ethanporcaro/eric-fulltext-meta huggingface dataset:
Black-White Achievement Gap and Family Wealth. National Poverty Center Working Paper Series #07-02
Author: Yeung, W. Jean
Date: 2006-00-00
Type: Reports - Research
Subjects: Achievement Gap,At Risk Students,Personality Traits,African American Students,White Students,Academic Achievement,Socioeconomic Status,Family Income,Family Influence,Racial Differences,Scores,Achievement Tests,Causal Models,Disadvantaged Youth,Child Development,Longitudinal Studies,Cognitive Development,Cognitive Ability

This paper examines the extent to which family wealth affects the race-child achievement association for young children based on data from the Panel Study of Income Dynamics. We found little evidence that wealth mediates the black-white test scores gap. However, liquid assets, particularly holding in stocks and mutual funds, are positively associated with school-aged children's test scores. We speculate that this may partly reflect unmeasured personality traits of the parents such as a stronger future orientation or the financial savvy. We also found that the association was mediated through both material deprivation and family processes pathways. We made an attempt to strengthen the causal inference between wealth and children's test scores with the instrumental variable approach, the results were nevertheless inconclusive. (Contains 11 tables.)
ESU Turns 30! Fighting for Student Rights since 1982
Author: Ivosevic, Vanja, Ed.
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Student Rights,Student Participation,Foreign Countries,Student Unions,Program Effectiveness,Educational History,Higher Education,Educational Quality,Global Approach,Equal Education,Females

The beloved WESIB/ESIB/ESU (from here on labelled mostly as ESU) is turning 30 this October. This momentous occasion is of course a wonderful excuse to celebrate, but also an opportunity to reflect where the organization is and where it could be and to connect numerous generations of student activists that have made and will continue to make the essence of ESU. As a contribution towards this celebrating, reflecting and connecting, three former chairpersons of the organisation, with the help and support of a number of ESUbians and many friends that ESU has made over the years, have prepared this anniversary publication. The publication includes a series of articles focusing on some of the key aspects and moments in ESU's history. The first WESIB Director, Bjorn Sundstrom provides an insight into &quot;how it all began,&quot; followed by Stephen Grogan who sheds light on the turbulent times of late 80's and early 90's and about the first change of name (from WESIB to ESIB). Manja Klemencic tells the &quot;inside story&quot; of how ESIB got in (and stayed in) the Bologna Process. Ligia Deca goes out of Europe and presents how ESU went global, complemented by Johan Almqvist's discussion on ESU's excursions from the European down to the national and up to the global level, and the related challenges, rationales and solutions. Alex Bols and George-Konstantinos Charonis, an authoring team spanning a decade of ESU's stronger than ever presence in European HE community, take a more internal look and reflect on equality in ESU, both celebrating the successes but more importantly reminding members that there is much more ground to cover and that they should not feel complacent. Jens Jungblut, through an interview style article tries to uncover the curious phenomenon of the &quot;five witches from the East&quot;, followed by Martina Vukasovic demistifying the so-called ESU mafia, stressing that while there might be life after active ESU duty, there is hardly a possibility of life without any connection to ESU. Finally, a number of &quot;external friends&quot; of ESU provided their birthday wishes, as a testimony to the relevance and importance of both student participation in general and the work, expertise and dedication of ESU representatives over the years.
Bologna with Student Eyes 2012
Author: Pall, Allan
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Foreign Countries,Surveys,Student Attitudes,Educational Change,Questionnaires,Quality Assurance,Student Participation,Student Mobility,Prior Learning,Qualifications,College Credits,Doctoral Programs,College Students,Student Unions,Change Strategies,Social Influences,Graduate Study,Access to Education

