ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Needs Assessments to Connect Learning + Health: Opportunities in the Every Student Succeeds Act (ESSA)
Author: Healthy Schools Campaign
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Needs Assessment,Health Conditions,Academic Achievement,Low Achievement,Child Health,Evaluation Utilization,Data Collection,Data Analysis,Data Interpretation,Wellness,Schools,Institutional Characteristics

The link between health and learning is clear: healthy, active and well-nourished children are more likely to attend school, arrive ready to learn and stay engaged in class. Yet far too many students spend their days in schools that do not offer them adequate clean air and water, nutritious food, physical activity and the support of a school nurse. This guide is intended to highlight the ways that school needs assessments required by the Every Student Succeeds Act (ESSA) can be a valuable tool in identifying, understanding and addressing health conditions that contribute to poor academic performance. It provides child advocates, community leaders, school personnel and other key stakeholder groups with the information that they need to convince their state and local education leaders to make health and wellness a significant component of the needs assessment and school improvement process. [This report was prepared by Alliance for a Healthier Generation.]
Spiking Demand, Growing Barriers: The Trends Shaping Afterschool and Summer Learning in Rural Communities. America After 3PM
Author: Afterschool Alliance
Date: 2021-12-00
Type: Reports - Research
Subjects: After School Programs,Summer Programs,Rural Areas,Parent Attitudes,Access to Education,COVID-19,Pandemics,Supply and Demand,Barriers,Safety,Caring,Educational Environment,At Risk Students,Socioeconomic Status,Employment Level,Racial Differences,Ethnicity,Participation,Costs,STEM Education,Program Content,Access to Information,Research Needs,Financial Support

This report aims to provide a current picture of the afterschool and summer program experience for children and families in rural America, using data from the most recent America After 3PM study. Building off findings from the previous 2009 and 2014 America After 3PM studies, &quot;Spiking Demand, Growing Barriers: The Trends Shaping Afterschool and Summer Learning in Rural Communities&quot; investigates whether the afterschool and summer landscape in rural communities has changed over time, compares and contrasts rural parents' perceptions of afterschool programs now and then, and discusses what lessons can be drawn from the findings to help increase access to afterschool and summer programs in rural communities. Also included in this report are findings from a smaller-scale, nationally representative online survey conducted in the midst of COVID-19 and fielded October 12-29, 2020, surveying 1,202 parents of school-age children, conducted by Edge Research. Survey respondents were asked questions similar to those in America After 3PM to determine how the pandemic has or has not affected their experience with and attitudes toward afterschool and summer programs. [For the executive summary, see ED617420.]
Spiking Demand, Growing Barriers: The Trends Shaping Afterschool and Summer Learning in Rural Communities. America After 3PM. Executive Summary
Author: Afterschool Alliance
Date: 2021-12-00
Type: Reports - Research
Subjects: After School Programs,Summer Programs,Rural Areas,Parent Attitudes,Access to Education,COVID-19,Pandemics,Supply and Demand,Barriers,Safety,Caring,Educational Environment,At Risk Students,Socioeconomic Status,Employment Level,Racial Differences,Ethnicity,Participation,Costs,STEM Education,Program Content,Access to Information,Research Needs,Financial Support

This is the executive summary for the report &quot;Spiking Demand, Growing Barriers: The Trends Shaping Afterschool and Summer Learning in Rural Communities,&quot; which aims to provide a current picture of the afterschool and summer program experience for children and families in rural America, using data from the most recent America After 3PM study. Building off findings from the previous 2009 and 2014 America After 3PM studies, the report investigates whether the afterschool and summer landscape in rural communities has changed over time, compares and contrasts rural parents' perceptions of afterschool programs now and then, and discusses what lessons can be drawn from the findings to help increase access to afterschool and summer programs in rural communities. This summary provides an overview of key findings and recommendations. [For the full report, see ED617419.]
Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (43rd, Online, 2020). Volume 1
Author: Simonson, Michael, Ed.
Date: 2020-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Technology Uses in Education,Professional Development,Feminism,Online Courses,Accessibility (for Disabled),Visual Impairments,Social Media,Diversity,Family Involvement,Asynchronous Communication,Learner Engagement,Graduate Study,Pharmaceutical Education,Self Efficacy,Instructional Design,Service Learning,Electronic Publishing,Group Discussion,Grade 4,Foreign Countries,Second Language Instruction,Teacher Student Relationship,Blended Learning,Conventional Instruction,Student Characteristics,English (Second Language),Computer Assisted Instruction,Visual Aids,Cognitive Processes,High School Graduates,Elementary School Mathematics,Grade 10,Problem Solving,Geometry,Communities of Practice,Active Learning,Evaluation,Feedback (Response),Programming,Gender Differences,Student Attitudes,Computer Mediated Communication,Preservice Teachers,Game Based Learning,Higher Education,Academic Language,Writing Instruction,Flipped Classroom,Library Instruction,Psychology,Journal Articles,Search Strategies,Cartoons,Animation,Computer Simulation,Computer Software,Sign Language,Periodicals,Information Retrieval,Cultural Relevance,Social Justice,Rural Education,Preschool Education,Elementary Secondary Education,COVID-19,Pandemics,Video Technology

