy drinks, which have caffeine as their primary &quot;energy&quot; component, began being marketed as a separate beverage category in the United States in 1997 with the introduction of the Austrian import Red Bull. Energy drink consumption and sales have increased dramatically since then, with more than $3.2 billion in sales in 2006. According to the Centers for Disease Control and Prevention (CDC), when alcoholic beverages are mixed with energy drinks, a popular practice among youth, the caffeine in these drinks can mask the depressant effects of alcohol. At the same time, caffeine has no effect on the metabolism of alcohol by the liver and thus does not reduce blood alcohol concentration or reduce the risk of alcohol-attributable harms. A review of the energy drink research literature in a recent study published in Addictive Behaviors (April 2010) found that 73 percent of students in an American college sample had consumed energy drinks mixed with alcohol during the past month. It also found that college students are a major market for energy drinks and the drinks are a ubiquitous feature of recreational events in many campus communities. The major motivations college students cite for using energy drinks are to compensate for insufficient sleep, increase energy, and mix with alcohol while partying. Most of the prevention efforts aimed at reducing harm related to combining energy drinks with alcohol or drinking caffeinated alcoholic beverages (CABs) have focused on measures to educate the public on the negative health consequences associated with these products. Other focuses are on regulating the product or the points of sale. (Contains 1 resource.)
High School Advisory. Research Brief
Author: Muir, Mike
Date: 2000-00-00
Type: Reports - Research
Subjects: Mentors,High School Students,School Guidance,Comprehensive Guidance,School Counseling,Post High School Guidance,Developmental Studies Programs,Teacher Student Relationship,Caring,Program Content,Program Descriptions

How can a high school advisory and mentoring program be established? Schools report that more and more students seem to slip through the cracks or are lost in the shuffle. More students fail ninth grade than any other grade level. William Glasser (1986) estimates that schools fail to engage more than half the students because they fail to fulfill four basic human needs for students: to belong and love, to gain power, to be free, and to have fun. Schools are turning to advisory and mentoring programs as a way to insure that each student is known well by at least one adult in the building, an adult to whom the student can turn for help with both school related and personal issues. Its purpose is to personalize the institution in order to better meet the needs of students. Advisors typically serve as the initial point of contact for parents and monitor the student's progress. Most of the literature about teacher advisory programs is written for the middle level, but the concept is gaining acceptance and popularity in high schools, as well. Effective high school advisory programs address the following key areas: (1) Advisory Goals in the Domain of Relationships and Self-Esteem; (2) Advisory Goals in the Domain of Academics; (3) Possible structures of advisory programs; (4) Characteristics of an effective advisory program; (5) Administrative considerations in establishing a program; (6) What parents and community members can contribute to the advisory program; (7) Seven reasons why teachers resist advisory programs; and (8) Five of the most common reasons advisory programs fail. (Contains 7 online resources.)
More on Block Schedules. Research Brief
Author: Muir, Mike
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Block Scheduling,Curriculum Design,Graduation,Students,Costs

There are definitely individual reports of block schedule proving disastrous over traditional scheduling, so it is no wonder that school leaders would enter into it cautiously. This paper discusses the impact of implementing a Block Schedule on operating costs, curriculum issues, and early student graduation, as well as other problems that might manifest as the result of making the change. (Contains 2 online resources and 7 ERIC resources.) [Funding was provided  by the Union Pacific Foundation.]
Brain-Based Learning. Research Brief
Author: Walker, Karen
Date: 2005-01-04
Type: Reports - Research
Subjects: Teaching Methods,Brain,Neurology,Research Utilization,Neurosciences,Adolescents,Educational Research,Adolescent Development,Gender Differences,Curriculum,Educational Policy,Educational Resources,Web Sites,Annotated Bibliographies

