ethanporcaro/eric-fulltext-meta huggingface dataset:
Closing Achievement Gaps: Improving Educational Outcomes for Hispanic Children. English Language Acquisition and Middle School Preparation: Keys to Latino Educational Success
Author: Tomas Rivera Policy Institute
Date: 2010-00-00
Type: Reports - Research
Subjects: Achievement Gap,Outcomes of Education,Hispanic American Students,Middle School Students,English Language Learners,Language Acquisition,Secondary Education,Educational Improvement,Educational Policy,Role of Education,Student Evaluation,Student Placement,Classification,Language Planning,Language of Instruction,Bilingual Education,Language Teachers,Language Proficiency,Educational Environment,Learner Engagement,Reading Motivation,Social Support Groups,College Readiness

The goal of this brief, prepared jointly by the National Hispanic Caucus of State Legislators (NHCSL) and the Tomás Rivera Policy Institute (TRPI), is to bring to policy saliency--at the national, state, and local levels--to the educational crisis caused by the under-achievement of Hispanic youth. Specifically, this report addresses two issues of particular relevance to the Hispanic community: English language acquisition and middle school preparation. The targeted audience for this policy brief is stakeholders in the education of Latino youth, specifically policymakers and legislators across the nation. The report reviews the relevant research on the English language acquisition of ELLs and middle school preparation of Hispanic youth, then recommends some key policy options for policymakers to consider. Although English language acquisition and middle school preparation are the key issues addressed in this policy brief, there are, other issues-ranging from pre-K to graduate and professional education-that must be addressed in efforts to improve overall educational outcomes of Hispanic youth. If the nation is to respond to the economic and political challenges of the 21st century, confronting and solving the issues of Hispanic undereducation will be an integral component for overall national educational success in the coming decades.
The Field Guide to ADHD: What They Don&apos;t Want You to Know. Psychiatry--Theory, Applications and Treatments
Author: Harding, Blake
Date: 2017-00-00
Type: Books
Subjects: Attention Deficit Hyperactivity Disorder,Children,Adolescents,Adults,Symptoms (Individual Disorders),Brain,Coping,Teaching Methods,Change Strategies,Clinical Diagnosis,Social Change,Drug Therapy,Educational Practices

In &quot;The Field Guide to ADHD: What They Don't Want You to Know,&quot; Harding confronts with unusual candor and painstaking effort one of the most alarming and perilous crises of our time: ADHD. In confronting this crisis, Harding forces us to reconsider the assumptions underlying ADHD and how we think about medical diagnoses, disability, health and authority. Harding unwraps these bewildering and conflicting ADHD issues while investigating the spiraling amount of overdiagnosed cases of ADHD, many often highly medicated and taught to conform rather than to thrive, no matter the individual or societal cost. Harding examines how the ADHD crisis drives perilous and dangerous conditions while providing fresh directions ahead to disarm this ailment and start harnessing ADHD as a beneficial form of human diversity. In this fresh approach to ADHD, results from more than four years of global field research from Finland to California investigating ADHD in children, adolescents and adults is woven together to create a fascinating tapestry of new ADHD understanding. In this new understanding, Harding provides everyday innovative approaches to harnessing and thriving with ADHD while dedicating pain staking effort to shedding insight into the many controversies igniting the ADHD crises. As Harding passionately argues, policy makers, healthcare professionals, parents and other stakeholders are not only supporting the overdiagnosis of ADHD, but fundamentally thinking about ADHD all wrong. &quot;The Field Guide to ADHD: What They Don't Want You to Know&quot; passionately intervenes in this wrongly handled situation by forcing people to reconsider ADHD assumptions, providing evidence-based directions for containing the perilous ADHD crisis and introducing highly impactful everyday solutions to harness the diverse benefits of ADHD.
The Financial Resilience of Independent Colleges and Universities
Author: Chessman, Hollie M.
Date: 2017-08-00
Type: Reports - Research
Subjects: Private Colleges,Educational Finance,Institutional Characteristics,Money Management,Trend Analysis,Small Colleges,School Size,School Location,Geographic Regions,Classification,Enrollment

