ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond Attendance: A Multi-Modal Understanding of Arts Participation. Based on the 2008 Survey of Public Participation in the Arts. Research Report #54
Author: Novak-Leonard, Jennifer L.
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Art Activities,Participation,National Surveys,Adults,Art Education,Cultural Context,Art Expression,Mass Media,Internet,Age Differences,Gender Differences,Racial Differences,Educational Attainment,Family Income,Citizenship

First conducted in 1982, the National Endowment for the Arts' (NEA's) Survey of Public Participation in the Arts (SPPA) serves as the longest-standing resource for studying U.S. adult levels of arts attendance, personal arts creation and performance, and arts participation through electronic media. The environment in which arts organizations function has changed dramatically in the 29 years since the first SPPA. Alternatives for arts and entertainment activities have proliferated, and expectations for personalization and individual control over those experiences have increased. The proliferation of new technologies for interacting with digital content is occurring at a heightened pace, while the nation's demographic characteristics grow increasingly diverse. For arts funders and grantee organizations alike, conferences and meetings have tended to focus on adapting to this new environment. Such discussions often lead to debates over what "arts participation" is and how arts organizations might best channel the myriad pathways through which Americans now engage in artistic and creative expression. Those pathways are blurring in several important respects. Using SPPA data from 1982-2008, this monograph explores the breadth of participation within and between three primary categories, or "modes," of arts activities: arts attendance, personal arts creation and performance, and arts participation through electronic media. In addition, the monograph offers a unique context for understanding arts participation, suggesting that a more expansive framework for the cultural ecology is needed, and discusses implications of the SPPA data and other trends for practice, policy, and future research. Four key contextual factors emerge from the current literature and research; they are crucial to a more comprehensive understanding of arts participation. These four factors are: (1) the skill level of the artist or participant; (2) the form of artistic expression; (3) the setting in which the activity occurs; and (4) the degree to which the individual exercises creative control over the activity. A list of recommended sources, as well as a technical appendix, are included. (Contains 18 tables, 20 figures and 111 notes.)
Improving Vocational Rehabilitation Access and Return to Work and Career Outcomes  among African American Wounded Warriors, Gulf War, and Vietnam War Era Veterans with Disabilities: A White Paper Series
Author: Moore, Corey L., Ed.: Johnson, Jean E., Ed.
Date: 2011-01-00
Type: Collected Works - General
Subjects: Homeless People,Employment,War,Disabilities,Foreign Countries,Vocational Rehabilitation,Veterans,African Americans,Injuries,Military Service,Organizations (Groups),History,Role,Public Agencies,Federal Aid,Services

The purpose of this monograph is to present documents that discuss issues related to  improving access to vocational rehabilitation services and return to work rates of African  American Wounded Warriors, Gulf War and Vietnam War Era veterans with disabilities. This monograph also includes a review of relevant literature on barriers to employment for African American Veterans. The 7 documents in this monograph on the rehabilitation of African American Wounded Warriors, Gulf War, and Vietnam War Era veterans with disabilities include a preface and two sections organized into: (1) general documents and (2) &quot;white papers.&quot; The two general documents are: &quot;The National Association for Black Veterans (NABVETS): A Brief History and the Mission&quot; (Reverend James Greenwood); and &quot;Veterans Stateside Readjustment Services Available to Wounded Warriors&quot; (Captain Francine Tryon). The four &quot;White Papers are: &quot;The Role of State VR Agencies in Assisting African American Wounded Warriors, Gulf War and Vietnam War Era Veterans with Disabilities to Obtain Competitive Jobs&quot; (Dr. Michael D. O'Brien); &quot;Improving Vocational Rehabilitation Access and Employment Success for African American Homeless Veterans with Disabilities&quot; (Dr. Sonja Feist-Price &amp; Ms. Neena Khanna); &quot;African American Veterans, Post Traumatic Stress Disorder (PTSD) and Employment&quot; (Dr. Bobbie J. Atkins); and &quot;Barriers to VR Service Access and Return to Work Outcomes among African American Veterans: The Need for Evidence-Based Research and Service Strategies&quot; (Dr. Corey L. Moore, Dr. Jean Johnson and Ms. Nkechi Uchegbu). The authors advocate for the Veterans Administration (VA) and Federal funding entities to consider developing future national research and service initiatives to address barriers to vocational rehabilitation services and successful return to work outcomes among African American Wounded Warriors, Gulf War, and Vietnam War Era Veterans with disabilities. (Contains 1 table and 2 figures.)
Becoming a Teacher
Author: American Federation of Teachers
Date: 2008-06-00
Type: Guides - Non-Classroom
Subjects: Teacher Education Programs,Teacher Education,Teaching (Occupation),Career Choice,Teacher Salaries,Student Financial Aid

