ethanporcaro/eric-fulltext-meta huggingface dataset:
After Abuse: Early Intervention Services for Infants and Toddlers. FPG Snapshot. Number 54. August 2008
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Child Abuse,Early Intervention,Infants,Toddlers,Child Welfare,Federal Legislation,Eligibility,At Risk Persons,Child Development,Developmental Delays,Allied Health Personnel,Job Skills

By law each state is required to ensure that all substantiated cases of maltreated infants and toddlers are referred to Part C early intervention services. In reality, many children may not be receiving the child development services they need. Researchers have known for some time that children who have been abused are at greater risk for developmental delays, even years after the initial abuse occurred. In 2003, Congress acted on these findings and amended the Child Abuse and Prevention Treatment Act (CAPTA) to require that maltreated infants and toddlers be evaluated for eligibility for early intervention services. Experts in the field have identified significant challenges to implementing the CAPTA requirements. The U.S. Department of Health and Human Services commissioned a report to gather information to address these challenges and propose solutions. The key findings are presented in this document.
Preparing Early Childhood Teachers for Multicultural Classrooms. FPG Snapshot. Number 58. September 2009
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Preschool Teachers,Student Diversity,Teacher Competencies,Preservice Teacher Education,Teacher Education Programs,Bachelors Degrees,Cultural Differences,Language Minorities,Diversity (Faculty),Geographic Location

Today&apos;s early childhood classrooms reflect the nation&apos;s changing cultural mosaic. With each new school year, teachers likely will encounter more and more children from backgrounds different from their own. The changing face of the American classroom reflects the progressive integration of race, religion, physical ability, and language. Early childhood teacher preparation programs have responded differently to this critical issue, in part because they operate in different conditions. A recent FPG study examined the impact of geographical contexts, institutional characteristics and program characteristics on cultural
and linguistic diversity coursework and practica requirements in 416 Bachelor&apos;s degree programs that prepare early childhood teachers. The key findings are presented in this document.
College Confidence: How Sure High School Students Are of Their Future Majors. Policy Research: IERC 2012-2
Author: George-Jackson, Casey E.
Date: 2012-00-00
Type: Reports - Research
Subjects: High School Students,Majors (Students),Student Interests,Occupational Aspiration,Student Educational Objectives,Gender Differences,Racial Differences,Family Income,Low Income Groups,Academic Achievement,High Schools,Context Effect,College Entrance Examinations,STEM Education,Student Surveys,Tables (Data),Higher Education

This study examines high school students' confidence in their planned college major with an emphasis on students planning to study one of the Science, Technology, Engineering, and Mathematics (STEM) fields. The study draws on responses from the ACT Student Interest Inventory of the Illinois High School Class of 2003, which asks students about their educational and occupational plans. Analysis of 75,698 responses revealed important differences by gender, race/ethnicity, and type of  planned major. Appended is a list of college majors. (Contains 7 tables and 5 figures.)
A Next Social Contract for the Primary Years of Education
Author: Guernsey, Lisa
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Preschool Children,Primary Education,Educational Change,Educational Policy,Access to Education,Educational Quality

This author contends that, as a nation, we are doing a very good job of squandering human potential and making life harder for all Americans as a result, and that this has to stop. If our government, at the local, state, and federal level, does not start investing in education systems that reach children before kindergarten, and if it does not get serious about providing children with high-quality instruction throughout the earliest years of their schooling, it is wasting taxpayer dollars, ignoring decades of research, and disregarding the extraordinary potential of millions of children who otherwise have very little chance of succeeding in school. This paper lays out the case for a fundamental rethinking of public policy related to children&apos;s primary years in education, starting at age three and reaching up through the third grade. (Contains 33 endnotes.)
2012 School Libraries Count! National Longitudinal Survey of School Library Programs
Author: American Association of School Librarians
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,School Libraries,Librarians,Computer Uses in Education,Library Services,Library Materials,Library Administration,School Surveys,Library Personnel

