ethanporcaro/eric-fulltext-meta huggingface dataset:
Beach Books: 2014-2016. What Do Colleges and Universities Want Students to Read outside Class?
Author: Randall, David
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Books,Reading Programs,College Programs,Reading Assignments,Colleges,Institutional Characteristics,College Students,Educational Objectives,Literary Genres,Program Administration

Hundreds of American colleges and universities continue to assign a summer reading to entering freshmen--typically one book, which the students are asked to read outside their courses. Many institutions embed the common reading in a larger program of campus activities: typically, they invite the common reading author to help open the academic year by speaking on campus at convocation. The book usually is chosen by a committee or by student vote, although occasionally by presidential or decanal fiat. The book sometimes is associated with a larger school theme for the academic year, such as Hesston College's (Kansas) &quot;Be the Change: Caring that Matters.&quot; On other occasions it is associated with an administrative sponsor within the university, such as its Office of Diversity, and thus is selected to promote that sponsor's institutional mandate. Colleges devote substantial administrative resources to supporting the common reading programs: librarians write reading guides and publish them on the library web site, the common reading programs themselves usually devote several pages of their websites to their latest selection and promote the reading through social media, and the school sponsors lectures and other related events throughout the academic year. Most colleges see the key purpose of a common reading program as fostering community on campus and student activism in the outside world. Many also declare that common reading is important because it sets academic expectations, begins conversations, and encourages critical thinking, but these goals are meant to be achieved within the matrix of community and activism. Although there are several databases of common reading assignments, the annual Beach Books reports by the National Association of Scholars are the most comprehensive. Beach Books is the only series that categorizes the books according to their main subjects and track trends in genres, publication dates, and additional themes. This study covers more than 350 colleges and universities for the academic years 2014-2015 and 2015-16. Presented are the results of research in terms of findings, facts, characteristics, and recommendations. [For the previous edition, &quot;Beach Books: 2013-2014. What Do Colleges and Universities Want Students to Read Outside Class?,&quot; see ED558530.]
Beach Books: 2016-2017. What Do Colleges and Universities Want Students to Read outside Class?
Author: Randall, David
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Books,Reading Programs,College Programs,Reading Assignments,Colleges,Institutional Characteristics,College Students,Educational Objectives,Literary Genres,Program Administration,Administrative Organization

&quot;Beach Books 2016-17,&quot; which covers 348 colleges and universities, continues the National Association of Scholars' long-running record of providing the most comprehensive information about colleges and universities that assign common readings to incoming freshmen. Although there are several databases of common reading assignments, Beach Books is the only series that categorizes the books according to their main subjects and tracks trends in genres, publication dates, and additional themes. Beach Books also examines the larger administrative programs that have developed around common readings, such as library guides, lectures, and social media campaigns. The National Association of Scholars believes that common reading programs are a good idea in principle. At a time when core curricula have largely disappeared, a common reading assignment can provide at least an abbreviated substitution that may introduce students to rigorous intellectual standards, inspire them to read further and better than they otherwise would, and foster intellectual friendship on campus. The choice of a classic work can also serve to introduce students to the tradition formed by the best works of Western civilization. This report offers critiques of common readings as they actually are, so as to offer guidance for how they may reform themselves along this better model. Yet while many colleges and universities declare that common readings are important because they set academic expectations, begin conversations, and encourage critical thinking, they usually embed these goals within larger aims to foster community on campus and student activism in the outside world. Common reading programs are dedicated to these non-academic goals. It's in their mission statements. This year the report focuses on common reading programs' administrative structures. While previously noted that common reading programs are associated with administrative sponsors such as Offices of Diversity, this background in depth had not been explored--until now. Discoveries have caused substantial revisions to recommendations for common reading programs. [For the previous edition, &quot;Beach Books: 2014-2016. What Do Colleges and Universities Want Students to Read outside Class?,&quot; see ED580914.]
Quick Guide on Making School Climate Improvements. School Climate Improvement Resource Package
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Educational Environment,Educational Improvement,Educational Strategies,Program Implementation,Educational Planning,Strategic Planning,Stakeholders,Data Collection,Intervention,Progress Monitoring,Information Dissemination,Surveys,Resources,Program Evaluation

