ethanporcaro/eric-fulltext-meta huggingface dataset:
Child Abuse and Neglect. Data Snapshot
Author: DC Action for Children
Date: 2011-08-00
Type: Reports - Evaluative
Subjects: Child Abuse,Risk,Substance Abuse,Well Being,One Parent Family,Metropolitan Areas,Poverty,Unemployment,Child Neglect,Economic Climate

The number of substantiated cases of child abuse and neglect in the District rose by 27 percent in FY 2009. This dramatic spike came after two consecutive years of decline in the number of substantiated cases reported the D.C. Child and Family Services Agency (CFSA). In FY 2010, the number of closed, substantiated cases dropped back down to 1,691, more in line with the levels from FY 2005-2008, but still slightly higher than in FY 2008. The rate of child abuse and neglect in D.C.--16.8 per 1,000 children in 2010--was higher than the rate of much larger metropolitan areas. In 2009, Cook County, Ill. (Chicago), had a rate of 5.8, Dallas County, Texas, had a rate of 8.9, and 2010 Los Angeles County and Riverside County, California, had rates of 10.9 and 11.8, respectively. Rates in D.C. are likely higher due to a combination of risk factors, including high levels of poverty, unemployment, single parent households and substance abuse. The District's child poverty rate was at 29 percent in 2009, compared to the 20 percent national child poverty rate. D.C. families were also hit hard by the recession, and unemployment remains in the double-digits in many parts of the city. In 2008, 41 percent of children in the District were in households without secure parental employment. By 2009, that figure had risen to 44 percent. In 2010, 15 percent of children in D.C. had at least one unemployed parent, compared to 11 percent of all children nationally. Research has shown that recessions have a lag effect on child well-being. The most recent recession officially ended in June 2009, but it may take the most vulnerable families longer to recover. The effects of hardships on children may last for years or a lifetime. (Contains 2 figures, 1 box, and 15 endnotes.)
Improving Quality Child Care Options for All DC Children. Data Snapshot
Author: DC Action for Children
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Child Care,Young Children,Urban Areas,Educational Quality,Child Development,Well Being,Outcomes of Education,Infants,Toddlers,Financial Support,Early Intervention,Low Income Groups,Poverty

DC's prosperity will be determined by how it supports the education and well-being of its youngest citizens. The first five years of life, particularly the first three, are a time of critical human development, when the foundation for lifelong learning and success is built to last through adulthood. Nearly 33,000 children under the age of five live in the District. Approximately 19,000 DC children are birth to age three, and nearly one-quarter (26 percent) of them live in poverty. The District has made noticeable strides to ensure a supply of quality birth-to-five programs to meet the needs of all families. Core components of an effective early care and education state system--like policy, governance and financing--have been established, sustained and strengthened. While these are commendable steps, the District is still not generating strong enough outcomes for young children because of several challenges: (1) Lack of Valid and Useful Data on Program Quality to Inform Families and the Public; (2) Lack of Resources to Support Quality Programs; and (3) Lack of High-Quality Infant and Toddler Slots. Information about the quality of programs across all settings needs to be more readily available to inform families and policymakers responsible for the future of the city's children. Public resources should follow quality and support learning when it starts. (Contains 1 footnote and 11 endnotes.)
Children's Mental Health in D.C.: The Mismatch between Need and Treatment. Data Snapshot
Author: DC Action for Children
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Health Services,Mental Health,Children,Low Income Groups,Mental Health Programs,Low Income,Well Being,Child Health,Health Needs,Urban Areas,Child Development,Access to Health Care,Mental Disorders,Supply and Demand,Public Health

Child well-being is important for community and economic development in the city. Young children with strong mental health are prepared to develop crucial skills that help build the basis of a prosperous and sustainable society. When DC ensures the healthy development of members of the next generation, they will pay that back through productivity and responsible citizenship. Unfortunately, not all children in the District of Columbia get the healthy start they deserve, with too many lacking the services they need to stay mentally healthy. A critical challenge that city leaders need to address is an overall shortage of mental health services for children in low-income families and a severe shortage in some parts of the city in particular. (Contains 1 figure, 2 footnotes and 16 endnotes.)
Medicaid and CHIP Provide Coverage to More than Half of All Children in D.C. Policy Snapshot
Author: DC Action for Children
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Health Insurance,Public Health,Medical Services,Federal Government,Social Services,Child Health,Child Welfare,Public Policy,Children,Access to Health Care,Physical Health,Mental Health,At Risk Persons,Financial Support,Urban Areas,Low Income Groups

