ethanporcaro/eric-fulltext-meta huggingface dataset:
School Attendance: Focusing on Engagement and Re-Engagement. Practice Notes
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Early Intervention,Dropouts,Academic Achievement,Attendance Patterns,Average Daily Attendance,Learner Engagement,Institutional Mission,Truancy,Prevention,Crime,Attendance

Every student absence jeopardizes the ability of students to succeed at school and schools to achieve their mission. School attendance is a constant concern in schools. Average daily attendance rates are a common determiner of school funding, so schools funded on the basis of average daily attendance have less resources to do the job. Students who are not at school cannot receive instruction. Academic achievement scores are correlated with school attendance. Excessive school absence is a precursor of school dropout. Some youngsters who are truant from school engage in behaviors that are illegal. The negative correlates related to school attendance problems go on and on. Reducing school absences is one of the most challenging matters facing schools. Prevailing policies that simply mandate attendance and spell out increasingly harsh punishments for unexcused absences fail to take into account the range of underlying causes of attendance problems and the range of prevention, early intervention, and ongoing support that might more effectively address the problems. In addressing the problem, it is important to begin by exploring two questions: What factors lead to student absences? How can schools more effectively address the problem? These questions are addressed in a policy and practice analysis brief entitled: "School Attendance Problems: Are Current Policies & Practices Going in the Right Direction?" This paper excerpts from that report implications for intervention.
After-School Programs and Addressing Barriers to Learning. A "Technical Aid Packet" from the Center's Clearinghouse
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Cooperative Planning,School Involvement,After School Programs,Barriers,Clearinghouses,Educational Opportunities,Enrichment Activities,Educational Improvement,Recreational Programs,Recreational Activities,Partnerships in Education,School Support,Information Sources,School Community Programs,Educational Needs,Program Evaluation,Instructional Leadership,Professional Development

Recent trends have resulted in schools implementing an extensive range of preventive and corrective activity oriented to students' needs and problems. Some programs are provided through a school district, others are carried out at, or linked to, targeted schools. Some are owned and operated by schools; some are owned by community agencies. Few schools, however, come close to having enough resources to respond when confronted with a large number of students who are experiencing a wide range of  barriers that interfere with their learning and performance. At the same time, there has been increasing interest in school community collaborations as one way to provide more support for schools, students and families. Formal and informal after-school programs occur throughout every community, at agencies and other neighborhood venues, as well as on school campuses. The focus of this document is on opportunities for after-school involvement offered at school sites. However, it should be evident that many of the ideas covered are useful for planning before-school programs, improving recess and lunch periods, thinking about schools as sites for weekend and holiday/vacation community hubs to enrich learning opportunities and provide recreation in a safe environment. Appended are: (1) A School-wide Component to Address Barriers to Learning; and (2) A Sample of effective after-school programs. (Contains 2 figures.)
A Closer Look at Being a Woman in Turkish Academia: A Descriptive Study
Author: Birlik, Nurten
Date: 2009-00-00
Type: Reports - Research
Subjects: Research Assistants,Females,College Faculty,Women Faculty,Gender Issues,Gender Differences,Social Attitudes,Cultural Influences,Questionnaires,Higher Education,Faculty Workload,Teacher Burnout,Family Work Relationship,Attitude Measures,Salaries

In this descriptive study, women's professional lives with a focus on what it means to be a woman in Turkish academia and on whether being a woman differs from being a man in an academic context was put under scrutiny. For this purpose, a questionnaire was conducted among 41 women academics currently working at the Faculties of Education in Turkish Universities. Participants were chosen from a broad variety of backgrounds in terms of age and discipline, and ranged from research assistants to full professors. The reliability of the instrument was calculated to be 0.705, signifying moderate reliability. The results show that women academics reveal clashing opinions about their positions and professional success in connection with gender related issues. (Contains 1 table.)
Creating School Communities through Music
Author: Marasco, Katelyn
Date: 2011-05-02
Type: Reports - Research
Subjects: Music Activities,Teacher Surveys,Educational Environment,School Holding Power,School Culture,Music Teachers,Questionnaires,Surveys,Interviews,Teacher Role,Parent Role,Administrator Role,Interdisciplinary Approach,Teacher Collaboration,Elementary Schools

