ethanporcaro/eric-fulltext-meta huggingface dataset:
Interventions for Promoting Gender Equity at Elementary Education Level in South Kashmir: An Evaluative Study
Author: Gul, Showkeen Bilal Ahmad
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Intervention,Gender Bias,Equal Education,Elementary Education,Surveys,Questionnaires,Interviews,Program Effectiveness,Females,Literacy,Gender Differences

This study was conducted to evaluate the interventions for promoting gender equity at elementary education level in South Kashmir. Descriptive survey method was used in this study to obtain pertinent and precise information. The sample of this study included 120 head teachers and 90 local community members selected by using purposive sampling method from the three districts of Jammu and Kashmir namely Pulwama, Shopian and Anantanag. The self developed questionnaire and an interview schedule was used by the investigator to evaluate the intervention schemes. The results evaluated the effectiveness of different gender intervention schemes and also identify some new interventions made by the local, state and central agencies for promoting gender equity at elementary education level. The results supported that the schemes like NPEGEL, KGBV and Mid day meal seems to be much more acceptable by people where as DPEP and scholarship schemes where moderately accepted by the people. The new interventions identified were: personal guidance to girls, financial support to girls, meeting with parents and providing motivation to girls who are not in schools. These schemes made an enormous contribution for promoting gender equity at elementary education level.
Need for Improvement of Teacher Education in the New Millennium
Author: Khan, Zebun Nisa
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Improvement,Foreign Countries,Social Environment,Social Influences,Educational Quality,Lifelong Learning,Teacher Characteristics,Theories,Student Teaching,Teacher Competencies,Technological Literacy,Communication Skills,Teacher Evaluation

Drastic changes are required in the Teacher Education program in view of the ongoing changes in the social, cultural, economical, and political environment so that teacher could come to terms with the changing needs of contemporary Indian society. In the absence of the clarity of vision about the contemporary social environment, Teacher Education program fails to secularize the behavior of the society with social enlightenment. This article purports to highlight the need to improve the quality of Teacher Education programs. A teacher needs to be a learner for their whole life. Besides, the problems faced in the field and suggestions to rectify them are also discussed.
Partnering for Success: A Case Study of Persistence Power in Missouri
Author: Achilles, Jenny
Date: 2014-00-00
Type: Reports - Research
Subjects: Case Studies,Partnerships in Education,Academic Persistence,School Community Programs,Secondary Education,Postsecondary Education,Transitional Programs,Summer Programs,College Readiness,Student Personnel Services,Low Income Groups,Financial Support,Student Financial Aid,Academic Support Services,Cooperation

When the number of college access and success organizations in St. Louis, Missouri, began to grow, some leaders began noticing that organizations were not coordinating their services to reach students; rather, they were developing a tendency toward competition for limited financial resources. Student-focused organizations have the ability to increase the impact of their services by using partnerships and collaborations synergistically. As college access and success initiatives grow, organizations face new and often daunting opportunities to combine their expertise. This case study will examine the lessons learned by the Wyman Center and The Scholarship Foundation of St. Louis as they teamed up with university partners for a new college persistence program.
Problems and Suggestions Related to Teacher Education
Author: Khan, Zebun Nisa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Educational Quality,Teacher Education Programs,Surveys,Preservice Teachers,Admission Criteria,Education Courses,Student Teaching,Teaching Methods,Technology Uses in Education,Pedagogical Content Knowledge

Drastic change is required in the Teacher Education in view of the ongoing changes in the social, cultural, economical and political environment so that teacher could come in terms with the changing needs of contemporary Indian society. Society and education stands in a relation of reciprocal cause and effect. The character of a given society determines the character of its educational system and this system in turn, determines the character of the society. In the absence of the clarity of vision about the contemporary social environment, Teacher Education fails to secularize the behavior of the society with social enlightment. This article purports to highlight the need to improve the quality of Teacher Education. A teacher needs to be a learner for the whole life. Besides, the problems faced in the field and suggestions to rectify them have been discussed here.
Philippines: The Role of Language and Education in Globalization
Author: Quijano, Consuelo A.
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Developing Nations,Language Role,Educational History,Educational Practices,International Education,Global Approach,Cultural Pluralism,Student Diversity,Educational Theories,Comparative Education,Multicultural Education,Educational Policy,Social Justice

