ethanporcaro/eric-fulltext-meta huggingface dataset:
School Connectedness: Strategies for Increasing Protective Factors among Youth
Author: National Center for Chronic Disease Prevention and Health Promotion (DHHS/CDC). Division of Adolescent and School Health
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: School Activities,Health Promotion,Children,Adolescents,At Risk Persons,Risk Management,Individual Characteristics,Attitudes,Family Environment,Health Behavior,Well Being,Adults,Peer Influence,Educational Environment,Participative Decision Making,Family Involvement,Skill Development,Classroom Techniques,Teaching Methods,Professional Development,Trust (Psychology),Student Motivation,Teacher Student Relationship

Efforts to improve child and adolescent health typically have featured interventions designed to address specific health risk behaviors, such as tobacco use, alcohol and drug use, violence, gang involvement, and early sexual initiation. However, results from a growing number of studies suggest that greater health impact might be achieved by also enhancing protective factors that help children and adolescents avoid multiple behaviors that place them at risk for adverse health and educational outcomes. Enhancing protective factors also might buffer children and adolescents from the potentially harmful effects of negative situations and events, such exposure to violence. Protective factors include personal characteristics such as a positive view of one's future; life conditions such as frequent parental presence in the home at key times (e.g., after school, at dinner time); and behaviors such as active participation in school activities. School connectedness is a particularly promising protective factor. This publication defines and describes the components of school connectedness and identifies specific actions that schools can take to increase school connectedness. The six strategies outlined in this publication provide a framework for increasing students' connectedness to school. In combination with evidence-based health promotion programs, strategies such as these can help schools have the greatest impact on the health and education outcomes of their students.
Fostering School Connectedness: Improving Student Health and Academic Achievement. Information for School Districts and School Administrators
Author: National Center for Chronic Disease Prevention and Health Promotion (DHHS/CDC). Division of Adolescent and School Health
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Academic Achievement,School Districts,Child Health,Educational Environment,Student Motivation,Administrator Role,Peer Influence,Teacher Student Relationship,Interpersonal Relationship,Family Involvement,School Community Relationship,Skill Development,Emotional Development,Classroom Techniques,Professional Development,Altruism,Interpersonal Communication,At Risk Students

School connectedness is the belief held by students that the adults and peers in their school care about their learning as well as about them as individuals. Students who feel connected to school are more likely to have a number of positive health and academic outcomes. This fact sheet answers questions about school connectedness and identifies strategies school districts and administrators can use to foster it among their students. (Lists 5 resources.)
Fostering School Connectedness: Improving Student Health and Academic Achievement. Information for Teachers and Other School Staff
Author: National Center for Chronic Disease Prevention and Health Promotion (DHHS/CDC). Division of Adolescent and School Health
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Student Attitudes,Student Participation,Educational Environment,Academic Achievement,School Personnel,Influences,Student Development,Teacher Role,Parent Participation,Family School Relationship,Skill Development,Professional Development,Interpersonal Competence,School Community Relationship,Adolescents,Children,At Risk Students

Students feel more connected to their school when they believe that the adults and other students at school not only care about how well they are learning, but also care about them as individuals. Young people who feel connected to school are more likely to succeed academically and make healthy choices. All school staff, including teachers, principals, counselors, social workers, nurses, aides, librarians, coaches, nutrition personnel, and others, can have an important and positive influence on students' lives. The time, interest, attention, and emotional support they give students can help them learn and stay healthy. This fact sheet provides guidance for fostering school connectedness and creating a more welcoming and supportive school environment for all students. (Lists 5 resources.)
Helping Your Child Feel Connected to School. Information for Parents and Families
Author: National Center for Chronic Disease Prevention and Health Promotion (DHHS/CDC). Division of Adolescent and School Health
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Student School Relationship,Educational Environment,Parent Role,Parent School Relationship,Student Participation,Parent Influence,Family Involvement,Student Needs,At Risk Students