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]
Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (43rd, Online, 2020). Volume 2
Author: Simonson, Michael, Ed.
Date: 2020-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Technology Uses in Education,Inclusion,Higher Education,Online Courses,Blended Learning,Student Diversity,Minority Group Students,Foreign Countries,Ethnic Diversity,Instructional Design,Artificial Intelligence,Curriculum Development,Middle Schools,Brain Hemisphere Functions,Teacher Role,Electronic Learning,Armed Forces,Flight Training,Air Transportation,Culturally Relevant Education,Maps,Interprofessional Relationship,Competence,College Students,Health Services,Data Analysis,Electronic Publishing,Textbooks,Student Role,Needs Assessment,Library Education,Constructivism (Learning),Learning Theories,Social Influences,Cultural Influences,Social Media,Second Language Instruction,Allied Health Personnel,Student Attitudes

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 2 contains 15 papers dealing the practice of instructional technology including instruction and training issues. Papers dealing primarily with research and development are contained in Volume 1. [For Volume 1, see ED617421.]
Healthy and Ready to Learn: Recommendations for Illinois&apos; Governor
Author: Healthy Schools Campaign
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Child Health,Educational Policy,School Health Services,Educational Environment,Food,Wellness,Financial Support,Access to Health Care,Nutrition,Educational Legislation,Elementary Secondary Education,Federal Legislation,Attendance,Integrated Services,Lunch Programs,Breakfast Programs,School Buildings,School Maintenance,Sustainability,Student Transportation

Schools are the ideal setting for combining state health and education goals for all children. Children and adolescents spend more time in schools than in any other environment outside of their homes. They also form foundational health habits during their school years. By emphasizing school health and wellness, state leadership can support both the health and education sectors in fulfilling their goals and ensuring a bright and prosperous future for Illinois. Illinois faces many challenges in securing a future that is economically and fiscally stable and prosperous. Education can, should, and does play an important role in helping to solve these challenges. But educators and schools cannot, and should not, bear the burden alone in facing and addressing these demands. This report contains recommendations of ways in which state leadership can support schools and their communities in creating conditions for improved school wellness and student health. The topics covered in these recommendations include: (1) education policy; (2) school health services; (3) healthy school food; and (4) healthy school environment.
Healthy and Ready to Learn: Recommendations for the Next Administration
Author: Healthy Schools Campaign
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Child Health,Government Role,Federal Government,Health Promotion,Equal Education,COVID-19,Pandemics,School Health Services,Access to Health Care,Educational Finance,Financial Support,Food,Public Agencies,School Buildings,Wellness,Educational Equity (Finance),Hunger,Lunch Programs,Breakfast Programs,Educational Policy,School Safety,At Risk Students,Agency Cooperation,Federal Legislation,Nutrition,Educational Environment

The next President of the United States has an enormous responsibility--and opportunity--to provide an equitable foundation for a new generation of learners. The magnitude of the coronavirus pandemic has demonstrated the importance of schools as community anchors that children and families rely on for much more than an education. This document outlines recommendations for large-scale federal investment along with evidence-based, specific actions that can be implemented immediately, without congressional approval. The recommendations build upon Healthy Schools Campaign's Change for Good framework: a transformative effort to reimagine and rebuild the education system--including the services it provides beyond the essential task of teaching our children--with health and equity at the center.
State Education Policy That Supports Student Health and Wellness
Author: Healthy Schools Campaign
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: State Policy,Educational Policy,Health Promotion,Wellness,Elementary Secondary Education,Educational Legislation,Federal Legislation,Accountability,Report Cards,Educational Improvement,Student Evaluation,Grants,Educational Finance,Social Emotional Learning,Physical Health,State Departments of Education