International education has never been discussed in-depth by many citizens of the Philippines. International education refers to a study abroad program or an approach to prepare students to function in a global society. The focus of discussion is more on primary, secondary, and tertiary education. In any level of education, language plays a vital role in the curriculum. It is also imperative to understand the history of Philippine education. The Philippines was colonized by the Spaniards for more than three centuries. Free public school system was established during the first decade of American rule. The country underwent changes and these foreign influences have contributed to the schools' policies and curriculum. My intent is to identify the country's major problems, the strengths and/or weaknesses of the education system in the Philippines.
The Neurosequential Model in Education and School Improvement
Author: Walter, Shawna Lee
Date: 2016-06-00
Type: Reports - Research
Subjects: Sequential Approach,Brain,Qualitative Research,Program Implementation,Educational Improvement,Elementary School Teachers,Teacher Aides,Experience,Classroom Techniques,Student Behavior,Cognitive Development,Trauma,Semi Structured Interviews,Teacher Student Relationship,Self Control,Child Abuse,Social Justice,Teacher Collaboration,School Culture,Change Agents,Values,Leadership,Foreign Countries

The purpose of this qualitative research assignment was to explore experiences with the early implementation stages of the Neurosequential Model in Education (NME) in an elementary classroom setting. Data gathered from four participant interviews, three elementary teachers and one educational assistant, revealed three categories surrounding the central phenomenon of early experiences in the implementation of the NME: (a) conceptualizing the NME, (b) initiating the NME, and (c) experiencing the NME. Findings indicated that participants experienced a change in classroom management philosophy and a new lens for looking at behaviour. The NME model increased teacher, educational assistant, and student knowledge about the brain, brain development, and the impact trauma has on the brain, and provided tools to help with student self-regulation, preparing the classroom atmosphere for improved learning. Equipped with knowledge and a plan of action, teachers can help children receive the necessary support and interventions to increase the possibility of their life-long success. Educators need to increase their awareness of the key principles of child development, brain function, and their knowledge of the effects of trauma on the brain to better understand the effects and develop strategies for effective intervention. Further research is needed to better understand the impact implementing the NME model has on the learning environment.
Student Self-Assessment of Math and Science Ability in High School. Data Point. NCES 2016-164
Author: Hanebut, Rachel
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: Longitudinal Studies,High School Students,Secondary Education,Postsecondary Education,Majors (Students),Career Choice,STEM Education,Self Esteem,Mathematics Skills,Science Process Skills,Gender Differences

The High School Longitudinal Survey (HSLS:09) is a nationally-representative, longitudinal study of over 23,000 9th graders from 944 schools in 2009. This study follows students throughout secondary and postsecondary years collecting data on student trajectories, major fields of study, career paths, and STEM interest. The study's Base Year was 2009 and the First Follow-up was conducted in 2012, when most of the cohort were 11th graders. The following two questions, along with their findings, are presented: (1) How did student confidence in ability to do math and science assignments change during high school?; and (2) How did students' self-assessments of their own math abilities and perceptions of how others assessed their math abilities change during high school?
Community-Based Mental Health and Behavioral Programs for Low-Income Urban Youth: A Meta-Analytic Review
Author: Farahmand, Farahnaz K.
Date: 2012-06-00
Type: Journal Articles
Subjects: Meta Analysis,Community Health Services,Community Programs,Low Income Groups,Urban Areas,Youth Programs,Intervention,Effect Size,Program Effectiveness,Environmental Influences,Age Differences,Gender Differences,Racial Differences,Ethnic Groups,Literature Reviews

A meta-analytic review of 33 studies and 41 independent samples was conducted of the effectiveness of community-based mental health and behavioral programs for low-income urban youth. Findings indicated positive effects, with an overall mean effect of 0.25 at post-test. While this is comparable to previous meta-analytic intervention research with more diverse samples, it stands in contract to findings of the school-based review (0.08 at post-test) focused on this population. The current review found type of intervention to significantly moderate effects, with effects highest for programs that were environmentally based. In fact, effect sizes for programs that did not target the environment were not significant. Findings are discussed with an emphasis on environmental influences, including the differing contexts affecting school versus community-based interventions conducted with low income, urban youth. [This article was published in &quot;Clinical Psychology: Science and Practice,&quot; v19 n2 p195-215 Jun 2012.]
School-Based Mental Health and Behavioral Programs for Low-Income, Urban Youth: A Systematic and Meta-Analytic Review
Author: Farahmand, Farahnaz K.
Date: 2011-12-00
Type: Journal Articles
Subjects: Meta Analysis,Low Income Groups,Urban Areas,Youth Programs,School Health Services,Mental Health,Program Effectiveness,Behavior Problems,Socioeconomic Influences,Environmental Influences,Effect Size,Sustainability,Racial Differences,Ethnicity

