ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study
Author: Sprague, Jeffrey
Date: 2020-04-00
Type: Journal Articles
Subjects: Juvenile Justice,Institutionalized Persons,Correctional Institutions,Intervention,Behavior Modification,Program Effectiveness,Positive Behavior Supports,Staff Development,Program Implementation,Fidelity,Questionnaires,Technology Integration,Self Efficacy

In this study, we assessed the feasibility and social validity of an adapted approach to positive behavior interventions and supports (PBIS) implementation in secure juvenile facilities. The authors developed a comprehensive model of facility-wide positive behavior interventions and supports (FW-PBIS) for use in secure juvenile correctional facilities, both detention and long term, as well as state and privately run. FW-PBIS leadership team members that included all major facility roles (education, corrections, mental health, medical, recreation) participated in staff development activities and implemented the advocated approaches over the course of the study. We assessed the fidelity, feasibility, and social validity of FW-PBIS in a repeated-measures evaluation study across 50 secure juvenile facilities. We collected intervention fidelity data using a version of the School-Wide Evaluation Tool modified to reflect the unique features of secure juvenile facilities. We also gathered behavioral incident data from the facilities, but it was not possible to combine these data across sites due to the vast differences in data collection, definitions/classifications, and storage systems from state to state. Results indicated that all participating facilities were able to achieve acceptable FW-PBIS implementation fidelity. Staff rated the intervention as acceptable, feasible, and were willing to implement FW-PBIS practices. Staff members also reported gains in sense of efficacy in their roles. Results are discussed in terms of limitations of the current study, future research, and practice needs.
FW-PBIS Framework Implementation and Facility Climate Perspectives through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study
Author: Jolivette, Kristine
Date: 2020-04-00
Type: Journal Articles
Subjects: Juvenile Justice,Institutionalized Persons,Correctional Institutions,Positive Behavior Supports,Behavior Modification,Environmental Influences,Cultural Influences,Youth,Barriers,Residential Schools,Program Effectiveness,Attitudes,Self Management,Social Justice,Skill Development,Safety,Discipline,Interpersonal Relationship

A shift from reactive and punitive practices in secure juvenile facilities has prompted facilities in the United States to adopt multitiered systems of support such as facility-wide positive behavioral interventions and supports (FW-PBIS) to address climate and culture concerns. To date, most implementation efforts have focused on defining adult behaviors and systems. There is limited understanding of the role of youth voice related to adoption and implementation of the advocated practices. This pilot study sought to understand youth perspectives of FW-PBIS implementation as viewed through the lens of facility/organizational climate assessment. We piloted a facility climate survey for use in juvenile facilities and conducted focus group sessions to capture youth voice. Facilitator and barrier themes related to facility climate with FW-PBIS implementation were identified. Implications for practice, as well as limitations and future directions for research, are discussed.
How Policy Changes Affect Local Immigrant Learners. Forum: Immigration and ESL
Author: Miller, Susan Finn
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Immigration,Public Policy,Citizenship Education,English (Second Language),Second Language Learning,Second Language Instruction,Adult Education,Elections,Political Attitudes,Voting,Language Teachers,Teacher Attitudes

Civics education is an important component of what we do in adult ESL classes. Therefore, in the fall of 2016, although most of the adults in my class were not yet citizens, and, therefore, not eligible to vote, I wanted the learners to understand the upcoming election and especially the significance of red and blue states as reflected in the electoral college. [The article is Part 2 of 3 in the series. For Part 1, &quot;Immigrants Learning English in a Time of Anti-Immigrant Sentiment,&quot; see EJ1246075.]
Talk of Calling: Novice School Principals Narrating Destiny, Duty, and Fulfillment in Work
Author: Swen, Carolyn P.
Date: 2020-04-00
Type: Journal Articles
Subjects: Novices,Principals,Motivation,Public Schools,Administrator Attitudes,Professional Identity,Altruism,Urban Schools,Values,Role Perception,Elementary Schools,Coping,Administrator Responsibility,Career Choice,Disadvantaged Youth,Job Satisfaction,School Administration