This report explores the financial resilience of independent colleges and universities through an analysis of 14 years (fiscal years 2001-2014) of financial data from 559 private nondoctoral institutions. Through analysis of financial performance in several domains, the data reveal that the majority of independent baccalaureate and master's-level colleges and universities have maintained financial stability, health, and viability.
Gender and Belonging in Undergraduate Computer Science: A Comparative Case Study of Student Experiences in Gateway Courses. WCER Working Paper No. 2016-2
Author: Benbow, Ross J.
Date: 2016-04-00
Type: Reports - Research
Subjects: Undergraduate Students,Gender Differences,Computer Science Education,Comparative Analysis,Case Studies,Student Experience,Sciences,Disproportionate Representation,Womens Education,Academic Persistence,STEM Education,Social Action,Focus Groups,Observation,Student Surveys,Teacher Surveys,Individual Characteristics,Semi Structured Interviews,Coding,Teaching Methods,Classroom Techniques,Teacher Student Relationship,Cognitive Processes,Educational Technology,Technology Uses in Education

Building from findings showing that undergraduate computer science continues to have the highest attrition rates proportionally for women within postsecondary science, technology, engineering, and mathematics disciplines--a phenomenon that defies basic social equity goals in a high status field--this paper seeks to better understand how student experiences in local higher educational settings can influence persistence decisions, particulary for women. Updating and extending work in computer science, our qualitative analysis interprets this wider problem, first, by applying a field theory of practice to more clearly theorize how varying social realms and positions influence student experiences and feelings of belonging. Second, we use an in-depth comparative case study of two introductory or &quot;gateway&quot; computer science courses in two universities to detail how classroom, departmental, institutional, and extra-institutional characteristics, including instructional practices and popular stereotypes, may shape action for students in specific higher educational contexts. While previous studies have highlighted the significance of broader computer science cultural values, self-efficacy beliefs, and experience with computers to women's attrition, our findings provide a new theoretical lens to conceptualize the complex ways these and other factors connect in students' daily lives--through preening male students or &quot;brogrammers,&quot; authentic or collaborative learning experiences, and uncomfortable social interactions due in part to women's underrepresentation. Our findings also point to differences in local interactions and social positions that can begin to mediate these factors, including opportunities in class to ask questions, collaborate, and work on real-world example problems; fuller access to instructors; and departmental and campus infrastructural supports that contribute to a more meaningful sense of belonging in computer science.
Examining How Faculty Reflect on Instructional Data: A Call for Critical Awareness and Institutional Support. WCER Working Paper No. 2016-4
Author: Smolarek, Bailey B.
Date: 2016-08-00
Type: Reports - Research
Subjects: Culturally Relevant Education,Qualitative Research,Interviews,Research Universities,Data,Information Sources,Reflective Teaching,Reflection,Teacher Attitudes,Educational Practices,Evidence Based Practice,Information Utilization,Grounded Theory

Drawing on insights from culturally responsive K-12 education frameworks and dual process theory, this qualitative study explores the situated nature of reflective practice among postsecondary faculty and calls for increased critical awareness and institutional support. Through interviews with 21 California research university faculty, this study found that instructors drew on both numeric and non-numeric data forms to engage in reflective practice. This tendency indicates a need for a more holistic, multi-disciplinary, and critical understanding of &quot;data&quot; than what the current accountability movement has imagined. This study's findings also show that although faculty consistently engaged in reflective practice, the outcomes of this reflection were severely limited by both individual bias and institutional constraints. Thus, while we recognize the current budgetary struggles many universities face, we argue that in order to better serve postsecondary students, particularly those from historically underrepresented groups, more institutional support is needed. Postsecondary institutions can play a significant role in facilitating critical examination by providing faculty the necessary space, time, and guidance to engage in critical reflection as well as the appropriate institutional mechanisms to voice concerns and enact change.
IDRA Newsletter. Volume 44, No. 6, June-July 2017
Author: Goodman, Christie L., Ed.
Date: 2017-00-00
Type: Collected Works - Serial
Subjects: Postsecondary Education,College Readiness,Higher Education,Career Readiness,Secondary School Students,English Language Learners,Data Analysis,Data Collection,Privacy,Equal Education,Research Utilization,Program Effectiveness,Immigrants,Student Rights,Student Needs,Program Implementation,Teaching Methods,Skill Development,Inferences

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Using Data for Action and includes: (1) Community and School Use of Data for College Readiness and Postsecondary Success (Karmen Rouland, Susan Shaffer, and Phoebe Schlanger); (2) Data to Measure an Effective Instructional Context for Secondary Level Newcomers and English Learners (Kristin Grayson); and (3) Student Data Tracking--Taking a Closer Look at Privacy (Mark Barnett). (Individual articles contain resources.)
School Climate Improvement Action Guide for District Leaders. School Climate Improvement Resource Package
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Environment,Educational Improvement,Educational Resources,Change Strategies,School Districts,Administrative Principles,Stakeholders,Partnerships in Education,Intervention,Program Evaluation,Elementary Secondary Education