The Bologna Process is one of the largest endeavours ever undertaken aimed at reforming higher education continent-wide. It has created a framework of measures and policies aiming to foster greater compatibility and comparability of the national systems of higher education across Europe. Despite the impact reforms and change in higher education have meant for students in Europe since 1999, ESU is unfortunately again forced to report that progress has not yet caught up with the expectations propagated by the commitment and targets set by ministers. Seen from the perspective highlighted in this edition of &quot;Bologna With Student Eyes,&quot; development over the past three years since the Leuven/Louvain-la-Neuve Conference in 2009 has not been satisfactory in a number of areas, even deplorably sliding backwards on some of the key action lines. The focus of this publication is more on looking at the impact Bologna Process-inspired reforms have on students, graduates and wider society rather than focusing solely on the Process. A greater emphasis has also been placed on the EU Modernisation agenda's impact on the reforms linked to the Bologna Process. The authors hope this publication will present a clear picture of the challenges, progress and national variations across the European Higher Education Area. Individual section contains references. (Contains 27 figures, 3 tables, and 10 footnotes.)
No Student Left out: The Do's &amp; Don'ts of Student Participation in Higher Education Decision-Making
Author: Ufert, Karina
Date: 2011-03-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Student Participation,Governance,Democracy,Student Unions,Decision Making,Access to Education,Educational Attainment,Guides,College Students,Student Rights,Student Mobility,Cultural Awareness,International Cooperation,Foreign Countries,Quality Control,Capacity Building,Educational Quality

&quot;No student left out&quot; should be the motto of the entire student movement. It can be understood in many different ways. No student should indeed be left out of higher education, both in terms of access and progress towards completion in higher education but also in terms of representation in governance structures at all levels. Leaving no student out is also a challenge for student unions in the sense of openness, democracy and representativeness, three pillars which the student movement ESU promotes. A strong student union is a union that can be inclusive for all students in a democratic way and that can represent and defend the rights of all students. With this handbook the authors hope to provide readers with an overview of how a student union can successfully represent students in an inclusive way and how student participation in governance on all levels has grown throughout history. (Contains 9 footnotes.)
Obesity and Developmental Functioning among Children Aged 2-4 Years. National Poverty Center Working Paper Series #08-07
Author: Cawley, John
Date: 2008-05-00
Type: Reports - Research
Subjects: At Risk Persons,Child Health,Developed Nations,Child Care,Human Capital,Preschool Children,Family Characteristics,Labor Market,Obesity,Child Development,Young Children,Foreign Countries,Verbal Ability,Language Skills,Daily Living Skills,Psychomotor Skills,Interpersonal Competence,Body Weight,Body Composition,Individual Characteristics,Gender Differences,Correlation

In developed countries, obesity tends to be associated with worse labor market outcomes. One possible reason is that obesity leads to less human capital formation early in life. This paper investigates the association between obesity and the developmental functioning of children at younger ages (2-4 years) than ever previously examined. Data from the German Socio-Economic Panel Study are used to estimate models of developmental functioning in four critical areas (verbal skills, activities of daily living, motor skills, and social skills) as a function of various measures of weight (including BMI and obesity status) controlling for various child and family characteristics. The findings indicate that, among boys, obesity is a significant risk factor for lagged development in verbal skills, social skills, and activities of daily living. Among girls, weight generally does not have a statistically significant association with these developmental outcomes. Further investigations show that the correlations exist even for those preschool children who spend no time in day care, which implies that the correlation between obesity and developmental functioning cannot be due solely to discrimination by teachers, classmates, or day care providers. Full text (English translation) of the SOEP questions that were used to create the measures of developmental functioning used in this paper is appended. (Contains 4 tables and 1 footnote.)
Bologna with Student Eyes. 2007 Edition
Author: Mikkola, Anne, Ed.
Date: 2007-05-00
Type: Reports - Research
Subjects: Foreign Countries,Surveys,Student Attitudes,Educational Change,Questionnaires,Quality Assurance,Student Participation,Student Mobility,Prior Learning,Qualifications,College Credits,Doctoral Programs,College Students,Student Unions,Change Strategies,Social Influences,Graduate Study,Access to Education

