ethanporcaro/eric-fulltext-meta huggingface dataset:
Take the Bull by the Horns: Structural Approach to Minimize Workplace Bullying for Women in American Higher Education
Author: Hollis, Leah P.
Date: 2015-03-24
Type: Reports - Research
Subjects: Bullying,Work Environment,Females,Women Faculty,College Faculty,Power Structure,Tenure,Teacher Promotion,Equal Opportunities (Jobs),Gender Bias,Teacher Attitudes,Women Administrators,Federal Legislation,Civil Rights Legislation,Sexual Harassment,Hypothesis Testing,Disclosure,Supervisors,Labor Turnover,Leaves of Absence,Surveys

Few studies have examined the extent of workplace bullying in American higher education; however, a 2015 study confirmed that 62% of respondents (n = 401) were affected by workplace bullying 18 months prior to the study (Hollis 2015). A closer examination of the women respondents (n = 281) revealed that 71% of the women in this subset faced workplace bullying. Women respondents were also more likely to seek structural solutions, such as reporting bullying to their immediate supervisors or human resources staff. Workplace bullying is couched in power. Those with power control tenure and promotion as well as resources; they can also hinder women from obtaining leadership positions. However, without policy or legislation, incivility is governed by the personal discretion of workplace leaders. As workplace bullying typically emerges from a power differential, Bolman and Deal's (2013) theories regarding organizational structure and politics serve as the theoretical lens for this study. This study is based on data collected from 175 colleges and universities in which participants, consisting of women from faculty and administrative positions, were asked to reflect on the extent of workplace bullying in American higher education. Women's responses are considered through descriptive statistics. Further, Chi Square examination shows women rely more on official reporting strategies than male counterparts. Therefore, the findings of this study will be valuable for women and/or leaders and supervisors in higher education.
Development and Assessment of Student Social/Civic Responsibility and Ethical Reasoning. TLTC Paper No. 5. CRLT Occasional Paper No. 36
Author: Hallman, Samantha K.
Date: 2016-00-00
Type: Reports - Research
Subjects: Social Responsibility,Citizenship Responsibility,Student Responsibility,College Students,Well Being,Community Programs,Service Learning,Tutoring,Teaching Methods,Learner Engagement,Ethics,Skill Development,Moral Values,Empathy,Democracy,Land Use

University of Michigan (U-M) students visit community-based organizations in Detroit on a weekly basis to work on projects aimed at improving the well being of children and their families, such as tutoring youth in after school programs. Their site visits are supplemented by relevant readings, class discussions and written reflections on topics such as developmental psychology, poverty, and education, which connect what they are learning in class to what they experience in the field. U-M students with social identities that have historically experienced conflict and differential status come together to engage in critical self-reflection and purposeful dialogue to better understand each other's point of view and solve problems regarding race relations. Using case studies, U-M students learn about the multiple and often competing viewpoints of stakeholders in land management. They attend a local planning commission meeting and reflect on the economic, scientific, and moral implications of various land use proposals.
Development and Assessment of Collaboration, Teamwork, and Communication. TLTC Paper No. 4. CRLT Occasional Paper No. 35
Author: Kusano, Stephanie M.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Cooperative Learning,Teamwork,Interpersonal Communication,Communication Skills,Teaching Methods,Skill Development,Evaluation Methods,Peer Evaluation,Scoring Rubrics,Pretests Posttests,Student Surveys

This Occasional Paper focuses on fostering and assessing collaboration, teamwork, and communication. This involves encouraging students to appreciate and leverage diverse contributions to a task, developing their ability to cooperate with others towards common purposes, and increasing their capacity to communicate effectively with teammates, clients, or stakeholders (Third Century Initiative Student Learning, http:// thirdcentury.umich.edu/student-learning/). Aligned with previous Transforming Learning for a Third Century (TLTC) occasional papers, the authors papers begin with a discussion of how the literature currently conceptualizes collaboration and teamwork, the role of communication skills during collaborative work, and a discussion of the importance of this goal for student development. A summary of different approaches to promoting this goal and a discussion of how to assess these skills follows.
It's About Time: Extended Learning and Academic Achievement
Author: Koury, Amanda S.
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Gap,Extended School Year,Summer Programs,At Risk Students,Socioeconomic Influences,Low Income Groups,Program Effectiveness,Extended School Day,Program Design,Program Content,Time Factors (Learning)

