ethanporcaro/eric-fulltext-meta huggingface dataset:
Children and Youth Experiencing Homelessness: An Introduction to the Issues. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Children,Youth,Public Education,Childrens Rights,Educational Needs

The word &quot;homeless&quot; typically does not bring to mind images of children and youth, but the reality is many homeless people are under the age of 18. Some of them are a part of families experiencing homelessness, while others are on their own, despite their young age. The McKinney-Vento Homeless Assistance Act (42 U.S.C. § 11431 et seq.) is a federal law that addresses the needs of homeless people, including the educational needs of children and youth. This brief provides basic information about the scope of the problem, the impact of homelessness on education, and the rights of children and youth to a public education.
Increasing Access to Higher Education for Unaccompanied Homeless Youth: Information for Colleges and Universities. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Colleges,Universities,Homeless People,Access to Education,Barriers,Federal Legislation,Paying for College,Tuition,Disadvantaged Youth,Housing Needs,Financial Needs,Self Supporting Students,Parent Student Relationship,Educational Legislation,Elementary Secondary Education

Each year, more than a million young people in the United States experience homelessness; some of these young people, known as unaccompanied homeless youth, will face the challenges of homelessness while living on their own without the support of a caring adult. Unaccompanied homeless youth face the same struggles as other young people: trying to do well in school, &quot;fit in,&quot; and figure out what their future will look like. Without adult guidance and support, however, they will face these struggles while also working to provide for their own livelihood. Many of these youth hope to attend college, but wonder how they will pay tuition without help from their parents, who will sign important paperwork on their behalf, how they will juggle long work hours and schoolwork, and where they will stay when the dormitories close during holiday and summer breaks. Fortunately, federal laws provide additional support for this vulnerable population. To increase the awareness of post-secondary educators and education administrators of the issue of unaccompanied homeless youth, this brief will provide: (1) A better understanding of unaccompanied homeless youth and the educational and other challenges they face; (2) A summary of federal education legislation, including the McKinney-Vento Act and the College Cost Reduction and Access Act, that gives unaccompanied homeless youth access to important educational supports; (3) Samples of promising practices implemented by high schools, colleges, and universities to assist unaccompanied homeless youth in succeeding in college; and (4) Additional resources for more information. A list of additional resources is included.
What Relief Agencies Should Know about the Educational Rights of Children and Youth Displaced by Disaster. Connecting Schools and Displaced Students Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Natural Disasters,Coping,Access to Education,Homeless People,Federal Legislation,Enrollment,Agency Cooperation,Family Programs

After disasters, displaced families long to return to a sense of normalcy. As such, reconnecting children and youth to school is especially important during this time. By providing the structure of the educational setting, schools can help children and youth overcome the trauma of a disaster and regain their academic and social stability. Once children and youth are in school safely, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. This brief is directed towards relief agencies. Relief agencies play a critical role in connecting families, children, and youth who have been displaced by disasters to needed services, including enabling children and youth to continue their education. By understanding the educational services and supports that are available to homeless children and youth under federal law, relief agencies will be able to coordinate more effectively with schools and school districts (know as local educational agencies or LEAs) after a disaster occurs in their community. A list of National Center for Homeless Education (NCHE) resources, federal resources, and other resources is included.
Migrant Students Experiencing Homelessness: Rights and Services under the McKinney-Vento Act. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Migrant Children,Migrant Education,Poverty,Access to Education,Student Diversity,Elementary Secondary Education,Educational Legislation,Eligibility,Student Rights,School Personnel,Financial Support,At Risk Students,Agency Cooperation

Migrant students often face significant educational challenges resulting from a highly mobile lifestyle lived in poverty-level conditions. Many migrant workers move frequently to obtain temporary or seasonal employment in agriculture, fishing, meat processing, or dairy work, leading to high residential and school mobility for their children. With each school change, migrant students may: (1) Face difficulty enrolling in school; (2) Experience inappropriate educational placement due to lack of school records and other documentation; (3) Suffer educational disruption and loss of academic credit due to the varying curricula used in different school districts; and (4) Experience social isolation due to difficulties in adapting to new living and school environments. The cultural and linguistic diversity of many migrant children and the financial strains faced by their families, resulting from low pay and inconsistent work, further compound the potentially devastating effects on a student's education. In some instances, migrant students may experience homelessness and qualify for services provided by the McKinney-Vento Act. This brief provides information about the federal Migrant Education Program (MEP) and Education for Homeless Children and Youth (EHCY) Program and how they can work together to support the education of homeless migrant students.
Identifying Children and Youth in Homeless Situations. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Childrens Rights,Youth,Children,Access to Education,Student Needs,School Role,Identification,Consciousness Raising,Agency Cooperation,Access to Information,Natural Disasters,Elementary Secondary Education

