ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender-Based Violence in Primary Schools: Jamaica. Echidna Global Scholar Alumni Brief Series
Author: Kennedy, Dasmine
Date: 2021-01-00
Type: Reports - Research
Subjects: Foreign Countries,School Violence,Gender Discrimination,Elementary Schools,Elementary School Students,Gender Differences,Sexual Harassment,Incidence,Computer Mediated Communication,Intervention,School Safety

School-related gender-based violence (SRGBV) refers to &quot;acts of sexual, physical, or psychological violence inflicted on children in and around schools because of stereotypes and roles or norms attributed to or expected of them because of their sex or gendered identity. It also refers to the differences between girls' and boys' experience of and vulnerabilities to violence&quot; (Greene et al. 2013, 5). A recent report published by the United Nations Children's Fund (UNICEF) expressed significant concerns about the protective environment that the Jamaican state has created to reduce children's vulnerability to violence (CAPRI and UNICEF 2018). It further states that 68 of every 100,000 Jamaican children are victims of violence, even in spaces that should be safe--one of which is school. Traditionally, the voices of victims, often girls, have been silenced and policy considered without the proper context to protect the victims. It is against this background that focus was given to obtaining and documenting girls' and boys' voices on gender-based violence in Jamaican primary schools, in the hope of informing further policy decisions. This study is part of a larger cross-country study of SRGBV in primary schools, including Jamaica, Kenya, Malawi, and Nigeria. The &quot;common study&quot; held three specific research objectives: (1) Establish the prevalence of and possible factors leading to SRGBV; (2) Determine country response options to the challenges posed by SRGBV; and (3) Identify possible interventions toward minimizing SRGBV. The research applied a mixed methods design (Creswell 2013), including quantitative surveys, qualitative focus group discussions, and a desk review targeting primary school-age girls and boys (10-13 years) as well as educators in selected primary-level institutions, including guidance counselors, principals, and teachers. The study revealed that primary-level students are exposed to GBV and that boys and girls are equally susceptible, although girls are the most targeted. The prevalence of sexual GBV among girls and boys in Jamaican primary schools is relatively low, but sexual harassment via social media has become prominent. Although the prevalence is relatively low, the requisite intervention required to reduce aspects of SRGBV must be implemented with a sense of purpose to keep the numbers low or eradicated totally. [There are three other reports in this series: Kenya (ED614132), Nigeria (ED610741), and Malawi (ED614033).]
One Step Forward, One Step Back: Public Health Fears Keep America&apos;s School Districts on a Reopening Treadmill
Author: Gross, Betheny
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: COVID-19,Pandemics,School Closing,School Schedules,School Districts,Conventional Instruction,Blended Learning,Elementary Secondary Education,Rural Urban Differences,Rural Schools,Urban Schools,Suburban Schools,Students with Disabilities,Young Children,Elementary Schools,Middle Schools,High Schools,Distance Education,Electronic Learning,Online Courses

This brief gives an update on our nationally representative sample of school district reopening plans. This update comes at a critical time, as a third wave of the COVID-19 pandemic once again forces school system leaders to rethink plans to welcome students safely to campuses, and spiking caseloads raise a new round of public health fears for students, families, and teachers. We found: (1) Districts made modest shifts toward providing more in-person learning opportunities: (a) The biggest change in modes of instruction is in the share of districts offering varying models across grade levels--meaning that at least some grade levels (typically elementary) are learning in-person or hybrid; and (b) A significant rural-urban divide persists. City districts are still far more likely to operate fully remote than suburban and rural districts. Rural districts remain far more likely to operate fully in-person than city and suburban districts; and (2) Districts are prioritizing younger students and students with disabilities for in-person learning: (a) Nearly 60 percent of districts reported offering full in-person learning to elementary grades, while less than 50 percent of districts reported offering full in-person learning for middle and high schools; and (b) Of the school districts that operate in full remote or hybrid models, 41.3 percent of school districts provide some sort of priority access for students with disabilities.
Understanding English Language Learners&apos; Interpretations of Cultures: The Case of Digital Photographs
Author: Zorba, Mehmet Galip
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Photography,Social Media,Cultural Awareness,Cultural Differences,English (Second Language),Second Language Learning,Undergraduate Students,Public Colleges,Evaluative Thinking,Classification,Visual Literacy,Responses,Identification,World Views,Foreign Countries,Visual Aids

