ethanporcaro/eric-fulltext-meta huggingface dataset:
Dispute Resolution. Mckinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Conflict Resolution,Federal Legislation,Homeless People,Access to Education,Student Placement,Definitions,School Districts,School Choice,Admission (School),Enrollment,State Government,Government Role,Program Implementation,School Role

Subtitle VII of the McKinney-Vento Homeless Assistance Act, reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act and referred to in this brief as the McKinney-Vento Act, guarantees rights and services to remove educational barriers for homeless children and youth. The law requires states and school districts to follow a dispute resolution process when parents, guardians, or unaccompanied youth and schools or local educational agencies (LEAs) or school districts disagree on the enrollment or educational placement (school selection) of homeless children and youth. The dispute resolution process is intended to represent each party's views for objective consideration so that disagreements can be brought to closure expeditiously. During the dispute process, the law requires that the LEA allow the child or youth to attend the school that the parents or guardians wish their child to attend, or that the unaccompanied youth wishes to attend, to minimize educational disruption. This brief summarizes the key provisions related to dispute resolution included in the McKinney-Vento Act.
Reforming Transfer to Meet the Needs of &quot;Post-Traditional&quot; Transfer Students: Insights from Credit When It's Due
Author: McCambly, Heather N.
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Transfer Policy,Community Colleges,College Transfer Students,Educational Practices,State Programs,Reverse Transfer Students,Educational Change,State Policy,Context Effect

In 2012, the Credit When It's Due (CWID) initiative was launched by the Funders Collaborative to &quot;encourage partnerships of community colleges and universities to significantly expand programs that award associate degrees to transfer students when the student completes the requirements for the associate degree while pursuing a bachelor's degree&quot; (Lumina Foundation, 2012, n.p.). By 2014, 16 states had become part of this initiative. Research for this brief situates reverse credit transfer in the larger context of transfer in the 15 CWID states (Arkansas, Colorado, Florida, Hawaii, Maryland, Michigan, Minnesota, Missouri, New York, North Carolina, Ohio, Oregon, Georgia, Tennessee, and Texas) that signed on to the initiative in 2012 and 2013. By providing examples of how transfer is changing in selected CWID states, the authors illustrate the ways transfer reform evolves through improved alignment, data sharing, and interinstitutional relationships.
Upskilling the Aerospace Workforce in Washington. Scaling Change: Air Washington Consortium
Author: Bragg, D. D.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Transformational Leadership,Aerospace Education,Community Colleges,Two Year College Students,Skilled Workers,Scaling,Technical Institutes,Partnerships in Education,Employers,Grants,School Business Relationship,Program Implementation,Capacity Building,Industry,Corporations,Labor Force Development

Several federal grants prioritized the role of community colleges in education and training in recent years, and one of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (DOL). Beginning October 2011, these $2 billion capacity-building grants funded community colleges and their workforce and employer partners to prepare individuals for family living-wage employment that would in turn, provide skilled workers for industry sectors needed to recover and grow the economy. This brief is one in a series of four briefs that tell the story of how scaling happened under the TAACCCT Round One grant. Air Washington is one of 23 Round One TAACCCT consortia highlighted in the &quot;Scaling Change&quot; series because this consortium has an important story to tell. The content for this story is derived from multiple sources, including publications prepared by and derived from the Air Washington Consortium, the Air Washington Strategy Brief published by TCI (Simmons, Cox, Lyons-Holstine, &amp; Richie, 2015), and phone calls and in-person conversations with individuals from multiple community colleges that were part of the Consortium. Based on the team's research on change in the community college, seven guiding principles for scaling transformative change were identified. Three factors are mentioned in this brief as part of the important lessons learned: (1) transformative leadership; (2) policy change; and (3) communication and dissemination.
Transforming College Practices and Student Experiences to Advance STEM Education. Scaling Change: National STEM Consortium
Author: Richie, D.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Community Colleges,Grants,Labor Force Development,Scaling,Sustainability,Consortia,Change Strategies,Cooperative Planning,Relevance (Education),Industry,Student Needs,Certification,Federal Legislation,Capacity Building,Readiness,Student Personnel Services,Academic Support Services

