ethanporcaro/eric-fulltext-meta huggingface dataset:
When Working Together Works: Academic Success for Students in Out-of-Home Care. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Foster Care,Academic Achievement,Federal Legislation,Child Welfare,Agency Cooperation,School Districts,Educational Cooperation,Student Mobility,Student Participation

The National Center for Homeless Education and the Legal Center for Foster Care and Education present this brief to help educators and child welfare advocates work together to support the academic success of children and youth in out-of-home care. The brief offers practical, proven strategies for implementing two federal laws collaboratively: The McKinney-Vento Act, which applies to state and local educational agencies, and the Fostering Connections to Success and Increasing Adoptions Act, which applies to state and local child welfare agencies. Specifically, this brief will assist state and local agencies and staff in: (1) Laying a foundation for working together; (2) Agreeing on requirements and expectations; (3) Promoting school stability; and  (4) Incorporating children fully in classes and school activities. [This paper was developed with Legal Center for Foster Care and Education.]
Toward Epistemologically Authentic Engineering Design Activities in the Science Classroom
Author: Leonard, Mary J.
Date: 2004-04-01
Type: Reports - Evaluative
Subjects: Design,Engineering,Educational Research,Epistemology,Class Activities,Science Activities,Alignment (Education),Educational Practices,Technological Literacy,Instructional Design,Science Education,Performance Factors,Scientific Concepts,Educational Strategies,Engineering Education,Educational Objectives,Science Process Skills,Science Course Improvement Projects,Program Descriptions,Educational Philosophy

In recent years educators and educational researchers in the U.S. have begun to introduce engineering design activities in secondary science classrooms for the purpose of scaffolding science learning as well as supporting such general problem-solving skills as decision making and working in teams.  However, such curricula risk perpetuating a misconception about the nature of engineering design, or technology more broadly, as being applied science, when in fact its nature is more complex and its relationship with science is reciprocal.  Developing an understanding of technology itself is a major part of national science education standards.  Based in situative and cognitive theories, this paper critiques assumptions of engineering design activities in science classrooms from the perspective of their alignment with an epistemology of professional engineering design.  Analyzing alignment of professional and classroom practices will require thick descriptions of both realms.  This paper contributes to such an analysis, drawing on philosophical and sociological accounts of engineering practice to develop a prototypical epistemology of engineering design to which classroom practice may be compared, or that may be considered in developing future classroom engineering design activities.  (Contains 1 footnote.)
Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 1--Mathematics. Technical Report. NCES 2003-012
Author: Jacobs, Jennifer
Date: 2003-09-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Achievement,Mathematics Teachers,Grade 8,Comparative Education,Global Approach,Video Technology,Research Reports,Questionnaires,Research Methodology,Longitudinal Studies

This first volume of the Third International Mathematics and Science Study (TIMSS) 1999  Video Study Technical Report focuses on every aspect of the planning, implementation,  processing, analysis, and reporting of the mathematics components of the TIMSS 1999 Video Study. The report is intended to serve as a record of the actions and documentation of outcomes, to be used in interpreting the results and as a reference for future studies. The TIMSS 1999 Video Study is a complex and ambitious study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA) and managed by the U.S. Department of Education's National Center for Education Statistics in cooperation with its study partner, the National Science Foundation. Over a period of four years, the study researchers collected, transcribed, translated, coded, and analyzed hundreds of hours of videotapes of eighth-grade mathematics lessons in the seven participating countries. The design of the study built on the foundations established by the first TIMSS 1995 Video Study, but was improved and carried out through a collaborative process that involved individuals around the globe. Each of the chapters of this report, and the appendices, focuses on critical steps taken in the planning and implementation of the study, from its initial design to how the data was analyzed. One of the more complex tasks of the study was the development of a coding system that addressed critical questions and was applicable to each country's unique education system. The resulting coding system for the mathematics videos is discussed in detail in this report with the aim of making the system available for review, improvement, and possible application to future studies. Appended are: (1) TIMSS 1999 Video Study Transcription/Translation Manual; (2) Information Given to U.S. Superintendents, Principals, and Teachers; (3) U.S. Teacher and Parent Consent Forms; (4) TIMSS 1999 Video Study Data Collection Manual; (5) U.S. Mathematics Teacher Questionnaire; (6) U.S. Student Questionnaire; (7) TIMSS 1999 Video Study Mathematics Teacher Questionnaire Coding Manual; (8) Research Team in the TIMSS 1999 Video Study of Mathematics Teaching; (9) TIMSS 1999 Video Study Mathematics Video Coding Manual; and (10) Steps for Weighting the Data for Each Country. (Contains 56 tables, 10 figures and 17 footnotes.) [For &quot;Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 2--Science. Technical Report. NCES 2011-049,&quot; see ED522248.]
Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 2--Science. Technical Report. NCES 2011-049
Author: Garnier, Helen E.
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Grade 8,Comparative Education,Global Approach,Video Technology,Science Teachers,Science Instruction,Science Achievement,Research Reports,Longitudinal Studies,Measures (Individuals),Questionnaires,Research Methodology