Parents want their child to do well in school. They also want their child to be healthy and avoid behaviors that are risky or harmful. Through their guidance and support, parents can have great influence on their child's health and learning. But they also have important allies in this effort--the caring adults in their child's school. Research shows that students who feel a genuine sense of belonging at school are more likely to do well in school, stay in school, and make healthy choices. This sense of belonging is often described as school "connectedness." Connected students believe their parents, teachers, school staff, and other students in their school care about them and about how well they are learning. This brief paper discusses the importance of a child's connection to school and lists some actions parents can take, at home and at school, to help their child become more connected to his or her school. (Lists 5 resources.)
The Generative Adolescent Mathematical Learner
Author: Lawler, Brian R.
Date: 2010-04-30
Type: Reports - Research
Subjects: Constructivism (Learning),Student Behavior,Epistemology,Mathematics Education,Mathematics Instruction,Student Characteristics,Student Attitudes,Teacher Student Relationship,Self Efficacy,Antisocial Behavior,High School Students,Case Studies,Interviews,Observation,Classroom Research,Urban Schools

The purpose of this paper is to consider the personal epistemologies of generative adolescent mathematical learners. A generative disposition defined a learner who operated mathematically in ways that reflect an internalized authority for knowing and a constructive orientation to knowledge. Drawing upon the radical constructivist teaching experiment methodology, I conducted a qualitative inquiry of students' experiences that may have informed this generative disposition. The subjects of this study relied on their own thinking to come to know, yet demonstrated a need for confirmation from their teachers that they were competent thinkers. A disconnection was observed between classroom behavior and productive qualities of generativity; the subjects rejected schooling in various ways and engaged in deviant classroom behavior.
Learning Modules to Develop Dispositions in Pre-Service Teachers
Author: Stall, Patricia
Date: 2010-04-30
Type: Reports - Research
Subjects: Student Teacher Attitudes,Learning Modules,Student Development,Preservice Teachers,Secondary School Teachers,Preservice Teacher Education,Reflection,Teacher Education Curriculum,Units of Study,Equal Education,Social Justice,Teacher Characteristics,American Indian Culture,Action Research,Self Evaluation (Individuals),Program Effectiveness,Student Surveys,Student Attitudes,Teacher Attitudes

The purpose of this qualitative research was to develop professional dispositions in secondary pre-service teachers. Throughout the one year credential program, we infused a repetitive and deliberate learning sequence directed at practicing habits of reflection. Scenarios, case studies, role plays, simulations and discussions included questions, reflective writing, and discussion at strategic junctures to address: awareness and understanding of self, awareness of reactions in the community, understanding motivation and developing empathy, and enacting change in yourself and others. Data collection over a period of three years includes a description of the learning modules, students' reflective writing and self-assessments, and observational notes from professors and supervisors in the field.
Statement on Competencies in Mathematics Expected of Entering College Students
Author: Academic Senate for California Community Colleges
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Majors (Students),College Students,Community Colleges,Audiences,Mathematics Instruction,Higher Education,Mathematics Skills,Mathematics Achievement,State Standards,Academic Standards,Problem Solving

The goal of this Statement on Competencies in Mathematics Expected of Entering College Students is to provide a clear and coherent message about the mathematics that students need to know and to be able to do to be successful in college. While parts of this Statement were written with certain audiences in mind, the document as a whole should be useful for anyone who is concerned about the preparation of California's students for college. This represents an effort to be realistic about the skills, approaches, experiences, and subject matter that make up an appropriate mathematical background for entering college students. &quot;Entering College Students&quot; in general refers to students who enter a California postsecondary institution with the goal of receiving a bachelor's degree. However, it is important that students who plan to enter a California community college be aware that a wide variety of courses exist to help them transition from lower mathematical skill levels to the competencies described in this document. Most community colleges offer a wide range of mathematics courses including some as elementary as arithmetic. The first section describes some characteristics that identify the student who is properly prepared for college courses that are quantitative in their approach. The second section describes the subject matter that is an essential part of the background for all entering college students, as well as describing what is the essential background for students intending quantitative majors. Among the descriptions of subject matter there are sample problems. These are intended to clarify the descriptions of subject matter and to be representative of the appropriate level of understanding. The sample problems do not cover all of the mathematical topics identified. Appendices include: (1) Some Mathematical Skills Necessary for College Work; and (2) Summaries of Subject Matter Topics with Related California and NCTM Standards.
Student Equity: From Dialog and Access to Action
Author: Academic Senate for California Community Colleges
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Ethnicity,Community Colleges,Guidelines,Program Development,Equal Education,College Faculty,Data,Best Practices,Accreditation (Institutions),Academic Achievement