The link between health and learning is clear: healthy, active and well-nourished children are more likely to attend school, be ready to learn and stay engaged in class. Yet far too many students--particularly low income students and students of color--spend their days in buildings with unhealthy air, have limited opportunities for physical activity, and have inadequate access to fresh water, nutritious food or a school nurse. These same students often come to school suffering the impact of food insecurity and childhood trauma, and with one or more health problems that hinder their ability to learn. The Every Student Succeeds Act (ESSA), the education law passed in 2015, highlights the importance of equitable access to quality education and the conditions that support student learning, and provides new opportunities for schools to support student success by improving student health and wellbeing. This document describes key sections of the law with the highest potential to impact student health, outlines current state efforts, highlights best practices and provides recommendations for advancing this work at the state and local level.
Addressing the Health-Related Causes of Chronic Absenteeism: A Toolkit for Action
Author: Weisz, Sarah, Ed.
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Attendance,Diseases,Dental Health,Behavior,Mental Health,School Culture,Educational Environment,Hunger,Barriers,Misconceptions,Parents,At Risk Students,Low Income Groups,Minority Group Students,Racial Differences,Ethnicity,Students with Disabilities,Low Achievement,Dropouts,Intervention,Student Needs,Health Needs,Health Behavior,Data Use,Information Dissemination,Agency Cooperation,Partnerships in Education,Allied Health Personnel,Access to Health Care

Taking action to address health-related chronic absenteeism can have a powerful impact on students' academic success and build the foundation for healthy, successful lives. This document focuses on providing educators, particularly school district decision-makers, with knowledge and practical guidance for creating meaningful change to address health-related chronic absenteeism. Students who aren't in school--no matter the reason--can't learn. Addressing chronic absenteeism in a successful and holistic way will require a multi-faceted approach that includes effective policy, programs and partnerships. Find out what you can do to make a difference.
Recommendations for Chicago&apos;s Next Mayor
Author: Healthy Schools Campaign
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Urban Schools,Public Schools,Child Health,Access to Health Care,School Health Services,Playgrounds,Nutrition,Food,Board of Education Policy,Elementary Secondary Education,Breakfast Programs,Lunch Programs

For Chicago to be a strong and vibrant city, it needs to invest in communities, families, and children. Access to a high-quality education and the opportunity to be healthy is key for all children to realize their full potential and contribute to a vibrant city. Studies have consistently documented the powerful connection between health and academic achievement. A school environment that provides access to health services, healthy school food, opportunities for physical activity, and support for mental health and well-being ensures that its students can be engaged and ready to learn. The health of Chicago's students has a direct impact on academic performance, attendance, school dropout rates, school revenues, and the ability to close the achievement gap. In this context, Mayor Lightfoot will have the opportunity to address the current disparities by supporting communities and schools in creating the conditions for improved school wellness and student health. This report provides recommendations regarding: (1) district policy that supports student health; (2) access to physical and mental health services; (3) schoolyards that support health and wellness; (4) and access to nutritious school food.
Annual Proceedings of Selected Research and Development Papers Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 1
Author: Simonson, Michael, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Technology Uses in Education,Computer Mediated Communication,Video Technology,Feedback (Response),Physical Education,Military Training,Females,Graduate Study,College Faculty,Stress Variables,School Closing,Online Courses,COVID-19,Pandemics,Test Wiseness,Computer Assisted Testing,Leadership Training,School Culture,Professional Development,Culturally Relevant Education,Adolescents,Social Media,Access to Information,Colleges,Institutional Characteristics,Sequential Approach,Learning Strategies,Concept Mapping,Cooperation,Instructional Design,Communities of Practice,Online Searching,Distance Education,Behavior,Environmental Influences,Psychological Patterns,Student Behavior,Student Attitudes,Medical Education,Attitude Change,Knowledge Level,Asynchronous Communication,Secondary Education,Flipped Classroom,Problem Solving,High School Students,Foreign Countries,Barriers,Teacher Attitudes,Individualized Instruction,Artificial Intelligence,Employment Level,Student Satisfaction,Computation,Thinking Skills,Programming,Student Characteristics,Elementary School Students,Grade 4