AASL&apos;s School Libraries Count! annual longitudinal survey is an online survey that is open to all primary and secondary school library programs to participate. The 2012 survey was launched on January 24th and closed on March 20th. The survey was publicized through various professional organizations and events and through word of mouth. Data collected included staff activities, hours and staffing, collection size, technology, visits, expenditures, and a supplemental report on filtering. In the major areas of reporting these changes were reported between the 2011 and 2012 data: (1) American school libraries are in a steady state with hours open, average number of hours worked by total staff and overall staffing levels consistent with 2011; (2) While the number of visits, both individual and group remains consistent compared to 2011, the average number of computers outside of the library with networked access to library services has increased significantly from 2011 to 2012; and (3) Expanded access is on the upswing with schools continuing the trend to increase remote access to their  library licensed databases.
Preschoolers Benefit from Mental Health Screening. FPG Snapshot. Number 50. January 2008
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Mental Health,Screening Tests,Preschool Children,Child Health,At Risk Persons,Behavior Problems,Student Adjustment,Adjustment (to Environment),Disadvantaged Youth,Rural Areas,Teacher Characteristics

More than a quarter of all Americans have a mental disorder at some point in their lives, according to a 2004 study by the World Health Organization. As anyone who has experienced mental illness knows, it can interfere with work, relationships, and every aspect of daily living. Children are not immune to such disorders or their effects. Research suggests that 11-15 percent of children under the age of 18 have a diagnosable mental disorder. Some studies have estimated that up to a third of high risk children may experience difficulty. In spite of numerous studies demonstrating the mental health needs of children, only 21 percent of children nationally who might
benefit from mental health screening and evaluations actually receive them, and only 20 percent of those who needed services were provided them. Because children with behavioral and emotional problems struggle to succeed in school, public preschool programs with a focus on school readiness are recognizing the significance of children's socio-emotional difficulties. A new study by FPG researcher Oscar Barbarin demonstrates that preschoolers can benefit by a simple and inexpensive mental health screening process designed to flag potential signs of more serious problems. Dr. Barbarin developed ABLE--a screening tool to identify young children
with self-regulation problems with attention, behavior, language, and emotions. ABLE is described and explained in this document.
South Carolina Case Study: Building a Student-Level Longitudinal Data System
Author: Kugle, Cherry
Date: 2007-11-00
Type: Reports - Research
Subjects: Data Collection,Longitudinal Studies,Academic Achievement,State Policy,State Departments of Education,Public Schools,Databases,Program Development,Costs,Access to Information,Planning,Case Studies

The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To help states learn from one another, DQC staff visited state education agencies which are engaged in different stages of development of their longitudinal data systems. In 2006, staff visited Florida, Utah, Virginia and Wisconsin; 2007 meetings were held with Massachusetts and South Carolina. The DQC will continue to highlight specific state efforts to develop and use longitudinal data systems, and will conduct additional case studies in 2008. The South Carolina Department of Education (SDE) oversees 85 school districts, encompassing over 1,100 schools, in which more than 700,000 students were enrolled in the 2006-07 school year. As of the 2007 Data Quality Campaign (DQC) annual survey of state longitudinal data systems, South Carolina has implemented six out of ten essential elements. The only elements the state has not implemented include the ability to track untested students and  the reasons they were not tested, student-level college-readiness test data, the ability to match student-level data between K-12 and postsecondary, and a data audit system. In 2005, the SDE received a three-year grant from the Institute of Education Sciences (IES)  of the United Stated Department of Education (USDE) to develop a statewide student longitudinal data system (SC LDS). The goals of the grant include integrating the data that currently reside in separate systems in the state department, expanding the data to be collected, providing uniform standards and definitions for the data collection and most importantly, providing timely data to educators and policymakers to inform decisions and improve instruction for public school students in South Carolina.
To Tell The Truth. FPG Snapshot. Number 56. November 2008
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2008-11-00
Type: Reports - Descriptive
Subjects: Court Litigation,Child Advocacy,Child Welfare,Children,Sexual Abuse,Memory,Parent Child Relationship,Child Behavior,Inhibition,Gender Differences,Self Disclosure (Individuals)

