ethanporcaro/eric-fulltext-meta huggingface dataset:
The Bilingual Self or Selves?
Author: Ali Salmani Nodoushan, Mohammad
Date: 2014-07-00
Type: Journal Articles
Subjects: Bilingualism,Self Concept,Indo European Languages,Self Concept Measures,Second Language Learning,Native Language,Gender Differences,Personality,North Americans,Cultural Background,Foreign Countries,Questionnaires

A concise but strong review of the literature on bilinguals' perception of &quot;self&quot; led to the question of whether bilinguals perceive themselves as different or the same people when they function in different languages. 183 participants (N = 183) randomly assigned to two half-groups took both the English and Persian versions of the Self Concept Scale (SCS) in two counter-balanced administration sessions with a time interval of 3 weeks. Results after analysis of the data using descriptive and inferential statistics indicated that Iranian-Americans have a more realistic self concept when they function in English than when they function in Persian. Their self concepts in English and Persian do not match. Moreover, the female Iranian-American shows a larger discrepancy in her English and Persian self concepts than her male counterpart. This indicates that females are more open to alienation than males are. The results of this study lend empirical support to claims made by previous researchers that bilinguals have a kind of split personality. It was concluded that a bilingual is not a unique person who assumes different identities when he functions in the different languages he knows, but that the bilingual possess two different &quot;guises&quot; or &quot;selves&quot; which are language-specific and are used in accordance with the language the bilingual speaks at any given point in time. [This article was reprinted from Salmani Nodoushan, M. A. (2013). &quot;The bilingual self or selves?&quot; &quot;Annals of '1 Decembrie 1918' University of Alba Iulia-Philology,&quot; 14(2), 503-510.]
Teens, Digital Media, and the Chicago Public Library. Research Report
Author: Sebring, Penny Bender
Date: 2013-05-00
Type: Reports - Research
Subjects: Urban Areas,Adolescents,Public Libraries,Electronic Publishing,Adults,High School Students,Information Technology,Access to Information,Electronic Libraries,Program Effectiveness,Participation,Role,Youth Programs,Innovation,Agency Cooperation,Observation,Interviews,Interpersonal Relationship,Program Development

Opened in fall 2009, YOUmedia attracts high schoolaged teens who want a safe and welcoming place to hang out and socialize, as well as those with established or nascent interests in both digital and traditional media. With the guidance of staff and the synergy of peer involvement, participants discover and pursue their interests through both collaborative and solitary activities, such as blogging, writing and sharing poetry, playing and reviewing electronic games, producing music and videos, and participating in book clubs. Special events open the door for youth to collaborate with and learn from recognized artists, authors, and experts. YOUmedia is being replicated in 30 learning laboratories across the country. This study, the first of its kind to explore teens' and adults' on-the-ground experiences in the flagship program, focuses on activities from 2010-12. It answers key questions about YOUmedia that can help inform the design of similar initiatives and more general efforts to engage students in learning through the use of technology and student-centered activities. This study: (1) Illuminates how the design of YOUmedia shapes youth participation; (2) Describes the teens that YOUmedia serves, their patterns of participation, and the activities in which they engage; (3) Provides examples of the benefits youth perceive from their participation; (4) Characterizes the roles adults play in engaging teens and the ways programmatic choices have shifted; (5) Offers suggestions for organizations intending to launch similar initiatives; and (6) Illustrates how YOUmedia instantiates elements of the emerging Connected Learning Model. Three appendixes are included: (1) Data Collection Activities and Research Methods; (2) Travel Patterns of Teens; and (3) Supplementary Tables and Graphs.
The Restructuring and Implementation of an Effective Middle School Advisory Model
Author: D'Amore, Ellen
Date: 2012-00-00
Type: Reports - Research
Subjects: Middle Schools,Federal Programs,Educational Indicators,Comparative Analysis,Control Groups,Experimental Groups,Middle School Students,School Administration,Program Effectiveness,Middle School Teachers,Teacher Surveys,Likert Scales,Teacher Attitudes,Student Surveys,Student Attitudes,Principals,Guidance,Student Behavior,Goal Orientation,Peer Influence,Service Learning,Grades (Scholastic),Study Habits,Academic Achievement,Formative Evaluation,Attendance,Grade Point Average

