ethanporcaro/eric-fulltext-meta huggingface dataset:
Outcomes of Good Practice in Transition Processes for Children Entering Primary School. Working Papers in Early Childhood Development, No. 42
Author: Fabian, Hilary
Date: 2007-05-00
Type: Information Analyses
Subjects: Early Childhood Education,Systems Approach,Young Children,Transitional Programs,Models,Resilience (Psychology),Inclusion,Parent Role,Teacher Role,Student Role,Foreign Countries,Program Effectiveness,Social Development,Friendship,Elementary Schools,Emotional Development,Communication Strategies,Family School Relationship,Student Adjustment,Educational Policy,Educational Legislation

The transition to primary school is one of the greatest challenges of early childhood. Handled well, it can set children into virtuous cycle of learning. But how can transitions be made more effective? Based on a background paper for UNESCO's Education for All Global Monitoring Report 2007, this paper assesses the literature and draws lessons about ways of forging links between primary schools, children's home environments and early childhood programmes. Starting from Bronfenrenner's systems theory, the authors identify different models for looking at transitions and present an overview of research, covering such topics as inclusion and resilience. They go on to consider the perspectives of the key actors in transitions--children, educators and parents--and present examples of successful initiatives from twenty countries and regions around the world. The authors then identify lessons learned from their analysis of successful initiatives, including the importance of children's social competencies, their capacity to make transitions with existing friends and to make new friendships, planning transition activities, and communication between schools, pre-schools and parents in advance of children's transitions. The paper concludes by identifying implications for policy planning and implementation, including suggestions for schools.
Determining the Attitudes of Program Managers toward the Deinstitutionalization of Individuals with Intellectual Disabilities
Author: Wilson, Carolyn H.
Date: 2007-04-00
Type: Reports - Research
Subjects: Adults,Mental Retardation,Behavior Problems,Caregivers,Normalization (Disabilities),Administrator Attitudes,Severe Mental Retardation,Moderate Mental Retardation,Residential Programs,Mainstreaming,Institutionalized Persons,Caregiver Attitudes

We have moved from a period of institutional and facility-based thinking in which people were seen as patients, through an intermediary phase in which these individuals were seen as citizen with disabilities, but who share with all other citizens the potential for, and the right to, full community participation and integration. The movement of deinstitutionalization was (and is still in process) designed to gradually shift perception of mental defects and how professionals and the general public treat and label person with disabilities. Deinstitutionalization is when adult individuals with disabilities that have been housed for the majority of their lives in institutions are put back into the community. These adults with disabilities are usually adults with moderate to severe intellectual disabilities. These adults, many who require twenty-four hour care, are now being forced out of their familiar surrounding into the hands of unfamiliar caregivers (Herge, 2002). These individuals are fated to leave these institutions that have been their homes for most of their lives. These adult individuals with intellectual disabilities are being mainstreamed into an environment that is totally unfamiliar from what they have been used to. Program managers fear this deinstitutionalization movement will lead to functional regression and an increase in maladaptive behaviors.
Union County Public Schools Action Research: Comparing Early Literacy Interventions Used in Union County Public Schools; Reading Recovery vs. Leveled Literacy Intervention
Author: Harvey, Michael W.
Date: 2011-08-11
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Public Schools,Action Research,Compulsory Education,Reading Failure,Reading Ability,Counties,Attendance,At Risk Students,Academic Achievement,Grade 1,Intervention,Reading Programs,Reading Achievement,Achievement Gains,Comparative Analysis,Literacy Education

School systems across the country continuously seek to find ways to increase academic achievement at all grades. Possessing the ability to read is one of the keys to academic success; not being able to presents many challenges. Union County Public Schools and the state of North Carolina expect students leaving their kindergarten year to be able to decode and comprehend simple text. The compulsory attendance law in North Carolina allows students to enter kindergarten at the age of five. Typically, by the end of their kindergarten year a majority of these students have turned six or will turn six in the early parts of their first grade school year. As Morris states, the readiness of these five and six year olds for reading is varied. Morris further stated: &quot;Beginning readers who progress at a slower pace can fall dangerously behind their faster-achieving classmates, even by the end of first grade&quot; (2009, p. 24). Furthermore, those that finish more than a year behind in third grade have a higher risk for achieving success in an educational system that requires being on grade level in reading from the fourth grade until graduation (Morris, 2009). This study is designed to provide evidence on the differences between two early literacy interventions present in Union County Public Schools--LLI as well as Reading Recovery. Students enrolled in Reading Recovery had greater text level reading gains than students enrolled in LLI. Appended are: (1) Data Collection Form; and (2) Teacher Ranking Form. (Contains 9 tables.)
Examining Wikipedia's Value as an Information Source Using the California State University-Chico Website Evaluation Guidelines
Author: Upchurch, John
Date: 2011-08-11
Type: Reports - Evaluative
Subjects: Encyclopedias,Web Sites,Information Sources,Evaluation Criteria,Information Literacy,Library Instruction,Instructional Materials

