ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Learning through Better Health: A Strategy to Ensure Adequate and Stable Funding for School-Based Health Centers in New York State
Author: Rebell, MIchael A.
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: School Health Services,Financial Support,Child Health,Wellness,Academic Achievement,Academic Ability,Barriers,Legal Responsibility,Access to Health Care,Compliance (Legal),Income,Operating Expenses

The extensive education reforms that state and national policymakers have instituted in recent years have tended to overlook the reality that poor health can substantially undermine students' academic success, especially for students from low-income households. Although children in low-income communities on average have greater health needs, they are much less likely to have access to regular medical, mental health, and oral health care. School-based health centers (SBHCs) can help solve this problem. Evaluations of SBHC programs conducted since the model was implemented 40 years ago have demonstrated that SBHCs increase access to care and improve both health and academic outcomes. The major reason there are so few SBHCs is that the funding available to support them is both inadequate and unstable. To fill the gap between the insufficient funding that SBHCs now receive and the actual cost of operating SBHCs that can provide necessary and appropriate services to all students in a public school, a system that can guarantee sufficient school wide funding (GSSF) is needed. The financing strategy proposed is designed to ensure sufficient stable funding for existing SBHCs, promote strong growth in the number of SBHCs operating throughout the state and result in improved delivery of health services and greater school success for students from low-income households. The GSSF system maximizes federal reimbursements and private insurance payments, while reducing the proportion of overall SBHC funding that the state now provides. It will also promote full compliance with applicable federal and state laws, in a cost-effective manner. Recommended actions for the state are detailed to implement a guaranteed self sufficient school wide funding system for school-based health centers. They include the following: (1) provision of an adequate annual per-student rate; (2) expansion of services covered; (3) maximization of federal and private insurance reimbursements; (4) acquiring necessary federal waivers; and (5) establishment of a GSSF demonstration project. Adoption of the GSSF system would require a number of changes in state laws and regulations and a number of Medicaid waivers and legal changes. [This report was written with editorial assistance from Jessica R. Wolff, and research assistance from Linda Moon. The James and Judith K. Dimon foundation supported this research.]
Research Assistant Training Manual: Focus Groups
Author: Eaton, Sarah Elaine
Date: 2017-02-10
Type: Guides - Non-Classroom
Subjects: Focus Groups,Research Assistants,Guides,Training Objectives,Qualitative Research,Evidence Based Practice,Research Projects,Data Collection,Ethics,Recruitment,Check Lists,Research Methodology,Research Design,Schools of Education,Foreign Countries

This manual is a practical training guide for graduate and undergraduate research assistants (RAs) working in the Werklund School of Education, University of Calgary. It may also be applicable to research assistants working in other fields or institutions. The purpose of this manual is to train RAs on how to plan and conduct focus groups for qualitative research in the field of education. This manual is evidence-informed and includes additional references for researchers and research assistants to further develop their understanding of how to work successfully on a qualitative research project that collects data through focus groups. The following are appended: (1) Checklist: Supplies; (2) Checklist: One day prior to focus group; (3) Checklist: Day of focus group; and (4) Template for Taking Field Notes. [Published by the University of Calgary Werklund School of Education. Funding for this manual was provided by the Office of Teaching and Learning, Werklund School of Education, University of Calgary who awarded funding for this project under the Scholarship of Teaching and Learning Grant, 2016-2017.]
Harnessing the Potential of Statewide Longitudinal Data Systems to Support College and Career Readiness. Ask the CCRS Center
Author: Lee, Katelyn
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Longitudinal Studies,Career Readiness,College Readiness,Elementary Secondary Education,Preschool Education,Higher Education,Postsecondary Education,Dropout Prevention,Data,Predictor Variables,School Districts,Enrollment,Student Records,Stakeholders

This brief examines strategies for leveraging State longitudinal data systems (SLDS) to promote college and career readiness (CCR) goals. The examples provided are based on current state efforts to use their state longitudinal data systems to achieve their CCR vision and goals. The following information outlines the basic purpose and elements of SLDS and describes a set of emerging practices that serve as examples of how states use SLDS to support CCR. This information may be useful to states that are currently reexamining these efforts in light of the Every Student Succeeds Act (ESSA). Although the use of SLDS to promote CCR is still in its early stages, several states have experienced success with such efforts. The emerging practices described in this brief offer ideas for how states can either develop or enhance SLDS in order to better prepare students for college and career. Given widespread federal support for SLDS, states should be well-positioned to leverage opportunities for enhancing CCR through their SLDS. [The authors acknowledge the assistance of Kate Sandel, Bob Swiggum, Brett Carter, and Jared Knowles.]
Key Financial Metrics on Australia's Higher Education Sector. Selected Insights--April 2016
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Educational Finance,Vocational Education,Adult Education,Income,Expenditures,Universities,Proprietary Schools,Institutional Characteristics,Grants,Financial Support,Foreign Students,Fringe Benefits