There are many problems facing educators today. Student retention, standardized test scores, and motivational issues are only a few. It seems that students are dropping out of school at higher rates and having more difficulty finding motivation to do well on their school work and standardized tests. This sought to investigate strategies that schools employ to improve the conditions of their school environment, and increase student academic success. The study specifically addresses how music educators can contribute to their school environment and the community as a whole. Using questionnaire, surveys and interviews, it is clear that school communities are stronger when music activities are incorporated. Appended to this document are: (1) Appendix A: Classroom Teacher Survey; (2) Appendix B: Music Educator Questionnaire; and (3) Appendix C: Administrator Interview Questions. (Contains 1 table and 4 figures.)
The Effects of Music on Student Psychology
Author: Lee, Sharon
Date: 2011-03-23
Type: Reports - Evaluative
Subjects: Music Education,Music,National Standards,Interpersonal Relationship,Interaction,Psychological Patterns,Psychology,Cognitive Processes,Emotional Response,Adolescents,Arousal Patterns,Influences,Elementary School Students

While many would agree that music affects us, details of the effects of music on intellectual, psychological, physiological, social, and physical processes of humans are not common knowledge. Recent studies have shown that the use of music can enhance or detract from the completion of many tasks, including eating, sleeping, exercising, driving, reading, writing, math, and social interaction. It can also affect mood and our abilities to behave, remain on task, and focus. Adolescents naturally seem to use music to monitor and manipulate mood, motivation, and task completion, but understanding the effects of music could enable them to make appropriate decisions concerning musical choices. It is vital to understand how music is beneficial and avoid the use of music for situations in which it may be distracting. Also important are the effects of music we do not choose, but are subjected to through our environment choices such as restaurants and stores. Research in these areas has shown that certain elements of music, especially tempo and loudness, have significant effects on tasks in various areas. This article provides practical, research-based information that will assist the reader in meeting K-4 national standard 9c.
Barriers to Parental Involvement in the Pre-Kindergarten Classroom
Author: Savacool, J. Leigh
Date: 2011-05-02
Type: Reports - Research
Subjects: Parent Participation,Preschool Education,Preschool Teachers,Parent School Relationship,Teacher Role,Parent Teacher Cooperation,Interviews,Questionnaires,Barriers,Socioeconomic Influences,Attendance,Family Influence,Educational Environment

Research has shown that parental involvement affects children's achievement more than school procedures especially in the primary years. Researchers have also shown positive effects on children, families, and school when schools and parents continuously support and encourage a child's learning and development. However, there is little research that has been done to help teachers better understand why some parents choose not to be involved with their child's education. Using questionnaires and interviews, this research investigated the barriers and struggles parents face as well as the difficulties teachers face with parents who are not involved in their child's classroom. Appended to this document are: (1) Appendix A: Parent Questionnaire; (2) Appendix B: Teacher Questionnaire; (3) Appendix C: Parent Interview; and (4) Appendix D: Teacher Interview. (Contains 3 figures.)
Utilitarian Model of Measuring Confidence within Knowledge-Based Societies
Author: Jack, Brady Michael
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Confidence Testing,Models,Knowledge Level,Risk,Middle School Students,Science Tests,Mathematics Tests,Social Environment,Knowledge Management

This paper introduces a utilitarian confidence testing statistic called Risk Inclination Model (RIM) which indexes all possible confidence wagering combinations within the confines of a defined symmetrically point-balanced test environment. This paper presents the theoretical underpinnings, a formal derivation, a hypothetical application, and published results of using RIM during mathematics and science testing. This paper advocates the position that such a model provides researchers and policy makers a new statistic to measure an examinee's reflective confidence toward his/her knowledge during testing. Adding RIM to the reflection cluster of a global assessment framework like OCED/PISA could enhance future self-confidence assessments within knowledge-based societies. (Contains 2 tables and 1 figure.)
Self-Efficacy, an Oriental Twist
Author: Jack, Brady M.
Date: 2005-00-00
Type: Opinion Papers
Subjects: Self Efficacy,Foreign Countries,Elementary School Teachers,Elementary School Science,Teacher Effectiveness,Educational Change,Science Instruction,Locus of Control