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (42 U.S.C. §§ 11431-11435, hereafter referred to as &quot;The McKinney-Vento Act&quot;), reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act, ensures educational rights and protections for children and youth experiencing homelessness. The most critical step in ensuring the provision of needed services and supports is for local educational agencies (LEAs or school districts) to identify children and youth who are eligible under the McKinney-Vento Act's definition of &quot;homeless.&quot; This brief explains the key provisions of the McKinney-Vento Act related to the identification of homeless children and youth, explores challenges with identifying homeless children and youth, and provides strategies to increase LEA capacity to identify all children and youth experiencing homelessness. A list of additional resources from National Center for Homeless Education (NCHE) is included.
Students Living with Caregivers: Tips for Local Liaisons and School Personnel. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Childrens Rights,Youth,Children,Access to Education,Student Needs,School Role,Identification,Consciousness Raising,Agency Cooperation,Access to Information,Natural Disasters,Child Caregivers

Each year, thousands of students stay with someone who serves as a caregiver, instead of living with a parent or legal guardian. The caregiver may be a relative, friend, school employee, or other individual. Some caregivers provide little to no support for youth staying with them, while others, especially with younger children, often assume more responsibility--even obtaining legal guardianship in some cases. While some caregiver living situations are considered permanent housing, others may result in students meeting the definition of &quot;homeless children and youths&quot; and thus being eligible for services under Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (hereafter referred to as the &quot;McKinney-Vento Act&quot;) [42 U.S.C. § 11434a(2)], which is the primary federal law addressing the educational needs of students experiencing homelessness. Students who are homeless and who are staying with caregivers instead of parents or legal guardians face a variety of risks and challenges. This brief explores caregiver living situations and offers strategies that local homeless education liaisons (hereafter referred to as &quot;local liaisons&quot;) and school staff can implement to ensure that these students and their caregiver families receive appropriate services.
Preparation of Faculty Who Teach Technical Writing in Kentucky Colleges and Universities
Author: Applegate, Edd
Date: 1981-00-00
Type: Reports - Research
Subjects: Technical Writing,Questionnaires,School Surveys,Teacher Characteristics,Teacher Background,College Faculty,Tenure,Part Time Faculty,Adjunct Faculty,Teacher Qualifications,Teaching Experience,Teaching Load,Teacher Salaries,Educational Opportunities,Teacher Recruitment

In 1981 a questionnaire was mailed to personnel at 42 Kentucky colleges and universities to determine the number of faculty members teaching technical writing, the academic qualifications and professional experiences of these individuals, and the methods they used to teach technical writing. Of the 29 responding, 20 (68.9%) institutions offered courses in technical writing. Five (25%) of the 20 colleges had one full-time instructor who taught technical writing. Seventeen (85%) of the 20 institutions had at least one full-time instructor who taught technical writing part-time, while seven (35%) of the 20 colleges had nine adjunct faculty members who taught technical writing. A list of institutions involved in the study is appended. An appendix presents a list of the two-year and four-year, public and private institutions in Kentucky that constituted the population of this study.
The Perception of Prosodically Ambiguous Intonation Patterns by L2 English Learners and the Effects of Instruction
Author: Gokgoz Kurt, Burcu
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Intonation,Suprasegmentals,Second Language Learning,Language Patterns,Second Language Instruction,Foreign Students,English (Second Language),Teaching Methods,Auditory Perception,Familiarity,Music,Control Groups,Experimental Groups,Comparative Analysis,Sentences,Scores,Pretests Posttests,Outcomes of Education,College Students,Language Proficiency,Surveys,Pronunciation Instruction,Correlation,Statistical Analysis