This Special Report is a summary of the author's original paper, &quot;It's About Time: Extending Learning to Narrow the Achievement Gap.&quot; The family income of students is a consistent predictor of academic achievement across the United States, where an achievement gap between the most and least affluent students has long persisted and shows no sign of narrowing. The current body of research is insufficient to draw conclusions about whether extending learning time is effective in closing the academic achievement gap between lower-income and more affluent students. Studies, however, do find that strategies ranging from extended school years to summer learning opportunities show promise as a means for improving the academic achievement of the lower-income students exposed to them. Although program design varies widely between and within the types of extended learning programs, recent research identifies several characteristics of those that have been shown to be effective. This report discusses these characteristics, the effectiveness of the programs, student implications, how allocated time relates to academic improvement, and other issues related to extended learning programs. [This report was featured as the Special Report in the March 2013 issue of the Office of Child Development's newsletter &quot;Developments.&quot;]
Head Start: How It Affects the School Readiness of Children in Urban Neighborhoods
Author: University of Pittsburgh, Office of Child Development
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Early Intervention,Early Childhood Education,School Readiness,Urban Areas,Longitudinal Studies,Cognitive Ability,Interpersonal Competence,Attention,Program Effectiveness,Social Development,Child Care,Comparative Analysis

Head Start has stood as the largest and longest-running early childhood care and education government program in the United States for nearly four decades--and one of the most heavily researched. Yet, despite evidence of both short- and long-term benefits, debate lingers over how effective it is at achieving its primary goal of improving the school readiness of low-income children. A large, longitudinal study of Head Start in 18 U.S. cities found the program to be associated with improvements in the cognitive ability and social competence of enrolled children, who also showed reduced attention problems. The study also reported that the effects varied depending on the type of care or early education services received by comparison groups of children. This Special Report is a summary of that 2011 study published in the American Psychological Association journal, &quot;Developmental Psychology,&quot; by Jeanne Brooks-Gunn and Jane Waldfogel of Columbia University and Fuhua Zhai of Stony Brook University (&quot;Head Start and Urban Children's School Readiness: A Birth Cohort Study in 18 Cities,&quot; &quot;Developmental Psychology&quot; 47 (1), 134-152). The study reports that, overall, Head Start is associated with improved cognitive ability and social competence and fewer attention problems among young children who participate in the program. Perhaps just as important, the study shows that the benefits of Head Start are somewhat different depending on the childcare arrangements experienced by children with whom Head Start participants are compared. [This report was featured as the Special Report in the January 2014 issue of the Office of Child Development's newsletter &quot;Developments.&quot;]
Early Mathematical Knowledge: Deficits among Low-Income Children and Insights into Prevention
Author: University of Pittsburgh, Office of Child Development
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Mathematics Skills,Knowledge Level,Low Income Groups,At Risk Students,Mathematics Instruction,Numeracy,Preschool Children,Learning Activities,Skill Development,Educational Games,Program Effectiveness,Teaching Methods,Early Intervention,Comparative Analysis

Just as mathematical ability begins to form in early childhood, so, too, does the knowledge gap separating low-income children from their more affluent peers, who generally enter school with much greater math knowledge. This gap is troubling given that early deficits in mathematical knowledge can have profound implications for future learning. One of the many areas of math that young children from low-income backgrounds struggle with is number sense. Number sense is about understanding numerical magnitudes--being able to choose numbers whose magnitudes are close to the correct values. Recent studies suggest there are simple ways to promote early development of number sense that could be widely used to help low-income preschoolers improve their overall mathematical knowledge. After looking at how children's understanding of numerical magnitudes develops, Carnegie Mellon University researcher, Robert Siegler, and colleagues applied their analysis to design and test a brief, inexpensive activity that resulted in improving a wide range of numerical skills and knowledge. This report examines the problem of early math deficits among low-income children, and discusses the activity Robert Siegler and his colleagues developed and its implications. [This Special Report is based on Robert Siegler's paper, &quot;Improving the Numerical Understanding of Children from Low-Income Families,&quot; published in &quot;Child Development Perspectives,&quot; 3(2), 118-124. This report was featured as the Special Report in the October 2009 issue of the Office of Child Development's newsletter &quot;Developments.&quot;]
Revisiting Home Visitation: The Promise and Limitations of Home-Visiting Programs
Author: University of Pittsburgh, Office of Child Development
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Early Intervention,Home Visits,Child Development,Program Effectiveness,Well Being,Parenting Styles,Parent Child Relationship,Child Health,Cognitive Development,Child Abuse,Child Neglect,Family Characteristics,Cost Effectiveness,Family Environment,Delivery Systems

