ethanporcaro/eric-fulltext-meta huggingface dataset:
The Civic Education and Engagement of Latina/o Immigrant Youth: Challenging Boundaries and Creating Safe Spaces. Research Paper Series on Latino Immigrant Civic and Political Participation. Number 5
Author: Seif, Hinda
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Youth,Immigrants,Latin Americans,Hispanic Americans,Citizenship Education,Political Issues,Demography,Citizen Participation,Activism,Civil Rights,Racial Bias,Social Bias,Acculturation,Ethnic Diversity,Cultural Differences,Gender Differences,Age Differences,Immigration,English (Second Language),Socioeconomic Influences,Undocumented Immigrants

As demographics shift and immigration is a hotly contested area of US civic life, the civic preparation and participation of Latin American immigrant youth is becoming increasingly important. The author examines the growing literature on this topic, inquiring into the political and demographic changes that have stimulated this area of inquiry, the challenges of studying this population, and what individuals currently know and what they still need to know about immigrant youth civic engagement and activism. At a time when the struggle for immigrant rights in the US is caught in the crossfire of severe recession and racism, young immigrant activists offer a ray of hope through their modest yet noteworthy successes. Scholarship on their civic engagement sheds light on ways that young people who live on the fault line between nation-states are creatively forging civic identities, claiming political voices, and making an impact. (Contains 144 footnotes.) [Funding for this paper was provided by the University of California All Campus Consortium on Research for Diversity (UC ACCORD), UC Berkeley's Center for Latino Policy Research, UC MEXUS, and the University of Illinois at Springfield.]
From the Classroom to Washington: Einsteins on Education Reform
Author: Hughes, Kent H., Ed.
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,National Standards,Educational Change,Science Teachers,Public Agencies,Mathematics Teachers,Fellowships,STEM Education,Educational Policy

The Woodrow Wilson International Center for Scholars was delighted to host a group of current and former Albert Einstein Distinguished Educator Fellows as they celebrated the 20th anniversary of the fellowship program. Outstanding math and science teachers in America's K-12 schools, the Einstein Fellows spend a year (or sometimes two) working on Capitol Hill or in the science related offices of several federal agencies. The 1990 cohort of Einstein Fellows was part of a growing national concern about the performance of Americas K-12 schools and the lagging performance of American students in mathematics and science. Now, 20 years later they continue to be a part of a growing federal role in seeking excellence and equal opportunity in the nation's schools. The road to effective education reform has been long. Many past efforts will continue to shape the debate around national standards and education reform. The Einstein Fellows have been active in learning from and building upon past education reform as well as helping to shape new policy as the United States moves forward in the hopes of improving the K-12 school system. This report presents a brief history of five decades of education initiatives that have formed a basis on which the Einstein Fellows have built their own efforts at reform. Their professional lives have been affected by a series of reforms; reforms that have both shaped and been shaped by their professional experience. Appended are: (1) Policy Recommendations on the 20th Anniversary of the Einstein Fellowship; (2) H.Res. 1322--Celebrating the 20th Anniversary; (3) Panelists and Featured Guests; (4) Albert Einstein Distinguished Educator Fellows; and (5) Sponsors and Supporters. (Contains 4 figures and 3 tables.)
America's Children: Key National Indicators of Well-Being, 2011
Author: Cook, Traci
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Adoption,Social Indicators,Social Environment,Physical Environment,Child Welfare,Well Being,Family Environment,Economic Factors,Health Services,Safety,Child Behavior,Access to Education,Child Health,Family Structure,Marital Status,Child Care,Immigrants,English (Second Language),Early Parenthood,Child Abuse,Poverty,Family Income,Parents,Employment Level,Food,Health Insurance,Immunization Programs,Dental Health,Environmental Influences,Pollution,Smoking,Water,Hazardous Materials,Housing,Victims of Crime,Injuries,Death,Adolescents,Children,Drinking,Drug Abuse,Sexuality,Delinquency,Reading Aloud to Others,Parent Influence,Reading Achievement,Mathematics Achievement,Course Selection (Students),High School Students,Graduation Rate,College Attendance,Premature Infants,Infant Mortality,Behavior Problems,Emotional Problems,Depression (Psychology),Physical Activities,Eating Habits,Obesity,Diseases