Tertiary Education Quality and Standards (TEQSA) is committed to ensuring that stakeholders in Australia's higher education sector have access to relevant information to enable and better inform decision making. TEQSA recognises that there is little publicly available information on Australia's higher education sector beyond the university sector. Broadly, this report aims to enhance and improve the level of publicly available financial information on Australia's higher education sector with a view to better informing decision making by sector stakeholders. For many providers financial data is commercial-in-confidence; as such, information in this report has been presented in an aggregated, de-identified manner. The analysis and key metrics presented in this report allow users, in particular existing higher education providers, to better understand how their entity's financial performance on key financial metrics compares with other similar providers and the sector more broadly. This report is the first release of selected financial data analysed by TEQSA as part of its sector monitoring. It provides a snapshot of selected key financial metrics across the whole of Australia's higher education sector that has not previously been disseminated. Assessing the financial position and performance of a provider is a complex process which involves analysing a number of quantitative metrics and understanding the provider's mission, governance, and management structures. TEQSA conducts an annual financial assessment of each provider, which analyses ten commonly-accepted financial metrics reflecting the key business drivers critical to financial viability and sustainability. TEQSA consulted with the sector prior to adopting these financial metrics in 2013, and received broad support for their adoption. The five financial metrics in this report have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. Importantly, the selected metrics are reasonably comparable across all providers and also provide visibility of financial position and performance at the sector and sub-sector levels.2 The definitions and calculation methodology for each measure are available in the Glossary. The following are appended: (1) Universities; (2) Non-University For-Profit; (3) Non-University Not-For-Profit; (4) TAFE; (5) Providers with &lt;100 EFTSL; (6) Providers with 100=499 EFTSL; (7) Providers with 500=4,999 EFTSL; (8) Providers with 5,000=19,999 EFTSL; and (9) Providers with =20,000 EFTSL.
Key Financial Metrics on Australia's Higher Education Sector--December 2016
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Educational Finance,Vocational Education,Adult Education,Income,Expenditures,Universities,Proprietary Schools,Institutional Characteristics,Grants,Financial Support,Foreign Students,Fringe Benefits

This report is the second release of financial information held by Tertiary Education Quality and Standards Agency (TEQSA). It provides a snapshot of selected key financial metrics across the Australian higher education sector. Data in this report has been sourced from TEQSA's 2015 data collection and relates to financial years ended 31 December 2014 until 30 June 2015. The first edition of this report was released in April this year following a period of consultation and was well received by the sector. TEQSA intends to release this report on an annual basis using data from the latest available collection year. This report provides a snapshot of selected key financial metrics across the whole sector. The metrics have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. This report includes a new special focus section featuring additional analysis on a topic of interest for the sector--&quot;Revenue from International Students.&quot; International student revenue are a major revenue source for many providers complementing revenue from other sources. The following are appended: (1) Universities; (2) For-Profit; (3) Not-For-Profit; (4) TAFE; and (5) Provider Size--Key Financial Metrics and International Student Revenue. Explanatory notes and a glossary are also provided. [For the first report: &quot;Key Financial Metrics on Australia's Higher Education Sector. Selected Insights--April 2016,&quot; see ED573157.]
Teaching Mathematics in a Project-Based Learning Context: Initial Teacher Knowledge and Perceived Needs
Author: Beswick, Kim
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Active Learning,Student Projects,Teacher Characteristics,Foreign Countries,Special Education,Mathematical Concepts,Thinking Skills,Pedagogical Content Knowledge,Likert Scales,Teacher Surveys,Secondary School Teachers

