ethanporcaro/eric-fulltext-meta huggingface dataset:
Speak up at School: How to Respond to Everyday Prejudice, Bias and Stereotypes. A Guide for Teachers
Author: Willoughby, Brian
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Teaching Methods,Stereotypes,Bias,Teaching Guides,Language Usage,Role Playing,School Policy,Humor,Skill Development,Interpersonal Competence

Many of the questions received by the magazine column "Ask Teaching Tolerance" are from educators seeking advice about how to respond when someone--a student, a colleague, even a parent--uses biased language or stereotypes in school. This booklet is a response to these questions. It's for educators who want to develop the skills to speak up themselves and who want to help their students find the courage to speak up too. What exactly is biased language, one might ask? Slurs, put-downs and other negative labels, of course. Educators know these can start as early as kindergarten when, for instance, a boy is teased about being "girly" because he like dolls. And everyone is too familiar with the queasy feeling that comes when a colleague makes a joke that relies on stereotypes for its humor. No single word covers all this ground. In this guide, the authors refer to it as biased language, and to the larger problem as bias. Educators know that many, if not most, of these remarks are said in ignorance, but that some reflect real hostility. This guide is for the adults in the school. It offers advice about how to respond to remarks made by students and by other adults and gives guidance for helping students learn to speak up as well. The authors believe that modeling the kind of behavior they want from students is one of the most effective ways of teaching it. They also know that schools are hierarchies, for the adults and for the students. Appended are: (1) For Students; (2) Role-playing; (3) Changing School Policies and Taking Action; and (4) Resources. [Contributors include Nancy Brakke, Amber Makaiau, Vanessa D'Egidio, Tracy Oliver-Gary, Sonia Galaviz, Dan Rubin, Barbara Hemann, and Christine Sipes.]
Gender Doesn't Limit You! A Research-Based Anti-Bullying Program for the Early Grades
Author: Lamb, Lindsay
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Social Development,Teaching Methods,Racial Attitudes,Bullying,Internet,Sex Stereotypes,Gender Issues,Young Children,Social Isolation,Peer Relationship,Social Bias,Resilience (Psychology)

In 2006, educators at St. Francis School in Austin, Texas, teamed up with researchers from the Gender and Racial Attitudes Lab at the University of Texas at Austin to examine ways to counteract gender bullying among young children. The project team tested a traditional multicultural technique--using literature to challenge gender stereotypes--against a more experimental one--teaching students catchphrases to interrupt gender bullying. The latter approach produced far greater effects on students' gender attitudes and significantly increased their willingness to take a stand against gender bullying. This curriculum presents six lesson plans that served as the basis of the St. Francis study. Each addresses a particular form of gender bullying: (1) Peer Exclusion; (2) Role Exclusion; (3) Teasing about Gendered Activities; (4) Biased Judgments; (5) Gendered Beliefs; and (6) Highlighting Gender. The lessons are sequenced to introduce the problem, teach students a catchphrase and then practice using the response. [This paper was published in partnership with the Gender and Racial Attitudes Lab of the University of Texas at Austin.]
Prom Night in Mississippi: A Teacher's Guide with Standards-Based Lessons for Grades 7 and up
Author: Holladay, Jennifer
Date: 2009-07-00
Type: Guides - Classroom - Teacher
Subjects: United States History,Civil Rights,Racial Segregation,High School Seniors,Dance,Dating (Social),Recreational Activities,High Schools,Social Life,Social Development,Racial Relations,Film Study,Traditionalism,Change,Intimacy,Fear,School Culture,Student Diversity,Educational Games,Lesson Plans,Thinking Skills,Nonprint Media,Teaching Guides,Secondary Education

When Morris Dees was a young man in Alabama, the law said that black people couldn't drink from the same water fountain as white people, or sit at the same lunch counter. Back then, the government created and sanctioned divisions between human beings. The Civil Rights Movement changed all of that, of course, and ended state-mandated apartheid in America. But &quot;Prom Night in Mississippi&quot; serves as a powerful reminder that, despite those gains, many Americans live segregated lives. The film tells the story of children at Mississippi's Charleston High School, who receive a challenge from Oscar-winning actor Morgan Freeman: Are they willing to end the community's longstanding tradition of holding segregated proms? &quot;Prom Night in Mississippi&quot; is at once heart-breaking and inspiring. Harsh lessons of division and racial intolerance infect the lives of Charleston High's students. This teacher's guide is designed to help make the film an even more powerful and transformative experience for students. These lesson plans support the development of higher-order thinking skills and draw upon students' prior knowledge and life experiences. They support the use of small groups, pointing students toward a shared goal and building a sense of community in the classroom. This guide is aligned to core standards and benchmarks and purposefully supports the acquisition of key skills and knowledge in multiple subject areas, from language arts to U.S. history to civics to mathematics. It places particular emphasis on adolescent literacy. (Contains 5 resources.)
Beyond the Golden Rule: A Parent's Guide to Preventing and Responding to Prejudice
Author: Williams, Dana
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Developmentally Appropriate Practices,Interpersonal Competence,Social Cognition,Parents as Teachers,Parent Materials,Child Rearing,Parent Role,Social Justice,Bias,Disabilities,Social Attitudes,Expertise