A systematic and meta-analytic review was conducted of the effectiveness of school-based mental health and behavioral programs for low-income, urban youth. Applying criteria from an earlier systematic review (Rones &amp; Hoagwood, 2000) of such programs for all populations indicated substantially fewer effective programs for low-income, urban youth. The meta-analysis similarly failed to indicate effects of the typical program on primary outcomes. Effectiveness was evident, however, for programs that targeted internalizing problems or had a broader socio-emotional focus and those delivered to all youth (i.e., universal). In contrast, negative effects were apparent for programs that targeted externalizing problems and were delivered selectively to youth with existing problems. Distinctive characteristics of low-income, urban schools and non-school environments are emphasized as potential explanations for the findings. [This article was published in &quot;Clinical Psychology: Science and Practice,&quot; v18 n4 p372-390 Dec 2011.]
State of Student Aid and Higher Education in Texas, 2015
Author: Creusere, Marlena
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,College Students,Paying for College,Population Trends,Ethnic Groups,Racial Differences,Income,Health Insurance,Poverty,College Readiness,Secondary School Curriculum,High School Graduates,Graduation Rate,College Attendance,Low Income Groups,Enrollment Trends,Institutional Characteristics,Student Characteristics,Two Year College Students,Costs,Student Loan Programs,Grants,Student Diversity,Public Colleges,Federal Aid,State Aid,Black Colleges,Rural Urban Differences,Student Employment,Hispanic American Students,Educational Attainment,Outcomes of Education,Geographic Location,Academic Degrees,Loan Default,Loan Repayment,Educational Policy

TG provides critical support to schools, students, and borrowers at every stage of the federal student aid process--from providing information on how to pay for a higher education including financial aid options, to facilitating successful loan repayment after graduation. This issue of &quot;State of Student Aid and Higher Education in Texas&quot; offers Texas policymakers, their staff members, and members of the student financial aid community an overview of key facts that describe student financial aid in Texas. Additionally, it serves as a resource for those in search of information concerning demographic changes, educational attainment, college costs, financial aid programs, and student debt. The report is divided into the following sections: (1) Texas Demographics; (2) Texas College Readiness; (3) Profile of Texas College Students; (4) Cost of Education and Sources of Aid in Texas; (5) Grant Aid and Net Price in Texas; (6) Loans; (7) Need and Work; (8) Texas College Attainment; (9) Delinquencies, Defaults, and Collections; and (10) Texas Higher Education Policy.
Development of Cities Mentor Project: An Intervention to Improve Academic Outcomes for Low-Income Urban Youth through Instruction in Effective Coping Supported by Mentoring Relationships and Protective Settings
Author: Grant, Kathryn E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,Outcomes of Education,Community Organizations,Coping,Meta Analysis,Focus Groups,Advisory Committees,Low Income,Urban Areas,Intervention,Models,Usability,Consultants,Academic Achievement,Poverty,Interpersonal Relationship,Program Descriptions,Elementary School Students,At Risk Students

This manuscript summarizes an iterative process used to develop a new intervention for low-income urban youth at risk for negative academic outcomes (e.g., disengagement, failure, drop-out). A series of seven steps, building incrementally one upon the other, are described: 1) identify targets of the intervention; 2) develop logic model; 3) identify effective elements of targets; 4) vet intervention with stakeholders; 5) develop models for sustaining the intervention; 6) develop measures of relevant constructs currently missing from the literature; 7) assess feasibility and usability of the intervention. Methods used to accomplish these steps include basic research studies, literature reviews, meta-analyses, focus groups, community advisory meetings, consultations with scholarly consultants, and piloting. The resulting intervention provides early adolescents in low-income urban communities with a) training in contextually relevant coping, b) connection to mentors who support youth's developing coping strategies, and c) connection to youth-serving community organizations, where youth receive additional support. [This article was published in &quot;Journal of Prevention &amp; Intervention in the Community,&quot; v42 n3 p221-242 2014.]
Immigrant Students Can Have Disabilities: We Just Don't Know about It
Author: Marcil, Evelyne
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Surveys,College Students,College Graduates,Academic Degrees,Barriers,Student Experience,Student Satisfaction,Student Rights