What happens when a defendant&apos;s guilt or innocence hinges solely on a child&apos;s testimony? Defendants argue that children&apos;s memories are too unreliable to be the basis for a verdict. Child rights advocates counter that since child sex abuse is rarely witnessed and frequently leaves no physical evidence that victim testimony is vital. A study from FPG researcher Jennifer Schaaf
provides new insights into understanding when children&apos;s memories are more likely to be accurate. The findings from that study are discussed in this document.
How Does Fragile X Syndrome Affect Speech and Language Skills? FPG Snapshot. Number 51. January 2008
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2008-01-00
Type: Reports - Evaluative
Subjects: Genetic Disorders,Mental Retardation,Communication Disorders,Language Impairments,Autism,Down Syndrome,Males,Comparative Analysis,Communication Skills,Language Skills,Children,Vocabulary,Syntax,Speech Skills,Psychomotor Skills

Children with fragile X syndrome (FXS), the most common known inherited cause of intellectual disability, typically experience communication difficulties. Children with other intellectual disabilities such as Down syndrome also experience communication difficulties. Further, many boys with FXS (some estimates are as high as 35 percent) also are diagnosed with autism. Professionals who work with children with language impairments need to tailor language interventions. But what if language difficulties in children with FXS have a different cause than language challenges in children with Down syndrome or autism? Is having an intellectual disability or autism the root cause of the communication challenges in a child with FXS or does having FXS present a unique set of challenges? New research is beginning to answer these questions. Recent articles by FPG researchers in several journals explore different facets of communication in boys with FXS, boys with FXS and autism, boys with Down syndrome, and boys developing typically. These studies focused on boys because communication and other aspects of development are more severely affected in boys with FXS than girls. The findings will allow professionals to focus interventions efforts to best help children communicate effectively. This document summarizes the findings to date. (A list of resources is included.)
Making Friends: Assisting Children&apos;s Early Relationships. FPG Snapshot. Number 55. September 2008
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Disabilities,Friendship,Peer Relationship,Inclusion,Interaction,Young Children,Child Development,Teacher Role,Parent Role,Play,Classroom Environment,Environmental Influences

Inclusive settings are challenging age-old stereotypes about how children with and without disabilities interact. Peek inside a preschool inclusive classroom and one will often find typically developing children altering their games so that children with disabilities can play along. At circle time, children who need help sitting up are supported by classmates. Children crouch down to speak eye-to-eye to their friend in a wheelchair. In short, friendships are forming. FPG Scientists Barbara Davis Goldman and Virginia Buysse explore these friendships, as well as those between very young children, in the chapter &quot;Friendships in Very Young Children&quot; in &quot;Contemporary Perspectives on Research in Socialization and Social Development.&quot; Their key suggestions for forming these friendships are presented in this document.
Twenty Strategies to Increase Student Motivation. Information Capsule. Volume 0907
Author: Blazer, Christie
Date: 2010-01-00
Type: Information Analyses
Subjects: Student Motivation,Incentives,Relevance (Education),Teaching Methods,Learner Engagement,Teacher Expectations of Students,Goal Orientation,Student Interests,Student Needs,Feedback (Response),Rewards,Self Esteem,Anxiety,Interpersonal Relationship

Keeping students interested in school and motivating them to succeed are challenges that even the most experienced teachers face every year. A host of student variables can lead to low levels of motivation, but research indicates that educational settings also influence motivation levels. Some studies have found that motivation is a stronger predictor of student success than grades or achievement and aptitude tests. Therefore, it is imperative that educators use effective motivational strategies. This Information Capsule summarizes 20 research-based strategies that have been found to increase student motivation. Brief explanations of motivational theory and the difference between intrinsic and extrinsic motivation are also provided.
Technology Stereotypes Broken when Children&apos;s Health Involved. FPG Snapshot. Number 52. March 2008
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Internet,Stereotypes,Genetic Disorders,Parents,Child Health,Access to Information,Physician Patient Relationship,Interviews,Poverty,Educational Background

