ethanporcaro/eric-fulltext-meta huggingface dataset:
Staff Preparation, Reward, and Support: Are Quality Rating and Improvement Systems Addressing All of the Key Ingredients Necessary for Change? Policy Report
Author: Austin, Lea J. E.
Date: 2011-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,Child Caregivers,Preschool Teachers,Educational Quality,Educational Improvement,Professional Development,Scoring Rubrics,Compensation (Remuneration),Salaries,Fringe Benefits,Work Environment,Qualifications,Incentives

Reflecting the growing momentum in support of quality rating and improvement systems (QRISs) as a key strategy to improve early care and education quality, significant amounts of public dollars have been devoted to their development and implementation. In this brief, the authors report on their investigation of both quality rating and improvement system supports for professional development and on rating rubrics related to staff formal education, compensation and benefits, and adult work environments in center-based programs. Here, they examine the extent to which these key ingredients for program improvement are included within and vary across quality rating and improvement systems. They anticipated that staff qualifications and professional development, as they have largely been the focus of improvement efforts in the early care and education field, would be consistently included in systems. As QRISs are becoming the primary strategy for quality improvement, they were also interested to learn the extent to which QRISs attend to the other key ingredients--compensation and factors related to work settings--that have been linked to quality. This investigation describes the variety of ways in which different QRISs identify and define these key elements associated with supporting staff, both as individuals and as a group, to improve and sustain quality. The authors used the Child Trends &quot;Compendium of Quality Rating Systems and Evaluations&quot; as their major source of information of QRISs. To gain additional insight into how systems are operationalized, they conducted interviews during spring and summer 2010 with key stakeholders from four jurisdictions with varying QRISs characteristics, Colorado, New Mexico, Wisconsin, and the District of Columbia (D.C.). To clarify particular elements of some QRISs, they also reviewed individual QRIS websites and corresponded with administering agency directors. Four components of QRISs as described in system plans constitute the focus of this investigation: 1) Staff qualifications; 2) Financial incentives for professional development; 3) Direct compensation, including salary and benefits; and 4) Adult learning environments. Appendix includes: Quality Rating and Improvement Systems by Resources and Indicators of Support for Professional Development, Direct Compensation, and Supportive Adult Learning Environments. (Contains 4 tables, 1 figure, 4 boxes and 80 endnotes.)
Workforce Information: A Critical Component of Coordinated State Early Care and Education Data Systems. Policy Brief
Author: Kipnis, Fran
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Child Caregivers,Preschool Teachers,Labor Force,Data,Information Systems

The Center for the Study of Child Care Employment (CSCCE) receives support from the Birth to Five Policy Alliance and the David and Lucile Packard Foundation to assist states with early care and education (ECE) workforce systems development. Their efforts include membership in the Early Childhood Data Collaborative (ECDC), and their participation in a Workforce Systems Alignment Workgroup (Workgroup) with leaders of the three main ECE workforce systems described in this brief. This brief is an outgrowth of the Workgroup's efforts to align existing workforce systems operating in the states in order to expand their capacity to serve as the workforce component of broader state coordinated ECE data systems. It describes the early care and education workforce data landscape in the states, focusing on the three main workforce data systems operating across multiple states. The brief also details the challenges to aligning these systems and current efforts to address these challenges. (Contains 1 table, 4 boxes and 7 footnotes.)
2012 Graduation and Dropout Report
Author: Montana Office of Public Instruction
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Dropouts,Well Being,Superintendents,Graduation,Dropout Rate,Graduation Rate,High School Students,College Preparation,Career Development,Job Skills,Program Effectiveness,Prevention,Gender Differences,Racial Differences,Special Education,Limited English Speaking,Disadvantaged Youth,Poverty

When Superintendent Denise Juneau took office in 2009, there were 2,423 students who dropped out of school, and Montana had a dropout rate of 5.1 percent. Inspired by the early successes of the Graduation Matters Missoula initiative, Superintendent Juneau launched Graduation Matters Montana in 2010. Graduation Matters Montana is a statewide effort to ensure Montana students graduate from high school prepared for college and the workforce. Superintendent Juneau has set a goal to cut Montana's dropout rate in half to 2.5% by 2014. The positive results of these state and local partnerships have been demonstrated in the data over the past two years. Since the launch of Graduation Matters Montana, the statewide dropout rate has been on the decline, and the graduation rate has gone up. Montana's high school dropout rate has decreased from 5.1 percent in 2009 to 4.1 percent in 2012, and the graduation rate has increased from 80.7 percent in 2009 to 83.9 percent in 2012. This means that 582 fewer students dropped out in 2012 than in 2009. The credit for this improvement belongs to the school leaders, teachers, community members, parents and students who have put in the work at the local level to make a difference in the lives of hundreds of students who may not have made it to graduation without their efforts.
By Default or by Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice. Executive Summary
Author: Whitebook, Marcy
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Teacher Education Programs,Educational Quality,Early Childhood Education,Young Children,Program Effectiveness,Educational Change,Educational Practices,Program Content,Research Methodology,Evidence,Required Courses,Outcomes of Education,Teacher Effectiveness,Context Effect,Educational Policy