This Special Report is a summary of the following publications: (1) &quot;The Role of Home-Visiting Programs in Preventing Child Abuse and Neglect.&quot; &quot;The Future of Children,&quot; 19(2), 119-146 (Howard and Brooks-Gun 2009); and (2) &quot;Home Visitation and Young Children: An Approach Worth Investing In?&quot; &quot;Social Policy Report,&quot; 23(4), 3-23 (Astuto and Allen 2009). This report discusses the research findings from several studies on the effects of home-visiting programs. The use of home visitors to deliver services designed to improve the well-being of children and their families has drawn the increasing interest of policymakers. Meanwhile, debate continues over the effects that home-visiting programs have on parenting behaviors, parent-child relationships, child health, cognitive development, child abuse and neglect, and other important domains. In almost every domain, studies document positive outcomes in some programs but not in others. In many cases, reported effects are restricted to certain subgroups of families, meaning that those do not occur for the entire population of families who were served. [This report was featured as the Special Report in the March 2010 issue of the Office of Child Development's newsletter &quot;Developments.&quot;]
Framework for Collaboration: Integrating School and Human Services Data in Pittsburgh. OCD Special Report
Author: University of Pittsburgh, Office of Child Development
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: Agency Cooperation,Human Services,Public Schools,Holistic Approach,Urban Schools,Confidentiality,Student Records,Information Dissemination,Action Research,Shared Resources and Services,Barriers,Access to Information,Legal Responsibility,School Districts,Costs

This Special Report discusses how the Allegheny County Department of Human Services and Pittsburgh Public Schools took a major step toward closing a knowledge gap that prevents schools and human service agencies around the country from developing a deeper understanding of the children in their systems and collaborating on more effective, better targeted strategies for improving children's academic performance and overall well being. After more than a year of research and negotiation, county human services and city public school officials reached a memorandum of understanding that enables them to integrate previously segregated data on students enrolled in the city's public schools. Integrating data on issues ranging from student achievement and attendance to housing, child welfare, and mental health services offers several potential advantages. Finding a way to integrate data was a challenge that had deterred previous attempts to negotiate an agreement. Among the major obstacles were state and federal laws that protect the confidentiality of personal education and health information whose web of restrictions made sharing data a daunting legal challenge. The memorandum of understanding (MOU) provides the framework for integrating school district and Department of Human Services (DHS) data, including confidentiality provisions, responsibilities of the parties, and the type of information that can be shared and for what purposes. A key provision of the agreement authorizes the use of the data for conducting an &quot;action research&quot; project, a problem-solving process in which DHS and the school district work toward improving the way they address certain issues involving students of mutual interest. [This report was featured as the Special Report in the July 2011 issue of the Office of Child Development's newsletter &quot;Developments.&quot;]
Investing in Head Start: Impacts and Cost Effectiveness of America's Comprehensive Child Development Program
Author: University of Pittsburgh, Office of Child Development
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,Early Intervention,At Risk Students,Poverty,Program Effectiveness,Low Income Groups,Child Development,Cost Effectiveness,Young Children,Family Programs,Program Evaluation

As part of The American Recovery and Reinvestment Act of 2009, the federal Head Start and Early Head Start programs received a significant increase in funding. Head Start is the longest-running program to address systemic poverty in the United States. It is also one of the most heavily researched programs in the nation. Still, debate continues about the program's effectiveness. Recent research, however, makes a case for investing in Head Start as a means of helping low-income children achieve better outcomes. Studies suggest that while gains may be small or moderate in some cases, participating in Head Start and Early Head Start gives children important advantages in cognitive development, health, and other domains. In addition, a recent study suggests that even impacts considered small can generate lifetime benefits that exceed the current $9,000-per-student estimated cost of Head Start. This Special Report is a summary based on the following publications: (1) &quot;The Benefits and Costs of Head Start.&quot; &quot;Social Policy Report&quot; (Ludwig and Phillips 2007); (2) &quot;Making a Difference in the Lives of Infants and Toddlers and Their Families: The Impacts of Early Head Start, Executive Summary.&quot; Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families (Love et al. 2002); and (3) &quot;Supporting Families, Nurturing Young Children: Early Head Start Programs in 2006.&quot; &quot;CLASP Policy Brief&quot; (&quot;Head Start Series&quot;) (Hoffman and Ewen 2007). This report discusses the results of studies evaluating the cost effectiveness and impact of the Head Start and Early Head Start programs. [This report was featured as the Special Report in the April 2009 issue of the Office of Child Development's newsletter &quot;Developments.&quot;]
The Education and Work Plans of Public High School Students. Data Point. NCES 2017-005
Author: Oymak, Ceylan
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Longitudinal Studies,High School Students,Grade 9,Grade 11,Public Schools,Academic Aspiration,Occupational Aspiration,Postsecondary Education,Socioeconomic Status,Planning,Expectation,Correlation,Socioeconomic Influences