The purpose of this work is to examine Wikipedia's role as a tool for instruction in website evaluation. Wikipedia's purpose, structural elements and potential failings as an authoritative information source are examined. Also presented are rationales for using Wikipedia as an instructional tool, namely the overwhelming popularity of Wikipedia. Wikipedia is among the most popular sites on the web, generating millions of hits every day. Additionally, high percentages of students report using Wikipedia as part of the research process. Wikipedia is a resource that is often more readily familiar to the new researcher than other traditional tools, such as online catalogs and article databases. Given these facts, it follows that librarians across the board should strongly consider using Wikipedia as an entry point into helping student develop greater engagement with and critical evaluation of information sources. To this end, Wikipedia as an entity is evaluated using widely adopted website evaluation criteria developed by the library faculty at California State University-Chico. These criteria are commonly referred to using the acronym CRAAP (currency, relevance, authority, accuracy and purpose). The broad criteria and the specific factors used in evaluation are defined. Wikipedia's satisfaction of each criterion is discussed and additional examples presented to provide greater clarity. Wikipedia satisfies the criteria to various degrees. Wikipedia most successfully satisfies the areas of currency, relevance and purpose. It demonstrates potentially troubling shortfalls in the areas of authority and accuracy, mostly due to lack of a traditional author and review structure, as well as the potential existence of bias in individual articles. Even with these shortcomings, librarians are encouraged to use Wikipedia as a springboard to development of greater engagement and critical evaluation skills. (Contains 1 table.)
The Vanishing Breed? The 2006-2007 Montana Rural Teacher Salary and Benefit Survey
Author: Morton, Claudette
Date: 2007-00-00
Type: Reports - Research
Subjects: Teacher Salaries,Rural Schools,School Districts,Counties,Superintendents,Rural Education,Teacher Employment Benefits,Teaching Conditions,Surveys,Housing,Teacher Responsibility,Principals,Enrollment Trends,Elementary School Teachers

Fourteen years ago, as the Director of the Montana Rural Education Center at the University of Montana-Western, the author undertook the first comprehensive study of rural teachers' salaries and benefits in the state. This study is the fourth in fourteen years. Not only does it provide a clear picture of the salaries and working conditions of the smallest school districts in Montana, it includes good longitudinal data on these issues from 1992 until now. In the fall of 2006 surveys were sent to each county superintendent of schools who supervised one or more of these rural districts. The number of multigrade independent elementary school districts under the supervision of the county superintendents now stands at 114. This number represents great diversity among these districts. In general, the data are clear in that the more teachers are treated like professionals the higher the pay, the better the benefits, except housing, and the less janitorial duties are required as part of their workload. Finally, although there are fewer of the independent elementary districts that are left, more of the trustees are in fact recognizing that the professional educators they hire to assume all the responsibility for education in their schools are professionals. Although not discussed in this research, other data on student achievement and later success in high school and higher education shows that these schools provide a sound education for their students. In conclusion, while some of these districts have vanished, most of those left are not just continuing, but thriving. Appended are: (1) Sample Rural Teacher Salary and Benefits Survey, 2006-2007; (2) Montana Schools That Participated in the Survey by County; and (3) One-Room Schools in Montana, 2006-2007. (Contains 1 table and 6 charts.)
Present, Engaged, and Accounted for: The Critical Importance of Addressing Chronic Absence in the Early Grades. Report
Author: Chang, Hedy N.
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Poverty,Child Welfare,Attendance Patterns,Attendance,Educational Experience,Learner Engagement,Consciousness Raising,Well Being,Longitudinal Studies,Program Descriptions,Program Effectiveness,Incidence,Public Agencies,Educational Strategies,Parent Participation,Educational Quality

