ethanporcaro/eric-fulltext-meta huggingface dataset:
Mainstreaming Gender Equality and Empowerment Education in Post-Primary Schools in India. Policy Brief
Author: Sahni, Urvashi
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Equal Education,Gender Bias,Secondary Education,Females,Educational Quality,Curriculum,Social Bias,Social Attitudes,Access to Education,Educational Policy,Legal Responsibility,Transformative Learning,Teacher Role,Consciousness Raising,Single Sex Schools,Teacher Education

Both globally and in India, the discourse around girls' education is particularly charged. There is an urgency as it is now understood that developmental promises cannot be fulfilled unless gender equality is taken seriously. Generally, a complete, high-quality secondary school education for girls is seen as a vital pathway to achieving gender equality. The term &quot;empowerment&quot; is widely used in international development discourse in close conjunction with girls' education and gender equality, and implies a necessary correlation of girls' education with their empowerment. Many scholars and researchers have challenged this assumption noting that simply getting girls into school and ensuring that they finish is not enough. There should be a focus on process, content, and curricula that critically address inequitable social norms and structures. This policy brief recommends including gender studies as an official part of the curriculum in India, along with proper pedagogies, processes, structures, and teacher training.
Working toward a Definition of Infant/Toddler Curricula: Intentionally Furthering the Development of Individual Children within Responsive Relationships. OPRE Report 2017-15
Author: Chazan-Cohen, Rachel
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Infants,Toddlers,Early Childhood Education,Curriculum,Student Needs,Developmentally Appropriate Practices,Interpersonal Relationship,Definitions,Curriculum Development,Curriculum Implementation,Early Intervention,Quality Control,Educational Policy

This brief is an effort to explore the meaning of the word &quot;curriculum&quot; when applied to working with infants and toddlers. The idea for the brief emerged from the early childhood community--specifically two groups of applied researchers funded by the Administration for Children and Families, INQUIRE and NITR. [See insert box on page 12 for more information on these groups]. These groups were getting questions from state policy makers and practitioners about the meaning of the term &quot;empirically based curricula for infants and toddlers,&quot; a requirement for many accountability systems. Questions included concerns about how to conceptualize curriculum in the context of working with infants and toddlers--especially how to incorporate this concept in a way that provides sufficient focus on individualization and the supportive and responsive relationships that are the hallmark of infant/toddler care and education. There was concern that use of a curriculum would by definition be developmentally inappropriate for infants and toddlers. There were also questions about how stakeholders should verify the use of a curriculum for this age group. This brief begins a discussion about the meaning of the term when applied to early education and care programs serving families with infants and toddlers, and focuses especially on how the concept of a curriculum can be incorporated into and used in programs in a way that is developmentally appropriate for this age range. In this brief, the authors aim to provide background and guidance to policy makers and practitioners in the context of this new emphasis on curricula for programs serving infants and toddlers. The authors first look to existing definitions of curricula for infants and toddlers to identify key elements that should be considered (see Tables 1, 2, and 3 in the appendix). They then examine how one might verify the use of a curriculum (see Table 4 in the appendix). This is not a review of existing published curricula. The authors intend this information to be useful to those providing group care and education services in home-based and center-based settings, including to Early Head Start and Migrant and Seasonal Head Start programs, although some of the strategies for verifying curricula use may differ across setting types.
Educational Advocates: A Guide for Parents
Author: Center for Appropriate Dispute Resolution in Special Education (CADRE)
Date: 2017-05-00
Type: Guides - General
Subjects: Parent Role,Child Advocacy,Disabilities,Special Education,Access to Information,Parents,Questioning Techniques

An educational advocate, also known as a parent advocate, child advocate, student advocate, or independent advocate, assists parents of students with disabilities in navigating the complex world of special education. This brief guide will help parents: (1) ask interview questions that will help get an understanding of an advocate's approach to providing support; (2) connect with parent centers in their state; and (3) find additional sources of information about advocacy.
Center for Collegiate Mental Health (CCMH) 2018 Annual Report. Publication No. STA 19-180
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2019-01-23
Type: Reports - Evaluative
Subjects: College Students,Mental Health,School Health Services,School Counseling,Student Needs,Program Effectiveness,Access to Health Care,Information Dissemination,School Policy,Symptoms (Individual Disorders),Models,Counseling Effectiveness,Mental Disorders,Student Characteristics

