ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Posttraumatic Stress Disorder Treatment Component
Author: Zajac, Jennifer J.
Date: 2007-09-00
Type: Reports - Research
Subjects: Program Effectiveness,Posttraumatic Stress Disorder,Quasiexperimental Design,Residential Programs,Delinquency,Females,Institutionalized Persons,Program Evaluation,Outcomes of Treatment,Comparative Analysis

The focus of this evaluation study is the Posttraumatic Stress Disorder Residential Treatment Curriculum [PTSD RTC]) to treat PTSD in female juvenile offenders. The overall purpose of the evaluation was to assess the implementation of the PTSD RTC at treatment facilities with female juvenile offenders and to evaluate the effect of the intervention on participants. The evaluation was designed to examine both process and outcome issues, including an examination of the implementation of the PTSD treatment groups, a curriculum review, and an assessment of treatment effectiveness. To investigate treatment effectiveness, the authors utilized a quasi-experimental design in which residential treatment facilities that chose to conduct PTSD RTC groups (treatment sites) were compared with residential treatment facilities that chose not to conduct PTSD RTC groups (comparison sites). The authors believe that the PTSD RTC is a strong curriculum with great potential. By addressing the issues that were revealed through this study, the PTSD project leaders will increase the likelihood that facilities will be able to implement the PTSD RTC as intended thereby allowing researchers to conduct the thorough evaluation that the program deserves. Appended are: (1) PTSD RTC Logic Model; (2) PTSD RTC Goals and Objectives; (3) Process Reports; (4) Consent Documents; and (5) Evaluation Instruments. (Contains 5 figures, 1 table, and 10 footnotes.)
Gender Discrimination in Educational Personnel: A Case Study of Gweru Urban District Secondary Schools, Zimbabwe
Author: Matope, Nogget
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Access to Education,Educational Administration,Secondary Schools,Gender Discrimination,Sex Fairness,Foreign Countries,Males,Conferences (Gatherings),Case Studies,Urban Schools,Educational Environment,Surveys,Questionnaires,Interviews,Women Faculty,Women Administrators,Equal Opportunities (Jobs)

Gender discrimination in educational institutions persists, despite the vigorous pursuit of policies and programmes to reduce the varying degrees of gender inequity in Zimbabwe. Zimbabwe is a signatory to international agreements and conventions which promote gender equity with a thrust towards increased access to education for girls and females. The creation of a healthy educational and social environment in which all people irrespective of gender are encouraged to fully utilize their skills and talents would be an effective tool to eliminate discriminatory practices and tendencies in the education system. Using a survey design and document analysis, this study investigated the practices perceived to constitute discrimination among educational personnel in secondary schools in Gweru Urban District. A total of 120 educational personnel drawn from 12 secondary schools responded to questionnaire and a sample out of 20 with face-to-face interviews. Analyzed data revealed that gender discrimination in learning institutions exists and is manifested in the appointments, promotion and assignment of duties and responsibilities. As a result, women seem to be negatively affected, in the low uptake of administrative positions. The government and the Ministries of Education need to implement professional development programmes on gender issues which raise awareness on the status, role, and contribution of both females and males in education and educational management. This effort would promote a cultural climate, within which females see themselves as leaders and males see women as capable leaders and decision-makers. This effort would promote gender equality and gender empowerment, and minimize gender prejudices in educational institutions. It is envisaged that this would help build a critical mass of females in decision-making processes as well as gender equity initiatives which are visible and vibrant with gender disaggregated data available in all educational institutions.
Differences in the Policies, Programs, and Practices (PPPs) and Combination of PPPs across Turnaround, Moderately Improving, and Not Improving Schools
Author: Herman, Rebecca
Date: 2012-00-00
Type: Reports - Research
Subjects: Policy Analysis,Educational Practices,Instructional Leadership,Accountability,Data,Teacher Education,Principals,Online Surveys,Standardized Tests,Longitudinal Studies,Data Analysis,Comparative Analysis,School Statistics,School Turnaround,Improvement Programs,Elementary Schools,Middle Schools,Teacher Effectiveness,Educational Policy,Educational Change,Academic Achievement,Achievement Gains

