ethanporcaro/eric-fulltext-meta huggingface dataset:
A Guide for Parents: Helping Your Child Succeed in School
Author: Academic Development Institute
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Parent Influence,Parent Participation,Parent Education,Parent Aspiration,Educational Legislation,Federal Legislation,State Standards,Parent School Relationship,Educational Practices,Guidelines

All parents want their children to succeed in school. This guide is designed to give parents, grandparents, and other caregivers ideas and tips that will improve their children's potential for success in school. These ideas also help create a joyful family life and positive connections between &quot;parents and children,&quot; &quot;parents and parents,&quot; and &quot;parents and their children's schools.&quot; Solid research shows that children from homes where parents are engaged with their children, other parents, and their children's schools: earn better grades, get better test scores, enjoy school more, and are more likely to graduate from high school and attend college. This guide will help you understand state learning standards, the benefits provided by No Child Left Behind, and what you can do to help your child succeed in school.
Coordinated Early Intervening Services (CEIS) Fiscal and Student Data Tracker. Version 2.0
Author: Long, Terry
Date: 2017-12-00
Type: Guides - Non-Classroom
Subjects: Educational Legislation,Disabilities,Federal Legislation,Equal Education,Related Services (Special Education),Grants,Accountability,Audits (Verification),Early Intervention,Faculty Development,Student Mobility,Special Education,Disability Identification,Cost Effectiveness,Vignettes,Integrated Services,State Programs,Elementary Secondary Education

This resource is a set of three tools state education agencies (SEAs) can use with their districts, schools, and providers to assist them in tracking the finances, services, and student data associated with Coordinated Early Intervening Services (CEIS). These three tools include one for provider(s), school(s), and local education agencies (LEAs). More information about each of these tools can be located in the Using the Tools and Instructions Sections. The resource also includes an instructions document for more information about when and how to use the CEIS Tracker. To support use of the tracker, states and LEAs can use the &quot;CEIS Practice Guide,&quot; which provides two scenarios each for voluntary CEIS and comprehensive CEIS. [For &quot;CEIS Practice Guide: Examples of Fiscal and Child Tracking for Voluntary and Comprehensive Coordinated Early Intervening Services (CEIS). Version 1.0,&quot; see ED583971.]
Four Domains for Rapid School Improvement: An Implementation Framework
Author: Ryan Jackson, Kathleen
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: School Turnaround,Educational Improvement,Program Implementation,School Districts,Transformational Leadership,Talent Development,Educational Change,Organizational Change,School Culture,Scaling,Models,Educational Strategies,Coaching (Performance)

The National Implementation Research Network (NIRN) and the National Center for School Turnaround (2018) published the &quot;Four Domains for Rapid School Improvement: An Implementation Framework&quot; as a companion to the Center for School Turnaround's (2017) recent publication of &quot;The Four Domains for Rapid School Improvement: A Systems Framework&quot; (ED584107). The aim of this companion paper is to describe &quot;how&quot; to use the improvement domains in practice.
Setting the Bar for School Turnaround: How Ambitious, Public Goals Can Drive School Turnaround
Author: Stanton, Larry
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: School Turnaround,State Departments of Education,Agency Role,Educational Objectives,Progress Monitoring,Educational Indicators,Goal Orientation,Measurement Objectives,Public Support,Educational Strategies,Annual Reports,Information Dissemination

A state education agency (SEA) can pull a powerful lever for school turnaround by setting goals publicly and releasing reports on progress toward those goals at turnaround schools to build public support for turnaround efforts. SEAs can gather information for reporting from data they already have available. This report clarifies indicators and metrics that can be most helpful for tracking progress toward goals and knowing where to find the data to inform those measures. The templates in this packet provided guidelines that will be useful to SEAs for setting bold and achievable goals and reporting publicly on metrics for low-performing schools. Keeping sight of these goals will redefine student success and provide impetus for public support around bold decisions required for school turnaround.
The Money You Don&apos;t Know You Have for School Turnaround: Maximizing the Title I Schoolwide Model
Author: Junge, Melissa
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Educational Finance,Federal Aid,Low Income,Educational Legislation,Elementary Secondary Education,Federal Legislation,At Risk Students,Federal Regulation,School Turnaround,Resource Allocation,Barriers,School Districts,Models,State Policy