This study aimed to investigate what cultural meanings English language learners (ELLs) attributed to the selected digital photographs and how they interpreted these photographs at the intersection of 'my culture' and 'other culture' dichotomy. This qualitative study was carried out during the fall term of 2020-2021 at a state university in Antalya, Turkey. Forty-one first-grade students (26 males and 15 females) of English language and literature participated in the study. Data were gathered in two parts. In the first part, participants' free-associative responses to the selected photographs were collected, and in the second part, participants were asked to categorize the same photographs as 'my culture' or 'other culture' and explain how and why they did such a categorization. Findings showed that ELLs attributed different meanings to the selected photographs, employed either the judgmental/deductive or the experiential/inductive strategies to differentiate their own culture from other cultures, and paid attention to different visual descriptors inherent in the selected photographs.
Integrate Classroom Physical Activity in Schools: A Guide for Putting Strategies into Practice
Author: National Center for Chronic Disease Prevention and Health Promotion (DHHS/CDC), Division of Population Health (DPH)
Date: 2018-11-00
Type: Guides - General
Subjects: Physical Activities,Class Activities,Integrated Activities,Change Strategies,Elementary Secondary Education,Classroom Environment,Access to Information,Training,Participation

Classroom physical activity is implemented at the classroom level and depends on the support that teachers receive from school administrators, as well as their own buy-in and comfort level. Each classroom is unique, and one prescribed plan for classroom physical activity will not work in all classrooms. Therefore, &quot;Integrate Classroom Physical Activity in Schools: A Guide for Putting Strategies Into Practice&quot; provides questions for consideration, key activities, and additional resources, including tools and templates, that teachers and physical activity champions can use to adopt, promote, enhance, and sustain physical activity in the classroom. The primary audiences for this document include teachers and other classroom staff, physical educators, school administrators, teacher education programs, and state and school district leaders who provide technical assistance and professional development on classroom physical activity. This document can also be used by any physical activity champion within or beyond the school who is interested in promoting and implementing classroom physical activity in schools. This guide is a companion document to &quot;Strategies for Classroom Physical Activity in Schools&quot; (ED593247). [The writing team for this report includes: Brittany H. Chen, Mary Juergens, Kelly Hughes, Lina Jew, Kate Holmes, and Shannon L. Michael. This document was prepared in collaboration with Springboard to Active Schools, an initiative of the National Network of Public Health Institutes (NNPHI) and Health Resources in Action (HRiA) through a cooperative agreement.]
Community College Baccalaureate Programs: State Policy Framework
Author: Love, Ivy
Date: 2020-04-28
Type: Reports - Descriptive
Subjects: Community Colleges,Bachelors Degrees,State Policy,Educational Policy,Educational Legislation,State Legislation,Governance,Financial Support,Program Development,Accountability,Alignment (Education),Student Financial Aid,College Transfer Students,Educational Change,Success,Data Collection,Labor Needs,Tuition

As additional states embark on the process of implementing four-year degrees at community colleges, they can learn from others' experience for help navigating the legislative, regulatory, and program approval processes. This brief uses examples from states currently offering bachelor's degrees at their community colleges to provide guidance for policymakers setting up these degree programs.
A Behavioral Health Policy Agenda for California&apos;s Kids
Author: Francis, Lishaun
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Mental Health,Child Health,Social Influences,Well Being,Child Development,Positive Behavior Supports,State Government,Government Role,Community Programs,Childhood Needs,Needs Assessment,Community Education

Positive behavioral health outcomes are affected by a variety of factors including social, biological, economic and physical environments. These social determinants of mental health (SDOMH) affect not only individual children but the communities and neighborhoods in which children are expected to live, play and thrive. The State must ensure appropriate supports are available from pre-natal to age 21, so that children can grow in environments that have minimized the root causes of common illnesses like anxiety and depression, while equipping children with the ability to recognize and regulate their emotions and maintain healthy relationships. The following agenda provides a roadmap for state leaders on the components needed to establish a successful children's behavioral health system including community investments, individual service supports, community education, and data-sharing. The examples provided are not exhaustive but are key recommendations for a delivery system that develops and supports a well-trained workforce, educates communities, identifies kids in need, and provides appropriate treatment and support. [Additional funding was provided by the Well Being Trust.]
IEA International Computer and Information Literacy Study 2018. Technical Report
Author: Fraillon, Julian, Ed.
Date: 2020-00-00
Type: Reports - Research
Subjects: International Assessment,Computer Literacy,Information Literacy,Computer Assisted Testing,Test Construction,Questionnaires,Student Surveys,Teacher Surveys,School Surveys,Sampling,Quality Assurance,Databases,Information Management,Scaling,Test Items,Data Analysis,Data Collection,Grade 8,Foreign Countries,Computation,Thinking Skills