New teachers overwhelmingly say they love what they do. They say it allows them to contribute to society and help others. They would choose teaching again as a career, if they had the choice. This paper provides ideas on becoming a teacher. Specifically, this paper provides answers to these questions: (1) Why teach?; (2) What do teachers do?; (3) How much do teachers earn?; (4) How does someone become a teacher?; (5) What can a person do now to prepare for a teaching career?; (6) Where can a person find teacher education programs?; and (7) Is there financial aid available to help a person become a teacher?
Before the Year Begins. Classroom Tips
Author: American Federation of Teachers
Date: 2010-03-00
Type: Guides - Classroom - Teacher
Subjects: Classroom Design,Physical Environment,Classroom Environment,Space Utilization,Classroom Techniques,Student Behavior,Guides,Teacher Expectations of Students,Intervention

Good teachers know that the physical environment of the classroom can either enhance or hinder learning. Appropriate room preparation and arrangement of materials reserves class time for learning, while inadequate planning interferes with instruction by causing interruptions and delays. Before the year begins, effective classroom managers carefully consider how they want their classroom to function and the way they want their students to behave. Good teachers also know that a positive classroom climate supports student learning. This brochure offers keys to good classroom design, tips for implementing classroom procedures and rules, and ideas for reinforcing teachers expectations.
Colorin Colorado! ELL Starter Kit for Educators: Tools for Monitoring Language Skills
Author: American Federation of Teachers
Date: 2007-06-00
Type: Guides - Classroom - Teacher
Subjects: English (Second Language),Second Language Learning,Language Skills,Student Evaluation,Academic Discourse,Spanish,Oral Language,Communication Skills,Reading Skills,Reading Fluency,Reading Comprehension,Reading Strategies,Books,Bilingualism

Keeping periodic track of the progress English language learners (ELLs) are making in their second language acquisition skills is essential. Learning a second language is a complex process. It's important for educators to gauge each student's abilities and skills regularly; each English language learner will acquire second language knowledge and skills at his or her own pace. It is especially important to keep track of these academic language skills because English language learners may acquire social language skills (the language used in informal interactions, such as on the playground) a lot faster; this may mask their true progress learning academic language (the type of English found in textbooks and assessments). This starter kit provides helpful forms for PK-12 educators who work with ELLs to find out if they're on track learning the important academic English skills they need to be successful. In this kit, educators will find: (1) monthly tracking forms that assess students' level of progress on various reading and oral communication skills; (2) a glossary of common phrases and words used in Spanish to facilitate initial immediate communication with students; (3) a list of Spanish-English cognates; (4) a list of some recommended bilingual, culturally appropriate storybooks for children; and (5) information on PK-3 literacy tip sheets available for parents in 11 languages. This resource is part of the "For Educators" section of Colorin Colorado--the partnership project between the American Federation of Teachers (AFT) and the Reading Rockets project of PBS station WETA. The words "Colorin Colorado" are significant because they are part of the popular and playful ending phrase to virtually all children's stories and fairy tales in Spanish-speaking countries. The meaning is similar to "and they lived happily ever after." This starter kit was developed with Spanish-speaking ELLs in mind (because they account for more than 80 percent of all ELL students in the United States), but the monitoring forms also will be helpful for students from other cultural and linguistic backgrounds.
Communicating with Parents: Understanding the Process, Improving Your Skills
Author: American Federation of Teachers
Date: 2007-00-00
Type: Guides - Non-Classroom
Subjects: Nonverbal Communication,Caregivers,Parent Teacher Cooperation,Interpersonal Communication,Parent School Relationship,School Personnel,Teachers,Administrators,Communication Skills,Communication Problems,Cultural Pluralism

Communication is the exchange of information, ideas and/or feelings from one person to another. The goal of communication is understanding. Without understanding, there is no communication. The communication process consists of verbal and nonverbal communication and listening. The spoken word is self-explanatory. Communication problems between parents and school staff are more likely to occur because of nonverbal communication--"how" something is said rather than "what" is said. The school-home connection is important to successful student learning, and communication is key to building and maintaining partnerships between the school staff and home. School staff--administrators, teachers and support staff--communicate daily with parents and caregivers. Making sure that communication is positive and accurate is a critically important work function for all staff.
Creating a Classroom Team: How Teachers and Paraprofessionals Can Make Working Together Work
Author: American Federation of Teachers
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Feedback (Response),Assertiveness,Special Education Teachers,Teamwork,Paraprofessional School Personnel,Teacher Collaboration,Collegiality,Barriers,Interpersonal Communication,Listening Skills,Cooperative Planning,Motivation,Role,Responsibility