Students learn best when they are in environments in which they feel safe, supported, challenged, and accepted. In addition, environments that have strong school climates foster the social, emotional, and academic well-being of all students. Research shows that when schools and districts effectively focus on improving school climate, students are more likely to engage in the curriculum, achieve academically, and develop positive relationships; students are less likely to exhibit problem behaviors; and teacher turnover is lower and teacher satisfaction is higher. This &quot;Quick Guide&quot; provides district and school leaders, teachers, school staff, and other members of the school community with information about how to initiate, implement, and sustain school climate improvements. This &quot;Quick Guide&quot; can be used in combination with the other tools and resources available within the School Climate Improvement Resource Package (Resource Package), including self-assessments to identify which resources would be most helpful to you as well as pointers on how to approach school climate improvements. Educators can create a positive school climate through a coordinated, purposeful effort. Districts and schools that effectively improve school climate typically engage in five sets of activities. Figure 1 in this guide lists the five activity sets. This &quot;Quick Guide&quot; provides strategies on how to effectively implement these sets of activities. It also advises on how to implement the strategies well and what to avoid. [For the complete resource package, &quot;Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017,&quot; see ED578926.]
Addressing the Root Causes of Disparities in School Discipline: An Educator&apos;s Action Planning Guide
Author: Osher, D.
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Discipline,Minority Group Students,Disabilities,Homosexuality,Sexual Orientation,Sexual Identity,Disproportionate Representation,Suspension,Expulsion,At Risk Students,Juvenile Justice,Delinquency,Intervention,Teamwork,Consciousness Raising,Discipline Policy,Data Collection,Data Analysis,Cultural Differences,Planning

Discriminatory discipline practices in the nation's schools disproportionately impact students of color; students with emotional, behavioral, and cognitive disabilities; and youth who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ). Large numbers of these students are removed from class, lose opportunities to learn, and are suspended or expelled from school because of exclusionary discipline practices. The impact on students, families, schools, and the community is serious and the cost is high. Students become alienated from school and their teachers, and they are placed at risk of educational, economic, and social problems. Often these youth also have disproportionate rates of contact with the juvenile justice system, particularly when being arrested at school or referred to court from school. This initial contact can lead to deeper involvement in the juvenile and criminal justice systems and reduce the likelihood that these youth will return to school or graduate. This document provides a guide to assist schools and districts in identifying and analyzing the root causes of disparities and then in developing an implementable action plan to address more than symptoms of disparities in a strategic and sustainable manner. This report provides a three-stage method to accomplish this task.
Investigation into Attitudes of Pre-Service Teachers towards e-Learning with Respect to Their Individual Innovativeness Levels
Author: Özcan, Seher
Date: 2016-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Electronic Learning,Educational Technology,Individual Characteristics,Innovation,Statistical Analysis,Foreign Countries,Student Characteristics,Student Surveys,Intellectual Disciplines

Owing to advancements in both information and communication technologies and especially in the internet infrastructure, globalization has shifted to the next dimension; and these developments in technology has expressed its significance in online education like other domains of life. Utilization from new technologies has significantly minimized limitation brought by space and time in online learning progressively. Now, individuals are able to take classes from any institutions across the word. Accordingly, this situation has motivated majority of education institutions around the world to look for ways to maintain their courses or various education programs in e-learning environment more effectively. Along this process, studies on significant factors on application of technology have intensified. One of these key factors is considered as personal characteristic. When it comes to utilization of technology, individual innovativeness concept gains prominence based on personal behaviors relevant with innovativeness. Attitudes of pre-service teacher towards e-learning are influent on numbers of variable relevant with e-course. Thus, the purpose of the present study is to reveal the changes in attitudes of pre-service teachers who take online classes towards online learning with respect to their individual innovativeness levels. Study data was collected from students who take online classes through distance education system in a bachelor degree program at faculty of education at a public university. On the basis of collected data, it was revealed that pre-service teachers' attitude towards e-learning differs significantly according to respondents' levels of individual innovativeness.
Social Bullying: Correlates, Consequences, and Prevention. In Brief
Author: Stuart-Cassel, Victoria
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Bullying,Aggression,Definitions,Educational Environment,Peer Relationship,Student Behavior,Verbal Communication,Nonverbal Communication,Computer Mediated Communication,Victims,At Risk Persons,Social Bias,Individual Characteristics,Age Differences,Peer Influence,Family Influence,Parenting Styles,Prevention,School Policy,School Personnel,Role,Intervention,Professional Development,Behavior Modification,Student Needs,Data Collection,Data Analysis,Family Involvement