This report seeks to raise awareness of the critical importance of chronic early absence, synthesize available data on the scope of the challenge, and share emerging insights about how schools and communities can use chronic early absence to identify and address challenges affecting the social, educational and physical well-being of children and their families before problems become intractable. While parents are responsible for getting their children to school every day, schools and communities need to recognize and address the barriers and challenges that may inhibit them from doing so, especially when they are living in poverty. Large numbers of chronically absent students could indicate systemic problems that affect the quality of the educational experience and/or the healthy functioning of the entire community. Activities included secondary analyses of data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) conducted by the National Center for Children in Poverty (NCCP), analysis of local data on student attendance patterns, a review of relevant literature, and information offered by practitioners, researchers, and funders about promising practices and programs. Appended are: (1) Demographic Characteristics of Participating Localities; and (2) Examples of Promising Programs for Reducing Chronic Early Absence. (Contains 5 figures and 33 endnotes.) [For the &quot;Present, Engaged, and Accounted for: The Critical Importance of Addressing Chronic Absence in the Early Grades. Executive Summary. Report&quot;, see ED522727.]
Effective Preschool Curricula and Teaching Strategies: Executive Summary. Pathways to Early School Success. Issue Brief No. 2
Author: Klein, Lisa
Date: 2006-09-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Poverty,Emergent Literacy,Classroom Environment,Teaching Methods,Preschool Children,Faculty Development,Academic Achievement,Low Income Groups,Reading Achievement,Mathematics Achievement,Teacher Competencies,Educational Research,Intentional Learning,Curriculum Development

This issue brief, based on a meeting of a group of distinguished researchers, educators, and policymakers convened by the National Center for Children in Poverty (NCCP) explores lessons from research and practice about the role of an intentional curriculum and professional development and supports for teachers in closing the achievement gap for low-income preschool age children. The aim is to take stock of emerging knowledge about how to increase low-income children's achievement in early literacy and early math and to explore the implications for how administrators and policymakers can best integrate this knowledge into their decision-making. A special focus on curriculum and teaching strategies in preschool programs is important for two reasons. First, many low-income children in early learning settings fall behind early and remain very much behind their peers in reading and math. Second, we are learning that closing the achievement gap depends greatly on providing teachers with the professional development and supports that can help them more effectively promote early literacy and early math in the context of nurturing and emotionally supportive classrooms. [For the full report, "Effective Preschool Curricula and Teaching Strategies. Pathways to Early School Success. Issue Brief No. 2", see ED522728.]
Present, Engaged, and Accounted for: The Critical Importance of Addressing Chronic Absence in the Early Grades. Executive Summary. Report
Author: Chang, Hedy N.
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Incidence,Attendance Patterns,Attendance,Average Daily Attendance,Interviews,Content Analysis,Position Papers,Literature Reviews,Performance Factors,Etiology,Longitudinal Studies,Data Analysis,At Risk Students,Early Childhood Education

This applied research project, supported by the Annie E. Casey Foundation, sought to explore the prevalence, consequences, potential contributing factors and possible responses to chronic absence in grades K-3. To deepen understanding of the issue, this project supported new analysis of national and local data on student attendance patterns, a review of relevant literature, and interviews with practitioners, researchers, and funders about promising practices and programs. The National Center for Children in Poverty (NCCP) analyzed national data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K), to assess impact, prevalence and risk factors for chronic early absence. Annie E. Casey Foundation staff and consultants worked with the Urban Institute, the National Neighborhood Indicators Partnership, the National Center for School Engagement, and Metis Associates to examine early absenteeism patterns in nine, mostly urban, localities by grade and for particular populations. This summary presents the findings as to why chronic early absence matters, what contributes to its prevalence, and implications for action. (Contains 2 endnotes.) [For the &quot;Present, Engaged, and Accounted for: The Critical Importance of Addressing Chronic Absence in the Early Grades. Report&quot;, see ED522725.]
Effective Preschool Curricula and Teaching Strategies. Pathways to Early School Success. Issue Brief No. 2
Author: Klein, Lisa
Date: 2006-09-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Poverty,Preschool Education,Emergent Literacy,Faculty Development,Teaching Methods,Curriculum,Low Income Groups,Reading Achievement,Mathematics Achievement,Teacher Competencies,Reading Instruction,Mathematics Instruction,Classroom Environment,Intentional Learning,Leadership,Program Evaluation,Verbal Communication,Socioeconomic Status,Academic Ability,Evaluation Methods,Federal Programs,State Programs,Local Government