The purpose of this action research study was to restructure and implement an effective middle school advisory model. This was conducted at a Middle School in Painesville Township, Ohio consisting of approximately 800 students. In order to meet Adequate Yearly Progress and adapt to the changes of the 21st century, a way to help the school progress was recognized by restructuring the 25 minute advisory period. An affective-academic-housekeeping program was applied with the idea of shifting from a heavily social-emotional focus during the first semester to a heavily academic focus during the second. A sample was selected, known as the experimental group, consisting of 250 sixth and seventh grade students. There was a comparison made to a control group within the same school. The study showed positive impacts on attitude, behavior, attendance and academic success.
Preschool Attendance in Chicago Public Schools: Relationships with Learning Outcomes and Reasons for Absences
Author: Ehrlich, Stacy B.
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Urban Schools,Public Schools,Preschool Education,Attendance Patterns,School Readiness,Kindergarten,Preschool Children,Barriers,Grade 1,Grade 2,Grade 3,Comparative Analysis,Child Health,Racial Differences,At Risk Students,Poverty,African American Students,Hispanic American Students,White Students,Family Characteristics,Special Education,Elementary School Students,Place of Residence

Significant attention is currently focused on ensuring that children are enrolled in preschool. However, regular attendance is also critically important. Children with better preschool attendance have higher kindergarten readiness scores, this is especially true for students entering with low skills. Unfortunately, many preschool-aged children are chronically absent. They often miss preschool for health reasons, but many families also face a range of logistical obstacles in getting their children to preschool every day. This report outlines some key findings from this study such as: (1) the extent of absenteeism among preschool students, (2) a comparison of absenteeism among students in kindergarten through third grade, and (3) examining the relationship between preschool absenteeism and learning outcomes, both during preschool and in second grade. The report also explores reasons why preschool students miss school. This report includes Appendices: (A) Data Sources, Description of Samples, and Analytic Methods, (B) Development of the Kindergarten Readiness Tool Rasch Subscales, (C) Relationship between Preschool Attendance and Growth on Woodcock-Johnson III, Endnotes and About the Authors.
Scale-Up and Sustainability Study of the LDC and MDC Initiatives
Author: Levin, Stephanie
Date: 2013-09-00
Type: Reports - Research
Subjects: Literacy,Reading Instruction,Mathematics Instruction,Program Implementation,Teacher Surveys,Teacher Attitudes,Administrator Attitudes,Interviews,Observation,Sustainability,Alignment (Education),Accountability,Evaluation,Instructional Leadership,Capacity Building,Faculty Development,Academic Achievement,Elementary Secondary Education,State Standards,Academic Standards

