ethanporcaro/eric-fulltext-meta huggingface dataset:
World's Fearlessness Teachings: Radical Approach to Fear Management/Education
Author: Fisher, R. Michael
Date: 2010-00-00
Type: Opinion Papers
Subjects: Fear,Interdisciplinary Approach,Self Control,Methods,Evolution,Models,Holistic Approach

The author outlines a unique transdisciplinary method for studying fear and fearlessness, with emphasis on a new conceptualization "World's Fearlessness Teachings" (i.e., Fearlessness Tradition) and their critical importance, across time and cultures, to better manage and teach fear management in the 21st century. Extracts from the author's new book "The World's Fearlessness Teachings: A Critical Integral Approach to Fear Management/Education for the 21st Century" (University Press of America, 2010) are included. The paper concludes that "experts" in the area of fear management/education are generally unwilling to try a transdisciplinary approach because it is more work and less pragmatic. The author admits his methodology is radical, while grounded in an evolutionary realism-idealism model, and few "experts" in fear management are interested in it, so far. The field of Education ought to lead this (r)evolutionary approach and utilize the resource of the World's Fearlessness Teachings to do so. (Contains 19 footnotes. Includes a table of contents to the author's book as an appendix.)
Law Enforcement School Programs. Fact Sheet
Author: University of Arkansas System, Safe Schools Initiative Division
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Violence,Crime Prevention,Law Enforcement,Crime,Campuses,Police School Relationship,Program Effectiveness,Financial Support,Partnerships in Education,School Safety,School Security

The school shooting incidents during the decade of the 1990's prompted an increase of law enforcement presence in schools. The School Violence Resource Center (SVRC) at the Criminal Justice Institute (CJI) University of Arkansas System undertook a project to determine what programs law enforcement agencies currently provide in their local schools to assist with violence prevention and/or intervention. This paper summarizes the law enforcement programs survey project and its findings. [The concept for this project was based upon the work by Colleen Ryan and Frederick Matthews (1995) entitled &quot;A National Directory of Exemplary School-Based Police Programs to Combat Youth Violence&quot;.]
Model Program Evaluations. Fact Sheet
Author: University of Arkansas System, Safe Schools Initiative Division
Date: 2002-07-00
Type: Reports - Descriptive
Subjects: Violence,Delinquency Prevention,Crime Prevention,Program Evaluation,Program Effectiveness,School Safety,Educational Environment,Financial Support,Educational Finance,School Security

There are probably thousands of programs and courses intended to prevent or reduce violence in this nation's schools. Evaluating these many programs has become a problem or goal in itself. There are now many evaluation programs, with many levels of designations, such as model, promising, best practice, exemplary and noteworthy. "Model program" is the term most often applied, and it has come to have a life of its own. This paper presents a list of evaluation programs that address many ages and communities. These programs have in common substantial funding from major stakeholders, such as the U.S. Department of Justice, especially the Office of Juvenile Justice and Delinquency Prevention (OJJDP), the U.S. Department of Education, and the Centers for Disease Control and Prevention.
Fact Sheet: Summary of Self-Determination. NRC Fact Sheet
Author: Kennedy, Michael
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Self Determination,Disabilities,Attitudes toward Disabilities,Empowerment,Civil Rights,Responsibility,Participative Decision Making,Social Attitudes

This fact sheet provides an explanation of what self determination is, provides the four principles of self determination, describes the values supported by self determination. The authors contend that if self-determination is going to be successful, it requires that those who supply services and fund them make certain changes in both the way they think about persons with disabilities and the way they serve them. The authors state that in order for self-Determination to happen, the system must shift: (1) From seeing persons with disabilities as having limitations that prevent them from participating fully in life to seeing them as valuable citizens who have many talents, strengths, and abilities to contribute to their communities; (2) From seeing persons with disabilities as service recipients to seeing them as individuals with rights and entitlements; (3) From providing agency-controlled services to supporting person-directed services; (4) From systemic and agency control of financial resources to individual control; and (5) From control to empowerment. [The preparation of this fact sheet was supported in part by the Center on Human Policy through a subcontract with the  Research and Training Center on Community Living, University of Minnesota, supported by the National Institute on Disability and Rehabilitation Research, U.S. Department of Education; and in part by the National Resource Center on Supported Living and Choice, Center on Human Policy through the National Institute on Disability and Rehabilitation Research, U.S. Department of Education.]
In Support of Families and Their Children. All Children Belong with Families and Families Need Support to Thrive. NRC Fact Sheet
Author: Rosenau, Nancy
Date: 2000-05-00
Type: Reports - Descriptive
Subjects: Parent Child Relationship,Family Needs,Family Environment,Child Development,Well Being,Attachment Behavior,Child Welfare,Family Programs,Disabilities,Foster Care