This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS 1999 Video Study. The report is intended to serve as a record of the actions and documentation of outcomes, to be used in interpreting the results and as a reference for future studies. The TIMSS 1999 Video Study is a complex and ambitious study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA) and managed by the U.S. Department of Education's National Center for Education Statistics (NCES) in cooperation with its study partner, the National Science Foundation. The study researchers collected, transcribed, translated, coded, and analyzed hundreds of hours of videotapes of eighth-grade science lessons in the five participating countries. The design of the study built on the foundations established by the first TIMSS 1995 Video Study, but was improved and carried out through a collaborative process that involved individuals around the globe. Each of the chapters of this report, and the appendices, focuses on critical steps taken in the planning and implementation of the study, from its initial design to how the data were analyzed. One of the more complex tasks of the study was the development of a coding system that addressed critical questions and was applicable to each country's unique education system. The resulting coding system for the science videos is discussed in detail in this report with the aim of making the system available for review, improvement, and possible application to future studies. Appended are: (1) Research Participants in the TIMSS 1999 Video Study of Science Teaching; (2) U.S. Science Teacher Questionnaire; (3) TIMSS 1999 Video Study Science Teacher Questionnaire Code Book; (4) TIMSS 1999 Video Study Science Video Coding Manual; and (5) Steps for Weighting the Data for Each Country. (Contains 65 tables, 18 figures, 14 exhibits and 8 footnotes.) [For &quot;Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 1--Mathematics. Technical Report. NCES 2003-012,&quot; see ED522247.]
The Place of Creativity in Pakistani Primary Education System: An Investigation into the Factors Enhancing and Inhibiting Primary School Children's Creativity
Author: Shaheen, Robina
Date: 2011-06-00
Type: Books
Subjects: Creativity,Foreign Countries,Creative Thinking,Educational Policy,Teaching Methods,Elementary Education,Investigations,Performance Factors,School Surveys,Classroom Observation Techniques,Curriculum Research,Position Papers,Educational Practices,Role of Education,Evidence,Definitions,Barriers,Teacher Surveys,Educational Assessment,Educational Indicators

The study presented in this book provides a baseline analysis of the extent to which the  primary education system in Pakistan is capable of enhancing or inhibiting children's  creativity. It involved 1008 primary schools who participated in a survey, 154 children who took the Torrance Tests of Creative Thinking, and classroom observation in 16 schools as well as documentary an analysis of the education policy documents, curriculum and the official science textbook. The research presents the findings related to the definition of &quot;creativity,&quot; and the means used to identify, assess and enhance it as well as the importance and the obstacles faced in doing so. The study finds that while policy documents mention the introduction of creativity in education, and the curriculum lays emphasis on the concept in a comprehensive manner, the designated textbooks and teaching practices do little more than encourage rote memorization and regurgitation of information. The measurement of children's creativity in this study has shown that children have the ability to produce ideas which are at times also original. But they appear to be weaker in other areas such as being able to produce abstract titles, and remaining open to going beyond the &quot;ordinary&quot; in their thinking. This is due to the fact that much of the teaching is only geared towards knowledge acquisition. This research has reinforced the need for a systems view of creativity, in order to provide a more holistic and less distorted view of the phenomenon. Appended are: (1) Questionnaire (Urdu and English versions); (2) Training material for the survey; (3) Torrance Tests of Creative Thinking (English and Urdu versions); and (4) Classroom Creativity Observation Schedule. (Contains 5 figures and 84 tables.)
How Vietnamese Culture Influence on Learning and Teaching English
Author: Huong, Phan Thi Thu
Date: 2008-10-18
Type: Reports - Evaluative
Subjects: Grammar Translation Method,English (Second Language),Second Language Instruction,Social Bias,Vietnamese,Vietnamese People,Teaching Methods,Rote Learning,Cultural Influences,Cultural Differences,Instructional Effectiveness,Learning Processes,Foreign Countries,Ethnicity