The TALPS study aims to build on the existing research base to develop promising methodologies to identify chronically low-performing and turnaround schools, as well as to identify promising strategies for turning around chronically low-performing schools. By looking specifically at schools identified as turnaround, in comparison to nonturnaround schools, this study may help discern what lessons from prior research apply to turnaround efforts and what unique solutions--and challenges--are associated with turnaround. The TALPS study was composed of Study I and Study II. Study I focused on identifying turnaround schools, as distinct from moderately improving (MI) and not improving (NI) schools. Study I used student-level data from Florida, North Carolina, and Texas, spanning Grades 3 to 8 for the six school years between 2002-03 and 2007-08. The authors focused on student scores on state accountability assessments in reading/language arts and mathematics. They examined both achievement level (at a given grade level) and growth (progress students make as they move from one grade to the next). The Study I identified 1,042 schools as CLP, including TA, MI, and NI schools, which were the population of Study II sample. Study II sought to examine whether particular policies, programs, and practices (PPPs) occurred more often in turnaround (TA) schools than in nonturnaround (moderately improving and not improving) schools. It appears from this study that (1) accountability pressures and support from the district combined with (2) strong instructional leadership, (3) strategic staffing (i.e., strategic recruitment, assignment, and &quot;counseling out&quot; of ineffective staff), (4) intensive professional development, and (5) data use focused on identifying and assisting struggling students are key components of a school's turnaround process. How these components work together and are implemented should be explored further in future real-time, qualitative research efforts. Appended are: (1) References; and (2) Tables and Figures. (Contains 3 exhibits.)
Raising Voices and Choices through Education
Author: Stewart, Tim
Date: 2012-00-00
Type: Journal Articles
Subjects: Public Education,Privatization,Commercialization,Ideology,Beginning Teachers,Equal Education,College Admission,Social Stratification,Work Environment,College Faculty,Job Security,Social Mobility,Access to Education,Educational Change,Unions,Collective Bargaining

This brief article posits that the drive to privatize public services in the US (United States) coupled with growing economic inequality are now so extreme that they threaten a cornerstone of American liberal democracy--quality public education. The argument rests on the assumption that there is such a concept as "the public good". This idea of civic-mindedness is used to contrast examples from education of the rampant marketization of all aspects of contemporary society. The market view of life is an ideological belief that everything can and should be valued in monetary terms. However, quality public education, is assumed to promote a collective sense of civic awareness that operates on a different ideological plane from market values, which promote a narrow agenda of self interest above all else. Viewing schools as workplaces, the article looks at the growing influence of market values in education and highlights the potential threat to democratic society inherent in this influence.
Accreditation Policies of Turkey in Primary and Secondary Education
Author: Furuzan, Verda Gizem
Date: 2012-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Scientific Research,Foreign Countries,Compliance (Legal),Elementary Education,Educational Policy,Educational Quality,Private Schools,Teacher Attitudes,Interviews,Student Attitudes,Standards

Turkey's quality of education is being improved in order to become a member of EU (European Union), and Turkey is following the EU's system of educational policies. In the field of education, to encourage teaching and learning, accreditation process is used. It helps programs improve and be accountable for their quality. Accreditation provides students, organizations, governments, and professionals with the security of knowing that complaints about an institution, its curriculum, policies, and staff will be reviewed, monitored, and forwarded to the proper offices for their review and necessary corrective action. The main purpose of this study is to determine how effective the accreditation policies and applications in primary and secondary schools of Turkey. For this purpose, a private elementary school was selected according to its number of students and the year of accreditation. It is one of the oldest schools that were accredited by CIS (Council of International School). To find out the teachers' feeling about accreditation process and its development, the author interviewed 24 teachers (49.7% of total teacher). The interview format was the standardized open-ended interview (scheduled standardized interview), and the same questions are used for all respondents. (Contains 1 table.) [This paper is supported by Marmara University Scientific Research Commission Project (No. EGT-D-140312-0059).]
Understanding Traumatic Stress in Children
Author: Bassuk, Ellen L.
Date: 2006-02-00
Type: Reports - Descriptive
Subjects: Accidents,Stress Management,Caregivers,Homeless People,Well Being,Child Health,Grief,Coping,Psychological Patterns,Guides,Child Development,Human Body,Developmental Stages,Attachment Behavior,Violence,Child Abuse,Terrorism,Natural Disasters