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that district leaders--including superintendents, assistant superintendents, directors of student support services, or others--can take to support school climate improvements. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in school climate improvements; (3) Support the collection and use of reliable and valid school climate data; (4) Help choose and implement school climate interventions; and (5) Support ongoing monitoring and evaluation of school climate improvements. [For the complete resource package, &quot;Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017,&quot; see ED578926.]
Global Mental Health Crisis: Management of Education in the Digital Revolution
Author: Moradi Sheykhjan, Tohid
Date: 2016-03-00
Type: Speeches/Meeting Papers
Subjects: Mental Health,Information Technology,Information Literacy,Influence of Technology,Mass Media Effects,Computer Literacy,Computer Use,Mental Health Programs,Health Promotion,Educational Administration

A growing body of evidence from across the globe is also telling us that no matter where they are from more and more people are relying on digital tools, platforms and services to learn, engage, participate, play, innovate, work or socialize. In the current period of rapid development of information society information literacy of citizens belonging to different social and age groups is becoming increasingly important. Information technology expands the possibilities for communication and access to relevant information; provide the conditions for the implementation of social functions, self-realization and creativity. However, the possibility of mastering the skills of working with information is not equal for the reprehensive of citizens in the global society. Institutions and organizations engaged in this process can provide the overcoming of this inequality. Here specifies the step towards shaping an integrative conceptual frame of reference that encompasses most of the positive mental health dimensions of user activity in the digital revolution, which may serve as a basis for future research on the promotion of mental health literacy. [This paper was published in: &quot;Techno-Pedagogy and Knowledge Management: The Transitional Gateway of Digital Instructional Space&quot; (p25-32). Kerala, India: Government College of Teacher Education (ISBN 978-81-931058-6-3).]Wildc
The Cultural Nature of Valued Skills: A Qualitative Investigation of Postsecondary Science Education and the &quot;Skills Gap&quot; in Wisconsin. WCER Working Paper No. 2016-06
Author: Benbow, Ross J.
Date: 2016-08-00
Type: Reports - Research
Subjects: Job Skills,Employment Qualifications,Higher Education,STEM Education,Postsecondary Education,Financial Support,Educational Finance,Employers,Work Ethic,Communication Skills,College Faculty,Interpersonal Competence,Self Management,Technological Literacy,Personality Traits,Industry,Qualitative Research,Case Studies,Labor Force Development,Interviews,Cultural Capital,Problem Solving,Lifelong Learning,Geographic Location,Organizational Culture,Family Characteristics

The narrative of the &quot;skills gap,&quot; or the notion that the United States economy suffers because employers are not able to find job applicants with workplace-ready skills (e.g., American Society for Training and Development 2012), has become an influential rallying cry in higher education funding circles in recent years. It is with these gaps in mind that this paper uses a qualitative case study of STEM-related Wisconsin postsecondary institutions and businesses, based on interviews with employer and educator respondents, to explore the following questions: (1) What skills are most highly valued by employers and college educators?; and (2) According to respondents, what social, organizational, or other contextual factors, if any, influence the value and prevalence of these skills? The findings, which were conceptualized with a field theoretical framework from relational sociology (Bourdieu 1998; Martin 2003), suggest not only that employers value noncognitive competencies like work ethic and communication that students internalize through family, friends, education, and work experiences, but also that many postsecondary educators understand how such cultural currency can influence students' future success in a variety of social spheres. Furthermore, employers and educators often discussed these competencies not as singular, isolated &quot;skills,&quot; but as multifaceted and situated &quot;habits of mind,&quot; inextricably linked as dispositional practices and states of being.
School Climate Improvement Action Guide for Noninstructional Staff. School Climate Improvement Resource Package
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Environment,Educational Improvement,Educational Resources,Administrative Principles,Noninstructional Responsibility,Staff Role,Change Strategies,Stakeholders,Partnerships in Education,Information Utilization,Intervention,Program Evaluation,Elementary Secondary Education