This report uses data from the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is a nationally representative, longitudinal study of more than 23,000 students who were first surveyed in fall 2009, when they were in the ninth grade, and then again in spring 2012, when most were in the eleventh grade. Students who had been held back and high school dropouts were also included in the 2012 follow-up. This report includes data for the 2009 public school students who participated in the 2012 follow-up. This Data Point examines the activity that these students expected would be their primary focus in the fall of 2013. These activities were divided into three groups: (1) postsecondary education; (2) work (including military service); or (3) some other activity (including starting a family, caring for one's own children, or attending high school or a high school completion program). Students' plans were examined for students overall and by sex and family socioeconomic status (SES). Students were divided into three groups based on their SES quintile ranking: the top quintile (high SES), middle three quintiles (middle SES), and bottom quintile (low SES).
Selecting Extensive Reading Materials
Author: Jacobs, George M.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Reading Material Selection,Reading Materials,Reading Instruction,Teaching Methods,Textbooks,Difficulty Level,Instructional Effectiveness,Reading Skills,Student Interests,Student Participation

This article offers guidance to teachers and students in selecting materials for extensive reading (ER). First, the article explains characteristics of ER and reviews some of the potential gains for students who do ER. Second, the article considers criteria for teachers to bear in mind when selecting ER materials. Third, the article then suggests ways that teachers and students can find ER materials. Fourth, guidance is provided to students for when they select what to read from among the ER materials available to them. Finally, advice is given on integrating ER with course textbooks. [This article was published in &quot;Beyond Words,&quot; v2 n1 p116-131 2014.]
Opening Doors to Nursing Degrees: Time for Action. A Proposal from Ontario's Colleges
Author: Colleges Ontario (Canada)
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Nursing Education,Access to Education,Bachelors Degrees,Institutional Cooperation,Educational Policy,Student Recruitment,Employment Qualifications,Financial Support,Educational Finance,Student Diversity,Allied Health Personnel,National Standards,College Environment,Exit Examinations

This report argues that Ontario must expand the educational options for people who want to become registered nurses (RNs). It argues that the change Ontario requires is to authorize colleges to offer their own high-quality nursing degrees. Until 2005, about 70 per cent of Ontario's RNs were educated at colleges. Today, tens of thousands of RNs who graduated from Ontario's colleges continue to provide high-quality health care to patients in Ontario's hospitals and other health-care settings. Beginning in 2005, provincial regulations were changed to require new nurses to hold a baccalaureate degree in nursing from a university. Currently, two types of nursing education are permitted: stand-alone university programs, and joint college-university programs that lead to a university degree. Ontario's colleges believe this policy must change and that colleges should be authorized to offer high-quality, four-year baccalaureate degrees that are recognized as meeting the requirements for entering the nursing profession. This change will make it possible for colleges to play a large and distinctive role within a long-term provincial strategy for sustaining and renewing the health human resources workforce. Colleges argue that the change should be made because: (1) Colleges have the ability to reach out to prospective students from diverse backgrounds who have the potential to be successful in nursing degree programs; (2) Many colleges are geographically located where there is a need for expanded access to nursing education; (3) Colleges produce well-prepared graduates, many of whom want to work in their local communities; (4) National and provincial quality standards are already in place to guarantee the quality of baccalaureate nursing programs, and colleges remain committed to meeting these standards; (5) Expansion of the nursing degree options in the province can be accomplished within the province's current levels of funding support and will result in a more cost-effective use of existing resources; and (6) With the increasing numbers of Ontarians needing health care now and in the future, it is time to eliminate unnecessary barriers and expand the range of options for creating a strong and diverse nursing workforce. A proposed implementation strategy is provided in the appendix.
Public High School Students' Use of Graduation, Career, or Education Plans. Data Point. NCES 2017-111
Author: Hudson, Lisa
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Longitudinal Studies,High School Students,Grade 9,Grade 11,Public Schools,Academic Aspiration,Occupational Aspiration,Postsecondary Education,Planning,School Counselors,Student Attitudes

This report uses data from the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is a nationally representative, longitudinal study of more than 23,000 students who were first surveyed in fall 2009, when they were in the ninth grade, and then again in spring 2012, when most were in the eleventh grade. The 2012 administration also included a survey of the students' school counselors. This report includes data for all public school students and public high school counselors who participated in the 2012 follow-up.