Medicaid and CHIP are crucial parts of the social safety net, providing health insurance coverage to more than half of all children ages 0-21 in D.C. and a third of children nationally. Without these two programs, more than 97,000 children in the District would have been uninsured in 2010. New research indicates that compared with the uninsured, Medicaid recipients are more likely to seek medical treatment, report better physical and mental health and experience less financial stress. Protecting Medicaid/CHIP is extremely important to safeguarding the health and well-being of the most vulnerable children. The difficult fiscal environment currently facing both D.C. and the federal government will almost certainly impact the future of public health insurance coverage for children and their families. (Contains 1 figure and 30 endnotes.) [This policy snapshot was produced in partnership with the D.C. Department of Health Care Finance.]
ESU Activity Report 2009
Author: European Students' Union (ESU) (Belgium)
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,Student Unions,Organizational Objectives,Organizational Theories,Foreign Countries,Regional Characteristics,Regional Programs,Student Rights,Activism,Equal Education,Democratic Values,Higher Education,Educational Quality,Quality Assurance,Student Mobility,Student Participation,Student Centered Curriculum,Group Membership,Financial Support

This report tells a short story of European Students' Union (ESU's) work in 2009. It highlights some of the key areas that ESU worked on, while giving some examples of each general area as outlined in the Plan of Work adopted by the ESU members--National Unions of Students--in November 2008. Members have linked to relevant web documents and articles to make it easier to review ESU's work more in depth. Full members of ESU can consult the Executive Committee reports to the Board Meetings 56 and 57 for a more comprehensive account of ESU's activities in 2009.
ESU Activity Report 2011
Author: Pall, Allan, Ed.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Foreign Countries,Educational Change,Budgets,Annual Reports,Student Unions,Organizational Objectives,Organizational Theories,Student Organizations,Activism,Advocacy,Financial Support,Educational Finance,Educational Policy,Politics of Education

European Students' Union (ESU) has been representing students since 1982. In these, almost 30 years, ESU has been going from strength to strength as a European organisation. Each year has been crucial. This report brings to the fore its notable achievements and work done in 2011. The carousel of higher education reform on the national level was at full speed in 2011. Almost all of ESU's member unions were campaigning throughout the year on national issues. Yet at the same time, members' contribution to the European student movement has grown. ESU has been tirelessly advocating for education as a solution to societal and economic challenges. And ESU did see a tipping point when major international organisations adapted to its policy line. Students all over Europe should take credit and campaign further to advocate, but also campaign to stop the bill being pushed over to future generations and youth. In the EU budget proposal for 2014-20, higher education and research are the areas with significant increases in budget while almost everything else has been frozen. Even though the higher education budget of some 19 billion Euro is peanuts in the total budget, this should be seen as an important political message that national governments should support and follow. Indeed, ESU has made funding of higher education its priority and it will keep it highest on the agenda until it sees some results.
Parents' Involvement in School: Attitudes of Teachers and School Counselors
Author: Dor, Asnat
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,School Counselors,Semi Structured Interviews,Parent Child Relationship,Elementary School Teachers,Foreign Countries,Counselor Attitudes,Parent Teacher Cooperation,Parent Participation

This qualitative study compares the attitudes of teachers and school counselors toward parents' involvement in school. The method and procedure is: A semi-structured interview (four open questions on informing parents about school, the child, strengths, and challenges) was conducted with 12 Israeli elementary-school teachers and 11 Israeli elementary-school counselors. The results are: Teachers and counselors saw the importance of parents' involvement in school, although each group expressed different benefits and professional reinforcement derived from their interactions with parents. Teachers expressed more personal difficulties dealing with some parents than did counselors who referred to challenges mostly from an ethical-professional perspective. Implications of the findings are discussed. (Contains 1 table.)
Reducing Dropouts in Online Education-Group Tutoring in Virtual Seminars and Support Structures
Author: Holmgren, Robert
Date: 2012-00-00
Type: Journal Articles
Subjects: Distance Education,Seminars,Dropout Rate,Online Courses,Electronic Learning,Dropout Prevention,Virtual Classrooms,Delivery Systems,Program Descriptions,Program Development,Tutorial Programs,Tutoring,Large Group Instruction,School Holding Power,Change Strategies,Educational Strategies,Learning Strategies,Program Effectiveness,Instructional Effectiveness,Interviews,Questionnaires,Transcripts (Written Records),Participant Satisfaction

