ethanporcaro/eric-fulltext-meta huggingface dataset:
School Leaders Doing the Work the Right Way: Building Walls between Schools and the Justice System. Overview/Summary: How Schools Can Disrupt the School-to-Prison Pipeline--Five District Profiles
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Social Justice,Equal Education,Social Bias,Disproportionate Representation,Law Enforcement,Delinquency,Juvenile Justice,Discipline,COVID-19,Pandemics,At Risk Students,Racism,Ethnicity,Social Emotional Learning,Mental Health,Student Behavior,Restorative Practices,Transitional Programs,Reentry Students

This document summarizes the five schools districts profiled during the 2021-2022 school year that are building walls between schools and the justice system, engaging in restorative policies and practices, working to eliminate bias and disproportionality, and providing all children with fair and equitable access to high-quality opportunities. The districts profiled were Aldine Independent School District, Houston, Texas (ED628988); Brownsville Area School District, Pennsylvania (ED628991); St. Louis Public Schools, Missouri (ED628986); Phoenix Union High School District, Arizona (ED628990); and Riverhead Central School District, New York (ED628989). These school districts have worked intentionally to reduce school-related juvenile justice interactions where the superintendent and school system played a key role in changes to limit youth interaction with law enforcement, school-based arrests and juvenile justice. [This report was prepared with Aldine Independent School District, Brownsville Area School District, St. Louis Public Schools, and Riverhead Central School District.]
School Leaders Doing the Work the Right Way: Building Walls between Schools and the Justice System. St. Louis Public Schools, St. Louis, Missouri
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Social Justice,Equal Education,Social Bias,Disproportionate Representation,Law Enforcement,Delinquency,Juvenile Justice,Discipline,COVID-19,Pandemics,At Risk Students,Racism,Ethnicity,Social Emotional Learning,Mental Health,Student Behavior,Elementary Secondary Education,Urban Schools,Poverty,Crime,Gender Bias,Suspension,Restorative Practices

St. Louis Public Schools is an urban school district of 19,299 students. The district has a predominantly Black student population with 78% of students identifying as Black, while also being very diverse with 11% of students qualifying as English Language Learners (ELL). St. Louis has a high crime rate, including a high murder rate. This trickles down to schools and impacts students. Poverty and gang activity are also issues of concern in the district. After losing accreditation in 2007, the school district made several changes to regain it in 2017. This profile highlights the school district's restorative policies and practices including: (1) Catalyst for Change; (2) Police Department; (3) Police involved Youth; (4) COVID; (5) Sustainability; and (6) Disproportionality. [This report was prepared with St. Louis Public Schools. For the summary report, see ED628985.]
Improving Student Success through Sense of Belonging: A Look at the Diverse Learning Environment Survey. Spotlight Report Brief
Author: James, M. J.
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: Sense of Community,Student Surveys,Success,Educational Environment,College Students,Teacher Student Relationship

Students who feel accepted, valued, and connected to their institution have a more developed sense of belonging. Sense of belonging can be strengthened by building relationships on campus through a variety of ways such as friendships, mentorships, and campus activities. This allows students to feel a connection with faculty and peers. A strong sense of belonging has been shown to increase retention, and ultimately graduation, as well as improving the mental health and overall wellbeing of students (Lu, 2023). An efficient way to gauge a student's sense of belonging is by surveying them. This brief discusses the Diverse Learning Environment (DLE) survey administered by the Higher Education Research Institute (HERI) at UCLA. The purpose of the survey is to assess the experience of undergraduate students by asking questions about their interactions with faculty and peers, any engagement with co-curricular activities, opinions on campus climate, and their overall satisfaction with their collegiate experience. The data can then be utilized to better understand institutional practices, assess student learning outcomes, and identify strengths and areas of improvement for the campus.
School Leaders Doing the Work the Right Way: Building Walls between Schools and the Justice System. Aldine ISD, Houston, Texas
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Social Justice,Equal Education,Social Bias,Disproportionate Representation,Law Enforcement,Delinquency,Juvenile Justice,Discipline,COVID-19,Pandemics,At Risk Students,Racism,Ethnicity,Social Emotional Learning,Mental Health,Student Behavior,Elementary Secondary Education,Poverty,Urban Schools,Multi Tiered Systems of Support,Transitional Programs,Reentry Students,Restorative Practices