Vietnamese has to face a cross-culture issue with the teaching and learning of English as Vietnamese culture is &quot;villagers' culture&quot; which considers relationships in village as family relations and an emphasis &quot;on hierarchical, social order in their dealings with one another&quot; (Ellis, 1995: 9) with a traditional teaching method which is teacher-centered, book-centered, grammar-translation method and an emphasis on rote memory (Liu &amp; Little Wood, 1997), English which belongs to Western culture, stands on the opposite side. This paper aims at a deep look into Vietnamese culture to find out how this culture influence on learning and teaching foreign language and in this case it is English. Consequently, the differences between cultures can reduce the effectiveness of learning and teaching activity. Therefore, both learners and teachers should be aware of these distinctive features to help themselves overcome cultural barriers in learning and teaching process with the best achievement.
Immigrant and Homeless: Information for Local Liaisons. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Immigrants,Refugees,Disadvantaged Youth,School Role,School Districts,Barriers,Eligibility,Federal Legislation,Ancillary School Services,Public Agencies,Best Practices

The process of immigrating to the United States is full of stressors, both prior to and after arrival, that are unique to immigrants. Even immigrants who are well-educated and professionally credentialed often experience an initial drop in their status and earnings while they improve their English skills, re-take courses, and pass licensing exams needed to practice in this country. This often leads to receiving low incomes, living in less than desirable neighborhoods and housing, and experiencing poor health. In addition, leaving family, friends, and familiar surroundings creates uncertainty and anxiety for immigrants who are attempting to assimilate into American society while trying to retain part of their own culture and heritage. Immigrant children are often in the center of a culture clash between their parents and the American way of life. Schools can serve as a stabilizer by easing the acculturation process and reducing academic and other barriers through the strategies listed in this paper. The behaviors and attitudes of school district personnel can have significant impact not only on the educational outcomes of students but on the entire family's assimilation into this country. (Contains 24 endnotes and lists 8 resources.)
Immediate Enrollment under McKinney-Vento: How Schools Can Keep Homeless Students Safe. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2007-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Disadvantaged Youth,Enrollment,Federal Legislation,School Districts,Confidentiality,Child Safety,Family Violence,Child Abuse,Runaways,Best Practices

Children and youth in homeless situations, particularly unaccompanied youth and survivors of domestic violence, are at a high risk for experiencing violence and victimization. Frequently, unaccompanied youth become homeless after leaving abusive or destructive home environments. In turn, their homelessness, which often involves &quot;couch surfing&quot; (staying temporarily with friends or relatives), or living on the streets, places them at risk of further victimization, including robbery and assault. Similarly, many survivors of domestic violence flee violent home environments only to find that their batterers continue to pursue them. Keeping their whereabouts secret is often a matter of life and death. By protecting confidential information, communicating with care and sensitivity, and building collaborations with community service providers and advocates, schools can play a pivotal role in protecting the safety of children and youth experiencing homelessness. It is important to remember that the McKinney-Vento Homeless Assistance Act requires the immediate enrollment of children and youth experiencing homelessness, even in the absence of records normally required for enrollment. School is the safest place to be for children who may be in danger. The checklist presented here can be used to help make your school district a safe place. (Contains 3 endnotes.)
Immediate Enrollment under McKinney-Vento: How Local Liaisons Can Keep Homeless Students Safe. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2007-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Disadvantaged Youth,Enrollment,Federal Legislation,Child Safety,Best Practices,Confidentiality,Agency Cooperation,Family Violence,Child Abuse,Runaways