&quot;America's Children: Key National Indicators of Well-Being, 2011&quot; is a compendium of indicators depicting both the promises and the challenges confronting our Nation's young people. The report, the 15th in an ongoing series, presents 41 key indicators on important aspects of children's lives. These indicators are drawn from the most reliable statistics, are easily understood by broad audiences, are objectively based on substantial research, are balanced so that no single area of children's lives dominates the report, are measured regularly so that they can be updated to show trends over time, and are representative of large segments of the population rather than one particular group. This year's report continues to present key indicators in seven domains: family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. The report incorporates several modifications that reflect the Forum's efforts to improve its quality and comprehensiveness. In addition to updating data sources and substantively expanding several indicators, the report presents a special feature on adoption. Appended are: (1) Detailed Tables; and (2) Data Source Descriptions.
Community Monitoring Systems: Tracking and Improving the Well-Being of America's Children and Adolescents. NIH Publication No. 07-5852
Author: National Institute on Drug Abuse (DHHS/PHS)
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Information Systems,Well Being,Children,Adolescents,Public Health,Risk,Predictor Variables,Behavior Problems,Crime,Dropouts,Early Parenthood,Substance Abuse,Antisocial Behavior,Community Involvement,Profiles,Government Role,Federal Government,Local Government,State Government

Monitoring the well-being of children and adolescents is a critical component of efforts to prevent psychological, behavioral, and health problems and to promote their successful development. Research during the past 40 years has helped identify aspects of child and adolescent functioning that are important to monitor. These aspects, which encompass family, peer, school, and neighborhood influences, have been shown to be associated with both positive and negative outcomes for youth. As systems for monitoring well-being become more available, communities will become better able to support prevention efforts and select prevention practices that meet community-specific needs. There is evidence that supports the importance of certain factors for young people to function successfully including academic success and participation in volunteer activities. Research also has identified biological, psychological, and social factors that are associated with negative outcomes in youth; these include substance use, antisocial behavior, risky sexual practices, and academic failure. From a public health perspective, the problems most important to monitor can be chosen based on their prevalence and consequences to youth, their families, and communities. Communities can choose which factors to monitor based on the prevalence and consequences of these factors in their community. This monograph describes Federal, State, and local monitoring systems that provide estimates of problem prevalence; risk and protective factors; and profiles regarding mobility, economic status, and public safety indicators. Data for these systems come from surveys of adolescents and archival records. A list of resources is included. (Contains 2 tables and 7 figures.) [Funding from the National Institutes of Health and Robert Wood Johnson Foundation--coordinated through the National Science Foundation and the Society for Prevention Research--supported the preparation of the original version of this monograph. The original version of this document was written by Patricia Mrazek, M.S.W., Ph.D., Anthony Biglan, Ph.D., J. David Hawkins, Ph.D., and Christine Cody; the edited version was prepared by National Institute on Drug Abuse (NIDA).]
Making Progress through California Multiple Pathways: Findings from the ConnectEd Network of Schools Evaluation 2007-2008--Lessons Learned from Our Grantmaking Programs. Insight
Author: James Irvine Foundation
Date: 2009-09-00
Type: Reports - Research
Subjects: Exit Examinations,High School Graduates,Program Effectiveness,College Bound Students,Learner Engagement,College Preparation,High School Students,Job Training,Apprenticeships,Technical Education,Graduation Rate,Graduation Requirements,Standardized Tests,Student Attitudes,Student Participation,Career Academies,Small Schools

High school students participating in 16 California multiple pathways programs generally graduated at higher rates, met university requirements in greater numbers, performed better on high school exit exams and were more engaged in school and learning. This report summarizes a 2007-2008 study of the ConnectEd Network of Schools, capturing positive results as well as challenges. Results are not considered conclusive, but provide encouragement and insight as Irvine launches a larger-scale demonstration: the California Multiple Pathways District Initiative. The report is also intended to offer insights to funders, policymakers and practitioners who, like Irvine, see great potential in California multiple pathways to help students build a strong foundation for success in college and career--and life. The study was conducted by MPR Associates, Inc., a leading education research and consulting firm. (Contains 4 exhibits.)
Education Reform in Pakistan: Building for the Future
Author: Hathaway, Robert M., Ed.
Date: 2005-00-00
Type: Collected Works - General
Subjects: Economic Development,Terrorism,Elementary Education,Islam,Educational Change,Foreign Countries,Literacy,Theological Education,Church Related Colleges,English (Second Language),Higher Education,Employment,Education Work Relationship,Access to Education