Located in Harris, Texas, Aldine Independent School District (ISD) serves 67,130 students. Despite being categorized as a richly diverse district with vast opportunity, there are generational disadvantages regarding education attainment and economic status. Poverty is the common denominator of all students across the district, regardless of color. This profile highlights the school district's restorative policies and practices including: (1) Superintendent Catalyst; (2) Police Department; (3) Police-involved Youth; (4) COVID; (5) Sustainability; and (6) Disproportionality. [This report was prepared with Aldine Independent School District. For the summary report, see ED628985.]
School Leaders Doing the Work the Right Way: Building Walls between Schools and the Justice System. Riverhead Central School District, Long Island, New York
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Social Justice,Equal Education,Social Bias,Disproportionate Representation,Law Enforcement,Delinquency,Juvenile Justice,Discipline,COVID-19,Pandemics,At Risk Students,Racism,Ethnicity,Social Emotional Learning,Mental Health,Student Behavior,Elementary Secondary Education,Suburban Schools,English Language Learners,Immigrants,Police School Relationship,Suspension,Faculty Development,Restorative Practices,Transitional Programs,Reentry Students,Poverty,Gender Bias

Located in Suffolk County on Long Island, New York, Riverhead Central School District draws students from three townships: Southampton, Brookhaven and Riverhead. This suburban district has just fewer than 6,000 students and is diverse, both racially and in socioeconomic status. Demographics in the district have changed over the past 20 years or so, with a growing population of English Language Learners (ELL) who come mostly from Guatemala. More than 20 languages are spoken in the district, but all materials, both written and spoken, are provided in English and Spanish. This profile highlights the school district's restorative policies and practices including: (1) Catalyst for Change; (2) Police Department; (3) Police involved Youth; (4) Transition Plan; (5) COVID; (6) Sustainability; and (7) Disproportionality. [This profile was prepared with Riverhead Central School District. For the summary report, see ED628985.]
School Leaders Doing the Work the Right Way: Building Walls between Schools and the Justice System. Phoenix PXU Union, Phoenix, Arizona
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Social Justice,Equal Education,Social Bias,Disproportionate Representation,Law Enforcement,Delinquency,Juvenile Justice,Discipline,COVID-19,Pandemics,At Risk Students,Racism,Ethnicity,Social Emotional Learning,Mental Health,Student Behavior,Elementary Secondary Education,Substance Abuse,Conflict Resolution,School Culture,Cultural Awareness,Police School Relationship,School Safety,School Security,Gender Differences,Suspension,Transitional Programs,Reentry Students,Restorative Practices,Urban Schools

Located in Phoenix, Arizona, the Phoenix Union High School District (PXU) was the only high school district profiled as part of this project. The high school district is made up of 13 elementary districts that feed into it and has 11 comprehensive high schools, four small specialty schools, three micro-schools, three support schools and a digital academy. The district has 4,000 employees and covers 220-square miles of Arizona's capital city. The most diverse city of those profiled, Phoenix students speak more than 100 languages and represent 50 Native American tribes. This profile highlights the school district's restorative policies and practices including: (1) Catalyst for Change; (2) Sense of Community While Utilizing Staff; (3) Police Department; (4) Police involved Youth; (5) Transition Plan; (6) COVID; (7) Sustainability; and (8) Disproportionality. [For the summary report, see ED628985.]
School Leaders Doing the Work the Right Way: Building Walls between Schools and the Justice System. Brownsville Area School District, Brownsville, Pennsylvania
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Social Justice,Equal Education,Social Bias,Disproportionate Representation,Law Enforcement,Delinquency,Juvenile Justice,Discipline,COVID-19,Pandemics,At Risk Students,Mental Health,Student Behavior,Barriers,Poverty,Positive Behavior Supports,Suspension,Truancy,Intervention,Police School Relationship,Elementary Secondary Education,Social Emotional Learning,Rural Schools,Transitional Programs,Reentry Students,Restorative Practices

Located in southwestern Pennsylvania near the borders of Maryland and West Virginia, the district has 1,483 students, with 21% minority enrollment. The district and its students have experienced many of the problems related to the opioid epidemic, including many students being raised by grandparents due to parental drug use. The district has three schools--elementary, middle and high school--as well as a cyber school that offers virtual learning for students K-12. This profile highlights the school district's restorative policies and practices including: (1) Catalyst for Change; (2) Police Department; (3) Police involved Youth; (4) COVID; (5) Sustainability; and (6) Disproportionality. [This profile was prepared with Brownsville Area School District. For the summary report, see ED628985.]
Engaging Stakeholders to Improve Social Validity: Intervention Priorities for Students with Complex Communication Needs
Author: Biggs, Elizabeth E.
Date: 2021-02-00
Type: Reports - Research
Subjects: Intervention,Augmentative and Alternative Communication,Special Education Teachers,Paraprofessional School Personnel,Allied Health Personnel,Communication Problems,Stakeholders,Values,Attitudes,Ability,Student Needs,Students with Disabilities,Elementary Secondary Education,Program Implementation,Program Effectiveness,Interpersonal Communication,Interpersonal Relationship,Interaction,Inclusion,Access to Education,Play,Recreational Activities,Independent Living,Social Emotional Learning,Student Behavior