IEA's International Computer and Information Literacy Study (ICILS) 2018 investigated how well students are prepared for study, work, and life in a digital world. ICILS 2018 measured international differences in students' computer and information literacy (CIL): their ability to use computers to investigate, create, participate, and communicate at home, at school, in the workplace, and in the community. Participating countries had an additional option for their students to complete an assessment of computational thinking (CT): their ability to recognize aspects of real-world problems appropriate for computational formulation, and to evaluate and develop algorithmic solutions to those problems, so that the solutions could be operationalized with a computer. This technical report follows the publication of several international and regional reports that presented the results of ICILS 2018. It provides a comprehensive account of the conceptual, methodological, and analytical implementation of the study. It includes detailed information on the development of the data-collection instruments used, including their translation and translation verification, on sampling design and implementation, sampling weights and participation rates, survey operation procedures, quality control of data collection, data management and creation of the international database, scaling procedures, and analysis of ICILS 2018 data. The technical report enables researchers to evaluate published reports and articles based on data from this study and, used in conjunction with the ICILS 2018 User Guide for the International Database, will provide guidance for their own analyses. [Contributors to this report include: John Ainley, Sebastian Meyer, Ralph Carstens, Ekaterina Mikheeva, Alex Daraganov, Lauren Musu, Lauren Musu, Louise Ockwell, David Ebbs, Wolfram Schulz, Julian Fraillon, Sabine Tieck, and Tim Friedman. For &quot;IEA International Computer and Information Literacy Study 2018. User Guide for the International Database,&quot; see ED610700.]
IEA International Computer and Information Literacy Study 2018. User Guide for the International Database
Author: Mikheeva, Ekaterina, Ed.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: International Assessment,Computer Literacy,Information Literacy,Computer Assisted Testing,Questionnaires,Student Surveys,Teacher Surveys,School Surveys,Sampling,Databases,Grade 8,Foreign Countries,Computation,Thinking Skills,Data Analysis

IEA's International Computer and Information Literacy Study (ICILS) 2018 is designed to assess how well students are prepared for study, work, and life in a digital world. The study measures international differences in students' computer and information literacy (CIL): their ability to use computers to investigate, create, participate, and communicate at home, at school, in the workplace, and in the community. Participating countries also have an option for their students to complete an assessment of computational thinking (CT). The ICILS 2018 user guide describes the content and format of the data in the ICILS 2018 international database. It introduces the use of weighting and variance estimation variables for analyzing the ICILS 2018 data, and provides a comprehensive overview of how to work with IEA's International Database (IDB) Analyzer software. The ICILS 2018 user guide is accompanied by three appendices: the international versions of all questionnaires; an overview of national adaptations to the national versions of the ICILS 2018 international questionnaires; and a comprehensive catalogue of the derived variables used in the ICILS 2018 international report. [This guide was written with contributions from: Sabine Tieck, Sabine Meinck, Oriana Mora, and Wolfram Schulz.]
International Education Programs in the Higher Education Act. CRS Report R46508, Version 1
Author: Kuenzi, Jeffrey J.
Date: 2020-08-28
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Higher Education,Federal Aid,Second Language Learning,International Studies,Federal Programs,Fellowships,Grants,Undergraduate Study,Graduate Study,Second Language Programs,Business Administration Education

The Higher Education Act of 1965 (HEA; P.L. 89-329) authorizes numerous federal aid programs that provide support to both individuals pursuing a postsecondary education and institutions of higher education (IHEs). Title VI of the HEA authorizes programs and funding for the U.S. Department of Education (ED) to award grants in support of international and foreign language studies. ED's International and Foreign Language Education (IFLE) office administers these programs. The purpose of the Title VI programs is to build the nation's cultural and foreign language capacity, particularly in less commonly taught languages (LCTL), through grants to IHEs. More broadly, these programs intend to develop Americans' ability to understand and interact with people from other societies, to improve diplomacy and global cooperation, and to help U.S. companies compete in international business. Title VI of the HEA was last comprehensively reauthorized in 2008 by the Higher Education Opportunity Act of 2008 (HEOA; P.L. 110-315). Although funding authority for these programs expired in FY2015, Congress has continued funding them under a variety of appropriations legislation and continuing resolutions; most recently under the Department of Defense and Labor, Health and Human Services, and Education Appropriations Act, 2019 and Continuing Appropriations Act, 2019 (P.L. 115-245). This report provides a brief description of each Title VI program and presents policy issues that may arise as Congress considers reauthorization of the HEA. These issues may include (1) whether Title VI program grantees present a balance of viewpoints; (2) whether current reporting requirements adequately reveal gifts grantees receive from foreign sources; and (3) whether currently authorized programs should be eliminated and/or consolidated.
Characteristics of Approved Universal Prekindergarten Programs in Vermont in 2018/19. REL 2021-070
Author: Waterman Irwin, Clare
Date: 2021-02-00
Type: Reports - Research
Subjects: Preschool Education,Equal Education,Validated Programs,Access to Education,Educational Quality,School Choice,Poverty Areas,Public Schools,Private Schools,Rural Areas,School Districts,School Schedules,Enrollment,Preschool Teachers,Accreditation (Institutions),Preschool Curriculum,Population Distribution