Each year, the federal government provides billions of dollars to support low-income schools through the federal Title I program. Most of this money goes to Title I schools operating schoolwide programs. Schoolwide schools have authority under federal law to use Title I funds--and in some cases, other federal funds--flexibly to upgrade their educational programs. This means that Title I can be used to support comprehensive initiatives that improve academic performance across the school. Few schools, however, take full advantage of schoolwide's program design options--often because of misunderstandings of a federal requirement known as the &quot;supplement not supplant&quot; rule. This limits the opportunity to use Title I as a resource to support school turnaround efforts. This toolkit provides an overview of the schoolwide program option, and describes how schoolwide schools can use Title I funds to support comprehensive reforms. In particular, it explores the &quot;supplemental funds test&quot; that applies to schoolwide schools, and explains how it differs from traditional supplement not supplant rules. Many states limit Title I spending options in schoolwide schools, often inadvertently. This toolkit provides considerations for states wishing to eliminate or streamline state-imposed barriers to the schoolwide model. It also provides considerations for school districts and schools that wish to use the schoolwide model more effectively.
Critical Responses to Enduring Challenges in Mathematics Education. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, Michigan, November 5-8, 2015)
Author: Bartell, Tonya Gau, Ed.
Date: 2015-11-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Barriers,Conferences (Gatherings),Mathematical Concepts,Mathematics Instruction,Teacher Evaluation,High Stakes Tests,Student Evaluation,Mathematics Curriculum,Algebra,Number Concepts,Geometry,Measurement,Statistics,Probability,Learning,Teacher Education,Knowledge Base for Teaching,Teaching Methods,Educational Technology,Technology Uses in Education,Research Methodology

The theme of this year's conference is &quot;Critical Responses to Enduring Challenges in Mathematics Education.&quot; The theme of this year's conference invites mathematics education scholars to reflect upon and critically respond to enduring challenges in teaching and learning mathematics for all students. To ignite discussion within the field, the organizers of this conference organized the conference around four focal-enduring challenges, each of which is featured in one of four plenary talks: (1) teaching as responsive to various conceptions of mathematics; (2) addressing the needs of marginalized populations in school mathematics; (3) the impact of teacher evaluation and high-stakes assessment in teaching; and (4) the role of assessment in teaching and learning. It is the hope of the organizers that the conference will catalyze collective reflection, collaborative inquiry, and discussion about various means for responding to and addressing these, and other, challenges. Submissions received numbered 528. The overall acceptance rate was 64%. The conference program includes 92 Research Report sessions, 96 sessions, 136 Posters, and 12 Working Groups. Chapters include: (1) Plenary Papers; (2) Special Session; (3) Curriculum and Related Factors; (4) Early Algebra, Algebra, and Number Concepts; (5) Geometry and Measurement; (6) Mathematical Processes; (7) Statistics and Probability; (8) Student Learning and Related Factors; (9) Teacher Education and Knowledge; (10) Teaching and Classroom Practice; (11) Technology; (12) Theory and Research Methods; and (13) Working Groups. [Individual plenary and research papers are available in ERIC. Financial and personnel support was provided by the Michigan State University CREATE for STEM Institute.]
Improving Working Memory and Processing Speed of Students with Dyslexia in Nigeria
Author: Adubasim, Ijeoma
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Short Term Memory,Dyslexia,Quasiexperimental Design,Secondary School Students,Public Schools,Student Needs,Cognitive Processes,Experimental Groups,Control Groups,Hypothesis Testing,Pretests Posttests,Statistical Analysis

This study investigated effective strategies for improving working memory and processing speed of students identified with dyslexia in Nigeria. The study adopted a quasi-experimental research design with the population made up of twenty four thousand seven hundred and twenty seven (24,727) senior secondary school students (S.S.2) in all the public secondary schools in Port Harcourt Rivers State Nigeria. The study adopted a purposive sampling method and three public schools were selected from the secondary schools in Phalga and Obio/Akpo LGA of Rivers State. The result proved that there is reasonable number of students suffering from dyslexia in Nigeria, and there is little or no attention given to the students living with dyslexia. Also, there is unchallengeable evidence that some students in Nigeria like other students in various parts of the world have dyslexia. The paper concludes by nothing that a child that has dyslexia may not outgrow it. But there are supports, teaching approaches, and strategies to help the child overcome the challenges.
Brainfeed Intervention Programme: An Alternative Approach for Supporting People Living with Dyslexia
Author: Adubasim, Ijeoma
Date: 2018-00-00
Type: Journal Articles
Subjects: Intervention,Program Effectiveness,Nontraditional Education,Dyslexia,Secondary School Students,Public Schools,Foreign Countries,Short Term Memory,Student Improvement,Hypothesis Testing,Experimental Groups,Pretests Posttests,Cognitive Processes,Recall (Psychology),Reaction Time,Quasiexperimental Design,Scores,Piagetian Theory,Cognitive Tests,Statistical Analysis