Children and youth in homeless situations, particularly unaccompanied youth and survivors of domestic violence, are at a high risk for experiencing violence and victimization. Frequently, unaccompanied youth become homeless after leaving abusive or destructive home environments. In turn, their homelessness, which often involves &quot;couch surfing&quot; or living on the streets, places them at risk of further victimization, including robbery and assault. Similarly, many survivors of domestic violence flee violent home environments only to find that their batterers continue to pursue them. Keeping their whereabouts secret is often a matter of life and death. By protecting confidential information, communicating with care and sensitivity, and building collaborations with community service providers and advocates, schools can play a pivotal role in protecting the safety of children and youth experiencing homelessness. It is important to remember that the McKinney-Vento Homeless Assistance Act requires the immediate enrollment of children and youth experiencing homelessness, even in the absence of records normally required for enrollment. School is the safest place to be for children who may be in danger. The checklist provided herein can be used to help make your school district a safe place. (Contains 3 endnotes.)
Determining Eligibility for Rights and Services under the McKinney-Vento Act. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Students,Disadvantaged Youth,Eligibility,Status,Federal Legislation,Best Practices

The McKinney-Vento Homeless Assistance Act defines &quot;homeless children and youths&quot; as &quot;individuals who lack a fixed, regular, and adequate nighttime residence.&quot; However, because the circumstances of homelessness vary with each family's or unaccompanied youth's situation, determining the extent to which the family or youth fits the definition must occur on a case-by-case basis. Enrollment staff and/or the local homeless education liaison must gather and analyze information from the family or youth and make an appropriate determination of eligibility. Expeditious determination of eligibility and immediate school enrollment are critical to the child's educational continuity. This tool is designed to assist school and school district staff in applying the definition to individual children and youth to determine eligibility for rights and services under the McKinney-Vento Act. (Contains 15 footnotes.)
Confirming Eligibility for McKinney-Vento Services: Do's and Don'ts for Local Liaisons. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2007-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Eligibility,Disadvantaged Youth,Federal Legislation,Policy,Enrollment,Privacy,Best Practices

Under the McKinney-Vento Homeless Assistance Act, schools must identify children and youth in homeless situations and provide appropriate services. One such service is immediate enrollment in school, even when students lack paperwork normally required for enrollment, such as school records, proof of guardianship, a birth certificate, immunization or other health records, and proof of residence. In complying with the immediate enrollment mandate, some school districts may be concerned that families or youth may claim falsely to be homeless in order to gain access to services for which they are not eligible or to gain enrollment in a school outside of their local attendance area. Due to the stigma associated with homelessness, the vast majority of students seeking eligibility for services under McKinney-Vento does so in good faith and with good reason. If a question arises about a student's eligibility, schools may wish to confirm the details of the student's living situation. All such efforts must be grounded in sensitivity and respect, keeping the academic well-being and best interest of the student in the forefront. Using invasive or threatening techniques to confirm a student's eligibility can humiliate families and youth and may place an already tenuous temporary living arrangement in jeopardy. This may destabilize the family or youth further and may create a barrier to the student's enrollment, thereby violating the McKinney-Vento Act. Additionally, employing these techniques may violate the Family Educational Rights and Privacy Act (FERPA). Checklists are provided herein to guide you in confirming  McKinney-Vento eligibility. (Contains 2 endnotes.)
Confirming Eligibility for McKinney-Vento Services: Do's and Don'ts for School Districts. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2007-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Eligibility,Disadvantaged Youth,Federal Legislation,Enrollment,Privacy,Best Practices

Under the McKinney-Vento Homeless Assistance Act, schools must identify children and youth in homeless situations and provide appropriate services. One such service is immediate enrollment in school, even when students lack paperwork normally required for enrollment, such as school records, proof of guardianship, a birth certificate, immunization or other health records, and proof of residence. In complying with the immediate enrollment mandate, some school districts may be concerned that families or youth may claim falsely to be homeless in order to gain access to services for which they are not eligible or to gain enrollment in a school outside of their local attendance area. Due to the stigma associated with homelessness, the vast majority of students seeking eligibility for services under McKinney-Vento does so in good faith and with good reason. If a question arises about a student's eligibility, schools may wish to confirm the details of the student's living situation. All such efforts must be grounded in sensitivity and respect, keeping the academic well-being and best interest of the student in the forefront. Using invasive or threatening techniques to confirm a student's eligibility can humiliate families and youth and may place an already tenuous temporary living arrangement in jeopardy. This may destabilize the family or youth further and may create a barrier to the student's enrollment, thereby violating the McKinney-Vento Act. Additionally, employing these techniques may violate the Family Educational Rights and Privacy Act (FERPA). The checklists provided herein can be used to guide you in confirming McKinney-Vento eligibility. (Contains 2 endnotes.)