Purpose: School principals' commitment and motivation have not been systematically investigated, but concerted research is needed as 25% of principals leave their jobs each year. This article investigates how new school principals make sense of their motivation to challenging work in a high pressure, high turnover field. Understanding principal motivation is important for recruiting and retaining talented educators. How principals understand their motivation may significantly affect their actions, practices, and persistence. Therefore, insight into principals' motivation is important. Research Methods: Data come from interviews with 35 new principals in Chicago Public Schools. As initial phases of inductive analyses around principal's career narratives were completed, this grounded theory inquiry focused on how principals use discourses of calling to make sense of their motivation. Data were analyzed through three iterations of coding: open, focused, and closed. Findings: School principals used themes of calling to make sense of their motivation in challenging contexts. Specifically, they described their destiny to work in education, duty to serve students, and fulfillment in work. Calling narratives explain past action and elevate the importance of the work, likely fueling continued motivation. Implications: This work adds a narrative component to research on principals' motivation and transition, focusing on principals' efforts to manage challenges. The results provide novel empirical data on principals' sense-making, efforts to manage multiplying work demands, and on how professionals use calling to make sense of and bolster work motivation. Future work should determine whether calling narratives predict retention among principals.
Response Cards to Increase Engagement and Active Participation of Middle School Students with EBD
Author: Didion, Lisa Anne
Date: 2020-04-00
Type: Journal Articles
Subjects: Middle School Students,Emotional Disturbances,Behavior Disorders,Mathematics Instruction,Visual Aids,Student Behavior,Teaching Methods,Responses,Learner Engagement,Student Participation,Urban Schools,Program Effectiveness

This study employed an A-B-A-B design to examine engagement and active participation among five middle school students with emotional/behavioral disorders (EBD) while using response cards for mathematics instruction. Students with EBD often exhibit off-task behaviors, which limit their engagement with classroom learning. This is of concern as students with EBD tend to have lower academic achievement compared with their peers and have shown a marked decline particularly in mathematics performance as they move from the elementary into secondary grades. When students have increased opportunities to respond (OTR)--through methods such as response cards--they are more likely to be engaged with and actively participate in instruction. In the baseline phase, students participated by traditional hand-raising. The intervention phase introduced the use of response cards. Visual analyses reveal that response cards increased the engagement of all participants. Findings were translated into the between-case standardized mean difference effect size estimates and the effect size was 1.3, suggesting that response cards may be an inexpensive and easily implemented method for increasing OTR for students with EBD.
The CrowdED Learning Solution
Author: Rosen, David J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Technology Uses in Education,Adult Educators,Technology Integration,College Readiness,Career Readiness,Instructional Materials,Web Sites,Access to Information,Program Descriptions

The focus of the Technology Solutions for Adult Basic Skills Challenges column is common challenges of adult basic skills practitioners, expressed, for example, in the Literacy Information and Communication System (LINCS) Integrating Technology group for which, David Rosen is the moderator, in other LINCS groups, in his national and state conference or webinar presentations, or privately in face-to-face discussions or by phone or e mail. Solutions include: hardware such as desktop and laptop computers, smartphones, electronic tablets, VR Goggles, and electronic whiteboards; and digital software applications such as websites, course management systems, learning management systems, databases, and apps for mobile devices. Each article will begin with a challenge and will examine one or more possible technology solutions.
Cultivating Creativity in Adult Literacy Education Settings
Author: Chlup, Dominique T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Creativity,Adult Literacy,Teaching Methods,Adult Learning,Creative Development

Few traits are as desirable as creativity. In fact, according to chief executives around the world, creativity is the most sought-after trait in leaders. This article is an attempt to share with educators what researchers have found regarding the hallmarks of creativity. It also provides a sampling of proven techniques and approaches instructors can use in educational settings to help adult learners unlock and develop their creativity. This article explores ways literacy educators can help their learners cultivate creativity in educational settings. Practices, habits, and strategies are offered that may help learners become more creative.
Health Insurance Literacy and Low Wage Earners: Why Reading Matters
Author: Feinberg, Iris
Date: 2019-00-00
Type: Journal Articles
Subjects: Health Insurance,Literacy,Reading Skills,Educational Attainment,Access to Information,Numeracy,Correlation,School Personnel,Urban Universities,Adults,Internet,Information Literacy,Wages

In the United States, worker health care is funded through health insurance plans paid for by employers. Insurance plans are written in complicated language that low wage earners (LWE), who have lower levels of education, may find difficult to understand. We examined the relationship between health insurance literacy (HIL), education, and literacy skills for 75 LWE. Results indicated low to moderate associations between literacies (reading, numeracy, digital), educational attainment and HIL; in a multiple regression analysis, only reading was uniquely significant. LWE with low educational attainment and poor reading skills may need additional support to understand and use their health insurance.
Strategies Used by Grade 6 Learners in the Multiplication of Whole Numbers in Five Selected Primary Schools in the Kavango East and West Regions
Author: Ilukena, Alex Mbonabi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Mathematics,Grade 6,Learning Strategies,Multiplication,Numbers,Addition,Arithmetic,Mathematics Instruction,Teaching Methods,Outcomes of Education