Bullying is considered one of the most prevalent and potentially damaging forms of school violence. Each year, more than a quarter of middle and high school students are subjected to some form of bullying in their school environments. Research has identified potentially harmful immediate and long-term consequences for bullying-involved youth and has linked bullying to the quality of school environments and to unsafe conditions for learning in schools. This &quot;In Brief&quot; focuses on social bullying, a form of emotionally aggressive bullying behavior. The brief includes discussion of how social bullying is defined, what distinguishes it from other types of aggression, how commonly it occurs in schools, and what factors contribute to social bullying involvement. The brief summarizes research findings concerning the impacts of social bullying on individual social development and adjustment and identifies implications for school learning environments. The last section describes school-based approaches for preventing and reducing social bullying.
Teacher-Child Racial/Ethnic Match within Pre-Kindergarten Classrooms and Children&apos;s Early School Adjustment
Author: Downer, Jason T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Racial Differences,Ethnicity,Preschool Education,Hypothesis Testing,Racial Factors,Whites,African Americans,Hispanic Americans,School Readiness,Teacher Influence,Correlation,Academic Ability,Teacher Attitudes,Minority Group Teachers,Minority Group Students,White Students,Longitudinal Studies,Comparative Analysis,Student Characteristics,Teacher Characteristics,Classroom Environment,Interaction,Intelligence Tests,Verbal Ability,Vocabulary,Achievement Tests,Rating Scales,Statistical Analysis,Behavior Problems,Interpersonal Competence,Language Skills

Using a large, longitudinal data set that represents 701 state-funded pre-k classrooms and over 2,900 children enrolled in 11 states, the current study examined two hypotheses: (1) children would be perceived to be better adjusted at the beginning of pre-k when rated by a same-race teacher than by a different-race teacher, and (2) children would demonstrate greater gains during the pre-k year when in the class-room of a same-race teacher. Children rarely experienced a teacher with a different race/ethnicity from themselves, except in the case of African American or Latino children attending Caucasian teachers' class-rooms. When examining the school readiness outcomes of African American or Latino children matched or mismatched racially/ethnically with their teacher, racial/ethnic match demonstrated significant associations with the direct assessment of academic skills for Latino children only. However, teachers' initial perceptions of children and teacher reported social and academic gains were significantly associated with racial/ethnic match for African American children.
Career and Technical Education&apos;s Role in Rural Education. Issue Sheet
Author: Association for Career and Technical Education (ACTE)
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Vocational Education,Rural Education,Role of Education,Learner Engagement,Vocational Training Centers,Career Academies,Electronic Learning,Work Experience Programs,Career Development,Economic Development,Labor Force Development