The unexpected loss of a loved one, a car accident, or exposure to a violent experience is familiar to many. Everyone reacts to such events, but the responses vary widely, ranging from numbness and withdrawal, to crying, nervousness, and agitation. Because traumatic events are prevalent, cause profound suffering, and may lead to life altering responses, it is imperative that caregivers have the knowledge and understanding to respond skillfully and compassionately to children who have been exposed to traumatic stress. The National Center on Family Homelessness has compiled this booklet as a resource for caregivers working with children who have experienced traumatic stress. The booklet opens by defining trauma, then looks more closely at acute traumatic stress and complex trauma. For each aspect of trauma, the authors describe the most common developmental effects on children and ways for caregivers to respond to help children heal. To support caregivers, the authors highlight the importance of self-care and provide a list of resources. (Contains 4 online resources.)
A Randomized Controlled Trial of the Impact of the Fusion Reading Intervention on Reading Achievement and Motivation for Adolescent Struggling Readers
Author: Schiller, Ellen
Date: 2012-00-00
Type: Reports - Research
Subjects: Intervention,Reading Instruction,Instructional Effectiveness,Reading Achievement,Reading Motivation,Reading Difficulties,Adolescents,Middle School Students,High School Students,Curriculum Implementation,Reading Programs,Teaching Methods,Program Effectiveness,Reading Strategies,Effect Size,Age Differences,Program Implementation,Fidelity,Reading Teachers

This study estimates the effect of one year of Fusion Reading implementation, a multistrategy intervention, builds on the work of the Strategic Instruction Model's Learning Strategies Curriculum and Xtreme Reading by integrating some of the same strategies (e.g., paraphrasing, visual imagery, and self-questioning for information acquisition; mnemonics for information study; and writing and error monitoring for information expression), focusing on reading, and extending the time frame from 1 to 2 years in duration. Specifically, the study addressed the following: (1) What are the intent-to-treat impacts of the Fusion Reading intervention on the reading outcomes and motivation to read of struggling readers after receipt of 1 year of the intervention?; (2) For which students are the interventions most and least effective?; and (3) In what ways are implementation factors associated with impacts (or lack of impacts) on reading and motivation outcomes? The authors conducted a randomized controlled trial to estimate the effect of Fusion Reading on struggling readers in grades 6 through 10. Students in the intervention condition received the Fusion Reading intervention as a supplemental reading intervention in the 2010-11 school year, whereas students in the control condition engaged in nonliteracy, &quot;business-as-usual&quot; activities. After one year of implementation of a two year intervention, the authors learned that when vocabulary, paraphrasing and word study strategies are explicitly taught by following a specific instructional routine supported by motivation strategies (e.g., setting goals and reading text relevant for the age group), word reading outcomes will significantly improve compared to control middle and high school students. Future research is needed to fully understand whether the intended two year intervention will improve struggling adolescent's reading comprehension outcomes. Appended are: (1) References; and (2) Tables and Figures. (Contains 2 figures and 5 tables.)
Using No Child Left Behind Waivers to Improve English Language Learner Education
Author: Chang, Theodora
Date: 2012-08-31
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Learning,Elementary Secondary Education,Federal Legislation,English Language Learners,Educational Improvement,Improvement Programs,Accountability,Instructional Effectiveness,Instructional Improvement,Instructional Innovation,Special Needs Students,Educational Legislation,Federal Regulation,Position Papers,Content Analysis,Administrative Principles,Proposal Writing,Best Practices

The No Child Left Behind law fundamentally changed the expectations and data that schools should have for their English language learner students. The landmark 1974 Lau v. Nichols Supreme Court case concluded that students who speak English as a second language have a right to a &quot;meaningful education.&quot; But No Child Left Behind--a reauthorization of the Elementary and Secondary Education Act--was the first law to hold schools and districts accountable for the achievement of their English language learner students. In September 2011 President Barack Obama announced that his administration would waive certain Elementary and Secondary Education Act requirements in exchange for reforms proposed by states in four principle areas: (1) Meeting college- and career-ready expectations for all students; (2) Creating state-developed differentiated recognition, accountability, and support; (3) Supporting effective leadership and instruction; and (4) Reducing duplication and unnecessary burden. In this column the author considers the significance of improving instruction for English language learners. In addition, she outlines the ways in which the waiver application review process encourages states to address the needs of English language learner students as part of the first and third principles related to college- and career-ready expectations and to leadership and instruction--the issues related to principle 2 are too extensive to delve into in this column and therefore are not discussed at length. Finally, she highlights the state of New York, which submitted a very detailed and thoughtful waiver application with respect to meeting the needs of its English language learners. As part of her review, the author examined all second-round applications to analyze how well they addressed the needs of English language learners related to principles one and three, though she found that most states lacked detailed plans. Thus, she focuses on New York in this paper, which stood out for its comprehensive approach to the issue. (Contains 22 endnotes.
Performance-Based Funding of Higher Education: A Detailed Look at Best Practices in 6 States
Author: Miao, Kysie
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Finance,Best Practices,Budgets,Metric System,Performance Contracts,Funding Formulas,Benchmarking,Models,Educational History,Educational Objectives,State Policy,Systems Development,Change Strategies,Educational Change,Case Studies