A recent Canadian survey demonstrated that completion of a higher education degree is a determinant factor in employment. The survey revealed that the link between completing a higher education degree and employment was strongest for immigrants (Statistics Canada, 2015). It is therefore very important to help immigrant students, including immigrant students with disabilities, complete their studies. However there are barriers to overcome.
&quot;Aid Like a Paycheck: Engaging with Policymakers and Practitioners to Evaluate and Improve Financial Aid&quot;
Author: Weissman, Evan
Date: 2016-00-00
Type: Reports - Research
Subjects: Student Financial Aid,Expenditures,Low Income Students,Community Colleges,Two Year College Students,Mixed Methods Research,Program Evaluation,Delivery Systems,Money Management,Randomized Controlled Trials,Student Surveys

&quot;Aid Like A Paycheck&quot; is a large-scale pilot evaluation of whether an innovative approach to disbursing financial aid can improve academic and financial outcomes for low-income community college students. Lessons from the pilot evaluation were used to create and fine-tune a logic model depicting activities, outputs, mediators, and hypothesized outcomes from the program. The logic model informed the development of a mixed method evaluation that included a randomized control trial (RCT), qualitative research, and a student survey. This paper discusses feedback from policymakers, practitioners, and financial aid students that helped to shape the design of this financial aid intervention and of its rigorous research model. Findings may be used to make financial aid programs more cost-effective for students, colleges, and federal and state governments. Tables and figures are appended.
Do Effects of Social-Emotional Learning Programs Vary by Level of Parent Participation? Evidence from a Randomized Trial
Author: McCormick, Meghan P.
Date: 2016-00-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Parent Participation,Intervention,Randomized Controlled Trials,Low Income Students,Urban Schools,Kindergarten,Grade 1,Elementary School Students,Outcomes of Education,Public Schools,Elementary Schools,Achievement Tests,Behavior Problems,Measures (Individuals),Student Behavior

A wide and rich body of literature has identified the family as the key context influencing children's development. In response, school districts and policymakers have sought to engage parents in children's learning, particularly low-income families. Meta-analyses conclude that efforts to engage low-income parents do improve students' academic achievement. Such research has prompted developers of some school-based preventive interventions to integrate programming components targeted at students' parents. Social Emotional Learning (SEL) programs are one such type of school-based preventive intervention. SEL programs aim to improve children's social-emotional competencies (behavioral regulation, attentional skills, problem-solving, social skills), in order to support their academic development. This paper examines the parenting component of INSIGHTS into Children's Temperament, an SEL program that includes a manualized curriculum for teachers, students, and parents. Results from a randomized trial revealed that INSIGHTS improved students' achievement and sustained attention, and reduced their disruptive behaviors. The current study tests whether program impacts on low-income urban kindergarten and first grade students' academic, social-emotional, and behavioral outcomes differed by levels of parent participation. This study took place in 22 low-income urban public elementary schools. Ninety-one percent of participating children were age five or six when they enrolled in the study. Eleven schools were randomized to INSIGHTS; the remaining eleven schools were assigned to the attention-control condition. Previous research on school-based preventive interventions has typically found that more program dosage--at multiple levels--is associated with larger gains for students. Yet, the results of this study suggest that the dosage story in the INSIGHTS evaluation may be more nuanced than has been previously understood in literature on school-based interventions. Tables and figures are appended.
Comparing Performance of Methods to Deal with Differential Attrition in Lottery Based Evaluations
Author: Zamarro, Gema
Date: 2016-00-00
Type: Reports - Research
Subjects: Data Analysis,Student Attrition,Evaluation Methods,Evaluation Research,Probability,Weighted Scores,Randomized Controlled Trials,Control Groups,Experimental Groups,School Districts,School Statistics,Computation,Comparative Analysis,Scoring Rubrics,State Standards,Benchmarking,Statistical Studies,Predictor Variables

The purpose of this study is to study the performance of different methods (inverse probability weighting and estimation of informative bounds) to control for differential attrition by comparing the results of different methods using two datasets: an original dataset from Portland Public Schools (PPS) subject to high rates of differential attrition, and the expanded PPS and state level dataset that does not suffer as much from differential attrition. The main research questions are: (1) Do various methods (inverse probability weighting or estimation of informative bounds) adequately compensate for differential attrition in a random assignment evaluation; and (2) How do various assumptions within these methods affect the results? This study utilizes two datasets which will be compared using various methods: (1) PPS school district data: this data set experienced high levels of differential attrition. Attrition in the control group was about 24 percentage points higher than attrition in the treatment group; and (2) PPS school district data supplemented with Oregon Department of Education (ODE) State level data. This will serve as the benchmark with which to compare the district-level data that experienced more differential attrition. Once the data was supplemented, differential attrition was reduced to only about 6 percentage points.