Technical, academic and employability knowledge and skills are essential for youth and adults to be lifelong learners, informed citizens and prepared and adaptable members of the workforce. CTE imparts these skills through engaging, relevant hands-on learning, integrated with academics, for all students, including those living in rural settings where education and economic development systems face unique challenges. One such challenge is serving small populations that are geographically dispersed, making it difficult for school districts and community colleges to offer robust education programs. It may be hard to find teachers qualified to teach a particular course or course sequence, or to offer enough courses to meet the varied career interests of students and help them complete a career pathway, while a lack of technology infrastructure in rural areas can make it challenging to connect students and teachers across distances. It can also be difficult for schools to provide students with a range of career exploration and work-based learning experiences, as many rural areas have only a few employers or industries. Funding challenges underlay all these concerns. Career and Technical Education (CTE) facilitates rural students' education and career development in a variety of ways. This issue sheet presents the role of CTE in rural education.
&quot;So Many Books They Don&apos;t Even All Fit on the Bookshelf&quot;: An Examination of Low-Income Mothers&apos; Home Literacy Practices, Beliefs and Influencing Factors
Author: Sawyer, Brook E.
Date: 2016-00-00
Type: Reports - Research
Subjects: Low Income,Mothers,Family Literacy,Parents as Teachers,Parent Attitudes,Educational Attitudes,African Americans,Hispanic Americans,Puerto Ricans,Family Environment,Educational Environment,Preschool Children,Semi Structured Interviews,Qualitative Research,Instructional Materials,Early Childhood Education,Family Involvement,Language Acquisition,Native Language,Reading Instruction,Parent Child Relationship

Given the need to enhance the academic language and early literacy skills of young children from low-income homes and the importance of the home literacy environment in supporting children's development, the purpose of this qualitative study was to better understand the home literacy environment of low-income African-American and Latino mothers of preschool children living in the United States. Specifically, research aims were to examine home literacy environment practices, beliefs and influential factors as well as to compare the home literacy environment of African-American and Latino, specifically Puerto Rican, families. Semi-structured interviews were conducted with 10 African-American and 10 Puerto Rican mothers. Data were analysed using the consensual qualitative research method. Twelve themes were identified: provision of educational materials, engagement with books, focus on print, implicit language opportunities focus on other pre-academic skills, social interactions with books, influence of school, influence of other adults, parents' reading interest/ability, child's reading interest, parents' commitment to child's success and family stressors. Few differences emerged between African-American and Puerto Rican mothers. Implications for language and literacy intervention development are discussed. [At time of submission to ERIC this article was in press with &quot;Journal of Early Childhood Literacy.&quot;]
CTE: Education for a Strong Economy
Author: Conneely, Nancy
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Benefits,Skill Development,Job Skills,Dropout Prevention,Employment Potential,Postsecondary Education,Unemployment,Career Change

For nearly a century, career and technical education (CTE) programs across the United States have focused on equipping students with technical and life skills to help them become productive citizens. This brief report presents the benefits of CTE.
Analysis of Principals&apos; Managerial Competencies for Effective Management of School Resources in Secondary Schools in Anambra State, Nigeria
Author: Victor, Akinfolarin Akinwale
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Qualifications,Governance,Secondary Schools,Public Schools,Administrator Surveys,Questionnaires,Competence,Administrator Responsibility

This study analyses principals' managerial competencies for effective management of school resources in secondary schools in Anambra State. The study was conducted in Anambra State. The study population comprised 257 principals in public secondary schools in the State. The study adopted a descriptive survey design. A 24 items researcher developed instrument titled &quot;Principals' Managerial Competencies for Effective Management of School Resources Questionnaire&quot; (&quot;PMCEMSRQ&quot;) was used for data collection. The Cronbach alpha was used to determine the reliability of the instrument which yielded a high reliability coefficient of 0.85. The study found out that secondary school principals' in Anambra State do not have managerial competencies in procurement of physical and instructional materials, provision of e-library facilities and equipping classrooms and offices with needed furniture for effective material resource management. The study also found out that school principals' have managerial competencies in prioritizing financial allocation according to school needs, keeping accurate financial information of the school, ensuring accountability in all school expenditures, carrying out periodic auditing of school budgets and adopting cost-saving strategies for effective financial resource management among others. The study recommended that School principals' should strive to acquire managerial competencies in involving teachers' in decision making, organizing seminars and workshops for professional advancement of teachers, providing incentives' for students' for effective human resource management in schools, procurement of physical and instructional materials, provision of e-library facilities and equipping classrooms and offices with needed furniture and other school materials for effective material resource. Conclusion was drawn.