The 2018 Annual Report summarizes data contributed to the Center for Collegiate Mental Health (CCMH) during the 2017-2018 academic year, beginning July 1, 2017 and ending on June 30, 2018. De-identified data were contributed by 152 college and university counseling centers, describing 179,964 unique college students seeking mental health treatment, 3,723 clinicians, and over 1,384,712 appointments. Among other highlights, this year's report examined the impact of two counseling center policies on treatment outcomes: (1) EMR Sharing Policy: Levels of access to counseling center EMRs by health center staff (none, partial, or open) were not associated with significant differences in symptom reduction during treatment in counseling center clients.; and (2) Clinical Model Policy: Counseling centers that use a treatment model (e.g., students are assigned to a clinician when an opening exists) produced significantly more symptom reduction, provided a significantly greater dosage of treatment (appointments per student), and offered significantly shorter wait-times between appointments than counseling centers that utilized an absorption model. [Additional support for this research comes from the collaborative efforts of approximately 500 university and college counseling centers and the Penn State University Counseling &amp; Psychological Services. For the 2017 report, see ED586224.]
Using the Science of Learning to Redesign Schools
Author: Boser, Ulrich
Date: 2018-10-23
Type: Reports - Evaluative
Subjects: Formative Evaluation,Learning,School Restructuring,Academic Achievement,Educational Experience,Educational Improvement,Teaching Methods,Outcomes of Education,School Readiness

Policymakers and educators need to reimagine the American school experience in order to better improve student achievement. What's more, nearly half of all first-year college students require remediation in English, costing taxpayers roughly $1.3 billion. There are promising practices and research that rethink the school experience in order to ensure students are prepared to compete in the 21st century and that foster the tools for lifelong learning. Within pockets of innovation, many schools are being restructured to fit the needs and interests of students--a practice that's commonly called school redesign. In an attempt to improve outcomes for traditionally underserved students, these redesign efforts test new ways for students to experience school, demonstrate their learning, and earn credit toward graduation. School redesign and the science of learning are each at the center of innovative policy reforms and timely research, and the intersection of these movements can help support the kind of education American students need. This intersection is the focus of this brief, which looks at the ways learning science can support school redesign.
Addressing the Gap between Education Research and Practice: The Need for State Education Capacity Centers
Author: Boser, Ulrich
Date: 2018-06-20
Type: Reports - Descriptive
Subjects: Educational Research,Research and Development,Theory Practice Relationship,Partnerships in Education,State Departments of Education,Barriers,Capacity Building,State Programs

This issue brief attempts to address the research-practice gap in the education space. First, it describes some challenges in applying research to educational practice. It then outlines research-practice partnerships (RPPs)--mutually beneficial collaborations between research scientists and education leaders that can narrow the gap between research and practice. RPPs have proven to be useful in helping leaders improve student outcomes. State education capacity centers would expand these partnerships, as well as direct more government funding beyond the private sector--to instead support RPPs--to serve a larger public good. Finally, the brief proposes the creation of state-level education capacity centers, which would help leaders in state and local education departments use research to inform practice. Education capacity centers would bridge the divide by matching researchers and education leaders; supporting collaborative projects around problems or practice; and engaging practitioners across a given state on the implications of the findings for their districts.
Campus Safety: Improving Prevention and Response Efforts. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, Second Session on Examining Campus Safety, Focusing on Improving Prevention and Response Efforts (July 13, 2016). Senate Hearing 114-791
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2018-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: School Safety,Colleges,Prevention,Violence,Sexual Abuse,Hazing,College Students,Computer Mediated Communication,Bullying,Law Enforcement,Educational Legislation,Federal Legislation,Higher Education

Today, students are making major investments to pursue higher education, which they correctly see as an opportunity to grow and challenge themselves and to develop skills that will better prepare them for their future. While students work hard to succeed in higher education, the last thing they should ever have to worry about is whether they are safe on campus. This hearing of the Committee on Health, Education, Labor, and Pensions examines campus safety, focusing on improving prevention and response efforts. Following opening statements by Honorable Mark Kirk (U.S. Senator from the State of Illinois) and Honorable Patty Murray (U.S. Senator from the State of Washington), the following senators provide statements: (1) Honorable Susan M. Collins, a U.S. Senator from the State of Maine; (2) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; (3) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; and (4) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts. Prepared witness statements are offered by: (1) Rick Amweb, Security Consultant, Security Risk Management Consultants, LLC, Columbus, Ohio; (2) Elizabeth Allan, Executive Director of StopHazing.org and Professor at the University of Maine, Orono, Maine; (3) Melynda Huskey, Interim Vice President of Student Affairs and Dean of Students, Washington State University, Pullman, Washington; (4) Wendy Krisak, Director of The Counseling Center, DeSales University, Center Valley, Pennsylvania; (5) Joseph Storch, Associate Counsel, The State University of New York, Albany, New York; and (6) Jane Clementi, Co-Founder, The Tyler Clementi Foundation, New York, New York. Additional material includes a response to questions of Senator Murray by Joseph Storch.
We the People: The Citizen and the Constitution. Professional Development
Author: Center for Civic Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Citizenship Education,Faculty Development,Civics,Institutes (Training Programs),Summer Programs,Teacher Workshops,Seminars,Teaching Methods