For the third time, ESIB has carried out a survey on the implementation of the Bologna Process. The first survey was in 2003 and the second was in 2005. Between the first two surveys the methodology developed substantially and this survey builds on the principles of the 2005 &quot;Bologna With Student Eyes&quot; report. This new report portrays the implementation of the Bologna Process from a student point of view. Through this, it is possible to get an understanding of how students, the main target group of the reforms in the framework of the Bologna Process, experience their situation. In general, implementation is speeding up, (at least in certain areas), but at the same time, malimplementation is for students as harmful--or even more so--than no reforms at all. Hence, the aim of this report is to analyse how the implementation and the progress towards 2010 is proceeding. There is a great need for comparing promises made and actions decided upon at the European level with what happens in reality at the national and local level, and in particular how students understand and perceive these debates. The report is divided into 9 chapters in which selected parts of Bologna Process reforms are discussed, also the transversal issue of the social dimension of the Bologna Process is discussed in detail in the 1st chapter. The primary source of data is a detailed web-based questionnaire, which included a range of qualitative and quantitative questions. The questions were designed by ESIB (based on a thorough review of past surveys and a consideration of active action lines and projects within the Bologna Process), and subjected to a pilot process in 2006. Data collection took place from October 2006 and onwards. Respondents were the organisations (national unions of students) that are current members of ESIB, although in the case of Georgia, Moldova, Turkey and Ukraine, other organisations were invited to respond, as no national organisation was a member of ESIB. 36 countries have been surveyed and are covered in this report. Limited data is available from Denmark. The authors hope that this report sheds some light on the situation regarding the process of implementing the agreed reforms as students are experiencing it every day. A further wish is that the results of the report can help in implementing the Bologna Process reforms in a coherent and qualitative way so that present and future students will benefit fully from this pan-European reform process. A bibliography is included. (Contains 25 figures and 16 footnotes.)
Maternal Work Hours and Adolescents' School Outcomes among Low-Income Families in Four Urban Counties. National Poverty Center Working Paper Series #07-01
Author: Gennetian, Lisa A.
Date: 2007-01-00
Type: Reports - Research
Subjects: Behavior Problems,Physical Health,Family Violence,Neighborhoods,Working Hours,Low Income Groups,Mothers,School Involvement,Employed Parents,Academic Achievement,Urban Areas,Counties,Adolescents,Children,Attendance,Mental Health,Substance Abuse,Case Studies

We examine how changes in maternal work hours affect adolescent children's school participation and performance outcomes using data from interviews in 1998 and 2001 with 1,700 women who in May 1995 were welfare-reliant, single mothers of adolescents living in disadvantaged neighborhoods in four urban counties. We find unfavorable effects of maternal work hours on several aspects of adolescents' schooling: Full-time maternal employment (31 hours or more per week) increases the likelihood of skipping school, decreases school performance, and increases the likelihood of parent contact by a school about behavior problems. Sons seem to be particularly sensitive to changes in mothers' average hours of work, with notable increases in incidences of being late for school and declines in school performance when mothers work more hours. These findings hold up controlling for a rich array of mothers' characteristics, including their psychological and physical health and experiences with domestic violence and substance. Appended are: (1) Criteria to be Eligible for Cross-Sectional Analysis Sample; and (2) Comparison of Means for Wave 2 Analysis Sample and Children Excluded from Sample. (Contains 7 tables and 8 footnotes.)
Progress with Student Teacher Placements
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-09-00
Type: Reports - Descriptive
Subjects: Evidence,Preservice Teacher Education,Student Teachers,Teacher Placement,Program Effectiveness,Program Evaluation,Delivery Systems,Program Implementation,Administrative Policy,Partnerships in Education,Institutional Characteristics,Institutional Role,Agency Role,College Role,School Role,Foreign Countries,Improvement Programs