The Bill and Melinda Gates Foundation has invested in the development and dissemination of high quality instructional and formative assessment tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers can use to develop content area modules focused on high quality writing tasks closely tied to subject area texts. Math experts have developed Classroom Challenges that teachers can incorporate throughout the year's curriculum. These tools were introduced and revised in multiple settings throughout the 2010-2011 co-development year; during the 2011-2012 pilot year additional sites came on board and most existing sites saw expansion. The initiatives, the Literacy Design Collaborative (LDC) and the Mathematics Design Collaborative (MDC), have continued to grow in 2012-13. For the past three years, Research for Action (RFA) has been studying the early adoption of these tools, focusing on teachers' response to and use of the tools in 2010-2011, expanding to include an analysis of the scale up of the initiative in 2011-2012 and, in 2012-13, evaluating the status of the initiative and how conditions that support robust implementation are related to scale-up and sustainability of the initiative. This executive summary presents findings from the third year of research of the implementation, scaleup and sustainability of the LDC and MDC Initiatives. Findings presented in this report are primarily based on surveys with teachers, principals, and district administrators involved in the LDC and MDC initiatives. The authors approach this report with four objectives: (1) To provide a status update on the implementation of the LDC and MDC initiatives as of the 2012-13 school year; (2) To examine the extent to which the conditions that support robust implementation are in place as of the 2012-13 school year; (3) To present the status of scaling up the initiatives; and (4) To understand how the supporting conditions influence the scale up of the LDC and MDC initiatives. The overall picture is encouraging. Supports for successful implementation are more firmly established and the tools continue to be embraced by teachers, even as new schools and districts continue to be brought on board at an impressive rate. Further, there is evidence that supporting conditions have influenced scale-up of the initiative. The following are appended: (1) Data Sources and Methodology; (2) Overview of the LDC modules and MDC Classroom Challenges; and (3) Relationship of Scale-Up to Supporting Conditions. A bibliography is included.
Findings from an Investigation into the Culture of Calm Initiative
Author: Levenstein, Rachel
Date: 2011-10-00
Type: Tests/Questionnaires
Subjects: School Safety,Educational Environment,High Schools,Principals,Secondary School Students,Secondary School Teachers,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Student Surveys,Teacher Surveys,Online Surveys,Focus Groups,Urban Schools,Program Implementation,Barriers,Vendors,Predictor Variables,Program Effectiveness,Teacher Administrator Relationship,Trust (Psychology),Pilot Projects,Questionnaires,Faculty Development,Parent Teacher Cooperation,Teacher Student Relationship,Crime,Public Schools,Elementary Schools

In late 2010, Chicago Public Schools (CPS) initiated a new safety program called the &quot;Culture of Calm&quot; initiative (CoC). Since 2010, CPS has focused resources on schools in order to improve school climate--particularly school safety. These resources were used, to a large extent, to hire vendors that provided services to teachers and students in 47 high schools in Chicago. This report provides information to Chicago Public Schools about the perspectives of principals, coordinators, vendors, students, and teachers in the &quot;Culture of Calm&quot; schools. Included is analyzed data from a web survey of principals and coordinators, focus groups of vendors, along with student and teacher surveys to examine possible effects of the initiative. The following appendices are included in the report: (1) Methodology; (2) Survey questionnaire for web survey of principals and coordinators; and (3) Supplementary Trends in My Voice, My School Survey Data.
Why September Matters: Improving Student Attendance. Policy Brief
Author: Olsen, Linda S.
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Attendance Patterns,Learner Engagement,At Risk Students,Intervention,Correlation,Urban Schools,Elementary School Students,Secondary School Students,Time

This brief examines absences in September and students' attendance over the rest of the year. Attendance should be addressed before it becomes problematic. Chronic absenteeism, missing more than 20 days of a school year, is an early indicator of disengagement. High absence rates have negative consequences not only for individual students, but also for classroom instruction and school climate. These results suggest that schools need to pay attention to student attendance from the earliest days in September, and intervene to get students back on track quickly.
A First Look at Community Schools in Baltimore
Author: Olson, Linda S.
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Urban Schools,Public Schools,Community Schools,After School Programs,Attendance,Suspension,School Effectiveness,Alignment (Education),Administrative Change,Principals,Leadership,English Language Learners,Low Income Groups,Educational Environment,Parent Attitudes,Parent Participation,Parent Surveys,School Community Relationship,Elementary Schools,Middle Schools,High Schools,Elementary School Students,Middle School Students,High School Students