This paper describes a development project aimed at reducing the large number of dropouts in online degree project courses. The idea was that the introduction of group tutorials in virtual seminars, combined with extensive support materials, would reduce dropout rates. Among the students who participated, the dropout rate was reduced by 50% compared to previous courses. While the support structure was seen by all supervisors and students as an important function, there was some resistance among the supervisors towards the virtual seminars, probably due to existing tutorial cultures and organizational structures. (Contains 3 figures.)
Promoting Innovative Methods in Technology Education
Author: Al-Nasra, Moayyad M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Technology Education,Educational Change,Civil Engineering,Labor Market,Engineering Technology,Educational Innovation,Performance Factors,Change Strategies,Education Work Relationship,Job Skills,Case Studies,College Outcomes Assessment,Salary Wage Differentials,Graduation Rate

The engineering profession is very sensitive to the new changes in the engineering job market demand. The engineering job market is changing in a much faster rate than the engineering/engineering technology education. A 13-year study will be presented. The study focuses on the factors affecting the survival rate, student academic performance, initial salary, and the waiting period before getting the first job after graduation. Techniques and procedures to enhance creative environment in the civil engineering technology program will be discussed. Reforming math and science courses in the engineering technology curriculum became a necessity to help engineering technology graduates survive with the new challenges in their careers. North Carolina statewide completion study for the civil engineering technology program will be presented. The study shows the survival rate of the students in the engineering technology program. Several factors affecting the survival rate in the engineering technology program will be discussed. (Contains 2 tables and 4 figures.)
Algebra II: Gatekeeper Course--An Examination of CST Proficiency Levels in California and the Bay Area
Author: Hailer-O'Keefe, Laurie
Date: 2012-12-00
Type: Dissertations/Theses - Masters Theses
Subjects: Algebra,State Standards,Standardized Tests,Barriers,Advanced Courses,Difficulty Level,Mathematics Achievement,Achievement Gap,Counties,College Bound Students,At Risk Students,Student Characteristics,Outcomes of Education,Grade 8,Grade 9,Grade 10,Grade 11,High School Students,Curriculum Evaluation

This paper examines the Algebra II course and California Star Test (CST) proficiency levels in  the San Francisco Bay Area and in the State of California. CST proficiency levels are examined by grade level for the State and nine counties of the San Francisco Bay Area region. Algebra II is shown to be one of the more complicated courses in the CSU and UC A-G eligibility courses for students in high school. This paper attempts to highlight the achievement gap of gender and socio-economic and race/ethnicity gaps in completion of the course. This paper examines completion rates by grade and discussions implications of these finding. Common Core standards and progression of math sequencing as well as CST standards are addressed and discussed in the context of their impact on successful curriculum outlines.
Family Structure and Unintended Teen Pregnancy. Healthy Moms, Healthy Kids: A Series on Maternal and Child Health in Colorado
Author: Colorado Children's Campaign
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Pregnancy,Early Parenthood,Depression (Psychology),Family Violence,Family Structure,Child Health,Mothers,Health,Well Being,At Risk Persons,One Parent Family,Prevention,Educational Attainment

Family structure and maternal age at birth can have a significant influence on the physical, mental and economic well-being of mothers and their children. Children born to single mothers in poverty are more likely to face unemployment as adults, drop out of high school and encounter barriers to accessing quality health care. Children of teen mothers also face an increased risk of a number of adverse long-term outcomes, including becoming teen parents themselves. Although the number of Colorado children living in single-parent families is below the national average and Colorado has seen a decline in teen pregnancy rates in recent years, these two issues remain important ones for the state to address. Efforts to prevent unintended teen pregnancies, help teen mothers finish their education and provide support for low-income single mothers as they work to achieve self-sufficiency are important tools for ensuring the long-term health and well-being of Colorado mothers and their children. &quot;Family Structure and Unintended Teen Pregnancy&quot; is one in a series of six briefs published by the Colorado Children's Campaign addressing maternal and child health topics titled &quot;Healthy Moms, Healthy Kids: A Series on Maternal and Child Health in Colorado&quot;. Other topics in the series include domestic violence, maternal depression, healthy pregnancies, family structure and teen motherhood and social determinants of health. (Contains 21 endnotes.)
Using Data to Improve Teacher Effectiveness: A Checklist for States
Author: Data Quality Campaign
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Data Collection,Data Analysis,Check Lists,Educational Policy,Teacher Improvement,State Government

This paper presents a checklist that serves as a guide to the key considerations policymakers must address as they develop policies to improve teacher effectiveness. It articulates state roles and responsibilities, national progress toward fulfilling these demands, and the ability to chart how individual states stack up. The "National Landscape" numbers indicate how many states report "yes" based on "Data for Action 2011: DQC's State Analysis."
Tips and Strategies for New Principals. Research Brief
Author: Johnston, Howard
Date: 2011-05-15
Type: Reports - Descriptive
Subjects: Leadership,Principals,Stress Variables,Administrator Role,Interpersonal Relationship,Professional Development,Interpersonal Communication