Calls to reform teacher education figure prominently in the growing national conversation about teacher performance and children's learning outcomes (National Council for Accreditation of Teacher Education, 2010a, 2010b; Sparks, 2011). Thus far, however, most proposals have focused on teachers working in kindergarten through Grade 12, with scant attention to the "quality" of education for teachers in child care or preschool settings (Carey & Mead, 2011). For the latter group, the question of which higher education degree (if any) is an appropriate standard--rather than the quality of teacher preparation--has dominated the policy discussion of teacher effectiveness (Barnett, 2003; Bueno, Darling-Hammond, & Gonzales, 2010; Burchinal, Hyson, & Zaslow, 2008; Early et al., 2008; Fuller, Livas, & Bridges, 2006; Whitebook, 2003; Whitebook & Ryan, 2011). This report draws upon a case study (Yin, 2009) of two early childhood B.A. completion cohort programs in order to illuminate the limitations of current ways of conceptualizing and studying early childhood teacher education. Focusing on four dimensions--program content, clinical experiences, faculty characteristics, and institutional context--the authors examine challenges encountered and lessons learned in seeking to understand differences in educational experiences among students attending these two programs. The authors then offer a series of recommendations for more nuanced ways of describing and evaluating the quality of higher education programs for early care and education practitioners. [For the full report, "By Default or by Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice. Report," see ED543247.]
Smokers Report: A Health Risk Behavior Comparison of Montana High School Students Based on Current Smoking. 2011 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2013-02-00
Type: Numerical/Quantitative Data
Subjects: Smoking,Adolescents,Social Problems,Sexuality,At Risk Students,High School Students,Injuries,Violence,Alcohol Abuse,Drinking,Drug Abuse,Racial Differences,Gender Differences,Restraints (Vehicle Safety),Weapons,School Safety,Delinquency,Crime,Bullying,Psychological Patterns,Suicide,Marijuana

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. While all schools in Montana can participate in the survey on a volunteer basis, approximately 50 high schools are randomly selected to be included to provide the Montana statewide data to be used in other national YRBS reports. The 2011 YRBS was conducted in February 2011. Schools administering the survey were provided with detailed written instructions on conducting a random survey in their schools. Data used in this report from the 2011 YRBS are based on a random survey of Montana high school students. According to the 2011 YRBS, seventeen percent of Montana high school students reported smoking during the past 30 days. Eighteen percent of males and fifteen percent of females currently smoke. Among Montana high school students who currently smoke, four percent were ninth graders, five percent were tenth graders, eight percent were eleventh graders and nine percent were twelfth grade students.
2011 Montana Youth Risk Behavior Survey: American Indian Students in Urban Schools
Author: Montana Office of Public Instruction
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: American Indians,American Indian Students,Urban Schools,Sexuality,At Risk Students,Physical Activities,High School Students,Injuries,Violence,Smoking,Alcohol Abuse,Drinking,Drug Abuse,Body Weight,Nutrition,Dietetics,Eating Habits,Physical Activity Level,Racial Differences,Body Composition,Gender Differences,Restraints (Vehicle Safety),Weapons,School Safety,Delinquency,Crime,Bullying,Psychological Patterns,Suicide,Cocaine,Marijuana,Narcotics,Stimulants,Television Viewing,Video Games,Physical Education,Team Sports,Athletics,Acquired Immunodeficiency Syndrome (AIDS),Health Education,Diseases,Chronic Illness,Special Needs Students