This is a report on the progress that has been made since HMIE published &quot;Student Teacher Placements within Initial Teacher Education&quot; in October 2005 in response to a request by the Minister for Education and Young People. The report was based on extensive fieldwork and consultation over session 2004/2005, activity which itself contributed to awareness raising, and developmental thinking and action, in advance of its publication. The report found that education authorities had made significant progress in devising and implementing policies and systems for placing of student teachers in a wider range of their schools. Schools have responded positively. Overall, there was encouraging evidence that the agencies involved had all continued to make progress in providing good placements for students. Teacher education institutions have also developed the effectiveness of their approaches to improving communication with schools. Across all partners, roles and responsibilities are more clearly defined and the planning of placements has improved. Nevertheless, there is still more to be done on improving the number and organisation of suitable placements, in areas such as assessment, and in assuring the quality of placements, particularly where schools and teachers are becoming involved for the first time.
School Turnaround Leaders: Selection Toolkit. Part of the School Turnaround Collection from Public Impact
Author: Public Impact
Date: 2008-06-00
Type: Guides - Non-Classroom
Subjects: Personnel Selection,School Turnaround,Competence,Leadership Effectiveness,High Achievement,Low Achievement,Interviews,Administrators,Accountability,Educational Planning,Problem Solving,Self Esteem

This toolkit includes the following separate sections: (1) Selection Preparation Guide; (2) Day-of-Interview Tools; (3) Candidate Rating Tools; and (4) Candidate Comparison and Decision Tools. Each of the sections is designed to be used at different stages of the selection process. The first section provides a list of competencies that would distinguish between very successful leaders and the rest in a school turnaround situation. The second section describes tools that are designed for use during the leader candidate interview. These tools are designed to be used in tandem with the Selection Preparation Guide, which provides an overview of the selection process. The third section provides a scoring sheet that is designed to help select school leaders who will be successful in a turnaround school--a school that needs to move from very low performance to high performance quickly. The fourth section offers guidelines for choosing among candidates. Appended are: (1) Leader Competency Rating Levels; and (2) Turnaround Actions: Consistent Cross-Sector Findings. (Contains 8 footnotes.) [Contributors include Lucy M. Steiner, Emily Ayscue Hassel, Bryan Hassel, Eli Valsing and Sarah Crittenden. For related reports, see "School Turnaround Leaders: Competencies for Success. Part of the School Turnaround Collection from Public Impact" (ED539552); "School Turnaround Teachers: Competencies for Success. Part of the School Turnaround Collection from Public Impact" (ED539546); and "School Turnaround Teachers: Selection Toolkit. Part of the School Turnaround Collection from Public Impact" (ED539551).]
Using Competencies to Improve School Turnaround Principal Success
Author: Steiner, Lucy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Leadership,Principals,Educational Change,School Turnaround,Leadership Role,Models,School Districts,Competence,Interviews,Administrator Evaluation,Public Officials,Personnel Selection

This paper aims first to shed light on one element of leadership: the characteristics--or &quot;competencies&quot;--of turnaround leaders who succeed in driving rapid, dramatic change. Second, it recounts the elements of support that districts must provide these leaders to enable and sustain a portfolio of successful school turnarounds. Fortunately, decades of experience in other sectors and in education systems of other nations reveal tools and techniques for understanding and using turnaround leader competencies, and for governing turnaround leaders successfully. U.S. educators must act on this knowledge. Today, few districts have an explicit strategy to select and empower school turnaround leaders using the best available techniques. Few provide the autonomy, support, and accountability for rapid, dramatic change that will attract, keep, and enable turnarounds by capable leaders. Here the authors explain what states, districts, and others with an interest in school turnarounds need to know. They describe the role of leadership in organizational turnarounds and how using competencies can allow better selection, development, and support of these leaders. Appended are: (1) Identifying Distinguishing Competencies: Building a Valid Model; (2) Hiring Effective School Turnaround Principals; and (3) Developing School Turnaround Principals. (Contains 1 figure and 70 notes.) [Funding for this paper was provided by the University of Virginia's Darden/Curry Partnership for Leaders in Education.]
School Turnaround Teachers: Competencies for Success. Part of the School Turnaround Collection from Public Impact
Author: Public Impact
Date: 2008-06-00
Type: Guides - Non-Classroom
Subjects: Educational Change,Definitions,Poverty,Teacher Competencies,Teacher Effectiveness,School Turnaround,Leadership,Academic Achievement,Problem Solving,Educational Research,Interviews,Self Esteem,Teacher Characteristics