Performance-based funding is a system based on allocating a portion of a state's higher education budget according to specific performance measures such as course completion, credit attainment, and degree completion, instead of allocating funding based entirely on enrollment. It is a model that provides a fuller picture of how successfully institutions have used their state appropriations to support students throughout their college careers and to promote course and degree completion. Furthermore, this funding structure incorporates both enrollment and performance metrics as incentives for colleges to continue to make progress on these important objectives. This brief summarizes the history of performance-based funding in higher education at the state level, outlines in further detail a subset of state experiences, and recommends that states continue to explore performance-based funding options in their higher education systems. (Contains 24 endnotes.)
Unequal Education: Federal Loophole Enables Lower Spending on Students of Color
Author: Spatig-Amerikaner, Ary
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Equal Education,African American Students,Racial Segregation,White Students,Public Education,Federal Government,Access to Education,Civil Rights,Court Litigation,Minority Groups,Racial Discrimination,Expenditure per Student,Educational Finance,State Government,Local Government,Measurement Techniques,Federal Legislation,Educational Legislation,School Districts,Budgets,Resource Allocation

In 1954 the Supreme Court declared that public education is &quot;a right which must be made available to all on equal terms.&quot; That landmark decision in &quot;Brown v. Board of Education&quot; stood for the proposition that the federal government would no longer allow states and municipalities to deny equal educational opportunity to a historically oppressed racial minority. Ruling unanimously, the justices overturned the noxious concept that &quot;separate&quot; education could ever be &quot;equal.&quot; Yet today, nearly 60 years later, our schools remain separate and unequal. Almost 40 percent of black and Hispanic students attend schools where more than 90 percent of students are nonwhite. The average white student attends a school where 77 percent of his or her peers are also white. Schools today are &quot;as segregated as they were in the 1960s before busing began.&quot; We are living in a world in which schools are patently separate. In &quot;Brown&quot; the Court focused on the detrimental impact of legal separation--the fact that official segregation symbolized and reinforced the degraded status of blacks in America. Today's racial separation in schools may not have the formal mandate of local law, but it just as surely reflects and reinforces lingering status differences between whites and nonwhites by enabling a system of public education funding that shortchanges students of color. Separate will always be unequal. But just how unequal is the education we offer our students of color today? This paper answers this question using one small but important measure--per-pupil state and local spending. This fraction of spending is certainly not the only useful measure of educational opportunity. How we spend our money is perhaps more important. But newly released data give us the opportunity to shed new light, specifically on inequity in spending from state and local sources. The new dataset is appended. (Contains 5 tables, 7 figures and 76 endnotes.)
The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending
Author: Baker, Bruce D.
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Equal Education,Educational Finance,Educational Equity (Finance),Taxes,State Aid,School Districts,Resource Allocation,Poverty,Socioeconomic Influences,Funding Formulas,Local Government,Income,Expenditure per Student

In the education world, the existence of funding inequities has long been a known fact, but the sources of these inequities have not always been obvious. Typically, local property tax variation has been blamed as the sole, or at least primary, cause of inequalities and called for greater state funding as the solution. In practice, however, it is seen that states providing a large share of state aid are not necessarily more equitable in their distribution of school funding. There must therefore be more to the story behind funding inequities. This report tries to provide a fuller picture of the problem so that more is known about what stands in the way of equity. The two chapters that follow explore stealth inequities in school finance, which are defined as often-overlooked features of school funding systems that tend to exacerbate inequities in per-pupil spending rather than reduce them, and that do so in a way that favors communities with the least need. This report begins by identifying those states where combined state and local revenues are systematically lower in higher-poverty districts--that is, states with &quot;regressive&quot; school funding distributions. Based on this analysis, the authors focus on six states--Illinois, Texas, New York, Pennsylvania, Missouri, and North Carolina--where children attending school in higher-poverty districts still have substantially less access to state and local revenue than children attending school in lower-poverty districts. With these states in mind, the authors then go beyond recent reports on school funding inequities to uncover some nontraditional causes of these imbalances. The first chapter, &quot;How State Aid Formulas Undermine Educational Equity in States,&quot; written by Rutgers University professor Bruce Baker, explores how state aid formulas--often designed to promote equity and adequacy--can work against their own stated objectives. In the second chapter, &quot;The Role of Local Revenues in Funding Disparities Across School Districts,&quot; written by New York University associate professor Sean P. Corcoran, takes a closer look at the role local revenues play in resource disparities across low- and high-poverty school districts. Appended are: (1) Data compiled for identification model; and (2) Decomposition of inequality in local revenues, by state. (Contains 25 figures, 21 tables and 94 endnotes.)