This paper presents the results of a case study involving Taiwanese elementary teachers who teach science at the elementary grade school level. It advocates the position that a teacher's personal science efficacy belief influences his or her science teaching outcome expectations. It also points to an important metamorphosis that is taking place within the ranks of the elementary school system. It is believed that this transformation is related to the success Taiwan has experienced in being rated number 1 in science education (NCES 1999). (Contains 2 tables.)
A Small-Scale Study of Primary School English Language Teachers' Classroom Activities and Problems
Author: Arikan, Arda
Date: 2011-00-00
Type: Reports - Research
Subjects: Class Activities,Learning Activities,Foreign Countries,English (Second Language),Teaching Methods,Questionnaires,English Instruction,Elementary School Curriculum,Educational Quality,Educational Needs,Barriers,Educational Practices,Teacher Attitudes,Curriculum Evaluation

Turkey's search for upgrading the quality of English language teaching is still in progress. Publication of Ministry of National Education's &quot;English Language Curriculum for Primary Education Grades 4,5,6,7 and 8&quot; (2006) framed the content and delivery of our primary school English language teaching classes along with a list of suggested classroom activities. However, much research is needed to identify what happens in English language classrooms in Turkey so that further action takes place to improve the quality of teaching and learning. Hence, the aim of the present study is to identify the types of English language teaching activities carried out in Turkish primary schools along with the problems they face while teaching. As a small-scale study based on 46 teachers' answers to a questionnaire, the study found that pupils appear to be passive learners since teacher-centered activities continue to be used. Also, vocabulary, speaking, and pronunciation are considered as the most important domains and skills for the pupils to master while their knowledge of culture, writing, and grammar are of less importance. Teachers suggest that smaller class size, newer technologies, and a rich variety of print materials can improve their English language teaching.
The Nation's Report Card: Civics 2010. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-466
Author: National Center for Education Statistics (ED)
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Civics,Citizenship Education,Knowledge Level,National Competency Tests,Grade 4,Grade 8,Grade 12,Time Perspective,Comparative Analysis,Disabilities,Second Language Learning,Academic Achievement

This report presents results of the National Assessment of Educational Progress (NAEP) 2010 civics assessment. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as a percentage of students performing at or above three achievement levels: &quot;Basic,&quot; &quot;Proficient,&quot; and &quot;Advanced.&quot; Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for student demographic groups defined by various background characteristics (e.g., race/ethnicity, gender, and students' eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Results from the 2010 assessment are compared to those from two previous assessments in 1998 and 2006. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, and the exclusion and accommodation of students with disabilities and English language learners. In comparison to the last assessment in 2006, average scores in 2010 were higher at grade 4, not significantly different at grade 8, and lower at grade 12. Gains for Hispanic students from 1998 to 2010 contributed to a narrowing of the White-Hispanic score gaps at all three grades. The percentage of students performing at or above the &quot;Proficient&quot; level in 2010 was 27 percent at grade four, 22 percent at grade eight, and 24 percent at grade twelve. Appendix tables are included. (Contains 28 figures and 21 tables.)
Thoughtful Homework or Busy Work: Impact on Student Academic Success
Author: Tokarski, Jennifer E.
Date: 2011-05-00
Type: Reports - Research
Subjects: Homework,Role,Federal Legislation,Standardized Tests,Academic Achievement,Qualitative Research,Interviews,Elementary School Teachers,Kindergarten,Grade 2,Grade 3,Grade 4,Grade 5,Teacher Responsibility,Instructional Effectiveness