This report presents the 2011 Montana Youth Risk Behavior Survey high school student frequency distributions for American Indian students in urban schools. These frequency distributions are based upon surveys with 808 high school American Indian students in urban schools during February of 2011. Frequency distributions may not total 808 due to nonresponse and percents may not total 100 percent due to rounding. This paper also contains trend data for 1999-2011 on (1) Injury and violence; (2) Tobacco use; (3) Alcohol and other drug use; (4) Sexual behaviors; (5) Weight management and dietary behaviors; (6) Physical activity; and (7) Other.
Students with Special Needs: A Health Risk Behavior Comparison of Montana High School Students Based on Special Education Assistance. 2011 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: At Risk Students,Special Education,Adolescents,High School Students,Speech Therapy,Special Needs Students,Gender Differences,Resource Teachers,Special Education Teachers,Disabilities,Restraints (Vehicle Safety),Drinking,Alcohol Abuse,School Safety,Violence,Injuries,Weapons,Sexuality,Sexual Abuse,Bullying,Computer Mediated Communication,Crime,Delinquency,Psychological Patterns,Suicide,Smoking,Marijuana,Drug Abuse,Eating Habits

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. While all schools in Montana can participate in the survey on a volunteer basis, approximately 50 high schools are randomly selected to be included to provide the Montana statewide data to be used in other national YRBS reports. The 2011 YRBS was conducted in February 2011. Schools administering the survey were provided with detailed written instructions on conducting a random survey in their schools. Data used in this report from the 2011 YRBS are based on a random survey of Montana high school students. According to the 2011 YRBS, 12% of Montana high school students reported receiving help from a resource teacher, speech therapist or other special education teacher at school during the past 12 months. Thirteen percent of males and 11% of females had received special education assistance. Of those who had received special education assistance, 15% were ninth graders, 13% were tenth graders, 10% were eleventh graders and 11% were twelfth grade students.
2011 Montana Youth Risk Behavior Survey: Alternative Schools
Author: Montana Office of Public Instruction
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Sexuality,At Risk Students,Physical Activities,Adolescents,Nontraditional Education,Drug Abuse,Trend Analysis,Injuries,Violence,Smoking,Drinking,Alcohol Abuse,Body Weight,Nutrition,Eating Habits,Physical Activity Level,Racial Differences,Body Composition,High School Students,Safety,Restraints (Vehicle Safety),Telecommunications,Weapons,Attendance Patterns,School Safety,Delinquency,Bullying,Suicide,Psychological Patterns,Television Viewing,Team Sports,Athletics,Acquired Immunodeficiency Syndrome (AIDS),Health Education,Diseases,Chronic Illness,Special Needs Students

This report presents the 2011 Montana Youth Risk Behavior alternative school student frequency distributions. These frequency distributions are based upon surveys with 274 alternative school students in Montana during February of 2011. Frequency distributions may not total 274 due to nonresponse and percents may not total 100 percent due to rounding. This paper also contains trend data for 1999-2011 on (1) Injury and violence; (2) Tobacco use; (3) Alcohol and other drug use; (4) Sexual behaviors; (5) Weight management and dietary behaviors; (6) Physical activity; and (7) Other.
2011 Montana Youth Risk Behavior Survey: Students with Disabilities
Author: Montana Office of Public Instruction
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Sexuality,At Risk Students,Physical Activities,High School Students,Drug Use,Health Behavior,State Surveys,Trend Analysis,Statistical Data,Injuries,Violence,Smoking,Drinking,Body Weight,Eating Habits

This report presents the 2011 Montana Youth Risk Behavior Survey high school student frequency distributions for students with disabilities. These frequency distributions are based upon surveys with 1,672 high school students with disabilities in Montana during February of 2011. Frequency distributions may not total 1,672 due to nonresponse and percents may not total 100 percent due to rounding. This paper also contains trend data for 1999-2011 on (1) Injury and violence; (2) Tobacco use; (3) Alcohol and other drug use; (4) Sexual behaviors; (5) Weight management and dietary behaviors; (6) Physical activity; and (7) Other.
2011 Montana Youth Risk Behavior Survey: Nonpublic Accredited Schools
Author: Montana Office of Public Instruction
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Sexuality,At Risk Students,Physical Activities,High School Students,Private Schools,Injuries,Violence,Smoking,Alcohol Abuse,Drinking,Drug Abuse,Body Weight,Nutrition,Dietetics,Eating Habits,Physical Activity Level,Racial Differences,Body Composition,Gender Differences,Restraints (Vehicle Safety),Weapons,School Safety,Delinquency,Crime,Bullying,Psychological Patterns,Suicide,Cocaine,Marijuana,Narcotics,Stimulants,Television Viewing,Video Games,Physical Education,Team Sports,Athletics,Acquired Immunodeficiency Syndrome (AIDS),Health Education,Diseases,Chronic Illness,Special Needs Students