When it comes to people&apos;s perceptions of internet usage, stereotypes prevail. There is the assumption that people living in poverty and those with less education do not log on. It is true that their numbers are lower than those of individuals with higher education and incomes, but these statistics may not paint the whole picture. In some cases, extenuating circumstances, such as health condition, increases Internet use among those with lower incomes and educations. A study of mothers of children with genetic disorders found that the Internet served as a major resource in parents&apos; quests for diagnosis, prognosis, treatments, services, and supports. Researchers set out to examine how parents with a child with or at risk for having a genetic disorder sought out, understood, and interpreted information to make healthcare decisions. Researchers began by observing interactions between the family and medical genetics staff during a child&apos;s first visit to the genetic counseling clinic. This observation was followed by four interviews over a two-year period. The major findings from this study are presented in this document.
Talking to Children: Why Some Mothers Do It More. FPG Snapshot. Number 53. May 2008
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2008-05-00
Type: Reports - Research
Subjects: Mothers,Parent Child Relationship,Interpersonal Communication,Interaction,Parenting Styles,Individual Characteristics,At Risk Persons,Poverty,Rural Areas,Language Usage,African Americans,Whites,Child Development,Language Skills

Just as exposing children to books helps develop their interest in reading; talking to children helps develop their language abilities. Research shows that from a very young age, children are influenced by the manner in which their mothers verbally interact with them. An FPG study published in the May/June 2008 issue of &quot;The Journal of Applied Developmental Psychology&quot; examines
how mother and child characteristics might influence the way mothers talk to their infants. The study presented in this document looked at whether child and maternal characteristics were important in predicting how mothers speak to their children. It also considered if family dynamics might be causing the link between poverty and maternal language.
State Adoption of the Common Core State Standards: The 15 Percent Rule
Author: Kendall, John
Date: 2012-03-00
Type: Reports - Research
Subjects: Academic Standards,State Standards,Mathematics Instruction,Mathematics Achievement,Language Arts,Differences,Writing Achievement,Reading Achievement

The purpose of this project is to identify how entities who have adopted the Common Core State Standards (CCSS) are addressing this option to add content to the standards. This report describes the policy decisions of adopters on the &quot;15 percent question&quot; as well as reports on and lists any such additional standards they have identified thus far. McREL discussed the adoption with representatives of six adopting state departments of education in the Central Region over the last several months and learned that how others have addressed this option is of interest. As additional states consider the question of whether they should add state material to the Common Core State Standards, this report may aid their considerations. Lists of state standards documents reviewed and sources consulted are included. Appended are: (1) Profiles of the 15 Percent Decision for States who Have Chosen to Add Content; (2) Math Content Added by States to the CCSS; and (3) English Language Arts Content Added by States. (Contains 3 figures and 1 footnote. )
Research Update: Performance Pay for Teachers. Information Capsule. Volume 0911
Author: Blazer, Christie
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Elementary School Teachers,Secondary School Teachers,Incentives,Academic Achievement,Merit Pay,Incidence,Teacher Attitudes,Teacher Surveys,Educational Research,Program Effectiveness,Federal Legislation,Teacher Salaries

Although there is a growing recognition that the traditional teacher salary schedule does not reward the most effective teachers, most U.S. school districts don't offer teacher incentives for improving student performance and the vast majority of teachers actually oppose such a plan. This Information Capsule reviewed recent studies conducted on the impact of performance pay programs on students' academic achievement and found that they have produced mixed results. Most researchers have concluded therefore that higher levels of student achievement cannot be directly attributed to performance pay programs. The multitude of factors involved in human learning lessens the impact of market-based strategies, on which performance pay is based. A summary of elements of successful performance pay programs is also provided.
Developing Structured Work Systems for Students with ASD. FPG Snapshot. Number 59. November 2009
Author: University of North Carolina at Chapel Hill, FPG Child Development Institute
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Pervasive Developmental Disorders,Autism,Cognitive Style,Skill Development,Visual Stimuli,Organization,Study Skills,Independent Study,Play,Student Behavior

An important achievement for all students is the ability to function independently throughout the school day. For students with autism spectrum disorders (ASD), activities that other students may find easy, such as transitioning from one location to the next, organizing their learning materials, and completing assigned activities, can be very challenging. Independent organizational skills, such as completing a task independently, are one of eight recommended educational goals for students with autism. A structured work system is a visually organized system designed to promote understanding and clarity for individuals with ASD, giving specific directions about what to do while also providing a systematic work routine.Researchers at FPG studied work systems as one effective approach educators can use to address the unique learning styles and challenges experienced by students with ASD. FPG researchers studied the effects of a work system on the independent work and play skills of students with autism. This document offers educators a framework for implementing work systems.