Considering the contradictory research on explicit teaching of suprasegmentals, the present study aims to investigate the effects of explicit instruction of L2 English learners' perception of prosodically ambiguous intonation patterns, as well as the possible effects of reported musical familiarity on intonation acquisition. A control group and a treatment group of low-intermediate international English students were asked to judge the meaning of three types of sentence-final intonation patterns: declarative sentences, tag questions, and wh- questions. Overall, the group that received explicit instruction during the four-week treatment phase scored higher on the perception post-test than those who received no treatment, although the improvement was not found to be statistically significant. A small number of learners with self-reported musical familiarity in the experimental group did not significantly improve in their perception of intonation patterns compared to their peers. [This paper was published in: &quot;Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics. Volume 5&quot; (pp. 353-372). COPAL, 2014.]
Plagiarism: Moving from Punitive to Proactive Approaches
Author: Eaton, Sarah Elaine
Date: 2017-05-00
Type: Speeches/Meeting Papers
Subjects: Plagiarism,Higher Education,Postsecondary Education,Ethics,Student Attitudes,College Students,College Faculty,Teacher Role,Integrity,Cheating,Foreign Countries,Evaluation Methods,Formative Evaluation

Plagiarism continues to be an issue in postsecondary contexts. This paper discusses how educators can take a proactive stance to prevent plagiarism and cultivate students' sense of honour and academic integrity, rather than focusing on punitive consequences after plagiarism has already occurred. Strategies include assessment design, formative feedback, and academic integrity education. Recommendations for educators are included. [This paper was published in: Preciado Babb, A. P., Yeworiew, L., &amp; Sabbaghan, S. (Eds.) (2017). &quot;Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change&quot; (pp. 29-36). Calgary, Canada: Werklund School of Education, University of Calgary.]
Higher Education: Teach Happiness and Wisdom
Author: Lee, Jeong-Kyu
Date: 2017-05-25
Type: Reports - Research
Subjects: Higher Education,Psychological Patterns,Metacognition,Religious Factors,Role of Education,Ethical Instruction,Foreign Countries,Biblical Literature,Christianity,Buddhism,Cross Cultural Studies,Curriculum Development,Moral Development,Proverbs

The purpose of this article is to examine why a university should teach happiness and wisdom from religious perspectives. To explore this paper systematically, three research questions are addressed. First, why higher education institutions should teach happiness? Second, why higher education institutions should teach wisdom? Third, how ethical approaches may be handled systematically in Korean higher education for teaching happiness and wisdom? To defend the questions, the researcher uses a descriptive analysis method, with a cross cultural approach. The limitations and procedures of this study are as follows. This study is focused on happiness and wisdom in the Bible of Christianity and the Sutras of Buddhism, especially the Proverbs in the Old Testament and the Dhammapada in the Buddhist Sutras. And then, contemporary Korean higher education is limited to discuss about teaching happiness and wisdom. One of research findings of this study is: the policy makers and administrators of Korean higher education should consider planning a new curriculum centered on ethical or moral education as well as oriented on highly scientific technology or knowledge to overcome barriers and difficulties in the Fourth Industrial Revolution Age. For future study, it is recommended that this study be undertaken to explore the merits of sages' teaching in the classics or religious scriptures of the East and the West.
Evaluation of Around the Corner
Author: Wolf, Betsy
Date: 2016-00-00
Type: Reports - Research
Subjects: Video Technology,Computer Uses in Education,Educational Technology,Preschool Children,Kindergarten,Language Acquisition,Emergent Literacy,Reading Skills,Achievement Tests,Intelligence Tests,Verbal Ability,Vocabulary,Language Tests,Pretests Posttests,Program Effectiveness,Comparative Analysis,Teaching Methods,Mixed Methods Research,Randomized Controlled Trials,Teacher Surveys,Parent Surveys

(Purpose) The purpose of this study was to understand if inclusion of computer activities and videos for pre-K and kinder students, with opportunities to view these videos again at home, providing a repeated learning experience with language concepts and vocabulary, improved young students' early reading skill. (Methods) The study followed one cohort of students over two years. Students who were in preschool in the 2014-15 school year and who progressed into kindergarten in the 2015-16 school year were included. The outcome measures for the impact study were tests that gauge students' language development and early reading skills. These included the Woodcock-Johnson III Tests of Achievement subtests: Letter-Word ID and Word Attack, the Peabody Picture Vocabulary Test, and the Test of Language Development-4, Sentence Imitation subtest. (Results) There were no statistically significant differences between ATC and control students in early reading skills, as measured by the confirmatory outcome measure. We also found no statistically significant differences between ATC and control students on additional post-tests analyzed for exploratory purposes. (Implications) The findings of the impact study suggest that the evaluation study may have been underpowered and that the effect of ATC on some measures of early reading skills compared with the business-as-usual condition may be directionally positive on average but less than 0.20 standard deviations. More research is needed with larger sample sizes and lower minimally detectable effect sizes. Another limitation of this study is that the business-as-usual condition consisted of programs that are, at least in some ways, similar to the ATC intervention. Thus, the effect size of ATC may be much greater in a context where ATC participation is compared with a lower quality preschool or kindergarten program. Supplemental tables are appended.
School Help for Homeless Children with Disabilities: Information for Parents. Helping You Help Your Child: Information for Parents Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Parent Student Relationship,Disabilities,Homeless People,Special Education,Special Needs Students,Parents,Parent Teacher Conferences,Federal Legislation,Individualized Education Programs,Educational Legislation,Equal Education,Children