This paper provides specific suggestions to help local faculty make more purposeful use of program-level student equity data on their campuses and suggests best practices for the use of these data as local colleges develop their equity and diversity plans. It will help California community colleges in establishing and maintaining an active link between equity plans and the ongoing review of course and program planning and accreditation. Student equity, which is parity in the achievement and success of all student populations, continues to be a concern for California community colleges, and this paper is meant to be a resource in meeting ethical, professional, and legal responsibilities to facilitate success for all students. The paper provides recommended actions for local senates, links to resources for locating external data and research, principles for effective use of data, and a discussion of the new federal and state guidelines for ethnicity data collection. Appendices include: (1) Resources for Locating External Data and Research; (2) General Data Quality Principles and Sample Questions to Ask; and (3) Federal Guidelines for Collecting Ethnicity Data. (Contains 1 footnote and 13 resources.)
Peer-Assisted Learning Strategies. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Reading Achievement,Learning Strategies,Second Language Learning,Classrooms,English (Second Language),Tutoring,Intervention,Peer Teaching,Outcomes of Education,Elementary Schools,Reading Instruction,Mathematics Achievement,Evaluation,Sample Size,Reading Improvement,Tutorial Programs,Reading Strategies,Peer Mediation

&quot;Peer-Assisted Learning Strategies&quot; is a peer-tutoring program for use in elementary school classrooms to improve student proficiency in reading. Its purpose is to supplement students' existing reading curriculum. &quot;Peer-Assisted Learning Strategies&quot; was developed for use with students with diverse academic needs and has been used with English language learners. The What Works Clearinghouse (WWC) reviewed four studies on &quot;Peer-Assisted Learning Strategies&quot; for English language learner students. One of these studies meets WWC evidence standards; three studies do not meet either WWC evidence standards or eligibility screens. Based on the one study, the WWC found potentially positive effects on reading achievement for English language learners. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics: Saenz, Fuchs, and Fuchs, 2005; (2) Outcome measures for the reading achievement domain; (3) Summary of study findings included in the rating for the reading achievement domain; (4) Summary of subgroup findings for the reading achievement domain; (5) &quot;Peer-Assisted Learning Strategies&quot; rating for the reading achievement domain; and (6) Extent of evidence by domain. (Contains 9 footnotes.)
National Guard Youth ChalleNGe Program. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Adolescent Development,At Risk Students,Job Skills,Leadership,Evidence,Standards,Eligibility,Program Effectiveness,Program Evaluation,Dropouts,Youth Programs,Dropout Programs,High School Students,Mentors,Residential Programs,Armed Forces,Adolescents,High School Equivalency Programs,Control Groups,Experimental Groups,Intervention,Comparative Analysis,Educational Attainment,Outcomes of Education,Military Training,Academic Achievement

The &quot;National Guard Youth ChalleNGe Program&quot; is a residential education and training program designed for youth ages 16 to 18 who have dropped out of or been expelled from high school. During the 22-week residential period, participants are offered GED preparation classes and other program services intended to promote positive youth development, such as leadership, job skills, and service to the community. The What Works Clearinghouse (WWC) reviewed 14 studies on the &quot;National Guard Youth ChalleNGe Program.&quot; One of these studies meets WWC evidence standards; the remaining 13 studies do not meet either WWC evidence standards or eligibility screens. Based on the one study, the WWC found potentially positive effects on completing school for at-risk youth. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics: Millenky, Bloom, and Dillon, 2010; (2) Outcome measure for the completing school domain; (3) Summary of study findings included in the rating for the completing school domain; (4) Summary of findings for the completing school domain; (5) &quot;National Guard Youth ChalleNGe Program&quot; rating for the completing school domain; and (6) Extent of evidence by domain. (Contains 5 footnotes.)
Service and Conservation Corps. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Young Adults,Youth Programs,Public Service,Job Training,Conservation (Environment),High School Equivalency Programs,Program Effectiveness,Dropout Prevention,At Risk Persons,Educational Research,Intervention

&quot;Service and Conservation Corps&quot; engages young adults in full-time community service, job training, and educational activities. The program serves youth who are typically between the ages of 17 and 26 and who have dropped out of school, been involved with the criminal justice system, or face other barriers to success. Participants are organized into small crews that carry out environmental and energy conservation, urban infrastructure improvement, and other service projects intended to benefit local communities. The What Works Clearinghouse (WWC) Dropout Prevention Topic Area reviewed 23 studies on &quot;Service and Conservation Corps.&quot; One study meets WWC evidence standards with reservations; the remaining 22 studies do not meet either WWC evidence standards or eligibility screens. Based on the one study, the WWC found no discernible effects on completing school for at-risk youth. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics: Jastrzab, 1997; (2) Outcome measure for the completing school domain; (3) Summary of study findings included in the rating for the completing school domain; (4) &quot;Service and Conservation Corps&quot; rating for the completing school domain; and (5) Extent of evidence by domain. (Contains 7 footnotes.)
WWC Quick Review of the Report &quot;Toward Reduced Poverty across Generations: Early Findings from New York City&apos;s Conditional Cash Transfer Program&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Poverty,Health Promotion,Low Income Groups,Graduation Rate,Educational Objectives,Outcomes of Education,Academic Achievement,Attendance,Credits,Scores,Incentives,Evidence,Awards,Elementary Secondary Education