Whether one is a parent of a 3-year-old who is curious about why a friend's skin is brown, the parent of a 9-year-old who has been called a slur because of his religion, or the parent of a 15-year-old who snubs those outside of her social clique at school, this book is designed to help teach children to honor the differences in themselves and in others--and to reject prejudice and intolerance. Three age-specific sections feature everyday parents sharing personal stories about the challenges and rewards of raising children in today's diverse world. Psychologists, educators and parenting experts offer practical, age-appropriate advice to help integrate lessons of respect and tolerance in day-to-day activities. And a final section offers guidance for reflecting upon one's own biases, and how those biases affect one's parenting.
Civil Discourse in the Classroom
Author: Shuster, Kate
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Access to Information,Mass Media Effects,Opinions,Evidence,Delivery Systems,Information Dissemination,Communication Skills,Communication Strategies,Cognitive Processes,Difficulty Level,Persuasive Discourse,Discourse Analysis,Speech Communication,Debate,Evaluative Thinking,Classroom Environment,Discussion (Teaching Technique)

We live in a climate ripe for noise: Media outlets and 24-hour news cycles mean that everyone with access to a computer has access to a megaphone to broadcast their views. Never before in human history has an opinion had the opportunity to reach so many so quickly regardless of its accuracy or appropriateness. Of course, it's difficult to hear anything when everyone has a megaphone. For young people trying to learn how to speak and listen, this is an especially complicated business. Educators are well positioned  to provide a counterweight to this loudest-is-best approach. Speaking in a classroom or school environment is not the same as speaking in the outside world. Schools and classrooms strive to be safe places where students can exchange ideas, try out opinions and receive feedback on their ideas without fear or intimidation. This curriculum will introduce basic tools for teaching civil discourse. It is not subject-specific; on the contrary, these tools of argumentation and discussion lend themselves to any subject in any classroom.
Best Practices: Engaging Limited English Proficient Students and Families. A Teaching Tolerance Guide
Author: Southern Poverty Law Center
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Immigration,School Demography,School Districts,Limited English Speaking,English Language Learners,Educational Needs,Best Practices,Translation,Educational Environment,Parent School Relationship,Social Attitudes,Social Support Groups,School Culture,Supplementary Education,Second Language Learning,Guidance

Fueled by two decades of historic immigration, American demographics are changing. Many school districts are often ill prepared to meet the needs of limited English proficient (LEP) students and families. This Teaching Tolerance booklet points administrators to best practices in the effort to create a supportive learning environment for all students. Here, the authors provide guidance for creating a comprehensive communication plan that puts LEP parents on equal footing with English-speaking parents. The tips will help steer clear of discrimination during student registration and create a leadership checklist to help staff make sure the school environment is welcoming to English language learners (ELLs) and their families. (Contains 6 resources.)
Teaching the Movement: The State Standards We Deserve
Author: Shuster, Kate
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Civil Rights,United States History,African Americans,Knowledge Level,Low Achievement,High School Seniors,State Standards,Academic Standards,Models,Graduation Requirements,Social Studies,Curriculum Development,Best Practices

The September 2011 report, &quot;Teaching the Movement: The State of Civil Rights Education in the United States 2011,&quot; was prompted by the news that American high school seniors knew little about the civil rights movement. Knowing that low expectations often contribute to poor student achievement, the report took a close look at the content requirements set by each state. The study showed that most states failed to require teaching about the civil rights movement. It called for states to improve their standards and raise expectations of what students should learn. While the forest may not be in good condition overall, this report shows that many of its trees are alive and well. With some care and relatively straightforward modifications, most states can easily transform their existing standards into outstanding requirements. The four models here show different approaches that are applicable to every state. In a world where classroom time, especially social studies instructional time, is increasingly at a premium, it is sometimes tempting to opt for breadth of coverage instead of depth. These standards show that states and teachers do not need to make that choice when it comes to one of America's most important historical events. Small changes and attention to detail avoid overburdening teachers while setting the high expectations that their students deserve. (Contains 16 endnotes and 2 footnotes.)
Best Practices: Creating an LGBT-Inclusive School Climate. A Teaching Tolerance Guide for School Leaders
Author: Southern Poverty Law Center
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: School Culture,Inclusion,Social Attitudes,Homosexuality,Sexual Orientation,Sexual Identity,Social Bias,Gender Issues,Best Practices,Bullying,Educational Policy,Educational Environment,Social Support Groups,Prosocial Behavior,Teacher Student Relationship,Student School Relationship,Administrator Responsibility,Educational Practices