Several federal grants prioritized the role of community colleges in education and training in recent years, and one of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (DOL). Beginning October 2011, these $2 billion capacity-building grants funded community colleges and their workforce and employer partners to prepare individuals for family living-wage employment that would in turn, provide skilled workers for industry sectors needed to recover and grow the economy. This brief is one in a series of four briefs that tell the story of how scaling and sustainability have happened under TAACCCT. The National STEM Consortium (NSC) is one of 23 Round One consortia and NSC is highlighted because the colleges within the Consortium have demonstrated success in scaling and sustaining change. In this brief, the story is told of what mattered most in the Consortium's efforts to sustain and scale transformative change. The content for the story is pulled from multiple sources including NSC published materials, the NSC Strategy Brief published by the Transformative Change Initiative (TCI), the evaluation reports published by Hezel Associates, the third-party evaluator (TPE) of the Consortium, and phone calls and in-person conversations with individuals from multiple community colleges that were part of the National STEM Consortium. Based on the team's research on change in the community college, seven guiding principles for scaling transformative change were identified. The National STEM Consortium addressed three key elements: (1) cross-Consortium collaboration to identify common goals and regional needs; (2) industry relevant curricula; and (3) expanded support for students, as important to the design and implementation of one-year certificate programs in five technical areas.
Serving Students Experiencing Homelessness under Title I, Part A. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Educational Legislation,Academic Standards,Disadvantaged Youth,Academic Achievement,School Districts,State Departments of Education,State Standards

The goal of Title I, Part A of the No Child Left Behind Act (NCLB) (20 U.S.C. § 6301 et seq) is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and to reach proficiency on state standards and assessments of academic achievement. Title I, Part A is designed to meet the educational needs of low-achieving children in schools with the highest levels of poverty by aligning high-quality assessments, systems of accountability, teacher preparation, curriculum, and instructional materials with challenging state academic standards. This brief explains how Title I, Part A of NCLB and Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (reauthorized under Title X, Part C of NCLB; hereafter referred to as the McKinney-Vento Act) intersect and offers strategies for effective collaboration. Related legislative excerpts are included.
Meeting the Educational Needs of Students Displaced by Disasters: Youth on Their Own. Connecting Schools and Displaced Students Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Educational Needs,Natural Disasters,Homeless People,Federal Legislation,School Districts,Youth,Emergency Programs,Student Needs,Barriers,Children

During a disaster, youth may be separated from their parents or guardians. Parents who have lost their homes may place youth temporarily with friends or relatives; or youth may be separated from their parents during an emergency evacuation. Additionally, some youth could be on their own before a disaster occurs. Unaccompanied youth who lack a caring adult to link them with supports and resources may have many unmet needs and not know how to seek help during a time of disaster. For youth separated from their parents or guardians during a disaster, school provides a stable and secure environment, offering structure and supports to help them overcome the trauma they have experienced and regain their academic, social, and emotional footing. Therefore, schools and school districts, known as local educational agencies (LEAs), and relief or service agencies in a community impacted by a disaster, such as the American Red Cross or Salvation Army, should work together to ensure that unaccompanied youth, including those experiencing homelessness as the result of a disaster, are identified, linked to services, and enrolled in school. Unaccompanied homeless youth may not know how to access emergency services provided through agencies, such as housing, food, medical, and trauma support; therefore, coordination between schools and LEAs and relief or service agencies will ensure that youth on their own will find the most expedient path to help. This brief will help school, LEA, and relief agency staff members and administrators understand the rights and services guaranteed to unaccompanied homeless youth and plan strategies to ensure that these youth are enrolled in school and provided necessary services to help them survive and recover from a disaster. National Center for Homeless Education (NCHE) resources, federal resources, and other resources are included.
Housing and Education Collaborations to Serve Homeless Children, Youth, and Families. Best Practices in Interagency Collaboration Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Youth,Children,Housing,Homeless People,Agency Cooperation,Federal Legislation,Federal Government,Housing Needs,Emergency Shelters,Federal Programs,Public Agencies,Family Programs,Best Practices