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]
Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 2
Author: Simonson, Michael, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Technology Uses in Education,Feedback (Response),Course Evaluation,Evaluation Methods,Job Search Methods,COVID-19,Pandemics,Visual Literacy,Attention Deficit Hyperactivity Disorder,Game Based Learning,Self Management,Skill Development,Student Motivation,At Risk Students,College Freshmen,Synchronous Communication,Teaching Methods,Online Courses,Higher Education,Instructional Design,Communities of Practice,Leadership,College Faculty,Community Colleges,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Educational Needs,Adult Education,Distance Education,Cultural Capital,Identification (Psychology),Cultural Influences,Entrepreneurship,Elementary Secondary Education,Science Instruction,Elementary School Science,Mathematics Instruction,Technological Literacy,Pedagogical Content Knowledge,Faculty Development,Student Experience,Student Research,Teacher Researchers,Curriculum Development,Models,Program Design,Continuing Education,Individualized Instruction,Student Projects,Technological Advancement,Computer Security,Information Security,Medical Education,Visual Aids,Learning Analytics,Scientific Principles,Drama,Asynchronous Communication,Foreign Countries

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]
Why New Teacher Mentoring Falls Short, and How to Fix It: Findings from Louisiana and Texas Mentor Programs
Author: National Institute for Excellence in Teaching (NIET)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Beginning Teacher Induction,Beginning Teachers,Mentors,Program Implementation,Instructional Improvement,Experienced Teachers,Alignment (Education),Program Improvement

Teacher mentorship programs, where new teachers are paired with veterans, are a research-based practice, but they often lack clarity and can turn into more of a &quot;buddy system&quot; than a true learning opportunity. In this new report, Why New Teacher Mentoring Falls Short, and How to Fix It, NIET shares research and experience that point to greater success when mentorship programs center on instructional improvement and provide deeper support for mentors. The report offers concrete strategies to improve mentoring for new teachers, drawn from NIET partnerships in Louisiana and Texas. Both states have recognized the vital role mentors can play through policies and funding targeted for mentoring. The key action steps are: (1) Focus mentoring on instructional improvement. Successful programs must have a clear purpose and vision around improving teaching and learning; intentional investments in built-in time, training, and the use of an evidence-based instructional rubric; defined roles, responsibilities, and compensation for mentors; and the selection of the right people for the job; (2) Support mentors to be more effective by providing training, tools, and protocols for the role. Instilling good habits and norms at the outset will benefit new teachers long term and strengthen school culture overall. This can be done by establishing trust and a growth mindset; grounding mentoring in student outcomes and the needs of the mentee; using a cycle of coaching for continuous improvement; and creating opportunities for mentors to collaborate; and (3) Align the mentoring program with district and school systems and goals. Mentoring should not be a &quot;one-off&quot; program disconnected from school, district, and state initiatives, nor should mentors be disengaged from the school leadership team. Districts should support principals to integrate them into the school leadership team structure and ensure that the mentoring program is in line with district and school priorities or initiatives.
District of Columbia Public Schools: School Year 2020-2021. Parental Right to Know Guide
Author: District of Columbia Public Schools
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Public Schools,Parent Rights,Access to Information,Educational Discrimination,Federal Legislation,Elementary Secondary Education,Educational Legislation,Grievance Procedures,Teacher Qualifications,Student Records,School Safety,School Choice,Academic Achievement,English Language Learners,Homeless People,Parent Participation

This District of Columbia Public Schools School Year 2020-2021 &quot;Parental Right to Know Guide&quot; informs parents on their rights with regard to the following: (1) Notice of Non-Discrimination and Non-Retaliation; (2) Teachers and Paraprofessionals; (3) Student Achievement (PARCC Data); (4) Student Records; (5) Unsafe School Choice Option; (6) English Learners (ELs); (7) Notice of Educational Rights for Homeless Children; (8) Title I Programs; (9) Parent and Family Engagement; and (10) Complaint Resolution. [For the 2018-2019 report, see ED593456.]
District of Columbia Public Schools: School Year 2021-2022. Parental Right to Know Guide
Author: District of Columbia Public Schools
Date: 2022-02-07
Type: Guides - Non-Classroom
Subjects: Public Schools,Parent Rights,Access to Information,Educational Discrimination,Academic Achievement,Student Records,School Safety,School Choice,English Language Learners,Federal Legislation,Educational Legislation,Elementary Secondary Education,Parent Participation,Grievance Procedures

This District of Columbia Public Schools School Year 2021-2022 &quot;Parental Right to Know Guide&quot; informs parents on their rights with regard to the following: (1) Notice of Non-Discrimination and Non-Retaliation; (2) Teachers and Paraprofessionals; (3) Student Achievement (PARCC Data); (4) Student Records; (5) Unsafe School Choice Option; (6) English Learners (ELs); (7) Notice of Educational Rights for Homeless Children; (8) Title I Programs; (9) Parent and Family Engagement; and (10) Complaint Resolution. [For the 2020-2021 report, see ED617437.]