Individual teachers have the largest single school effect on student performance. Documented experience also indicates that individual teachers in high-poverty schools can effect rapid, dramatic student learning improvements within their own classrooms. Organization-wide change of a similar magnitude takes a broader effort with daring leadership at the helm and persistent, achievement-oriented collaboration among staff. That is the stuff of which rapid, bad-to-great turnarounds across sectors are made. This guide aims to help schools attempting turnarounds understand the underlying characteristics of teachers likely to succeed in this unique context, based on the best available research to date. Interestingly, the characteristics identified by early research on star "teachers" in high-poverty schools are remarkably similar to the competencies exhibited by turnaround "leaders" across sectors. As more schools attempt turnarounds, increasingly accurate, detailed descriptions of teachers who are successful in this context will be possible. This is a companion to "Leaders for School Turnarounds: Competencies for Success." Both guides seek to clarify the most critical competencies--or patterns of thinking, feeling, speaking and acting--that enable people to be successful in attempts to transform schools from failure to excellence quickly and dramatically. The leader guide provides competency definitions, school examples, and detailed levels of increasingly effective competence. This teacher version provides competency definitions and school examples only. A bibliography is included. (Contains 7 footnotes.) [Contributors include Lucy M. Steiner, Emily Ayscue Hassel, Bryan Hassel and Elizabeth Valsing. For related reports, see "School Turnaround Leaders: Competencies for Success. Part of the School Turnaround Collection from Public Impact" (ED539552); "School Turnaround Leaders: Selection Toolkit. Part of the School Turnaround Collection from Public Impact" (ED539543); and "School Turnaround Teachers: Selection Toolkit. Part of the School Turnaround Collection from Public Impact" (ED539551).]
School Turnaround Teachers: Selection Toolkit. Part of the School Turnaround Collection from Public Impact
Author: Public Impact
Date: 2008-06-00
Type: Guides - Non-Classroom
Subjects: Teacher Competencies,Teacher Selection,Teacher Effectiveness,Employment Interviews,High Achievement,Low Achievement,School Turnaround,Standards,Teacher Attitudes,Teamwork,Thinking Skills,Self Control,Self Esteem

This toolkit includes these separate sections: (1) Selection Preparation Guide; (2) Day-of-Interview Tools; (3) Candidate Rating Tools; and (4) Candidate Comparison and Decision Tools. Each of the sections is designed to be used at different stages of the selection process. The first section provides turnaround teacher competencies that are the best currently known, measurable distinguishers between very high performers and more typical or lower-performing teachers in a turnaround setting. The list focuses on competencies that would distinguish between very successful teachers and the rest in a turnaround situation. The second section describes tools that are designed for use during the teacher candidate interview. These tools are designed to be used in tandem with the "Selection Preparation Guide," which provides an overview of the selection process. They include questions as well as structured note-taking pages to use during the interview. The third section presents a scoring sheet that is designed to help select teachers who will be successful in a turnaround school--a school that needs to move from very low performance to high performance quickly. The fourth section provides guidelines for choosing among candidates. Appended are: (1) Complete Competency Rating Levels; and (2) Critical Competency Rating Levels. (Contains 5 footnotes.) [Contributors include Lucy Steiner, Emily Ayscue Hassel, Bryan Hassel, Eli Valsing and Sarah Crittenden. For related reports, see "School Turnaround Leaders: Competencies for Success. Part of the School Turnaround Collection from Public Impact" (ED539552); "School Turnaround Leaders: Selection Toolkit. Part of the School Turnaround Collection from Public Impact" (ED539543); and "School Turnaround Teachers: Competencies for Success. Part of the School Turnaround Collection from Public Impact" (ED539546).]