Washington seems to be in a season of worrying--some might say &quot;obsessing&quot;--about the education system in Pakistan. The 9/11 Commission, whose final report has become a fixture on the bestseller lists, has highlighted the links between international terrorism and Pakistan's religious seminaries, or &quot;madaris&quot;, and recommended that the United States support Pakistani efforts to improve the quality of the education it offers its young. The The American government, with the U.S. Agency for International Development as the lead agency, plans to spend tens of millions of dollars this year alone on primary education and literacy programs in Pakistan. The international donor community has been active on this front for decades, but has significantly expanded its activities in recent years. But most of all, Pakistanis themselves have raised the alarm and encouraged this newfound interest in their schools. This volume explores an issue that Pakistanis themselves have identified as vital to their national well-being. Essays include: (1) Educating the Pakistani Masses (Shahid Javed Burki); (2) Education, Employment and Economic Development in Pakistan (Ishrat Husain); (3) Challenges in the Education Sector in Pakistan (Salman Shah); (4) Reform in Higher Education in Pakistan (Grace Clark); (5) Against the Tide: Role of The Citizens Foundation in Pakistani Education (Ahsan Saleem); (6) Reasons for Rage: Reflections on the Education System of Pakistan with Special Reference to English (Tariq Rahman); (7) Education Sector Reforms in Pakistan: Demand Generation as an Alternative Recipe (Jonathan Mitchell, Salman Humayun, and Irfan Muzaffar); (8) Report for Congress on Education Reform in Pakistan; (9) Education in Pakistan and the World Bank's Program (Michelle Riboud); (10) The Punjab Education Sector Reform Program 2003-2006; (11) Pakistan's Recent Experience in Reforming Islamic Education (Christopher Candland); and (12) Pakistan: Reforming the Education Sector. An introduction by Robert M. Hathaway is included. Individual papers contain tables, charts, notes and references.
Preventing Drug Use among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders. Second Edition
Author: Robertson, Elizabeth B.
Date: 2003-10-00
Type: Guides - Non-Classroom
Subjects: Community Leaders,Community Planning,Prevention,Community Action,Drug Abuse,Audiences,Drug Use,Adolescents,Parents,Teachers,Program Development,Guides,Children,At Risk Persons,Health Behavior,Community Involvement,Program Effectiveness,Program Evaluation,Cost Effectiveness,Coping,Resistance (Psychology),Family Relationship,Predictor Variables

In 1997, the National Institute on Drug Abuse (NIDA) published the first edition of "Preventing Drug Use among Children and Adolescents: A Research-Based Guide" to share the latest NIDA-funded prevention research findings with parents, educators, and community leaders. The guide introduced the concept of "research-based prevention" with questions and answers on risk and protective factors, community planning and implementation, and 14 prevention principles derived from effective drug abuse prevention research. Examples of research-tested prevention programs were also featured. The purpose was to help prevention practitioners use the results of prevention research to address drug abuse among children and adolescents in communities across the country. Since then, NIDA's prevention research program has more than doubled in size and scope to address all stages of child development, a mix of audiences and settings, and the delivery of effective services at the community level. The Institute now focuses on risks for drug abuse and other problem behaviors that occur throughout a child's development. This second edition, reflecting NIDA's expanded research program and knowledge base, is more than double the size of the first edition. The prevention principles have been expanded to provide more understanding about the latest research, and principles relevant to each chapter accompany the discussion. Additional questions and answers, a new chapter on community planning, and more information on the core elements in research-based prevention programs have been added. Each chapter ends with a "Community Action Box" for primary readers--parents, educators, and community leaders. As in the first edition, the descriptions of prevention programs are presented as examples of research-based programs currently available. The expanded "Selected Resources" section offers Web sites, sponsored by Federal and private-sector agencies. Some feature registries of effective prevention programs with agency-specific selection criteria and other resources for community planning. The "Selected References" section includes up-to-date books and journal articles that provide more information on prevention research. NIDA hopes that this revised guide is helpful to drug abuse prevention efforts among children and adolescents in homes, schools, and communities nationwide. [For "Preventing Drug Use among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders. Second Edition. In Brief," see ED521517. For the first edition (1997), see ED424525.]
Self Assessment and Discovery Learning
Author: McDonald, Betty
Date: 2011-07-11
Type: Reports - Research
Subjects: Self Evaluation (Individuals),Discovery Learning,Models,Group Activities,Cooperation,College Students

Discovery learning in higher education has been reported to be effective in assisting learners to understand difficult concepts and retain long term information. This paper seeks to illustrate how one self assessment model may be used to demonstrate discovery learning in a collaborative atmosphere of students sharing and getting to know each other. Three research questions were posed to drive the research. A researcher designed instrument was used as the pre activity instrument with which the students worked in collaboration with presentations and break our group activities supported by trained proctors. Results indicated that participants experienced the discovery process through the medium of the designed model. They reported learning to work in a collaborative atmosphere where they appreciated and respected each other. This researcher hopes to stimulate readers to experiment with different models for demonstrating discovery learning. "Measurement, Assessment and Evaluation Activity" is appended. A bibliography is included. (Contains 13 tables.)
Using an Early Warning System to Identify and Support Students at Risk for High School Dropout
Author: National High School Center
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Dropout Prevention,Dropouts,At Risk Students,Student Needs,High School Students,Guides,Predictor Variables,Student Behavior,Computer Software,Data Collection,Attendance Patterns,Grade Point Average,Credits,Academic Failure