This research paper reports strategies used by Grade 6 learners in multiplying whole numbers in five selected primary schools in Kavango East and West regions. A total of 200 learners' mathematics exercise books were analysed in order to identify the commonly used strategies by learners in multiplying whole numbers. A total of ten teachers teaching grade 6 mathematics were also requested to complete a questionnaire which required them to indicate the strategies that they employed in class when teaching multiplication of whole numbers. The teachers indicated that they used a variety of strategies including repeated addition, complete-number (including doubling), partitioning and compensation to teach multiplication of whole numbers. The results also disclosed that the majority of the learners' mathematics exercise books reflected the use of the traditional method of repeated addition contrary to the teachers' claims. It was also found that a few of the learners used other strategies such as long method, short method and learner &quot;invented&quot; strategies. Additionally, the mathematics curriculum for upper primary learners (Grade 4-7 mathematics syllabus) requires learners to use paper and pencil algorithms to carry out multiplication of whole numbers without calculators (Ministry of Education, Arts &amp; Culture [MoEAC], 2015, p. 2). However, at Grade 6, learners were expected to use paper and pencil algorithms to multiply numbers within the range 0-100000. Analysis of the learners' exercise books indicated that the majority were not able to multiply a two digit by a single digit, a two digit by a two digit and a three digit by a two digit number.
Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students&apos; Motivation: A Mixed Methods Study
Author: Scales, Peter C.
Date: 2020-04-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Middle School Students,High School Students,Student Motivation,Student Attitudes,Grade Point Average,Academic Achievement,Educational Environment,Learner Engagement,Educational Quality,Poverty,Grade 6,Grade 10,Grade 11,Grade 12,Grade 7,Grade 8,Grade 9

Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students' grade point averages (GPAs) but they varied by school as well as by aspect of the relationship measured. No differences by poverty status were seen in any of these results. Student focus groups yielded additional understanding of the actions and mechanisms through which student-teacher relationships improve. Results of this study suggest that if individual educators and entire school communities focus on strengthening student-teacher relationships, significant improvements can be made in students' motivation, engagement, and performance. [For the corresponding grantee submission, see ED595407.]
Study on Emotional Intelligence Levels of Physical Education Teachers in Terms of Various Variables
Author: Aka, Serkan T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Physical Education Teachers,Team Sports,Teacher Attitudes,Measures (Individuals),Teacher Characteristics,Foreign Countries

For the teaching profession, one of the important types of intelligence is emotional intelligence. Emotional intelligence levels of especially physical education teachers are expected to be high. The aim of this study is to examine emotional intelligence levels of physical education and sports teachers based on various variables. In this research, single screening model which is one of the General Survey models has been adopted. Population of the study consists of 320 Physical Education Teachers working in Agri in 2018-2019 academic years and its sample group consists of a total of 106 physical education teachers, of which 23 are female and 83 are male and who were selected from this population by random sampling method. &quot;Personal Information Form&quot; developed by researchers has been used in order to determine demographic characteristics of Physical Education Teachers, &quot;Schutte Emotional Intelligence Scale&quot; developed by Schutte et al. (1998) has been used in order to measure their emotional intelligence levels. According to findings, it has been seen that emotional intelligence levels of physical education teachers differentiate significantly in favor of physical education and sports teachers do not have administrative function in sub-dimension of utilizations of emotions according to administrative function variable. It has been determined that there is no significant difference between them according to gender, age and professional experience, education grade which is worked in, educational level, marital status, status of doing sports and smoking variables. Consequently, it is seen that emotional intelligence levels of physical education teachers are above medium level and there is no difference between them in terms of other variables except variable of having administrative function.
The Contribution of Education Expenditure in Saudi Universities to Achieve Economic Development
Author: Esmail, Hanaa Abdelaty Hasan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Economic Development,College Role,Universities,Labor Force Development,Expenditures,Investment,Human Capital,Productivity,Sustainable Development