Most new principals suffer from tremendous stress as they enter an entirely different role with a vast array of new challenges and demands. Despite the idiosyncrasies of each school, certain issues arise in almost every case. New principals have to focus on building relationships, attending to their own professional development to refine leadership skills, communicate effectively with a variety of constituents, and be an authentic person. (Contains 18 online resources.)
Use of Peer Tutoring, Cooperative Learning, and Collaborative Learning: Implications for Reducing Anti-Social Behavior of Schooling Adolescents
Author: Eskay, M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Tutoring,Cooperative Learning,Antisocial Behavior,Foreign Countries,Team Teaching,Peer Teaching,Behavior Modification,Behavior Problems,Adolescents,Teacher Surveys,Questionnaires,Teaching Methods,Secondary School Teachers

The study investigated the use of peer tutoring, cooperative learning, and collaborative learning as strategies to reduce anti-social behavior among schooling adolescents. The study is a descriptive survey study. The area of study was Nsukka education zone in Enugu State of Nigeria. The sample of the study was 200 teachers randomly sampled from the four towns that make up the zone. The instrument for data collection was questionnaire. The data were analyzed by the use of mean and standard deviation. The major findings of the study indicate that teachers are aware of peer tutoring, cooperative learning, and collaborative teaching as strategies for reducing anti-social behavior of schooling adolescents and that to a large extent, they are applying these strategies in their classrooms. Based on this, recommendations were made. (Contains 3 tables.)
School-Community Partnerships. Research Brief
Author: Walker, Karen
Date: 2007-08-02
Type: Reports - Descriptive
Subjects: Partnerships in Education,Stakeholders,School Community Relationship,Guides,Program Development,Mentors,Cooperative Planning

While fiscal resources continue to dwindle, the mandates of NCLB have placed restraints on those who can be hired and schools are expected to continue to do more to meet the intellectual, social and emotional needs of students, what can be done to realistically help meet the increasing demands? Developing and maintaining partnerships with a variety of stakeholders, may be a way to accomplish this. There is more to this than the adopt a school model or the school needs money and/or materials, so what can a partner do to provide them? According to Sammon and Becton (2001) 90% of partnerships fail in a year because of these approaches. Currently, successful programs are taking the time to grow and nurture their partnerships. In fact, according to the latest research, funding should not be part of the equation when soliciting partnerships. These relationships should be about providing opportunities for student growth. This paper offers tips on how to establish and develop partnerships as well as some ways to ulitize partners. (Contains 21 online resources.)
Data: The Missing Piece to Improving Student Achievement
Author: Data Quality Campaign
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Improvement,Student Improvement,Educational Innovation,Best Practices,State Policy,Data,Statistical Data,Data Analysis,Data Collection,Data Interpretation,Evaluation Utilization,Information Utilization,Intellectual History

This document presents an interactive visual guide that explains what data are, how they help, and what people can do with them. It also offers ways to enact statewide policies that support effective data use.
Problem Solving. Research Brief
Author: Muir, Mike
Date: 2004-10-08
Type: Reports - Descriptive
Subjects: Teaching Methods,Daily Living Skills,Problem Solving,Critical Thinking,Mathematics Instruction,Comprehension,High School Students

No longer solely the domain of Mathematics, problem solving permeates every area of today's curricula. Ideally students are applying heuristics strategies in varied contexts and novel situations in every subject taught. The ability to solve problems is a basic life skill and is essential to understanding technical subjects. Problem-solving is a subset of critical thinking and employs the same strategies. Although the line between the two is fuzzy, in general, the goal of problem-solving is to adduce correct solutions to well-structured problems, whereas the goal of critical thinking is to construct and defend reasonable solutions to ill-structured problems. Basically, problem-solving is the process of reasoning to solutions using more than simple application of previously learned procedures. Much of the writing now is not so much about teaching problem solving skills as it is about how problem solving can become the rich context for learning material. For example, as the emphasis has shifted in Math education from teaching problem solving to teaching "via" problem solving, many writers have attempted to clarify what is meant by a problem-solving approach to teaching mathematics. The focus is on teaching mathematical topics through problem-solving contexts and enquiry-oriented environments which are characterized by the teacher helping students construct a deep understanding of mathematical ideas and processes by engaging them in doing mathematics: creating, conjecturing, exploring, testing, and verifying. (Contains 14 online resources and 6 ERIC resources.)