In an effort to increase access to high-quality prekindergarten (preK) programs for all young children in Vermont, the state passed universal preK legislation in 2014 (Act 166). All 3- and 4-year-olds have access to 10 hours a week of state-funded preK through a mixed-delivery system of public school and private programs. Families can enroll their children at no cost in any approved preK program across the state regardless of location. In efforts to better understand program availability, program quality, and characteristics related to family choice among universal preK programs in Vermont, this study examined the characteristics of approved preK programs overall, public school and private programs separately, and programs in local education agencies with different population sizes and poverty levels. The study found that in 2018/19 fewer than 50 percent of programs were at preK capacity and that a higher percentage of private programs than of public school programs and a higher percentage of programs in high-poverty local education agencies than of programs in low-poverty local education agencies were at preK capacity. These findings raise questions about the availability of preK programs in high-poverty areas. The study also found that program quality is similar across local education agencies with different population sizes and poverty rates, suggesting that Act 166 allows for an equitable preK system in terms of program quality for families in rural and low-income areas of the state. The findings also suggest that continuing to allow families to access preK in locations other than their local education agency of residence might maximize preK availability for families in local education agencies with few--sometimes only one--preK programs. Private programs reported being open for more hours per day and for more weeks per year than public school programs were, which might reduce the need for transitions throughout the day and year for children in private programs who need additional child care beyond the 10 hours per week funded by the state. [For the appendixes, see ED610704; for the study snapshot, see ED610706.]
Characteristics of Approved Universal Prekindergarten Programs in Vermont in 2018/19. Appendixes. REL 2021-070
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-02-00
Type: Information Analyses
Subjects: Preschool Education,Equal Education,Validated Programs,Access to Education,Educational Quality,School Choice,Poverty Areas,Public Schools,Private Schools,Rural Areas,School Districts,School Schedules,Enrollment,Preschool Teachers,Accreditation (Institutions),Preschool Curriculum,Population Distribution

These are the appendixes for the report, &quot;Characteristics of Approved Universal Prekindergarten Programs in Vermont in 2018/19.&quot; In an effort to increase access to high-quality prekindergarten (preK) programs for all young children in Vermont, the state passed universal preK legislation in 2014 (Act 166). All 3- and 4-year-olds have access to 10 hours a week of state-funded preK through a mixed-delivery system of public school and private programs. Families can enroll their children at no cost in any approved preK program across the state regardless of location. In efforts to better understand program availability, program quality, and characteristics related to family choice among universal preK programs in Vermont, this study examined the characteristics of approved preK programs overall, public school and private programs separately, and programs in local education agencies with different population sizes and poverty levels. Three appendixes are included: (1) Literature review; (2) Methods; and (3) Supporting analyses. [For the full report, see ED610702; for the study snapshot, see ED610706.]
Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School
Author: Collaborative for Academic, Social, and Emotional Learning (CASEL)
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,COVID-19,Pandemics,School Closing,Educational Change,Social Development,Emotional Development,Well Being,Program Implementation,Educational Strategies,Family School Relationship,Partnerships in Education,Educational Planning,Capacity Building,Mental Health Programs,Racial Bias,Data Use,Equal Education

Educators across the country are grappling with an unprecedented set of circumstances as they prepare to welcome students and adults back to school. We face the layered impact of schools closures (e.g., loss of school-based relationships, routines, and learning); COVID-19 (e.g., on health, isolation, stress, and trauma); economic crisis (e.g., unemployment, impact on school budgets), and persistent, pernicious racial inequities exacerbated by the pandemic and amplified by the nationwide mobilization for racial justice reflected in the Black Lives Matter movement. At the heart of this complex process is attending to the academic, social and emotional development; physical and mental health; cognitive development; and overall well-being of all students and adults in holistic ways that do not put these concerns in competition with one another. This moment also offers an opportunity to pause and imagine how to bring together educators, students, families and community partners to co-create transformative learning experiences that cultivate the social, emotional, and academic competencies needed to contribute to a caring, thriving, and just society. More than 40 organizations have come together to produce this roadmap to support the return to school with equity-focused Social and Emotional Learning (SEL) strategies centered on relationships and built on the existing strengths of a school community. Schools--in partnerships with their communities, districts, and states--can use these four SEL Critical Practices to foster the competencies and learning environments that students and adults need to reunite, renew, and thrive.