Over the years the amount of homework and what kind of homework students are completing on a nightly basis has changed dramatically. From the early 1900s when homework was abolished because it was considered a violation of child labor laws to today when after No Child Left Behind was enacted in 2002, the focus has moved to evaluating academic success from a standardized test. Teachers are expected to fit so much learning into a day of school, that homework is used to fit in what they could not get into the day at school. Being one day behind can set teachers behind for the whole year and cause them even more stress about how their students will perform on the standardized test at the end of the school year. Teachers are given little or no training in the subject of homework. Some school districts dictate how much time students must spend on homework each night. However, teachers are on their own in regards to what they assign for homework each night. This qualitative research using interview questions given to classroom teachers revealed that teachers are focusing on the quality of the homework they assign. Students are benefitting academically from this extra time that teachers are spending, making sure that their students are receiving and completing quality assignments. Teachers need to understand the effectiveness of assigned homework. They must avoid giving busywork just to make sure that the students are completing a certain amount of homework each night. (Contains 1 figure.)
Community Participation in Schools in Developing Countries: Characteristics, Methods and Outcomes
Author: Russell, Kenneth A.
Date: 2009-07-00
Type: Information Analyses
Subjects: Community Involvement,Institutional Characteristics,School Community Programs,School Community Relationship,Economic Impact,Program Effectiveness,Developing Nations,Educational Practices,Change Strategies,Educational Change,Models,Community Role,Community Responsibility,Educational Improvement,Educational Facilities Improvement,Educational Policy,Educational Planning,Educational Finance,Community Support,School Support,Educational Assessment,Educational Indicators

This study examines how communities participate in schools across diverse contexts in developing countries and the results attributed to community participation. It reviews evaluations of participatory approaches to education in developing countries to answer two basic questions: 1) How do communities participate in school in developing countries? and 2) What results do students, schools and communities achieve when communities participate in schools? It finds that there are 19 types of decisions related to six areas of school functioning in which communities participate. However, participation is concentrated in the areas related to building, maintaining and resourcing schools and the monitoring of teachers and school budgets. It also finds that where communities participate, there are improved school facilities, increased accountability of school personnel, and improved capacity of participants. At community and school levels, concerns persist regarding the extent to which issues of equity are addressed through the participatory approaches evaluated and whether the benefits of participation by community members extend beyond those who are directly involved. Three appendixes present: (1) Studies Reviewed by Purpose, Design and Sample; (2) Evaluations / Studies Reviewed; and (3) Criteria for Selection of Studies. (Contains 9 tables, 1 figure, and 18 footnotes.)
Conflicting Missions and Unclear Results: Lessons from the Education Stimulus Funds
Author: Mead, Sara
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Federal Aid,Money Management,Economic Opportunities,Information Dissemination,Goal Orientation,Resource Allocation,Cost Effectiveness,State Departments of Education,School Districts,Superintendents,Partnerships in Education,Politics of Education,Public Education,Educational Finance

On February 17, 2009, President Barack Obama signed into law the American Recovery and Reinvestment Act (ARRA), commonly known as the &quot;stimulus.&quot; Enacted in the midst of a deep recession brought on by global financial collapse, ARRA provided more than $800 billion in federal spending and tax cuts intended to stimulate the economy while laying the roots of future long-term growth. A substantial portion of that funding, more than $100 billion, was dedicated to education. This unprecedented one-time spending boost is larger than the entire annual budget of the U.S. Department of Education. Recognizing that the unprecedented flow of ARRA funding into education created both potential pitfalls and opportunities, the William &amp; Flora Hewlett Foundation supported the efforts of 10 national and state-based organizations to disseminate information and analysis on ARRA and help states and local school districts make good use of ARRA funds. Half of the grantees--the Center on Education Policy, the Council of the Great City Schools (CGCS), Editorial Projects in Education, the New American Foundation, and the University of Washington's Center on Reinventing Public Education--have focused on helping to document exactly how ARRA funds have been distributed to and used by states and districts. The other grantees--the American Institutes for Research (AIR), the Aspen Institute, the California County Superintendents Educational Services Association (CCSESA), Education Resource Strategies (ERS), and the Policy Innovators in Education Network--have focused on providing direct assistance to states and districts in making choices about the use of ARRA funds. These organizations have acquired a deep and unique understanding of the impacts of ARRA on the ground, both in school systems that received extra help and counsel to use ARRA funds wisely and in those that did not. This paper draws on and synthesizes this understanding to independently identify key themes and lessons emerging from state and district experiences with ARRA. Through an analysis of Hewlett grantees' publications and work as well as interviews with both Hewlett grantees and district leaders, the authors of this paper have identified these emerging lessons and their broader implications for education policy and practice. Although the work of the Hewlett grantees plays a key role in informing this analysis, the conclusions presented here are those of the authors alone and do not necessarily represent the views of the Hewlett Foundation or its grantees. (Contains 1 table, 2 figures and 25 endnotes.)