This one-page fact sheet describes &quot;We the People&quot; professional development opportunities. These include: (1) national summer institutes; (2) state and regional workshops, seminars, and institutes; and (3) advanced content seminars. Participants complete academic readings, attend morning lectures, and participate in afternoon sessions dedicated to the content and teaching methods appropriate to the &quot;We the People&quot; curriculum.
We the People: The Citizen and the Constitution. Evaluation Brief
Author: Center for Civic Education
Date: 2019-00-00
Type: Reports - Research
Subjects: High School Students,Citizenship Education,Political Science,Knowledge Level,Civics,Political Attitudes,United States Government (Course),Democratic Values,Constitutional Law,Citizenship Responsibility,Civil Rights

This one-page fact sheet presents findings from a quasi-experimental study to examine the effects of the We the People program on high school students' political knowledge, civic skills, and civic attitudes. The study included 822 program participants who were compared to 735 students in high school government classes with similar demographics. In addition, We the People students' post-survey scores were compared with the scores of 119 political science students at two universities. Participating students made significantly greater gains than comparison students in their understanding of the following: (1) core values and principles of democracy; (2) constitutional limits on governmental institutions; and (3) rights and responsibilities of citizenship.
Education System Alignment for 21st Century Skills: Focus on Assessment
Author: Care, Esther
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Alignment (Education),Educational Assessment,Skill Development,Job Skills,Social Development,Competence,Evaluation Methods,Curriculum,Instruction,Evaluation,Global Approach,Delivery Systems,Foreign Countries,Educational Objectives,Citizenship Education,Sustainable Development,Elementary Secondary Education,Communication Skills,Creativity,Critical Thinking,Problem Solving,Information Literacy,Media Literacy,Barriers,Information Technology,Cultural Influences

There has been a major shift in educational learning goals--as seen most recently by Goal 4.7 of the Sustainable Development Goals--focused on global citizenship education and education for sustainable development. The shift concerns recognition of the need for education systems to equip learners with competencies such as problem solving, collaboration, critical thinking, and communication. The focus on these &quot;21st century goals&quot; is visible in education and curricular reform, and has been promoted by global discussion of changing work and societal needs. This paper describes global, regional, and national examples of this shift, and then focuses on implementation challenges. The paper focuses most explicitly on the issue of assessment but asserts that any major reform in an educational philosophy shift must ensure alignment across the areas of curriculum, pedagogy, and assessment. The paper identifies several challenges to implementation of this educational shift. These include the need for clear understanding of the necessary skills and the need for clear descriptions of what different levels of competencies in skills might look like. The paper identifies possible assessment approaches, using examples to highlight effective strategies for assessment of the skills, while acknowledging the technical difficulties associated with &quot;capture&quot; of behaviors in scoring and reporting them. Following a discussion of the cross-cultural issues relevant to assessment of 21CS, the paper looks at three countries--Australia, Kenya, and the Philippines--to identify how they are approaching the assessment and teaching of 21CS in their basic education sectors. The countries' varied emphases on curriculum, pedagogy, and assessment are of particular interest as a majority of countries around the world explore how to approach these challenges. These examples lead to the conclusion that learning progression models are key to ensuring alignment through the education delivery system. [Support was provided to Brookings by Porticus.]
ESSA Implementation: Perspectives from Education Stakeholders on Proposed Regulations. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, Second Session on Examining Every Student Succeeds Act Implementation, Focusing on Perspectives from Education Stakeholders on Proposed Regulations (July 14, 2016). Senate Hearing 114-801
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2018-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Federal Regulation,Stakeholders,Accountability,Federal State Relationship,School Effectiveness,Educational Indicators,Educational Improvement,Access to Information,Academic Achievement