This study investigated the effectiveness of Brainfeed intervention programme as an alternative approach for supporting people living with dyslexia. The study adopted a quasi-experimental research design. The population of this study is made up of twenty four thousand seven hundred and twenty seven (24,727) senior secondary school students (S.S.2) in all the public secondary schools in Port Harcourt Local Government Area (Phalga and Obio/Akpo Local Government Areas of) Rivers State used for the study. The study adopted a purposive sampling method. Three public schools were selected from the secondary schools in Phalga and Obio/Akpo LGA of Rivers State. The result proved that Brainfeed intervention programme contributes significantly to the improvement of students' working memory for those with dyslexia.
The Contribution of Science Stories Accompanied by Story Mapping to Students&apos; Images of Biological Science and Scientists
Author: Korkmaz, Hunkar
Date: 2011-00-00
Type: Journal Articles
Subjects: Biological Sciences,Scientists,Imagery,Qualitative Research,Story Telling,Grade 8,Student Surveys,Freehand Drawing,Semi Structured Interviews,Cognitive Mapping,Pretests Posttests,Class Activities,Narration,Student Attitudes,Foreign Countries

The purpose of this qualitative study was to examine how stories about science and scientists, presented over a 5 week period, influence grade eight students' images of biological science and scientists. The study included 151 students for pretreatment and 121 students for post treatment, with age range 14-15 years from an urban area. Data sources included survey, &quot;Draw a Biological Scientists Test (DABST)&quot; and &quot;Myself as a Biological Scientist Test (MABST)&quot;, and a semi-structured interview. Results indicated that while students' stereotypic images of scientists were not eliminated, students acquired additional images relating to biological science and scientist. The implications and significance of the findings for future research and classroom practice are discussed. The findings will be useful for informing classroom practices in teaching the nature of science, enhancing scientific literacy and developing suitable instructional materials for school biology curriculum.
A Study on Teaching Group and Subgroup Concepts
Author: Yorganci, Serpil
Date: 2006-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Foreign Countries,Teaching Methods,Programming Languages,Mathematics Instruction,Algebra,Group Dynamics,College Mathematics,College Students,Instructional Effectiveness

The aim of this study is to investigate the effectiveness of computer-based/assisted teaching method using ISETL [Interactive SET Language] programming language on students' understanding of subgroup and group concepts. The data was collected from a group of students by means of written assessments and clinical interviews. Analysis of student's written responses and clinical interviews seems complexities in their understanding of group and subgroup concept.
Defining Webs of Support: A New Framework to Advance Understanding of Relationships and Youth Development. Research Brief
Author: Varga, Shannon M.
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Youth Programs,Interpersonal Relationship,Adolescents,Adults,Research Needs,Adolescent Development,Social Support Groups,Social Capital,School Role,Family Role,Recreational Activities

Relationships are the foundation upon which all youth development rests. Young people grow, learn, and develop through relationships. Relationships socialize youth and subsequently encourage identity development. Relationships provide connection, a necessity for all humans. Supportive relationships promote positive academic, behavioral, and psychological outcomes, while also buffering against negative outcomes such as substance abuse. Relationships are the vehicle that propel adolescent development forward. Traditionally, there has been a schism in how developmental scientists study relationships, with studies focused either on relationship quality and supports within dyads (with one other person) or general structures of relationships and social capital across social networks. While these lines of research provide considerable insight into the power of relationships, resources, and networks for youth development, each approach raises important questions that could be addressed by the other. Therefore, several researchers have recently begun to examine youth-adult dyads from a developmental systems perspective. From this perspective, each person in a relationship influences and is influenced by the other person and each dyadic relationship is embedded within a broader ecology of relationships, supports, opportunities, and barriers. Building on this work, the authors take the perspective that these streams of research need to be further integrated to provide a more accurate depiction of how relationships affect youth development. In this brief, the authors present a web of support framework to describe how youth relate to adults and peers in their lives and how these relationships provide the developmental supports necessary for young people to be on a positive developmental trajectory. The authors also discuss implications and pose larger questions about the use of this framework in research and practice.
We the People: the Citizen and the Constitution. Survey Results: 2009 National Finalists&apos; Knowledge and Support of American Democratic Institutions and Processes
Author: Dubin, Matthew
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Civics,Citizenship Education,Citizenship Responsibility,Program Evaluation,Democracy,High School Students,Competition,United States History,Constitutional Law,Civil Rights,Knowledge Level,State Government,Local Government,Program Effectiveness,Student Surveys,Scores,Comparative Analysis,National Competency Tests,Citizen Participation,Political Attitudes