The United States high school dropout problem has been called a national crisis, with only 74.9% of public high school students graduating with a diploma in 2008. With states and districts under mounting pressure to raise graduation rates, there is increasing urgency to obtain more accurate and timely data to systematically identify students most likely to drop out of high school so that dropout prevention supports can be offered to get them back on track to graduate. Early warning systems can help educators predict which students may be in danger of dropping out of high school by using indicators based on readily available school-level data (e.g., attendance and course performance). To facilitate the establishment and use of early warning systems across the nation, the National High School Center has developed an" Early Warning System Implementation Guide" and a free downloadable Microsoft Excel-based tool, the "Early Warning System (EWS) Tool v2.0". The EWS Tool v2.0 is based on research on the academic and behavioral predictors of dropout and can be used by schools, districts, and states to identify students who are at risk for dropping out of high school. This brochure details what early warning systems are and how they can be used to identify and support students who are at risk of dropout, and provides a brief overview of the EWS Tool v2.0 and early warning system implementation process. (Contains 4 footnotes.)
Effectiveness of Strategy Training for Struggling English Language Students: Profiles and Results of a Five-year Study
Author: Taylor, Josephine A.
Date: 2011-07-11
Type: Reports - Evaluative
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Adult Learning,Learning Strategies,Study Skills,Academic Support Services,Supplementary Education,Educational Diagnosis,Student Placement,Tutoring,Criteria,Student Characteristics,Teacher Researchers,Participant Observation,Language Skills,Instructional Effectiveness

This study examines a group of approximately 1,100 English as a foreign language students who attended a tutoring program dedicated to training learners in study skills and language learning strategies.  The study covers a five-year period of time during which the tutoring program remained consistent in its focus and organization.  Students identified by teachers as struggling learners were assigned between one and five hours a week of tutoring sessions in addition to regular English classes of ten hours a week.  The tutoring program focused on language learning strategies and study skills as a long-term solution to persistent difficulties learning English.  The data illustrate general tendencies in the kinds of difficulties students exhibited, the content of tutoring sessions, the amount of time spent in tutoring and the results of this process.  Clear patterns emerge in these areas and suggest common traits and treatment of learners.  In terms of actual success of the tutoring program, the study demonstrates that the vast majority of tutees dropped out of the English program before completing all 18 levels.  Nevertheless, the percentage of desertion from the program for tutees is virtually identical to that of the general population, i.e. students who did not attend tutoring.  More importantly, the rate of desertion for the general population is much sharper than that of tutees.  Students who attended tutoring dropped out at a much slower rate than other students, indicating that the tutoring system may have aided these struggling students in terms of their willingness to continue with their learning process. Appended are: (1) Tutoring Information for Teachers; (2) Teachers' Diagnoses and Requests for Tutoring; (3) Formats for Tutoring Sessions; (4) Coding Guidelines; (5) Coding Sheet; and (6) Category Descriptions. (Contains 2 tables.)
Developing and Planning a Texas Based Homeschool Curriculum
Author: Terry, Bobby K.
Date: 2011-07-08
Type: Reports - Descriptive
Subjects: Home Schooling,Curriculum Development,Program Development,Learning Theories,Cognitive Style,School Law,Public Schools,Private Schools,Required Courses,Grammar,Reading Instruction,Handwriting,Mathematics Instruction,Spelling,Citizenship Education,Documentation,Educational Quality,Parent Student Relationship

Texas has some of the lowest SAT scores in the nation. They are ranked 36th nationwide in graduation rates and teacher salaries rank at number 33. The public school system in Texas has problems with overcrowding, violence, and poor performance on standardized testing. Currently 300,000 families have opted out of the public school system in order to pursue the freedom of homeschooling. In June 1994, the Texas Supreme Court upheld the appeal of the Leeper versus Arlington Independent School District. The court held that if students participate in legitimate home schools they are exempt from attending public school. The only requirement for legitimacy is for the curriculum to be in writing and they must teach in a bona fide manner, good citizenship, reading, writing, mathematics and grammar. When families decide to homeschool they must develop a unique curriculum. This paper takes the reader through the five different development phases leading up to and including the basics of developing a homeschool curriculum designed for students in the state of Texas.