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that noninstructional staff--including guidance counselors, social workers, school psychologists, office staff, bus drivers, maintenance and facility staff, and food service staff--can take to support school climate improvements. Although most of the action steps within this document can be completed by all noninstructional staff, some action steps will need to be done by school counselors, psychologists, and social workers but not by others. In those cases, action steps are marked with an asterisk (*). [For the complete resource package, &quot;Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017,&quot; see ED578926.]
Salivary Cortisol Profiles of Children with Hearing Loss
Author: Bess, Fred H.
Date: 2016-05-00
Type: Reports - Research
Subjects: Hearing Impairments,Children,Anxiety,Fatigue (Biology),Listening,Comparative Analysis,Physiology,Biochemistry,Hierarchical Linear Modeling,Longitudinal Studies,Differences,Profiles,Language Tests,Nonverbal Ability,Intelligence Tests,Verbal Ability,Statistical Analysis

Objectives: It has long been speculated that effortful listening places children with hearing loss at risk for fatigue. School-age children with hearing loss experiencing cumulative stress and listening fatigue on a daily basis might undergo dysregulation of hypothalamic-pituitary-adrenal (HPA) axis activity resulting in elevated or flattened cortisol profiles. The purpose of this study was to examine whether school-age children with hearing loss show different diurnal salivary cortisol patterns than children with normal hearing. Design: Participants included 32 children with mild to moderate hearing loss (14 males; 18 females) and 28 children with normal hearing (19 males; 9 females) ranging in age from six to twelve years. Saliva samples were obtained six times per day on two separate school days. Cortisol levels were measured by mass spectrometric detection after liquid-liquid extraction. Salivary cortisol levels between children with hearing loss and children with no hearing loss over the course of the day were examined with Hierarchical Linear Modeling (HLM) using mixed-model statistical analysis. Between-group comparisons were also computed for the area under the curve (AUC), an analytical approach for calculating overall cortisol secretion throughout the day. Results: Significant differences in the cortisol awakening response (CAR) were observed between children with hearing loss and children with normal hearing; however, no differences were observed between the two groups subsequent to the CAR (60-minutes post-awakening, 10:00 am, 2:00 pm and 8:00 pm). Compared to children with normal hearing, children with hearing loss displayed elevated cortisol levels at awakening and a reduced growth in cortisol secretion from awakening to 30-minutes post-awakening. No significant differences in overall cortisol secretion throughout the day were found between groups (area under the curve). Finally, cortisol levels increased with increasing age for children with hearing loss but not for children with normal hearing. Conclusions: Results of this preliminary study indicate a possible dysregulation in HPA axis activity in children with hearing loss characterized by elevated salivary cortisol levels at awakening and a diminished increase in cortisol from awakening to 30- minutes post-awakening. The pattern of elevated cortisol levels at awakening is consistent with some studies on adults with burnout, a condition characterized by fatigue, loss of energy and poor coping skills. These findings are consistent with the idea that children with hearing loss may experience increased vigilance and need to mobilize energy promptly in preparation for the new day. [This study was published in &quot;Ear and Hearing,&quot; v37 n3 p334-344 May 2016.]
IDRA Newsletter. Volume 44, No. 9
Author: Goodman, Christie L., Ed.
Date: 2017-10-00
Type: Collected Works - Serial
Subjects: Partnerships in Education,Dropout Rate,Dropout Prevention,School Policy,Student Characteristics,Racial Differences,Ethnicity,Family Income,Disabilities,Public Schools,Student Attrition,High School Students,Minority Group Students,Homosexuality,Sexual Orientation,Sexual Identity,Sexual Harassment,Gender Bias,Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,At Risk Students,Court Litigation,Immigrants

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Push Outs -- Children of Color and includes: (1) Partnerships, Not Push Outs--Collaboration is Critical to Dealing with Disparities (Paula Johnson); (2) Texas Public School Attrition Study, 2016-17: High School Attrition Returns to 24 Percent After One Year Bump (Roy L. Johnson); and (3) Supporting LGBTQ Students Faced with Sexual &amp; Gender Harassment (Susan Shaffer and Phyllis Lerner). (Individual articles contain references.)
Increasing Diversity in K-12 School Leadership. Policy Brief 2018-3
Author: Castro, Andrene
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Administration,Leadership Responsibility,Principals,Administrator Role,Student Diversity,Racial Differences,Ethnicity,Diversity (Faculty),Government Role,College Role,Board of Education Role,Labor Turnover,Cultural Relevance,Minority Group Teachers,Teacher Attitudes,State Government,Federal Government,Local Government

Principals represent the most &quot;visible&quot; form of leadership in schools, but current workforce data show that K-12 school principals are overwhelmingly white and fail to reflect the diversity within the student population. With increased policy focus on teacher diversity, equal attention must also be directed towards the lack of diversity within school leadership. This policy brief details why increasing diversity in K-12 school leadership can improve overall diversity in the teacher workforce and work to support empowered schools.