This paper reports on initial data from teachers at an Australian Year 9-12 secondary school which is attempting to implement a project-based learning model across the entire curriculum. The eight teachers had diverse prior teaching experiences, including work in primary schools, special education, Year 7-10 secondary schools, and technical and further education. None had studied mathematics at tertiary level and just one listed maths as a main teaching area. Results of an initial survey indicate that most had reasonable levels of personal mathematics competence, and could identify relevant mathematical concepts among the affordances of a particular scenario, but that they struggled to articulate how they would work with students to pursue any of the relevant mathematics in depth. [This project was funded by University of Tasmania Research Enhancement Grant Number B0019931, with additional funding from the Education Faculty and the participating school. Helen Chick is also a member of the project team and contributed to the paper.]
Teaching Algebra Conceptually: The Process of Bringing Research to Practitioners
Author: Anakin, Megan
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Mathematics Instruction,Mathematical Concepts,Concept Teaching,Teaching Methods,Case Studies,Secondary School Mathematics,Research Utilization,Evidence Based Practice,Theory Practice Relationship,Educational Practices,Action Research,Instructional Improvement,Foreign Countries

Using a case study, the complex challenge of making mathematics education research accessible to secondary mathematics teachers was addressed with two questions. How can we design a method that will meet the challenge of making research usable for mathematics teachers? And what would this method be? To address this challenge we describe a process and product that emerged from using the stages of design-thinking. We invite fellow researchers to join us in the collective mission of bridging the gap between mathematics research and practice, furthermore, we seek to stimulate conversations about what counts as a research output.
Improving First Year Mathematics Teaching through Making Connections: An Action Research Approach
Author: Balatti, Jo
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Action Research,Mathematics Instruction,Teaching Methods,Instructional Improvement,College Freshmen,Beliefs,Educational Practices,Collegiality,Teacher Collaboration,Teacher Student Relationship,Interprofessional Relationship,Foreign Countries

Four university lecturers at an Australian university have been undertaking an action research project for almost two years to improve first year mathematics teaching. The project is analysed here through the single idea of &quot;connection&quot;. Making new connections or changing the nature of existing connections with colleagues and especially with students is leading to different ways of teaching. Beliefs and practices that had remained, until now, unexamined, are being abandoned, modified, or at the very least, questioned.
Stories from the Classroom: The Developing Beliefs and Practices of Beginning Primary Mathematics Teachers
Author: Brady, Kathy
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Beginning Teachers,Elementary School Mathematics,Elementary School Teachers,Beliefs,Educational Practices,Classroom Techniques,Inquiry,Interviews,Teacher Role,Learning Processes,Student Characteristics,Sustainability,Personal Narratives

This study examines the developing beliefs and practices of six beginning primary teachers. Their accounts reveal practices indicative of contemporary approaches to teaching and learning in mathematics. Additionally, a consistency appears to exist between the beliefs and practices of the beginning teachers, and the ideals for mathematics teaching formed during pre-service education. This is noteworthy as it is contrary to the literature that has described how the challenges of beginning teaching can have a significant negative impact on preexisting beliefs and classroom practices.
Designing Synchronous Online Interactions and Discussions
Author: Brown, Barb
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Synchronous Communication,Computer Mediated Communication,Web Based Instruction,Teacher Student Relationship,Communities of Practice,Electronic Learning,Teleconferencing,Higher Education,Educational Strategies,Learner Engagement,Foreign Countries

With increased improvements to technology for online teaching, synchronous instruction continues to grow. Increasing student interaction has been an important component to enhance a sense of community in online learning and improve student satisfaction. There is a paucity of research on how to effectively manage online interaction and increase student engagement during synchronous sessions. Three instructors draw on their online teaching experience and discuss how they maximize student interaction during synchronous online discussions according to elements of a community of inquiry. [This paper was published in: &quot;Proceedings of the IDEAS: Designing for Innovation,&quot; p51-60. Calgary, Canada: University of Calgary (2016).]
Culminating Experience Action Research Projects, Volume 18, Part 1, Spring 2016
Author: McAllister, Deborah A., Ed.
Date: 2017-03-00
Type: Reports - Research
Subjects: Teacher Education Programs,Masters Programs,Action Research,Student Projects,Cognitive Style,Physical Education,Direct Instruction,Teaching Methods,Inquiry,Secondary School Science,Science Instruction,High School Students,Phonemes,Phonemic Awareness,Reading Instruction,Reading Achievement,Kindergarten,Athletics,Participation,Physical Fitness,Athletes,Teacher Attitudes,Dropouts,Teacher Role,Dropout Prevention,English Language Learners,Academic Achievement,Success,Inclusion,Special Classes