In partnership with the Mayor of Baltimore City and Baltimore City Public Schools (City Schools), Family League of Baltimore (Family League) launched the Community &amp; School Engagement Strategy in school year 2012-13. As part of that process, it intentionally aligned its existing Out of School Time (OST) activities with community schools practices. The major finding is that community schools that had been implementing community school practices for five or more years had statistically significant higher rates of attendance and lower rates of chronic absence when compared to non-community schools. Moreover, students who attended two years of OST had higher attendance rates and lower levels of chronic absence compared to similar peers who did not attend OST. The results also suggest that new recruits to the program, especially elementary students, received benefits during their initial year of participation. Recommendations are offered that suggest: Publishing annual reports to assess impact, monitor school climate and parent response rates; Identifying best practices at the schools that demonstrated significant changes; and Collect and examine data on teacher and staff retention as well as attendance patterns of staff at the school. The following are appended: (1) Family League's Vision of Community Schools in Baltimore; (2) Methodology; (3) 2013-14 Community Schools, Lead Agencies and OST Providers; and (4) Chronology of Community Schools in Baltimore.
Indicators of College Readiness: A Comparison of High School and College Measures
Author: Connolly, Faith
Date: 2014-09-00
Type: Reports - Research
Subjects: College Preparation,Educational Indicators,Readiness,Urban Schools,Colleges,Admission Criteria,Community Colleges,State Colleges,High School Students,High Schools,College Entrance Examinations,Developmental Programs,Middle School Students,High School Graduates,College Applicants,Academic Achievement,Demography,Grade 9,High School Seniors,Student Behavior,Advanced Placement,Scores,Enrollment Trends,College Attendance,Student Characteristics,Student Placement,Mathematics Achievement,Reading Achievement,Grade 7,Grade 8,Grade 12,Standardized Tests

This report compares high school indicators of college readiness for the Baltimore City Schools Class of 2011 with actual readiness as determined by Maryland colleges. Each Maryland college determines its own criteria for entering credit bearing courses or taking developmental courses. As a result, findings are reported separately by college rather than the district or high school. This analysis focuses on the four colleges in which most graduates enrolled, the Community College of Baltimore County (CCBC), Baltimore City Community College (BCCC), Morgan State, and Coppin State Universities. This report provides: (1) A brief look at &quot;all members of the City Schools Class of 2011&quot; including a description of their high school and middle school indicators, demographic characteristics, and college enrollment rates; (2) A look at &quot;the graduates who went to Maryland colleges&quot; focusing on the colleges that enrolled at least 10 members of the City Schools Class of 2011; (3) A look at &quot;the graduates who, upon enrolling, were assessed for developmental course need,&quot; and then were &quot;deemed as needing developmental courses,&quot; with a special focus on the match or mismatch between high school indicators of readiness and the colleges' assessment of students who needed developmental courses; and (4) A look at &quot;the graduates who, upon enrolling, were not assessed for developmental course need,&quot; again with a special focus on the match or mismatch between high school indicators of readiness and colleges' judgments about readiness. The following are appended: (1) Methodology; (2) High School Indicators by High School Type; (3) PSAT Test-Taking by High School; (4) High School Indicators of College Readiness for Students Assessed as Needing Developmental Courses by College; and (5) High School Indicators of College Readiness for Non Assessed Students.
Gradual Disengagement: A Portrait of the 2008-09 Dropouts in the Baltimore City Schools. Research Report
Author: Mac Iver, Martha Abele
Date: 2010-08-00
Type: Reports - Research
Subjects: Urban Schools,Dropout Characteristics,At Risk Students,Dropout Prevention,Graduation Rate,Intervention,Grade 9,Middle School Students,Grade Repetition,Attendance Patterns,High School Students,Academic Failure,Educational Indicators,Student Records,Institutional Characteristics,Age Differences,Special Education,Limited English Speaking,Credits,Reading Achievement,Mathematics Achievement