Children grow and develop through a process called attachment. Attachment is a fundamental framework for human development. It requires that a child be emotionally connected to at least one adult caregiver who can provide an enduring, nurturing relationship that provides the safety and structure necessary for a child to feel a secure base. Children whose family homes are not safe or nurturing are protected in all states and by federal legislation that allows them to be removed from parents who cannot provide this secure base. There are two fundamental ways in which the human need and right to be part of a family can be assured: (1) by supporting families and (2) by intentionally planning for permanency. These two ideas are different but complementary.
WWC Quick Review of the Report &quot;Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Educational Vouchers,Private Schools,Reading Achievement,Mathematics Achievement,Low Income Groups,Elementary School Students,Secondary School Students,Urban Schools,Comparative Analysis,Educational Research,Program Effectiveness

&quot;Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years&quot; examined whether the &quot;Opportunity Scholarship Program,&quot; which offers vouchers to students to attend private schools, improved the reading and math achievement of low-income students. The study analyzed data on about 1,500 K-12 students in the District of Columbia who applied for vouchers through the program in either 2004 or 2005. The study found that, after three years, students who were offered vouchers to attend private schools had reading scores about one-eighth of a standard deviation greater than control group members. This is roughly equivalent to 3.1 months of additional learning over three school years. The research described in this report is consistent with What Works Clearinghouse (WWC) evidence standards. WWC indicates the study's strength is that it is equivalent to a randomized controlled trial because the groups of students contrasted in the study were formed by random lottery. However, WWC indicates a caution of the study is more than 30% of the approximately 2,300 initial study participants were not able to be tested and are excluded from the analysis. [The following study is the focus of this &quot;Quick Review&quot;: Wolf, P., Gutmann, B., Puma, M., Kisida, B., Rizzo, L., &amp; Eissa, N. (2009). Evaluation of the DC Opportunity Scholarship Program: Impacts after three years (NCEE 2009-4050). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education (ED504783).]
WWC Quick Review of the Report &quot;The New York City Aspiring Principals Program: A School-Level Evaluation&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: School Administration,Principals,Evaluation,Academic Achievement,Scores,Standards,Comparative Analysis,Beginning Principals,Instructional Leadership

&quot;The New York City Aspiring Principals Program: A School-Level Evaluation&quot; examined whether schools with novice principals trained through the Aspiring Principals Program had higher student achievement than schools led by other novice principals. The study included schools in New York City led by principals who were hired in 2004 or 2005 and had served as principal for three consecutive years. The analysis included 86 schools that were assigned a principal trained through the program and 319 schools whose principals did not participate in the program. The research described in this report is not consistent with What Works Clearinghouse (WWC) evidence standards. WWC cautions that the schools to which principals trained through the Aspiring Principals Program were assigned were substantially lower achieving in math and English and had different racial/ethnic compositions than comparison schools before the placement of novice principals. Although the study authors control for these pre-existing differences in their analysis, other differences between the schools could influence changes in student test scores. As a result, the study's findings cannot be attributed with confidence to the Aspiring Principals Program. [The following study is the focus of this &quot;Quick Review&quot;: Corcoran, S. P., Schwartz, A. E., &amp; Weinstein, M. (August 2009). &quot;The New York City Aspiring Principals Program: A school-level evaluation.&quot; New York, NY: Institute for Education and Social Policy, New York University.]
Thinking Skill Frameworks for Post-16 Learners: An Evaluation. A Research Report for the Learning and Skills Research Centre
Author: Moseley, David
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Thinking Skills,Learning,Classification,Postsecondary Education,Adult Education,Metacognition,Self Control,Critical Thinking,Cognitive Structures,Personality,Instructional Design,Educational Objectives,Models

In this report, the authors aim to review and advance knowledge of systematic ways of classifying thinking skills. They concentrate on taxonomies and theory-based frameworks, in the belief that studying and using them will promote better understanding of how people think and learn at the age of 16 or above. Their overarching interest is in how that understanding can inform instructional design, course and lesson planning, teaching, learning and assessment. In particular, they aim to identify: key principles on which teaching approaches designed to develop thinking skills depend helpful ways for teachers and learners to classify and talk about thinking skills. The authors believe that further research with, and use of, thinking skill frameworks will lead to a better understanding of how people think and learn. They conclude by making a set of recommendations for policy-makers. Appendices include: (1) Theoretical frameworks for thinking about thinking; (2) Descriptions and evaluative summaries of 26 frameworks; (3) "Reason!Able" evaluations; and (4) Using an integrated framework for understanding thinking and learning to categorise Costa and Kallick's (2000a) "habits of mind". (Contains 13 figures, 50 tables, and 5 footnotes.)
Summary of Internet Terms and Resources. NRC Fact Sheet
Author: Zubal, Rachael
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Internet,Educational Resources,Basic Vocabulary,Definitions,Semantics