While both the U.S. Department of Education (ED) and he U.S. Department of Housing and Urban Development (HUD) base their services and eligibility criteria on the McKinney-Vento Homeless Assistance Act (hereafter referred to as &quot;The McKinney-Vento Act&quot;), each agency uses a different definition of &quot;homeless&quot; due to differences in the federal statute. This brief is designed for staff of homeless assistance programs and members of Continuums of Care (CoCs) funded by HUD, as well as for State Coordinators for Homeless Education and local homeless education liaisons who operate under the guidance of ED. The brief provides basic information to help homeless service providers and homeless education staff understand each other's role in supporting children, youth, and families experiencing homelessness, while offering tools to enhance collaboration among agencies. A section on federal definitions of &quot;Homeless&quot; is included.
Transporting Children and Youth Experiencing Homelessness. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Homeless People,Transportation,Access to Education,Transfer Students,Federal Legislation,Laws,Program Implementation,Student Mobility,Educational Finance,School Buses,School Districts,School Responsibility,Parent Responsibility

Changing schools may greatly impede the academic achievement and social development of students experiencing homelessness. Students who transfer to a new school often experience educational discontinuity and, as a result, lose academic credits. Moreover, the mobility experienced by these students separates them from their social network and from teachers and school staff who know their academic strengths and weaknesses. Coupled with the distress caused by the loss of housing, and the economic strain that often accompanies this, changing schools puts homeless students at risk of academic failure. Research studies have demonstrated a link between high mobility due to homelessness and poor school performance. This brief explains the provisions of Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (42 U.S.C. §§ 11431-11435, hereafter referred to as &quot;The McKinney-Vento Act&quot;), related to the transportation of children and youth experiencing homelessness and offers strategies for implementing the law.
Access to Food for Homeless and Highly Mobile Students. Best Practices in Interagency Collaboration Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Food,Homeless People,Youth Programs,Nutrition,Children,Youth,Agency Cooperation,Family Programs,Federal Legislation,Educational Legislation,Elementary Secondary Education,School Districts,Documentation,Lunch Programs,Breakfast Programs,Best Practices

Homelessness is a lack of fixed, regular, and adequate housing often resulting from extreme poverty; economic hardship due to job loss, illness, or a similar reason; or devastation following a natural disaster. According to the Urban Institute, the mean income of families experiencing homelessness is less than half the federal poverty line. This brief is designed for state and local child nutrition program administrators, cafeteria managers, State Coordinators for Homeless Education, and local homeless education liaisons. It explains the U.S. Department of Agriculture's (USDA) Child Nutrition Division (CND) policies regarding eligibility for free school meals for certain homeless, migrant, runaway, and foster students; addresses frequently asked questions about implementing these policies; and offers tools to ensure that these students can access food both inside and outside of school.
Expanding Student Support Services. Scaling Change: MoHealthWINs Consortium
Author: Kirby, C. L.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Grants,Federal Aid,Federal Legislation,Educational Legislation,Academic Support Services,Student Personnel Services,Capacity Building,Career Education,Scaling,Consortia,Educational Change,Access to Education,Health Services,Program Implementation,Sustainability,Interviews,School Visitation,Case Studies,Information Utilization,Organizational Communication