Parents experiencing homelessness may be struggling to enroll and keep their children in school. If they have a child with special needs, they may have even more challenges to make sure their child receives the help she needs. This brief helps parents with the following concerns and offers resources for additional assistance: (1) not knowing who to talk to about their child's needs; (2) not knowing if their child's problems in school are caused by a disability or by the stress of being homeless; (3) not being sure how to help their child adjust to a new school after moving to a temporary living situation; (4) not being able to arrange time and transportation for parent-teacher conferences or meetings at school; and (5) not understanding the process for getting special education services for their child.
Guiding the Discussion on School Selection. Updated. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Best Practices,School Choice,Educational Legislation,Children,Youth

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (42 USC §§11431-11435, 2001; hereafter referred to as &quot;The McKinney-Vento Act&quot;), reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act, guarantees a child or youth identified as homeless the right to attend either the school of origin or the local attendance area school. This brief assists local homeless education liaisons (hereafter referred to as &quot;local liaisons&quot;) and school personnel in working with homeless parents, guardians, and unaccompanied youth in selecting the school of attendance that is in the student's best interest. This brief is designed to be used in conjunction with the National Center for Homeless Education's (NCHE's) &quot;School Selection&quot; brief (ED574585).
School Selection. Updated. Mckinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Educational Legislation,School Choice,Children,Youth,School Districts,Enrollment

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (42 USC §§11431-11435, 2001; hereafter referred to as &quot;The McKinney-Vento Act&quot;), reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act, guarantees a child or youth identified as homeless the right to attend either the school of origin or the local attendance area school. This brief explains the provisions in the law related to school selection and offers strategies for implementing them in a school district. This brief is designed to be used in conjunction with the National Center for Homeless Education's (NCHE's) &quot;Guiding the Discussion on School Selection&quot; brief (ED574584).
Enrolling Children and Youth Experiencing Homelessness in School. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Enrollment,Children,Youth,Educational Legislation,Barriers

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (42 U.S.C. §§11431-11435; hereafter referred to as &quot;the McKinney-Vento Act&quot;), reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act, ensures educational rights and protections for children and youth experiencing homelessness. Because of their often tumultuous living situations, school may be their only opportunity to benefit from a stable environment, consistent adult attention, positive peer relations, academic support, and regular meals. Enrolling homeless students in school immediately and presenting them with opportunities to participate fully in school provides them with needed educational stability and continuity. This brief explains the key provisions in the McKinney-Vento Act concerning school enrollment, including sections on enrollment barriers, immediate enrollment, enrollment requirements, and full participation in school. Each section also offers strategies for State Coordinators, local homeless education liaisons (hereafter referred to as &quot;local liaisons&quot;), and school personnel to ensure that the key provisions are successfully implemented so that students experiencing homelessness are immediately enrolled in school and provided or referred to appropriate services.
Youth Homelessness and Juvenile Justice. Best Practices in Interagency Collaboration Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Best Practices,Juvenile Justice,Homeless People,Emergency Shelters,Disadvantaged Youth,Agency Cooperation,Federal Legislation,Educational Legislation,Elementary Secondary Education,Delinquency Prevention,Enrollment,Success,Caseworkers,Police,Juvenile Courts,Lawyers

This brief is designed for juvenile justice agencies and professionals (including law enforcement officers, juvenile probation officers, attorneys, juvenile court personnel, and detention facility staff), as well as State Coordinators for Homeless Education and local homeless education liaisons. It provides basic information to help educators understand the juvenile court process and explains why the McKinney-Vento Homeless Assistance Act is a critical tool for juvenile justice agencies to help homeless youth they work with to enroll and succeed in school.