Schools are places of learning and also miniature societies. The climate of a school has a direct impact on both how well students learn and how well they interact with their peers. Teachers and administrators work hard to make their classrooms welcoming places where each student feels included. But despite these efforts, students who are--or who are perceived to be--lesbian, gay, bisexual and/or transgender (LGBT) continue to face a harsh reality. Studies have shown that creating a supportive environment for LGBT students improves educational outcomes for all students, not just those who may identify as LGBT. And remember, it's not about politics--it's about supporting students. Any educator, regardless of his personal beliefs, can be a resource for LGBT students. It all starts with awareness. Often educators are unsure how to support their LGBT students in a meaningful way. These best practices were compiled to give school leaders the knowledge they need to create a climate in which their most vulnerable students feel safe and valued. Through inclusive policies and nurturing practices, administrators, counselors and teachers have the power to build an educational environment that is truly welcoming to all students. (Contains 5 resources.)
Teaching the Movement: The State of Civil Rights Education in the United States 2011
Author: Shuster, Kate
Date: 2011-09-00
Type: Reports - Evaluative
Subjects: Civil Rights,United States History,Court Litigation,Knowledge Level,Low Achievement,High School Seniors,African Americans,National Competency Tests,State Standards,Academic Standards,Differences,Value Judgment,Opportunities,Educational Improvement,State Programs,Program Evaluation,Models,Curriculum Development,Graduation Requirements,Social Studies

The National Assessment of Educational Progress--commonly called &quot;The Nation's Report Card&quot;--tells a dismal story: Only 2% of high school seniors in 2010 could answer a simple question about the U.S. Supreme Court's landmark &quot;Brown v. Board of Education&quot; decision. And it's no surprise. Across the country, state educational standards virtually ignore civil rights history. Generally speaking, the farther away from the South--and the smaller the African-American population--the less attention paid to the civil rights movement. Sixteen states do not require any instruction whatsoever about the movement. In another 19, coverage is minimal. In almost all states, there is tremendous room for improvement. As the nation prepared this year to dedicate a monument to its greatest civil rights champion, the Southern Poverty Law Center undertook a comprehensive review--the first of its kind--of the coverage accorded the civil rights movement in state educational standards and curriculum frameworks. This report sets out the results of that review. It provides a national report card on the state of civil rights education in the country. Most states, unfortunately, get a failing grade. Detailed results for each of the 50 states and the District of Columbia are appended. (Contains 1 figure, 3 tables, and 22 endnotes.) [Foreword by Julian Bond.]
Reversing Course in Pennsylvania Higher Education: The Two Tiers in Faculty Pay and Benefits and a Way Forward
Author: Brill, Deidre
Date: 2010-00-00
Type: Reports - Research
Subjects: Higher Education,Employment Patterns,College Faculty,Tenure,Adjunct Faculty,Nontenured Faculty,Public Colleges,Undergraduate Study,College Instruction,Educational Finance,Fringe Benefits,Unions,Employees

Over the last generation, the instructional staffing system in U.S. higher education has experienced a significant reduction in the proportion of jobs for full-time tenured and tenure-track faculty members and a dramatic growth in &quot;contingent&quot; instructors--full-time non tenure track, part-time/adjunct faculty and graduate employees. About 70 percent of the people teaching in U.S. colleges today hold these temporary jobs, which lack tenure or a chance to become tenured. A recent study commissioned by the American Federation of Teachers and conducted by JBL Associates found that contingent faculty members now teach approximately half of all undergraduate public college courses in the United States. Contingent faculty members comprise an important component of the teaching force. They often bring unique experience and specialized knowledge to the classroom. Contingent faculty members, however, are not compensated proportionately for their contributions, and typically receive low pay and inadequate employment benefits, such as pensions and health insurance. While the growing reliance on contingent faculty is well established nationally, little detailed information exists on higher education staffing in particular states and individual higher education institutions. To begin addressing the lack of state-level data, this report extends recent research on higher education staffing trends to public institutions in one state--Pennsylvania. The report describes how Pennsylvania's public colleges and universities employ and compensate full- and part-time/adjunct faculty members and graduate employees to teach undergraduate courses. It documents Pennsylvania's system-wide reliance on contingent instructors and the disproportionately low salaries associated with part-time instructional employment. Appended are: (1) Keystone PA Higher Education Survey; (2) Data Source by Institution. (Contains 11 tables, 3 figures, and 18 footnotes.)
Higher Education Institutional and Program Evaluations in Taiwan and the Emerging  Roles of Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT)
Author: Lee, Lung-Sheng
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Higher Education,Quality Assurance,Institutional Evaluation,Vocational Education,Foreign Countries,Change Agents,Educational Change,Program Evaluation,Accreditation (Institutions),Outcomes of Education,Total Quality Management,Influences,Evaluation Methods,Educational Legislation,Federal Legislation