Several federal grants prioritized the role of community colleges in education and training in recent years, and one of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (DOL). Beginning October 2011, these $2 billion capacity-building grants funded community colleges and their workforce and employer partners to prepare individuals for family living-wage employment that would in turn, provide skilled workers for industry sectors needed to recover and grow the economy. This brief is one in a series of four briefs that tell the story of how scaling happened under a TAACCCT Round One grant. As one of 23 Round One TAACCCT consortia, the Missouri Healthcare Workforce Innovation Networks (MoHealthWINs) Consortium is highlighted because it has demonstrated some success in scaling and sustaining change. Comprised of twelve community colleges and one technical college, the Consortium was awarded nearly $20 million dollars with goals to increase access to education beyond high school, increase the number of students who complete post-secondary education awards/credentials, and create sustainable career and employment opportunities for program completers. Healthcare was the chosen industry sector at the request of Missouri's governor, Jay Nixon (MoHealthWINs, 2011). This story focuses on how three of the Consortium's colleges have implemented a critical TAACCCT strategy and are building infrastructure, policy, and practice to enable it to live beyond TAACCCT. The content for this story is derived from in-person and telephone interviews with selected college leadership; a site visit to one college and participation in a consortium-wide meeting; interviews with the MoHealthWINs Project Director, internal and external evaluators (Cosgrove &amp; Associates; Bragg &amp; Associates, respectively); and extensive document review of monthly meeting notes, interim and final implementation and impact reports, a Transformative Change Initiative Strategy Brief featuring this Consortium's selected strategy, and multiple products produced over the life of the grant. The following is appended: Duties Performed by the Career Pathways Coach/Program Support Specialist/Navigator.
Reforming Health Professions Education through a Network of Strategic Multi-Level Partnerships. Scaling Change: Health Professions Pathways (H2P) Consortium
Author: Fox, H. L.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Allied Health Occupations Education,Community Colleges,Consortia,Educational Change,Change Strategies,Capacity Building,Professional Associations,Barriers,Educational Practices,Strategic Planning,Social Networks

Several federal grants prioritized the role of community colleges in education and training in recent years, and one of the most substantial investments was the Trade Adjustment Act Community College and Career Training (TAACCCT) program of the United States Department of Labor (DOL). Beginning October 2011, these $2 billion capacity-building grants funded community colleges and their workforce and employer partners to prepare individuals for family living-wage employment that would in turn, provide skilled workers for industry sectors needed to recover and grow the economy. This brief is one in a series of briefs that tell the story of how scaling and sustainability have happened under TAACCCT. The Health Professions Pathways Consortium (H2P) is one of 23 Round One consortia, and H2P is highlighted because the colleges within the Consortium have demonstrated success in scaling and sustaining change. In this brief, the story is told of what mattered most in the Consortium's efforts to sustain and scale transformative change. H2P was a consortium of nine community colleges across seven states that focused on educating health professionals. H2P was designed to effect change through a national reform movement of health professions education built on a participatory and cross-disciplinary collaboration of health professions educators and a network of multi-level partnerships. Central to H2P efforts to galvanize a national movement to reform health professions education was the Consortium's ability to develop an integrated network that included: (1) national industry, workforce agencies, and community-based organizations; (2) national healthcare associations; (3) state-wide healthcare education initiatives; (4) local and regional employers, workforce agencies, and community-based organizations; (5) regional healthcare associations and collaboratives; and (6) partner colleges.
Second Language Teaching and Learning with Technology: Views of Emergent Researchers
Author: Thouësny, Sylvie, Ed.
Date: 2011-00-00
Type: Collected Works - General
Subjects: Second Language Instruction,Technology Uses in Education,Educational Technology,Foreign Countries,Higher Education,Student Centered Learning,Reading Instruction,Vocabulary Development,Self Evaluation (Individuals),Student Evaluation,Online Courses,Telecommunications,Handheld Devices,Engineering Education,English (Second Language),Majors (Students),Poetry,Electronic Publishing,Web Sites,Diaries,Cultural Awareness,Interaction,Sociolinguistics,Written Language,French,Computer Mediated Communication,Videoconferencing,Group Discussion

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)