Respect and communication. That's what teachers and paraprofessionals say makes an effective classroom team. In speaking with paraprofessionals and teachers, the American Federation of Teachers (AFT) has gathered several tips about how to make working together work. These tips include: (1) Creating a healthy, open relationship between teacher and paraprofessional; (2) Actively listening; (3) Avoiding communication barriers; (4) Planning together to keep everyone productive and motivated; (5) Being assertive and mutually respectful to cement the bond in a classroom team; (6) Defining roles and responsibilities to prevent confusion and conflict; (7) Providing feedback to build a working team.
Quality Classroom Assessment Techniques. Classroom Tips
Author: American Federation of Teachers
Date: 2010-03-00
Type: Guides - Classroom - Teacher
Subjects: Feedback (Response),Standardized Tests,Student Evaluation,Evaluation Methods,Academic Achievement,Achievement Gains,Discussion (Teaching Technique),Teacher Student Relationship,Student Participation,Summative Evaluation,Formative Evaluation,Observation

Educators know that standardized tests are a fact of life. They can produce useful information, but the results often are too late, too shallow or not what they needed to find out. Research shows that administering more and more of these types of tests does nothing to raise student achievement. Instead, if educators want to see real gains in achievement and learning, they need to start with sound classroom assessment techniques. When done right, classroom assessments give educators the most reliable and individualized information (data) on each student. Quality classroom assessments focus on students receiving feedback, having discussions about their work, and being able to do so without always having to worry about what the grade might be. Moreover, they: (1) Can provide instant feedback allowing for modification and individualization; (2) Help build rapport with students by opening the lines of communication and letting them know their teachers really care about their learning; and (3) Improve student performance and learning by involving the student and giving them the opportunity to take responsibility for their own learning. Quality classroom assessments are the best tool that teachers have to probe more deeply into what their students already know, what they need to know, and whether they are on track to learn the expected content and skills.
Creating a Classroom Team. Classroom Tips
Author: American Federation of Teachers
Date: 2010-03-00
Type: Guides - Classroom - Teacher
Subjects: Classroom Environment,Paraprofessional School Personnel,Teamwork,Teachers,School Personnel,Classroom Techniques,Interpersonal Communication,Teacher Collaboration,Collegiality,Listening Skills,Barriers,Cooperative Planning,Role,Responsibility,Feedback (Response),Check Lists,Unions

Throughout the day, students interact with and receive a myriad of services from librarians, school secretaries, custodians, school nurses and security personnel. Everyone inside and outside the building has a role to play in ensuring that students are safe and ready to learn. In many schools, paraprofessionals assist teachers and students in the classroom. Respect and communication are crucial to establishing an effective classroom team. By speaking with paraprofessionals and teachers, the American Federation of Teachers (AFT) has gathered several tips about how to make working together work. These tips are described in this brochure.
Working with Cooperative Small Groups. Classroom Tips
Author: American Federation of Teachers
Date: 2010-03-00
Type: Guides - Classroom - Teacher
Subjects: Teaching Methods,Class Activities,Learning Activities,Cooperative Learning,Small Group Instruction,Interpersonal Relationship,Student Attitudes,Racial Relations,Student Diversity,Academic Achievement,Concept Formation,Student Participation,Teacher Role,Classroom Environment,Facilitators (Individuals)

Diversified small groups in the classroom provide a good opportunity for students to share information and ideas with each other. The research on cooperative small groups points out the benefits of these interactions and describes the process as a powerful forum for developing students' critical thinking and higher-order skills: (1) Cooperative small groups require students to learn from each other through their interactions; (2) Cooperative small groups have positive effects on students' interpersonal relationships in the classroom and can improve attitudes of students of different races, ethnicities and academic abilities toward one another; (3) Cooperative small groups have a positive effect on achievement and are particularly effective in promoting conceptual and higher-level learning; (4) Participation is essential to learning in small groups and can be fostered in a variety of ways; (5) The teacher's role in structuring and evaluating classroom activities greatly influences interaction patterns in the classroom; and (6) Implementing cooperative groups in the classroom represents a shift from direct to indirect instruction and supervision on the part of the teacher. This paper offers tips for working with cooperative small groups.
Managing Student Behavior on the School Bus: A Key to Bus Safety
Author: American Federation of Teachers
Date: 2007-00-00
Type: Guides - Non-Classroom
Subjects: School Buses,Travel,Student Behavior,Bus Transportation,State Standards,Behavior Problems,Discipline,Unions,Employees,Positive Reinforcement,Safety