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2016 (part 1), are presented. This Action Research Project includes: (1) Differentiating Learning Styles in the Physical Education Classroom (Sean Boyle); (2) Direct Instruction Versus Inquiry-based Learning: Impact on Knowledge and Understanding in High School Science Students (Jonathan Eaves); (3) The Effect of Supplemental, Explicit Phoneme Awareness Instruction on the Reading Achievement of Kindergarten Emerging Readers and Nonreaders (Sara Lynch); (4) A Study of the Number of Sports and Hours Spent Participating on the Physical Fitness of an Athlete (Craig Ryan); (5) Teachers' Perspectives on the High School Dropout Problem and What Role They Can Play to Help Prevent It from Happening (Jessica Sage); and (6) An Ex-Post Facto Study of English Language Learners' Academic Success Based on Participation in Inclusion or Exclusion Classroom Models (Aubrey Shields). (Individual papers contain references, figures, and appendices.) [For &quot;Culminating Experience Action Research Projects, Volume 17, Fall 2010,&quot; see ED518907. Abstract modified to meet ERIC guidelines.]
Child Poverty Higher and More Persistent in Rural America. National Issue Brief Number 97
Author: Schaefer, Andrew
Date: 2016-00-00
Type: Reports - Research
Subjects: Poverty,Rural Areas,Children,Economically Disadvantaged,Rural Urban Differences,Minority Group Children

The negative consequences of growing up in a poor family are well known. Poor children are less likely to have timely immunizations, have lower academic achievement, are generally less engaged in school activities, and face higher delinquency rates in adolescent years. Each of these has adverse impacts on their health, earnings, and family status in adulthood. Less understood is how the experience of poverty can differ depending on the community context. Being poor in a relatively well-off community with good infrastructure and schools is different from being poor in a place where poverty rates have been high for generations, where economic investment in schools and infrastructure is negligible, and where pathways to success are few. The hurdles are even higher in rural areas, where low population density, physical isolation, and the broad spatial distribution of the poor make service delivery and exposure to innovative programs more challenging. This brief looks at both the incidence of high child poverty (20 percent or greater) over the past three decades and at the places where such high child poverty has &quot;persisted&quot; for all of those decades (see Box 1 for definitions of high and persistent child poverty). Our analysis documents both that the incidence of high child poverty is growing nationwide and that rural America includes a disproportionate share of children living in counties characterized as having persistent high child poverty.
Limited Access to AP Courses for Students in Smaller and More Isolated Rural School Districts. National Issue Brief Number 80
Author: Gagnon, Douglas J.
Date: 2015-00-00
Type: Reports - Research
Subjects: Access to Education,Advanced Placement Programs,Rural Schools,School District Size,High School Students,Suburban Schools,Enrollment Rate,School District Wealth,Success

This brief assesses trends in access to, enrollment in, and success in Advanced Placement (AP) coursework in relation to school district poverty, racial composition, and urbanicity. It uses data merged from the 2011-2012 Civil Rights Data Collection (CRDC), the 2012 Small Area Income and Poverty Estimates (SAIPE), and the 2010 Decennial U.S. Census. Authors Douglas Gagnon and Marybeth Mattingly report that nearly one-half (47.2 percent) of rural districts have no secondary students enrolled in AP courses, compared with only 20.1 percent of town, 5.4 percent of suburban, and 2.6 percent of urban districts. Remote rural districts with small populations are nearly ten times less likely to offer access to AP courses than are larger rural districts on the fringe of urbanized areas. Even in districts that have some access to AP coursework, the proportion of students enrolled in an AP course in urban and suburban districts is roughly double that in town and rural districts. Students in more affluent districts have higher success rates than those in less affluent districts, regardless of place type.
Exclusionary Discipline Highest in New Hampshire's Urban Schools: Suspension and Expulsion Found to Disproportionately Affect Disadvantaged Students. Regional Issue Brief Number 46
Author: Gagnon, Douglas J.
Date: 2016-00-00
Type: Reports - Research
Subjects: Urban Schools,Suspension,Expulsion,Disproportionate Representation,Disadvantaged Youth,Males,Minority Group Students,Low Income Students,Disabilities,Homeless People,Trend Analysis,Elementary Schools,Middle Schools,High Schools

Exclusionary school discipline--that is, suspension and expulsion--disproportionately affects already disadvantaged students on both the national and state levels. In New Hampshire, students attending larger urban schools, male students, students of color, students eligible for free and reduced-price lunch, students with disabilities, and homeless students are more likely to experience exclusionary school discipline, although racial disparities appear to stem largely from the greater racial diversity at the urban schools that use this type of discipline at higher rates with all students. Previous research indicates that exclusionary discipline and the resulting loss of classroom time is associated with poorer academic outcomes. Therefore, regardless of the precipitates of exclusionary discipline, it is worth exploring the extent to which exclusionary discipline is experienced among New Hampshire students.