Many factors impact intervention implementation in everyday practice, including the social validity of these interventions. As a way of addressing social validity, this study aimed to understand the perspectives of multiple stakeholders of school-aged children and adolescents who use aided and unaided augmentative and alternative communication (AAC) on their key intervention priorities for these children. Semi-structured interviews were conducted with 19 parents and professionals, which included special education teachers, paraprofessionals, and speech-language pathologists (SLPs). Qualitative content analysis focused on (a) identifying a framework of intervention priorities for children with complex communication needs and (b) understanding stakeholders' underlying values and attitudes that influenced perceptions about these priorities. Participants shared many intervention priorities and several core values. These intervention priorities included approaches focused on improving children's intrinsic abilities (i.e., skills-focused) and on improving children's extrinsic supports and opportunities (i.e., environment-focused). However, participants often portrayed diverging attitudes about different aspects of intervention, particularly self-efficacy (e.g., persistence in the face of challenges; confidence about inclusive education) and perceptions of students (e.g., keeping high expectations). These findings have important implications for practice and future research related to how attention to social validity can help bridge the research-to-practice gap. [This paper was published in &quot;Augmentative and Alternative Communication&quot; (EJ1360991).]
Inside the College Mental Health Crisis: Evidence from the Healthy Minds Survey. Spotlight Report Brief
Author: Cornett, Allyson
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: College Students,Mental Health,Student Surveys,Depression (Psychology),Anxiety,Suicide,Eating Disorders

College students are particularly vulnerable to mental health challenges that can significantly impede their academic performance, social lives, and cognitive abilities. While mental and emotional health concerns have long been present on college campuses, research suggests certain disorders and behaviors have worsened since the onset of the coronavirus pandemic. One of the leading sources on student mental health is the Healthy Minds Study (HMS)--an annual, web-based study conducted by the Healthy Minds Network. Since 2013, the HMS has been fielded at over 450 institutions and received responses from more than 500,000 students. This brief examines select data points from the HMS National Data Reports from 2018-2019 (pre-pandemic), 2020-2021 and 2021-2022.
Creating a Path to Diversity in the Veterinary Profession
Author: Daniel, Annie J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Diversity,Veterinary Medicine,Veterinary Medical Education,Student Recruitment,African American Students,Evidence Based Practice,Educational Practices,College Faculty,African American Teachers,State Universities,Inclusion,Models,Summer Programs,Mentors,Alumni,Advertising,School Visitation,Educational Environment,Diversity (Institutional),Barriers,Educational Experience

A review of the current scholarly literature and research on the progress made to diversify the health professions revealed some progress in recruiting African American students; however, veterinary medicine and veterinary medical education programs have never had the level of diversity of other healthcare professions. This article provides evidence-based approaches to increasing diversity in veterinary medicine that can be implemented in schools and colleges of veterinary medicine.
Chinese and American Classroom Instruction: Confucian and Constructivist Perspective
Author: Jiang, Shuaipu
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Cultural Differences,Constructivism (Learning),Confucianism,Asian Culture,Western Civilization,Teaching Methods,Educational Background,Cultural Background,Knowledge Base for Teaching,Foreign Countries,Direct Instruction,Educational Philosophy,Educational Change,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Class Size,Kindergarten,Elementary Secondary Education,Higher Education,Comparative Education,Group Discussion,Rote Learning

Classroom instruction in China and in the United States have sharp differences. Typically, constructivist learning theory shapes American classroom instruction whereas Confucian educational culture shapes Chinese classroom instruction. Furthermore, typically, Chinese classrooms adopt a direct instructional approach whereas American classrooms adopt an indirect instructional approach. Awareness of such differences in classroom instruction informs educators of the educational backgrounds of students coming from different educational environments and cultures, enabling educators to better serve different student populations. Additionally, it is worth noting that educational culture worldwide is converging as indicated by world culture theory. This paper presents different classroom instruction in China and the U.S., and inspires educators to learn from the differences, reflect on their own instruction, and eventually innovate and improve their instruction. [For the full proceedings, see ED628982.]
Chinese International Student Experiences in United States Higher Education during Pandemic: Preparing for a Post-Pandemic Era
Author: Tan, Fujuan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,International Education,Higher Education,Foreign Students,Asians,Barriers,Educational Experience,Crisis Management,Foreign Countries,Anxiety,Cultural Differences,English (Second Language),Second Language Learning,Transformative Learning,Learning Theories,Graduate Students,Online Courses,Social Isolation,Student Attitudes,Costs,Stress Variables,Racism,Resilience (Psychology),Futures (of Society)