This report presents the 2011 Montana Youth Risk Behavior Survey high school student frequency distributions for nonpublic accredited schools. These frequency distributions are based upon surveys with 349 high school students in Nonpublic Region during February of 2011. Frequency distributions may not total 349 due to nonresponse and percents may not total 100 percent due to rounding. This paper also contains trend data for 1999-2011 on (1) Injury and violence; (2) Tobacco use; (3) Alcohol and other drug use; (4) Sexual behaviors; (5) Weight management and dietary behaviors; (6) Physical activity; and (7) Other.
2011 Montana Youth Risk Behavior Survey: American Indian Students on or near a Reservation
Author: Montana Office of Public Instruction
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: American Indian Students,Reservation American Indians,Sexuality,At Risk Students,Physical Activities,High School Students,Injuries,Violence,Smoking,Alcohol Abuse,Drinking,Drug Abuse,Body Weight,Nutrition,Dietetics,Eating Habits,Physical Activity Level,Racial Differences,Body Composition,Gender Differences,Restraints (Vehicle Safety),Weapons,School Safety,Delinquency,Crime,Bullying,Psychological Patterns,Suicide,Cocaine,Marijuana,Narcotics,Stimulants,Television Viewing,Video Games,Physical Education,Team Sports,Athletics,Acquired Immunodeficiency Syndrome (AIDS),Health Education,Diseases,Chronic Illness,Special Needs Students

This report presents the 2011 Montana Youth Risk Behavior Survey high school student frequency distributions for American Indian students on or near a reservation. These frequency distributions are based upon surveys with 720 high school American Indian students on or near a reservation in Montana during February of 2011. Frequency distributions may not total 720 due to nonresponse and percents may not total 100 percent due to rounding. This paper also contains trend data for 1999-2011 on (1) Injury and violence; (2) Tobacco use; (3) Alcohol and other drug use; (4) Sexual behaviors; (5) Weight management and dietary behaviors; (6) Physical activity; and (7) Other.
Sports Team Participation: A Risk Behavior Comparison of Montana High School Students Based on Sports Team Participation. 2011 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: At Risk Students,Adolescents,High School Students,Grade 10,Grade 11,Grade 12,Grade 9,Comparative Analysis,Athletics,Team Sports,Gender Differences,Eating Habits,Safety,Telecommunications,Psychological Patterns,Suicide,Smoking,Marijuana,Drug Abuse,Drinking,Alcohol Abuse,Restraints (Vehicle Safety),Bullying,Sexuality

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. While all schools in Montana can participate in the survey on a volunteer basis, approximately 50 high schools are randomly selected to be included to provide the Montana statewide data to be used in other national YRBS reports. The 2011 YRBS was conducted in February 2011. Schools administering the survey were provided with detailed written instructions on conducting a random survey in their schools. Data used in this report from the 2011 Youth Risk Behavior Survey are based on a random survey of Montana high school students. According to the 2011 YRBS, 63% of Montana high school students reported having played on a sports team during the past 12 months. Sixty-five percent of males and 62% of females played on a sports team. Of those who had played on a sports team, 69% were ninth graders, 66% were tenth graders, 61% were eleventh graders and 58% were twelfth grade students.
Analysis of Scientific Epistemological Beliefs of Eighth Graders
Author: Yenice, Nilgun
Date: 2013-04-00
Type: Journal Articles
Subjects: Academic Achievement,Measures (Individuals),Grade 8,Science Achievement,Student Attitudes,Epistemology,Constructivism (Learning),Foreign Countries,Likert Scales,Reliability,Statistical Analysis

The aim of this study is to determine the levels of scientific epistemological beliefs of 8th grade students. The sample of the study consisted of 355 students. The data of the study were collected through the use of the Scale of Scientific Epistemological Beliefs, which was developed by Elder (1999) and adapted into Turkish by Acat, Tuken and Karadag (2010). Personal Data Form was also used to obtain demographic data about the participants. In order to determine the levels of scientific epistemological beliefs of the students, the means and standard deviations were calculated for each scale. The findings of the study suggest that scientific epistemological beliefs of 8th grade school students are closer to sophisticated beliefs and mid-level. (Contains 5 tables.)
Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches
Author: Cevik, Yasemin Demiraslan
Date: 2013-01-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Classroom Techniques,Preservice Teachers,Decision Making,Comparative Analysis,Thinking Skills,Experimental Groups,Self Control,Behavior Problems,Instructional Materials,Measures (Individuals),Questionnaires,Pretests Posttests

This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three major approaches to case-based instruction. Specifically, this study focused on analyzing students' open-ended responses to classroom management problems presented before and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and selected in decision tasks or the number of reasons students used to justify their decisions. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation. (Contains 5 tables.)