This study examined whether offering low-income families cash rewards for engaging in activities related to children's education, family preventive health care, and parental employment improves family and child outcomes. This quick review focuses specifically on the effects of the Opportunity NYC-Family Rewards program on children's core educational outcomes. The study covered the first two years of this ongoing project and followed more than 9,000 K-12th-graders. It reported a range of education outcomes, including student attendance, academic performance (as measured by New York State test scores), credits earned, test-taking and passing rates, and graduation rates. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards. (Contains 3 footnotes.) [The following study is the focus of this &quot;Quick Review&quot;: Riccio, J., Dechausay, N., Greenberg, D., Miller, C., Rucks, Z., &amp; Verma, N. (2010). &quot;Toward reduced poverty across generations: Early findings from New York City's conditional cash transfer program.&quot; New York, NY: MDRC.]
WWC Quick Review of the Report &quot;Addressing Summer Reading Setback among Economically Disadvantaged Elementary Students&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Reading Achievement,Economically Disadvantaged,Elementary School Students,Grade 1,Grade 2,Books,Program Effectiveness,Summer Programs,Achievement Tests,Scores,Comparative Analysis

The study examined whether providing summer reading books to economically disadvantaged first- and second-grade students for three consecutive summers improved reading achievement. The study analyzed data on about 1,300 students from 17 high-poverty elementary schools in two large districts in Florida. Student-level reading achievement was measured by the Florida Comprehensive Achievement Test, the state-mandated reading assessment. The study compared reading scores of students randomly assigned to receive summer reading books with those of students who did not receive them. Scores were compared at the end of the third summer, at which time most students were in 4th or 5th grade. The authors examined effects for students overall as well as for the subgroup consisting of the most economically disadvantaged students--those who were eligible to receive free lunch. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards. (Contains 2 footnotes.) [The following study is the focus of this &quot;Quick Review&quot;: Allington, R. L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., et al. (2010). &quot;Addressing summer reading setback among economically disadvantaged elementary students.&quot; Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education, Grant # R305T010692-02.]
WWC Quick Review of the Report &quot;An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two Impact Report&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Teacher Promotion,Elementary Schools,Incentives,Teacher Persistence,Academic Achievement,Mathematics Tests,Outcomes of Education,Reading Tests,Reading Achievement,Mathematics Achievement,Labor Turnover,Faculty Mobility,Public Schools,Classroom Observation Techniques

The study examined whether the Chicago Teacher Advancement Program, which provides financial incentives for teachers, leads to improved student achievement and teacher retention. The study analyzed data on more than 67,000 students in grades 4 through 8 and on more than 8,000 teachers in about 260 elementary schools in the Chicago Public Schools system. The study compared student achievement and teacher retention rates in the 16 elementary schools that voluntarily participated in the program for one or two years (8 schools each) with the student and teacher outcomes in the remaining, nonparticipating schools. Comparison schools were statistically matched to program schools on pre-program measures of school size, teacher retention, accountability status, student achievement, race/ethnicity, socioeconomic status, and truancy rates. Compared with a group of matched comparison schools, students at the 16 Teacher Advancement Program schools did not have significantly higher scores on state reading or mathematics tests. The authors reported no significant effect of the Teacher Advancement Program on teacher retention at either the school or district level. The What Works Clearinghouse (WWC) has reservations about these findings because the groups of students, teachers, and schools compared in the analysis may have differed from each other in ways not controlled for in the analysis. (Contains 4 footnotes.) [The following study is the focus of this &quot;Quick Review&quot;: Glazerman, S., &amp; Seifullah, A. (2010). &quot;An evaluation of the Teacher Advancement Program (TAP) in Chicago: Year two impact report&quot; (Reference number 6319-520). Washington, DC: Mathematica Policy Research (ED510712).]