What does brain-based research say about how adolescents learn? The 1990s was declared as the Decade of the Brain by President Bush and Congress. With the advancement of MRIs (Magnetic Resonance Imagining) and PET (positron emission tomography) scans, it has become much easier to study live healthy brains. As a result, the concept of &quot;brain-based learning&quot; and how to utilize it to meet the needs of students, has become an integral part of the current research and literature. The researchers caution when incorporating new information into the classroom, to use good sense about implementing what is known about good instructional practices. Basic information about the adolescent brain are presented. (Contains 16 online resources.)
Marijuana Use and New Concerns about Medical Marijuana. E-Fact Sheet
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Drinking,Marijuana,Patients,College Students,Drug Use,Laws,Drug Therapy,Campuses,Dormitories,State Legislation,Adolescents,Smoking

While alcohol remains the drug of choice among college students, marijuana ranks number two with 32 percent reporting using marijuana in 2008. That's a modest decline from 2001, when 36 percent of college students reported marijuana use. While levels of marijuana use by students are determined through a number of national and local surveys, no national samples have been drawn to compare use in states with and without such laws. James Lange, director of Alcohol and Other Drug Initiatives for San Diego State University, points out that there have been no published descriptions on the impact of medical marijuana laws on the use of marijuana by college students, even though over a dozen states now have some form of medical marijuana. Just because medical marijuana may be legal in some states, college students with a doctor's prescription may not be allowed to smoke it on campus. For example, on Dec. 16, 2009, campus administrators at Fort Lewis College decided to forbid the use or possession of medical marijuana anywhere on campus and to treat it no differently than alcohol and illicit drugs. But at one point, after Colorado voters effectively legalized medical marijuana in November 2000, campus officials said that the rule governing medical marijuana use was the same as for tobacco, which permits smoking on campus, but not in residence halls. More states are considering medical marijuana legislation. Currently, in at least five states lawmakers and activists are pushing forward with new medical marijuana laws. In Virginia, two bills have been introduced in its House of Delegates. In South Dakota medical marijuana advocates have gathered more than twice the number of voter signatures needed to get a medical marijuana measure on the ballot in November that would allow for possession of up to one ounce by qualified patients. The increasing acceptability of medical use of marijuana in the United States poses concerns for marijuana use by teens.
Brain Research to Support Recommendations from Breaking Ranks. Research Brief
Author: Walker, Karen
Date: 2002-00-00
Type: Reports - Descriptive
Subjects: Brain,Neurosciences,Scientific Principles,Scientific Research,Change Strategies,Academic Standards,Educational Change,Alignment (Education),Neuropsychology,Educational Strategies,Educational Practices

How does brain research support the recommendations from Breaking Ranks? There was a great deal of information about specific schools that have implemented recommendations from Breaking Ranks. Although many of the articles described specific types of data used to inform decisions, none was available on how brain based research was used or how it tied into the recommendations. The major recommendations from Breaking Ranks are provided in this paper. Under each, there is information on how some of the brain learning research relates to each recommendation. Much of the current information in this field can be applied to most of the recommendations. (Contains 2 online resources.)
Attendance and Truancy Programs. Research Brief
Author: Walker, Karen
Date: 2007-03-12
Type: Reports - Research
Subjects: Attendance,Dropouts,Recognition (Achievement),Incentives,Sanctions,Truancy,Employment Potential,Ceremonies,Law Enforcement,Dropout Rate,Educational Policy,Program Descriptions,High School Students,Juvenile Courts,Parent Role,Educational Resources,Web Sites,Pupil Personnel Services,Education Work Relationship