We the People: The Citizen and the Constitution is a civics curriculum developed by the Center for Civic Education (Center). The program, utilized in elementary, middle, and high school classrooms, is intended to foster civic competence and responsibility among America's youth. While educating youth about the principles of American constitutional democracy, the program stresses the contemporary relevance of the U.S. Constitution and Bill of Rights and deepens students' understanding of democratic institutions in the United States. The program is funded by the U.S. Department of Education and authorized by the No Child Left Behind Act. Once the curriculum is completed, students prepare to participate in the culminating activity: a simulated congressional hearing. The hearing tests students' knowledge of the history and contemporary relevance of American democratic institutions and the Constitution. While preparing for the simulated hearing, students hone public speaking and analytical skills, and demonstrate their ability to support their opinions with facts and to cooperate in small groups. High school students are given the opportunity to participate competitively, starting at the congressional district level and advancing to a state competition. The winning class from each state competes at the national finals in Washington, D.C. In the spring of 2009, a sample of those classes with the most intense exposure to the We the People program--the high school national finalists--was surveyed to evaluate the impact of the program. The survey instrument was designed by the Center to assess students' civic knowledge and engagement and ascertain their perceptions of the program. This report compares the percentage of correct responses from the We the People survey with the corresponding national survey. Due to the diligence and study efforts of the We the People national finalists, they are more likely to perform better on civic knowledge surveys than the average civics students.
Joint Enrollment: Fiscal Year 2016. Annual Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Annual Reports,Enrollment Trends,Enrollment Rate,Community Colleges,Dual Enrollment,High School Students,Demography,Student Characteristics,School Statistics,Statistical Distributions,Credits,Intellectual Disciplines,Income,Gender Differences,Racial Distribution,Ethnicity,Student Participation,Tables (Data),Profiles,State Surveys

The Iowa Department of Education collects information on joint enrollment from Iowa's 15 community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. Most jointly enrolled students enroll through Senior Year Plus programs such as Postsecondary Enrollment Options (PSEO) and concurrent enrollment. Other students enroll independently as tuition-paying students, or enroll in courses delivered through contractual agreements that do not meet the definition of concurrent enrollment. This report consists of fiscal year (FY) and trend data on joint enrollment, including headcount enrollment, credit hours taken, student demographics, and enrollment by program type and offering arrangement. All data included in this report is taken from the Community College Management Information System (MIS) and is confirmed by each college, unless otherwise noted. [For the report from the previous year, &quot;Joint Enrollment Report, 2015,&quot; see ED583724.]
Adult Education and Literacy Program: Fiscal Year 2016 Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Literacy,Literacy Education,Resource Allocation,Educational Finance,Expenditures,Performance,State Aid,English (Second Language),Second Language Instruction,Costs,Adult Basic Education,Limited English Speaking,High School Equivalency Programs,Federal Aid,Budgets

Adult education has a rich history in Iowa of providing services that assist adults in improving their skills, achieving their educational goals, and transitioning to further education or employment. Instruction is designed for adults functioning at the lowest levels of basic skills and English language instruction to advanced levels of learning. Funds received from state funding sources for adult education and literacy (AEL) programs shall adhere to the allowable use restrictions of the Adult Education and Family Literacy Act (AEFLA) and subsequent adult education legislation, except for administrative cost restrictions. This report compares AEL financial allocations, expenditures, and performance for fiscal years 2016 and 2015. The financial allocations for fiscal year 2016 includes state appropriated funds for AEL as well as for English as a Second Language (ESL) programs.
State of Durham County&apos;s Young Children, 2017
Author: Bai, Yu
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Young Children,Socioeconomic Influences,Child Health,Education,Community Programs,At Risk Persons,Child Development,Barriers,Birth,Mothers,Early Childhood Education,Kindergarten,Grade 1,Grade 2,Grade 3,Primary Education,Well Being,Data Collection

This report describes the population of young children in Durham, North Carolina, through the lenses of socioeconomics, health and education. When helpful in highlighting areas of strength or concern, data on Durham's children are compared with their counterparts statewide. The report also shows how particular groups within the overall population face special challenges that policymakers should consider in making determinations about how best to improve community services for young children. One plan of action may not work for the entire community. The report is intended to be a tool for informing policy and community decisions. Contents include: (1) Introduction; (2) Recommendations for the Community; (3) Socioeconomics; (4) Adverse Childhood Experiences; (5) Birth and Maternal Health; (6) Early Childhood; (7) Kindergarten to Grade 3; (8) Data; and (9) References.