School buses are the safest form of mass transit in America. Every day, school buses travel through congested city traffic and on isolated country roads in all types of weather, safely transporting millions of children to and from school and school-related activities. Federal and state standards for school bus construction and maintenance and highly trained drivers are essential elements that make school bus travel safe. A third and equally important factor is student behavior on the bus. A well-trained school bus driver can safely operate a bus and effectively manage student behavior. A school bus is like a classroom. Just as a teacher is in charge of what happens in the classroom, the bus driver is in charge of what happens on the school bus. Safely transporting students requires appropriate student behavior.
Assigning Effective Homework. Classroom Tips
Author: American Federation of Teachers
Date: 2010-03-00
Type: Guides - Classroom - Teacher
Subjects: Homework,Study Habits,Time Management,Achievement Gains,Academic Achievement,Guides,Assignments,Student Responsibility,Feedback (Response),Classroom Techniques,Teaching Methods,Planning

Each new school year brings high hopes, great expectations and challenges for both new and seasoned educators. The American Federation of Teachers (AFT) has developed a series called "Classroom Tips" to help educators start the year right and anticipate the year ahead.  Over the past 40 years, most research studies on homework have found that students benefit from doing schoolwork outside of class, both in terms of achievement gains and in developing independence, responsibility, organizational and time management skills, and good study habits. To achieve a positive impact on student learning, homework assignments must be well-designed and carefully constructed. This brochure provides tips on designing effective homework, characteristics of good assignments, importance of feedback, classroom management and instructional considerations, and assigning homework dos and don'ts.
Building Parent-Teacher Partnerships. Classroom Tips
Author: American Federation of Teachers
Date: 2010-03-00
Type: Guides - Non-Classroom
Subjects: Parent Conferences,School Councils,Parent School Relationship,Classroom Techniques,Interpersonal Communication,Electronic Mail,Web Sites,Computer Mediated Communication,Partnerships in Education,Telecommunications

Good two-way communication between families and schools is necessary for students' success. Not surprisingly, research shows that the more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student achieve academically. Opportunities for two-way communication include: (1) Parent conferences; (2) Parent-teacher organizations or school community councils; (3) Weekly or monthly folders of student work sent home for parent review and comment; (4) Phone calls; and (5) E-mail or school Web site. This paper presents ideas for building parent-teacher partnerships.
Appropriate Uses of Modern Technology. Classroom Tips
Author: American Federation of Teachers
Date: 2010-03-00
Type: Guides - Classroom - Teacher
Subjects: Internet,Educational Technology,Computer Uses in Education,Teaching Methods,Computer Mediated Communication,Social Networks,Legal Responsibility,Privacy,Access to Information,Prevention,Handheld Devices,Safety,Teacher Role,Risk Management,Calculators

Modern technology and the Internet have opened the door to a plethora of new opportunities to learn. It is now easier to research, communicate and study, thanks to advances in technology. There are, however, problems and dangers associated with new technology. Teachers need to remain up to date on these advances. The widespread popularity of social networking Web sites like Facebook and MySpace have created a new generation of problems and potential liabilities for educators. The best way to prevent a problem arising from a social networking site is to simply not have one. For those who do have one, they should take certain steps to ensure that their information remains private. Students now have access to an array of devices to access previously saved digital notes, secretly   communicate with classmates and search the Internet for answers during a test. If they are fast enough to go unnoticed, which newer technology supports, they can do this all from their desk. Teachers need to know how some of this occurs and how to prevent it from happening in their classroom, such as requiring all students to turn of all electronic devices during class, including cell phones and iPods, and to put them away in a book bag, purse, etc. or simply go over this rule each time a test is taken.
Ensuring Equal Access to High-Quality Education. Revised
Author: Office for Civil Rights (ED)
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Civil Rights,Civil Rights Legislation,Equal Education,Access to Education,Compliance (Legal),Educational Quality,Electronic Equipment,Law Enforcement,Technical Assistance,Public Agencies,Federal Aid,Bias,Prevention,Gender Differences,Disabilities,Age,Race,Ethnicity

The Office for Civil Rights (OCR) in the U.S. Department of Education (Department) is a law enforcement agency charged with enforcing federal civil rights laws to ensure that educational institutions receiving federal financial assistance do not engage in discriminatory conduct. OCR enforces the federal civil rights laws that prohibit discrimination on the bases of race, color, national origin, sex, disability, and age in programs and activities that receive federal financial assistance from the Department. This document discusses the following: (1) the impact of the civil rights; (2) the responsibilities of the Office for Civil Rights; (3) how the laws apply to educational institutions; (4) how the laws apply to students and employees; (5) how OCR receives discrimination complaints from the general public; (6) how OCR resolves complaints; (7) how OCR carries out compliance reviews; and (8) how OCR's technical assistance helps people and institutions. [For previous version of this report, see ED483023.]