This report paints a collective portrait of the Baltimore City Schools dropouts of 2008-09 to summarize some of the commonalities that join their individual stories together. After examining the surface level demographic characteristics of these dropouts, researchers probed more deeply into their behavioral characteristics in the years preceding the dropout event. The task of recovering dropouts and raising the graduation rate in Baltimore City will require addressing the behavioral factors identified in previous research that push students off-track to graduation, particularly chronic absenteeism, suspensions, and course failure. Once students get off-track in ninth grade, bringing them to successful high school graduation is extremely difficult. This descriptive study of dropout characteristics should motivate a district-and school-level focus on addressing early warning indicators in the middle grades to prevent dropout outcomes before they occur. The report includes an appendix: Recovery Options for Dropouts, Based on Age and Credits Short of Graduation Status.
The Educational Attainment of Chicago Public Schools Students: A Focus on Four-Year College Degrees. Research Brief
Author: Healey, Kaleen
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Public Schools,Urban Schools,Educational Attainment,Graduation,High School Graduates,College Attendance,Postsecondary Education,Bachelors Degrees,College Preparation,Grade Point Average,College Readiness,College Entrance Examinations,Enrollment Trends,Academic Achievement,Grade 9,African American Students,Hispanic American Students,Minority Group Students,White Students,Asian American Students,Gender Differences,Racial Differences,Ethnic Groups

A four-year college degree increases a student's employment prospects and earning potential. Given this importance, it is not surprising that 75 percent of Chicago Public Schools (CPS) high school students aspire to obtain at least a four-year college degree. Yet, prior research showed that few achieved this goal: a 2006 University of Chicago Consortium on Chicago School Research (UChicago CCSR) report estimated that--based on high school graduation rates, college enrollment rates, and college graduation rates--just 8 percent of CPS ninth-graders would earn a bachelor's degree by the time they reached their mid-twenties. This number was shockingly low to many people and served as a rallying cry to drastically improve the college success of Chicago's students. It also provided a baseline for examining changes in the educational attainment of CPS students over time. This brief updates that statistic, which the authors refer to as the &quot;degree attainment index&quot; and describes the changes in the key milestones that comprise it--high school graduation, four-year college enrollment, and bachelor's degree completion--that have occurred since the 2006 report. It also shows how CPS graduates' qualifications for college--high school GPAs and ACT scores--and the colleges they attend have changed during this time period. Three appendixes are included: (1) Changes in Four-Year High School Graduation, Four-Year College Enrollment, and College Match Rates by Achievement; (2) Data and Methods; and (3) Bachelor's Degree Completion by ACT and High School GPA.
College Enrollment and Degree Completion for Baltimore City Graduates through the Class of 2012
Author: Durham, Rachel E.
Date: 2013-07-00
Type: Reports - Research
Subjects: Urban Schools,Public Schools,Dropout Prevention,Graduation Rate,College Preparation,High School Students,Job Skills,High Schools,Aspiration,Enrollment Trends,Gender Differences,Special Education,Postsecondary Education,Barriers,Access to Education,Educational Attainment,Socioeconomic Influences,Low Income Groups,Black Colleges,Two Year Colleges,Databases,Statistical Analysis

Baltimore City Public Schools (City Schools) has made great strides in its effort to lower the number of high school dropouts and to encourage prior dropouts to return and graduate by providing a broad set of options for students with a diverse set of needs and academic histories. At the same time, City Schools has initiated an effort to foster a college and career-ready culture in its schools. Across different high schools and even within the same school, students hold vastly different aspirations for adulthood and expectations about careers. The findings in this report reflect this tension, as the authors note that as high school graduation numbers have gone up, trends in college enrollment have declined somewhat over recent years, and more graduates are choosing 2-year instead of 4-year institutions. The hope is that the findings of this study will help guide City Schools and local institutions of higher education toward making the necessary steps to improve the educational opportunities of City Schools students. The following appendices are included: (1) Data Sources and Collection Methods; (2) Data Processing and Methods of Analysis; (3) Graduation (Leaver Rate) and Fall College Enrollment for the Baltimore City Schools Graduating Classes of 2008 through 2012; (4) Baltimore City Schools Classification by Year; and (5) Most Frequently Fall-Enrolled Institutions of Higher Education Attended by City Schools Students from the Class of 2012, by Barron's Competitiveness Ratings.