Internationalization has become a substantial part of higher education worldwide, especially in the U.S. Moreover, Chinese students make up the largest portion of the U.S.'s international higher education students. The COVID-19 pandemic has caused a disruption in higher education, especially posing considerable challenges to international students. Given the emphasis of international higher education in the U.S. and the prominence of Chinese international students in this country, as well as the sparsity of research outside large cities, this study sought to examine particular challenges posed to Chinese international students studying at universities in smaller cities in the U.S. Results indicate that this group of students experienced a myriad of hardships and challenges during the pandemic. Understanding these effects can inform international higher education programs perhaps worldwide, ultimately improving such programs to better manage crises, but also to improve normal practice. [For the full proceedings, see ED628982.]
Adapting Transformative Learning-Delivery Approach to Sustainable Adult Basic Education in Nigeria within the New Age
Author: Ajayi, Elizabeth Aanuoluwapo
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Transformative Learning,Adult Basic Education,COVID-19,Pandemics,Sustainability,Delivery Systems,Teaching Methods,Distance Education,Technology Uses in Education,Adult Educators,Access to Education,Barriers,Foreign Countries,Radio,Self Actualization,Futures (of Society)

In practice, adult basic education activities are educational activities that adults engage in systematically so they can gain new forms of knowledge, skills, attitudes, or values for self-sustenance to ensure self-improvement and national development. Achieving these requires an appropriate approach which is vital for the participation of learners to ensure transformational results. However, the plague of COVID-19 created a disorientating dilemma for facilitators around the world, especially in developing countries like Nigeria, with little or no alternatives to regular physical contact learning-delivery systems using digital learning approaches. This imposed paradigm shift has created the need for flexible, adaptable, and sustainable delivery of adult basic education in Nigeria, while we await full utilization of digital learning. An adaptable Transformative learning delivery model which uses a blend of both transformative learning and each-one-teach-one approaches is proposed to achieve the dual-aim of adult basic education. The proposed learning-delivery model to be implemented by adult educators in Nigeria as well as other developing countries will assist learners to become active citizens for self-improvement and national development. This model suggests that facilitators will utilize the full participation of learners through their conscious and concerted efforts towards learning. In addition, facilitating learning with this model will show continual effort to attain sustainability of adult basic education, even in the advent of national or global uncertainties like COVID-19. [For full proceedings, see ED628982.]
Adult Education for Social Rights in the Practice of Democracy in Nigeria
Author: Victor, Pere-ere F. T.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Foreign Countries,Civil Rights,Social Problems,Democracy,COVID-19,Pandemics,Democratic Values,Social Justice

The value of upholding individuals' rights in society especially in this post-COVID-19 era can never be over-emphasized. The economic, political, cultural, and social rights of citizens set the parameters of what is expected by citizens from the government as we exist and socialise in society. It is also what gives the legal backing to citizens and what protects them from undue interferences and pressure from individuals, corporate, and government organizations. In Nigeria, serious social issues infringe on the social rights of citizens. Problems of insecurity, regular kidnapping, unemployment, and low standard of living exist. Many believe these long-lingering social issues, which are rooted in corruption, can be curbed via adult education. This will in turn bring about improved democratic practice by the government so citizens are safe and protected. This paper discusses the concept of adult education and how it can promote social rights in the practice of Nigerian democracy in the post-COVID-19 era. The paper examines related concepts on democracy and social rights and their value to national development. [For full proceedings, see ED628982.]
Digging into an International Adult Education Andragogy Epistemological Foundation: Four Variations of Caring Love (Dealing Bountifully)
Author: Henschke, John A.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: International Education,Adult Education,Andragogy,Caring,Conference Papers,Epistemology,Biblical Literature,Educational Practices,Educational History,Christianity,Churches,Religious Factors,Spiritual Development,Greek,Hebrew,English,Sexuality,Illustrations,Vocabulary,Intimacy,Family Relationship,Interpersonal Relationship,Foundations of Education

This paper recaps Henschke's 2021 CIAE Pre-conference paper on the fact that the first 200 years of the epistemology and practice of adult education in the United States was almost exclusively sponsored by the Church. Even in ancient times from the Bible book of Ecclesiastes, third chapter, there are 14 sets of things [28 in number] that God set to occupy us in this life on earth; beside this He also placed 'eternity in our hearts.' Thus is identified an often-overlooked broad spectrum of adult education/ andragogical epistemology of religion, spirituality, and piety/devotion. My life has been mainly guided by what I declare as God's call(s) for me on earth and 'eternity in my heart' for the afterlife to come. This background will then be connected with this year's (2022) CIAE Pre-conference focus of the paper on a deeper probe into four major variations of caring and love exemplified and included in God's creation with elements, such as: Four sets of Greek, Hebrew words, and English explanations with supporting illustrations of caring and love; presented in the order mentioned above a. Eros, Yada, sublime intimate sexual love; b. Storge, Basar, the good news of 'I've got your back'; c. Philia, Rea, family relationships and common interests; and d. Agape, Ahav, God's eternal, divine love for humankind. All of this is set within this life on earth and in the afterlife (eternity) to come. [For the full proceedings, see ED628982.]