This hearing is the Committee on Health, Education, Labor, and Pensions' fifth oversight hearing on the law to fix No Child Left Behind. This hearing examines issues in the implementation of the Every Student Succeeds Act (ESSA), focusing on perspectives from education stakeholders on proposed regulations. Following opening statements by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Patty Murray (a U.S. Senator from the State of Washington), the following senators provide statements: (1) Honorable Paul Rand, a U.S. Senator from the State of Kentucky; (2) Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; (3) Honorable Richard Burr, a U.S. Senator from the State of North Carolina; (4) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; and (5) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island. Prepared witness statements are offered by: (1) Stephen L. Pruitt, Ph.D., Commissioner of Education, Kentucky Department of Education, Frankfort, Kentucky; (2) Linda Darling-Hammond, Ed.D., President and CEO at Learning Policy Institute, Charles E. Ducommun Professor of Education Emeritus at Stanford University, Palo Alto, California; (3) Gail Pletnick, Ed.D., Superintendent, Dysart Unified School District, Surprise, Arizona; and (4) Alison Harris Welcher, Director of School Leadership Project L.I.F.T., Charlotte, North Carolina. Additional material includes a response to questions of Senator Murkowski by Alison Harris Welcher and Gail Pletnick.
ESSA Implementation: Update from the U.S. Secretary of Education on Proposed Regulations. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, Second Session on Examining Every Student Succeeds Act Implementation, Focusing on an Update from the Secretary of Education on Proposed Regulations (June 29, 2016). Senate Hearing 114-785
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2018-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Federal Regulation,Accountability,Federal State Relationship,Academic Standards,Equal Education

This hearing explores the accountability rule that the Department of Education proposed on May 31st. This goes to the heart of the law to fix No Child Left Behind. The Federal Government decided that math and reading test results would determine whether schools and teachers were succeeding or failing. The two main concerns of this hearing are: (1) Does the proposed accountability rule actually get the Federal Government back in the business of setting State academic standards?; and (2) Does the proposed accountability rule get the Federal Government back in the business of deciding which schools are succeeding or failing? This hearing transcript provides a prepared statement from witness John King, Secretary, U.S. Department of Education. This is followed by additional materials, namely Ensuring Equity in ESSA: The Role of N-Size in Subgroup Accountability, by Alliance For Excellent Education; and Responses by Secretary King to questions of: Senator Alexander, Senator Enzi, Senator Collins, Senator Hatch, Senator Sanders, and Senator Warren.
Expanding Access to Quality Early Learning: The Strong Start for America&apos;s Children Act. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Expanding Access to Quality Early Learning, Focusing on the &quot;Strong Start for America&apos;s Children Act&quot; (April 10, 2014). Senate Hearing 113-832
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Educational Legislation,Federal Programs,Primary Education,Hearings,Access to Education,Disadvantaged Youth,Achievement Gap,School Readiness,Educational Quality,Preschool Education,Teacher Qualifications,Preschool Teachers,Federal Aid,Educational Finance,Federal Government,Educational Policy,Educational Improvement,Migrant Workers,Parent Participation,American Indian Education

This hearing of the Committee on Health, Education, Labor, and Pensions examines the Strong Start for America's Children Act, a bill that will greatly expand access to high quality early learning experiences for children from birth through kindergarten. Following opening statements by Honorable Tom Harkin (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Lamar Alexander (U.S. Senator from the State of Tennessee), the following senators provide statements: (1) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; (2) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (3) Honorable Patty Murray, a U.S. Senator from the State of Washington; and (4) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania. Prepared witness statements are offered by: (1) John E. Pepper, Jr., Retired Chairman and CEO, Procter &amp; Gamble Company, Cincinnati, Ohio; (2) Honorable Angel Taveras, Mayor of Providence, Providence, Rhode Island; (3) W. Steven Barnett, Ph.D., Director, National Institute for Early Education Research, Rutgers University, New Brunswick, New Jersey; and (4) Grover J. Whitehurst, Ph.D., Director, Brown Center on Education Policy, Brookings Institution, Washington, District of Columbia. Additional material includes: (1) Prepared statement by Tadeo Saenz-Thompson, Chief Executive Officer of Inspire Development Centers, Sunnyside, Washington, and Board Member and CEO Affiliate President of the National Migrant and Seasonal Head Start Association; (2) Prepared statement by Jacki Haight, President, National Indian Head Start Directors Association; (3) Letter to Senator Casey from Angel Taveras, Mayor, Providence, Rhode Island; (4) Response of Steven Barnett to questions of: Senator Murray and Senator Casey; and (5) Response of Grover J. Whitehurst to question of Senator Casey.