This issue brief, based on a meeting of a group of distinguished researchers, educators, and policymakers convened by the National Center for Children in Poverty (NCCP) explores lessons from research and practice about the role of an intentional curriculum and professional development and supports for teachers in closing the achievement gap for low-income preschool age children. The aim is to take stock of emerging knowledge about how to increase low-income children's achievement in early literacy and early math and to explore the implications for how administrators and policymakers can best integrate this knowledge into their decision-making. A special focus on curriculum and teaching strategies in preschool programs is important for two reasons. First, many low-income children in early learning settings fall behind early and remain very much behind their peers in reading and math. Second, we are learning that closing the achievement gap depends greatly on providing teachers with the professional development and supports that can help them more effectively promote early literacy and early math in the context of nurturing and emotionally supportive classrooms. A list of meeting participants is appended. (Contains 5 boxes, 1 table, 2 figures and 78 endnotes.) [For the "Effective Preschool Curricula and Teaching Strategies: Executive Summary. Pathways to Early School Success. Issue Brief No. 2", see ED522726.]
Helping the Most Vulnerable Infants, Toddlers, and Their Families: Executive Summary. Pathways to Early School Success. Issue Brief No. 1
Author: Knitzer, Jane
Date: 2006-01-00
Type: Reports - Descriptive
Subjects: Disadvantaged Youth,Toddlers,Infants,Child Development,At Risk Persons,Family Programs,Early Intervention,Environmental Influences,Child Rearing,Stress Variables,Brain,Guides,Parenting Skills,Child Welfare,Screening Tests,Mothers,Depression (Psychology),Parent Education,Community Programs,Prevention,Cooperative Planning,Program Effectiveness,Cultural Pluralism,School Community Relationship

Compelling evidence from neuroscience about how early relationships and experience influence the architecture of the brain, and in turn early school success, has led to increasing policy and practice attention to implementing child development and family support programs like Early Head Start for infants and toddlers. But, there is also a group of babies, toddlers, and parents who face so many risks that programs like these alone may not be enough. This issue brief focuses on the special challenges of helping babies and toddlers whose earliest experiences, environments, and especially relationships create not a warm and nurturing atmosphere, but what scientists have called "toxic stress"--exposing them to such high and consistent levels of stress that their growing brains cannot integrate their experiences in ways that promote growth and learning. It describes 10 strategies that programs and communities can implement to ensure these babies, toddlers, and families are connected to sufficiently intensive supports that can get them on a path to early school success. (Contains 11 endnotes.) [For the full report, "Helping the Most Vulnerable Infants, Toddlers, and Their Families. Pathways to Early School Success. Issue Brief No. 1", see ED522730.]
Helping the Most Vulnerable Infants, Toddlers, and Their Families. Pathways to Early School Success. Issue Brief No. 1
Author: Knitzer, Jane
Date: 2006-01-00
Type: Reports - Evaluative
Subjects: Disadvantaged Youth,Family Programs,Toddlers,Infants,Caregiver Child Relationship,Child Development,At Risk Persons,Stress Variables,Conferences (Gatherings),Parents,Family Relationship,Family Environment,Parent Child Relationship,Early Intervention,Social Support Groups,Agency Cooperation,Depression (Psychology),Advocacy,Interpersonal Relationship,Prevention,Check Lists,Brain

Compelling evidence from neuroscience about how early relationships and experience influence the architecture of the brain, and in turn early school success, has led to increasing policy and practice attention to implementing child development and family support programs like Early Head Start for infants and toddlers. But, there is also a group of babies, toddlers, and parents who face so many risks that programs like these alone may not be enough. This issue brief focuses on the special challenges of helping babies and toddlers whose earliest experiences, environments, and especially relationships create not a warm and nurturing atmosphere, but what scientists have called &quot;toxic stress&quot;--exposing them to such high and consistent levels of stress that their growing brains cannot integrate their experiences in ways that promote growth and learning. It describes 10 strategies that programs and communities can implement to ensure these babies, toddlers, and families are connected to sufficiently intensive supports that can get them on a path to early school success. Appended are: (1) Vulnerable Infants, Toddlers, and Families Conference: Participants List; (2) Contact Information for Resources; and (3) Additional National Resources. (Contains 4 boxes and 11 endnotes.) [For &quot;Helping the Most Vulnerable Infants, Toddlers, and Their Families: Executive Summary. Pathways to Early School Success. Issue Brief No. 1&quot;, see ED522729.]