What is the Internet? The Internet is a worldwide network of computers communicating with each other. This paper offers some basic, easy-to-understand meanings of words about the Internet that individuals may have questions about.[The preparation of this fact sheet was supported in part by the National Resource Center on Supported Living and Choice, Center on Human Policy, School of Education, Syracuse University, through the U.S. Department of Education, Office of Special Education and Rehabilitative Services, National Institute on Disability and Rehabilitation Research (NIDRR), through Contract No. H133A990001.]
What Is Self-Advocacy? NRC Fact Sheet
Author: Hall, Mair
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: International Cooperation,Developmental Disabilities,Self Advocacy,Social Justice,Social Discrimination,Empowerment,Foreign Countries,Social Attitudes,Attitudes toward Disabilities

Self-advocacy is about independent groups of people with disabilities working together for justice by helping each other take charge of their lives and fight discrimination. The seeds of the self-advocacy movement go back to 1968 when a Swedish parent's organization held a meeting for people with developmental disabilities. Today, the self-advocacy movement, as it has come to be known, has grown into an international movement in 43 countries, with an estimated 17, 000 members-plus. In the US alone, there are estimated to be well over 800 self-advocacy groups. The People First movement started in Oregon on January 8th, 1974 at a conference planning meeting. Self Advocates Becoming Empowered (SABE) is the US national self-advocacy organization. (Contains 7 resources and 6 online resources.)
Disability Studies. NRC Fact Sheet
Author: Harris, Perri
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Social Science Research,Mental Retardation,Public Policy,Social Attitudes,Social Influences,Attitudes toward Disabilities

Over the past several decades, what people now refer to as "disability studies" has been a powerful influence on policy and practice in regards to people with disabilities. Disability studies has evolved as a means of addressing how people with disabilities have been treated historically and how they continue to be treated. The field of disability studies continues to grow and change. One major challenge for the future of disability studies is the inclusion of the experiences of people with cognitive disabilities and how they shape this emerging field.
Quality Teachers for English Language Learners. A Review of the Research
Author: Tellez, Kip
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: English (Second Language),English Teachers,Second Language Learning,Low Achievement,Teacher Effectiveness,Teacher Competencies,Knowledge Base for Teaching,Systems Approach,Role,Teacher Education,Professional Associations

Who or what is to blame for the inadequate quality of English-language learner (ELL) teachers? The general shortcomings in teacher education (both preservice and inservice) with regard to students outside the "mainstream" could be a possibility. The continued low achievement among ELLs and the prospect for continued ELL population growth in U.S. schools, as well as the data reporting the lack of preparation for English-language development (ELD) teachers, suggests the immediate need for an appraisal of ELL teacher quality. Research, policy constraints, and opportunities that have contributed to the general lack of quality among ELD teachers are examined in this paper. The authors begin by framing teacher quality around several important policy "levers." They follow this discussion by examining the structural factors central to teacher quality. As part of this effort, they briefly explore the role teacher education has played in the development of ELD teachers, moving next to recently developed standards for ELD teachers, and on to legislative and policy issues in licensing ELL teachers. Finally, they move from the structural to the pedagogical, discussing the knowledge base in ELD instruction, considering (and speculating) on the specific kinds of knowledge ELD teachers need to provide high-quality instruction. (Contains 1 table.)
Improving Governance, Leadership, and Learning in New Jersey. State Action for Education Leadership Project (SAELP) Forum, January 28-29, 2003. Field Notes
Author: Bleistein, Stacey, Ed.
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Grants,Agenda Setting,Educational Change,Educational Policy,Public Policy,Instructional Leadership,Educational Improvement,Academic Achievement,Politics of Education,Program Development,Consortia,State Action,Governance