Post-secondary education institutions in Taiwan are divided into two tracks, general higher education (HE) and technological and vocational education (TVE). The evaluation of all universities/colleges is mandated by the University Act. Higher education institutions receive mandated institutional evaluation every six years and program evaluation every five years. The purpose of this paper is to briefly introduce the status of higher education institutional and program evaluations in Taiwan as well as the emerging roles of the Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT). Both institutional and program evaluations are accreditation-oriented, adopting the PDCA (Plan-Do-Check-Act) cycle with an emphasis on institutional and program self-positioning, student learning outcome, and mechanism for continuous improvement. As the third-party planner and implementer of higher education institutional and program evaluations, HEEACT has conducted internal and external assessments as well as entrusted third-party meta-evaluation to assure its quality of work. Faced with the emerging challenges, such as the Ministry of Education's new policy on requiring some universities/colleges to implement self-conducted external evaluation in replacement of the third-party program evaluation, HEEACT has to alter its roles and becomes a Critical Friend of higher education institutions and programs, a Change Agent of higher education institutional and program evaluation, and an Effective Facilitator of the international exchanges and cooperation on quality assurance and mutual recognitions of national qualifications. (Contains 3 figures.)
Runaway Spending: Private Contractors Increase the Cost of School Student Transportation Services in Pennsylvania
Author: Price, Mark
Date: 2012-03-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Student Transportation,Costs,State Programs,Outsourcing,Statistical Significance,Privatization

This study examines the cost of transportation services for Pennsylvania's school districts, focusing especially on the impact on costs of contracting out. Using data from the Pennsylvania Department of Education from 1986 to 2008, the study statistically analyzes total costs, the costs to the state, and the costs to local school districts. On average 72% of transportation services were contracted out by Pennsylvania school districts in 2008, up from 62% in 1986. Findings include: (1) Contracting out significantly increases total costs; (2) Contracting out also increases costs to the state, in part because the state reimburses contracted transportation services at a higher rate than district self-provided services; and (3) For local school districts, there is no statistically significant difference (at the 5% level) between what they pay for transportation services when they contract out versus when they self-provide transportation--in effect, the more generous state reimbursement of contracting out compensates for the increase in total costs. Appended are: (1) Rural and Urban; (2) Results with Enrollment and Students Transported 2004 to 2008; (3) Results with Special Education Enrollment 2001 to 2008; (4) Pennsylvania Association of School Business Officials (PASBO) Student Transportation Benchmarking Survey; (5) School Districts That Privatized between 1992 and 2001; and (6) Contracting Out Shares by School District. (Contains 19 tables, 2 boxes, 1 figure, 26 footnotes.)
Limiting Learning: How School Funding Caps Erode the Quality of Education. Briefing Paper
Author: Wial, Howard
Date: 2004-05-00
Type: Reports - Evaluative
Subjects: Educational Finance,State Legislation,School Taxes,School District Wealth,School Funds,Tax Rates,Public Policy,Tax Allocation,Income,School Districts,Local Issues,Voting

The Pennsylvania legislature is considering a school finance proposal, exemplified by House Bill 113 of the 2003 legislative session, that would shift some school funding away from local property taxes and toward state funds and local income taxes. The proposal would give greater proportional benefits to homeowners with lower property values. A shift toward broader-based and less regressive tax funding of the public schools would be admirable, as would the progressive nature of the proposed property tax relief. However, the proposal has two harmful features: (1) It would do virtually nothing to change the total revenue available to any school district in the state, but would simply replace some revenue that each district currently raises from local property taxes with revenue from local income taxes and additional state funds. In so doing, it would perpetuate Pennsylvania's current, highly inequitable pattern of school funding; and (2) It would impose a limit on increases in school tax rates in each district and prevent districts from obtaining additional revenue from new taxes. A district would be able to override these limits through voter approval in a referendum.One source of evidence is the research literature on outcomes in other states that have imposed limits on school taxes and funding. Although the details of limits imposed vary from state to state and no separate research analyzes proposals exactly like the Pennsylvania proposal, the literature on other states that have imposed limits is the best available gauge of the impact of a similar Pennsylvania proposal. This briefing paper reviews this research literature. (Contains 22 endnotes.)