Though there is an existence of writings on human capital and its relationship to growth, but it has missed the economic impact of universities. It is known that the knowledge of economy has a positive role in achieving economic development. So my paper focuses on the role of education expenditure in achieving economic development. The human resource is the basis for growth and development because it is able to achieve the appropriate scientific achievement and its future economic performance which is a positive return. The improvement in performance of skilled workers will be affected if Saudi government increases the education expenditure in addition to the investment in human capital. From here we can say that the human resources and the universities (government education expenditure) are two sides of a single coin whose basic and sole objective is economic growth. Therefore, this paper will test the relationship between education expenditure and economic development during the period from 2003 to 2019 through a theoretical analysis of the relationship of higher education to economic development. To explore the relationship between spending on education and economic development the author used econometric technique to analyze the study by using multi regression model depending on weighted least square (WLS). The study results show that there is a significant relationship between Saudi education expenditure and economic development, but regarding to R &amp; D expenditure it is not significant. So the author excluded it from the model due to lack of data. Furthermore, the model WLS is effective to explore results and relations between dependent and independent variable in the case of Saudi Arabia.
Why White Instructors Should Explore Their White Racial Identity. Forum: Reflections on White Racial Identity in the ABE Classroom. [Part 1 of 4]
Author: Brookfield, Stephen D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Whites,Racial Identification,Racial Attitudes,Racial Differences,Power Structure,Social Justice,Advantaged,Race,Teachers,Adult Basic Education,Ethnic Groups,Minority Groups,Racial Relations,Self Concept,Trust (Psychology),Multicultural Education,Adult Educators

The questions that begin Stephen Brookfield's discussion of why he thinks white instructors in multiracial Adult Basic Education (ABE) classes need to explore their own whiteness include the following: (1) If racial identity is largely a cultural, not biological, construct, then why focus on &quot;any&quot; form of racial markers?; and (2) Doesn't this constant harping on race create unnecessary divisions and stop us all from getting along? Brookfield claims that it is not talking about race that disrupts social harmony but rather it's the fact that whiteness as an identity is connected to power in a way that a learned blindness to racial inequality helps maintain a system that exhibits structural exclusion and normalizes brutality. Brookfield maintains that he has been struck over the years by the fact that people of color tell him that the most helpful thing whites can do in terms of fighting racism is to become aware of what it means to be white. They tell him that it is much more important for whites to learn that they have a particular racial identity, and to examine how that identity operates in the world, than it is for them to learn about the cultures of racial minorities. Brookfield shares his observation that in a multiracial classroom; it seems to him that culturally responsive teaching that varies instructional modalities to take account of collective modes of generating knowledge is crucial. He therefore supports the point that if students of color see everything through a racial lens, then it behooves a white teacher to explore what it means to experience the world as profoundly racialized. Brookfield closes the article by saying that the only way he can experience the world as racialized is by doing a deep dive into his own racial identity and that is why he believes white instructors need to explore their own whiteness. [This article is part 1 of 4 in this series.]
&quot;Race&quot;ing White Instructors: Beyond the Black-White Binary. Forum: Reflections on White Racial Identity in the ABE Classroom. [Part 2 of 4]
Author: Gnanadass, Edith
Date: 2019-00-00
Type: Journal Articles
Subjects: Whites,Teachers,Adult Basic Education,Racial Attitudes,Racial Factors,Racial Differences,Power Structure,Social Justice,Race,Advantaged,Multiracial Persons,Adult Literacy,Racial Relations,Social Class,Sexual Orientation,African American Students,Minority Groups,Multicultural Education,Racial Bias,Gender Issues,Adult Educators

In this response to Stephen Brookfield's &quot;Why White Instructors Should Explore Their White Racial Identity&quot; (EJ1246146), Edith Gnanadass writes her response from the point of view of an adult educator with a multiplicity of identities in her critique of Brookfield's concept by going beyond his call for reflection of one's own whiteness. She suggests that in the multiracial landscape of Adult Basic Education (ABE), it would be helpful to extend and complicate Brookfield's sole focus on the white racial identity and whiteness, to adopt a more intersectional analysis than takes into account race, social class, gender, nationality, and citizenship status. She argues the point that ABE instructors are not &quot;just&quot; white and are not solely constituted by race. They are also gendered, classed, and have a multiplicity of races identities extend beyond race, as do their students. Gnanadass argues that viewing them through a binary lens strips them of their rich national and cultural histories. [For Part 1, &quot;Why White Instructors Should Explore Their White Racial Identity, Forum: Reflections on White Racial Identity in the ABE Classroom,&quot; see EJ1246146.]