New Jersey is one of fifteen states selected by the Wallace-Reader's Digest Fund to receive a planning and implementation grant for setting a reform agenda for a series of state policies that are designed to improve educational leadership and student learning. Under this grant, the State Action for Education Leadership Project (SAELP) Consortium--a group that represents the governor's office, the state legislature, education associations, the New Jersey Department of Education, higher education, business, the public, and parents--has been meeting for the past 2 years to engage in careful analysis of current educational research, state policies, and thoughtful deliberation that will lead to effective policy recommendations. Educators throughout the country will find this account of the New Jersey SAELP Consortium's approach to addressing the educational governance issue helpful as (a) a guide to approaching governance in their own states and (b) evidence illustrating that voices of educators and stakeholders can effect change. Several forum topics concerning improving governance and conditions for practice were framed so that realistic recommendations could be made while focusing on issues at both the district and school levels. This framework was used as a guide for beginning a dialogue and helping participants to remain focused on the issues that affect New Jersey's goal of improving student learning and achievement. This paper presents a summary of this dialogue and the forum's proceedings.
The Global Food Crisis: Causes and Solutions. Statement of Peter McPherson before the Senate Foreign Relations Committee
Author: National Association of State Universities and Land-Grant Colleges
Date: 2008-05-14
Type: Opinion Papers
Subjects: Food,Crisis Management,Income,Population Growth,Agriculture,Developing Nations,Foreign Countries,Change Strategies,Higher Education,Role of Education,Financial Support,International Cooperation

This paper presents Peter McPherson's statement before the Senate Foreign Relations Committee. He begins by saying that people have an immediate problem that must be addressed, hopefully in a way that does not complicate long-term solutions. They also have a long-term and more complicated agricultural problem that the world has neglected over many years. A major, long-term recommitment is needed. The world's population will continue to grow rapidly and people hope and expect that incomes will grow rapidly in several parts of the world. All of this means a greater demand for food. In this paper, he points out how people reached this crisis, what should be the short-term response, and what should be the steps to be taken to address the medium- and long-term problems of high food prices and food insecurity. (Contains 1 footnote.)
Arizona Likely Voter Survey on Proposed Legislation to Enhance School Choice
Author: Kenski, Margaret C.
Date: 2005-03-00
Type: Numerical/Quantitative Data
Subjects: School Choice,Telephone Surveys,Voting,Political Attitudes,Educational Legislation,Questionnaires,State Surveys,Needs Assessment,Public Opinion,Educational Attitudes,School Restructuring,Change Strategies,Educational Change,Interest Inventories,Politics of Education,Community Support,Program Proposals

This report contains the results of a telephone survey of 602 likely Arizona voters on various measures to enhance school choice in Arizona. This research was conducted by Arizona Opinion of Tucson for The Milton and Rose D. Friedman Foundation of Indianapolis. All fieldwork was conducted on March 23-26, and 28-29, 2005 by DataCall Inc. of Phoenix. The respondents are all registered voters living in the state who voted in the 2004 general election. They were chosen randomly from voter files of those who met that criterion for Maricopa County, Pima County, and the combined 13 non-metropolitan counties. The margin of error for the whole sample is [plus or minus]4% with the highest potential for error where responses are evenly divided. The error margin for subsamples is estimated at [plus or minus]5% for those with 200 respondents or more and [plus or minus]7% for those with 140 to 199 respondents. For subsamples with fewer than 150 respondents, error margins rise to 10% or more and the data for them should be used cautiously. The only difficulty in completing the survey occurred because many voters refused an initial call because of Easter obligations or the March Madness schedule. There are six areas of inquiry in the survey which progress through the questionnaire in the order it is written. These are: (1) Most Important Issue for Government in Arizona to Address; (2) Perceived Performance of Types of Schooling in Arizona; (3) Initial Reaction to School Choice; (4) Reaction to Five School Choice Measures; (5) Universal v. Target School Choice; and (6) Impact on Candidates of Support for School Choice. The first section of this report presents the Findings. The second section contains the data tables displaying the crosstabulated responses. The two Appendices contain respectively a brief discussion of the survey methods and a table of the demographic characteristics of the sample, and a copy of the survey instrument as it was read to the respondents. (Contains 18 tables.) [This report was sponsored by the Milton and Rose D. Friedman Foundation. This report was released jointly with the Alliance for School Choice.]
A Fiscal Analysis of Proposed Education Access Grants in Minneapolis. School Choice Issues in the State
Author: Maas, Ericca
Date: 2005-07-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Private Schools,School Choice,Program Effectiveness,Metropolitan Areas,Grants,Access to Education,Educational Legislation,Low Income Groups,Economic Impact,Educational Vouchers,Program Proposals,Audits (Verification),Educational Finance,Policy Analysis

This study examines the fiscal impact of model legislation that would create Education Access Grants in Minnesota. The legislation would provide grants for low-income students to attend private schools. Specifically, this study examines the effect of implementing Education Access Grants in Minneapolis, the state's largest metropolitan area. It determines the impact the program would have on Minnesota's state budget, and also provides some information on the financial impact the program will have on Minneapolis public schools. (Contains 7 figures and 3 endnotes.) [This study was released jointly by the Milton and Rose D. Friedman Foundation and the Hubert H. Humphrey Institute of Public Affairs.]