According to the 2000 census, high school dropouts had a 52% employment rate, compared to 71% for high school graduates and 83% for college graduates. According to NCSE, the national dropout rate is 30% of which 80% had been chronically absent from school (&quot;School attendance tracking: Challenges and effective practices&quot;), which puts the high school completion rate in the United States at tenth in the world (&quot;One-third of a nation&quot;). Excessive absences and truancies usually equate to poorer achievement, mediocre self-esteem, lower promotion and graduation rates and lesser employment potential, all of which frequently lead to a student dropping out of school. Many programs work with law enforcement and the judicial system to enforce attendance and truancy policies. These programs often hold parents accountable for their child's attendance. Sanctions are often in terms of fines levied against the parents. Students are often given community service to serve on their own time as a consequence of poor attendance. It was highly encouraged in the literature that schools and districts provide incentives for students with good and improved attendance on a regular basis. Some schools offer things such as free lunch coupons, free breakfast, pizza parties, ice-cream socials, certificates and have regular recognition ceremonies for these students. Other recommendations to encourage good attendance are provided, as well as common characteristics of successful attendance and truancy programs. (Contains 37 online resources.)
Guns on Campus: A Current Debate. E-Fact Sheet
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: Colleges,Weapons,Gun Control,Violence,School Safety,School Policy,State Legislation

Almost all U.S. college campuses ban concealed weapons. But in the aftermath of the tragic shooting deaths at Virginia Tech in 2007, the debate on whether guns should be permitted at colleges and universities has intensified. Dozens of states have considered proposals to lift bans on concealed weapons at colleges and universities, but so far none have been successful. While there is no research on the effect of allowing guns at colleges and universities when it comes to shooting violence, according to &quot;Violence Prevention: The Evidence&quot; (World Health Organization, 2009) &quot;jurisdictions with restrictive firearms legislation and lower firearms ownership tend to have lower levels of gun violence. Measures include bans, licensing schemes, minimum ages for buyers, background checks and safe storage requirements.&quot; Students for Concealed Carry on Campus and other right-to-carry activists argue that college campuses would be safer if students and other private citizens (faculty, staff, and visitors) were allowed to carry concealed weapons in order to protect themselves. However, a growing body of evidence shows that concealed carry permit holders are a threat to public safety. The American Association of State Colleges and Universities and more than 90 colleges and universities from 24 states have signed a resolution by the Campaign to Keep Guns Off Campus that they are opposed to legislation that would mandate that colleges and universities allow students to carry concealed weapons on campus. According to the association, 23 states currently allow public campuses or state systems to decide their own weapons policies, with nearly all choosing to be &quot;gun-free&quot; (&quot;The Denver Post,&quot; Dec. 2, 2009).
Presidential Leadership for Prevention. E-Fact Sheet
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: College Presidents,Leadership,College Administration,Prevention,Alcohol Abuse,Drug Abuse,Awards

Most of the colleges and universities that have received U.S. Department of Education Models of Exemplary, Effective, and Promising Alcohol or Other Drug Abuse Prevention Programs on College Campuses grants credit strong presidential leadership for the success of their prevention efforts. With many colleges and universities currently facing budget crises, cutting classes, and reducing faculty sizes, getting a president's attention on alcohol, drug abuse, and violence prevention can be a real challenge. But presidential support is now even more important if colleges and universities are to make headway in implementing evidence-based prevention strategies. While no research studies have been conducted on the role of presidential leadership in mounting effective prevention efforts &quot;per se,&quot; experiences from colleges and universities across the country led the National Institute on Alcohol Abuse and Alcoholism's Task Force on College Drinking to state that &quot;although research can provide useful guidance to colleges and universities in addressing the consequences of high-risk student drinking, presidential leadership is crucial to set plans in motion and support the actions needed to reverse the culture of drinking on campus.&quot; &quot;Presidential leadership (both at individual colleges and in national higher education) is necessary to focus attention on college drinking and raise it higher on college and higher education agendas. The associations that make up the Washington Higher Education Secretariat should take a fresh look at this issue and not just let a few such as NASPA and NCAA do all the heavy lifting. College drinking is a problem for all of higher education.&quot; (George W. Dowdall, professor of sociology at Saint Joseph's University, Philadelphia, and the author of &quot;College Drinking: Reframing a Social Problem&quot; [Praeger, 2009]).