ethanporcaro/eric-fulltext-meta huggingface dataset:
Drug Testing in Schools: A Brief Review and Analysis of Recent Events
Author: Velasquez, James
Date: 2010-00-00
Type: Journal Articles
Subjects: Drug Use,Drug Use Testing,Politics of Education,Prevention,Court Litigation,Public Policy,Health Education,State Programs,Financial Support,Advocacy,Teacher Role

Random drug testing (RSDT) in schools is a controversial topic. The U.S. Supreme Court has ruled that RSDT is constitutional for certain groups of students. Moreover, funding has been made available for schools to implement RSDT programs through the U.S. Department of Education and the White House Office of National Drug Control Policy. This review provides a comprehensive review of the literature, as well as a summary of recent RSDT events in U.S. public schools. Empirical data that examine RSDT's effectiveness for reducing student drug use is also reported. The implementation of statewide RSDT programs is on the rise, as well as continued support, funding and advocacy through various government channels. Little empirical research examining the effectiveness of RSDT to reduce student drug use has been completed although the largest evaluation of RSDT programs to date is presently underway. RSDT in schools is a polarizing topic, and has been politicized. It is important for school health educators to understand this issue because they play an important role in student drug use prevention and should be involved in discussions of RSDT implementation.
Strategies for Playground Injury Prevention: An Overview of a Playground Project
Author: Olsen, Heather
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Prevention,Injuries,Playgrounds,Health Education,Teacher Role,Program Descriptions,Child Safety,Intervention

Preventing injuries to children, especially debilitating and life threatening, requires an awareness of where these types of injuries occur during the school days. This review examines falls from playground equipment, events that have been identified as the leading causes of nonfatal unintentional injuries for children. Thus, the issue of playground safety is a topic of concern for health educators. School health educators play an essential role in developing safe and healthy outdoor play environments for children. This paper highlights the importance of injury prevention awareness and outlines different strategies that health educators can take for preventing playground injuries. In addition, this paper examines a project that was conducted in the state of Iowa in relation to what effects playground surfacing materials and staff training may have on injury prevention on school playgrounds. The results of the project concluded that with the addition of proper surfacing material and staff training, playground injuries could be reduced. Health educators need to investigate the types of playground injuries in current programs and develop a strategy to keep children healthy and active. (Contains 2 tables.)
Measuring Problem Solving with Technology: A Demonstration Study for NAEP
Author: Bennett, Randy Elliot
Date: 2010-06-00
Type: Journal Articles
Subjects: National Competency Tests,Problem Solving,Technology Uses in Education,Computer Assisted Testing,Computer Simulation,Science Tests,Online Searching,Grade 8,Science Experiments,Student Evaluation,Test Reliability,Scores,Measurement Techniques,Correlation

This paper describes a study intended to demonstrate how an emerging skill, problem solving with technology, might be measured in the National Assessment of Educational Progress (NAEP). Two computer-delivered assessment scenarios were designed, one on solving science-related problems through electronic information search and the other on solving science-related problems by conducting simulated experiments. The assessment scenarios were administered in 2003 to nationally representative samples of 8th-grade students in over 200 schools. Results are reported on the psychometric functioning of the scenarios and the performance of population groups. Implications are offered for using online performance assessment to measure emerging skills in NAEP and other large-scale testing programs. (Contains 19 tables, 4 figures and 14 endnotes.)
Lack of Consensus on Education: What Are Its Dimensions?
Author: Rozycki, Edward G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Figurative Language,Educational Policy,Educational Administration,Educational Methods,Educational Needs,Educational Philosophy,Educational Planning,Debate,Convergent Thinking,Delphi Technique,Rhetorical Criticism,Educational Theories

This article offers an analysis of the dimensions of consensus on education using Diane Ravitch's statement: "The single biggest problem in American education is that no one agrees on why they educate." The interesting problem is to determine which consensus on educational issues varies, whose consensus it is, and how and why it varies. The author analyzes consensus on an issue in three dimensions: its breadth, its depth, and its span. The breadth of the group's consensus is the agreement captured by the ambiguity or vagueness of either the definition of the group or the statement of the issue. The number of specifications needed to adjust the original formulation to the level of some kind of implementation is the measure of its depth. The "span" of consensus is obtained by comparing the agreements across issues for a given group. The author summarizes that consensus on an issue can fail to reach fruition in many ways. The consensus may be an illusion of breadth, resting merely on ambiguity or vagueness. The consensus may disappear as the costs of implementation, its depth, are revealed. The consensus on one issue, in the context of restricted resources and competing concerns, may not carry the implementation forward despite persisting through an exploration of its depth. (Contains 6 notes.)
A Fight Worth Fighting, a Fight Worth Winning
Author: Carpenter, Wade A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Parent School Relationship,Parent Participation,Teacher Participation,Educational Malpractice,Politics of Education,Educational Policy,Academic Standards,State Standards,Educational Improvement,Academic Achievement

Losing one's mother naturally makes a person reflect on the really important things. The author was reminded that when faced with the Great Question, which even the best schools cannot handle competently, all other questions can seem trivial, and it's tempting to back away from them. But the &quot;lesser&quot; questions schools mishandle can have a terrible impact on young lives, and suffering great loss can also make one profoundly impatient with half-measures, dodges, and baloney when one is fighting for serious stakes. Nowadays, lots of educators are unusually discouraged. The emphasis now is on leaving no child behind. Instead of helping every kid go beyond &quot;adequate&quot; and toward excellence, the resources are squandered holding kids down to minimal &quot;standards.&quot; No Child Left behind often means that no child gets ahead. In this article, the author stresses the need for &quot;informed parental participation,&quot; as well as for &quot;principled teacher nonparticipation&quot; in getting the attention of Georgia's legislators and laying down their demands, which are all for the betterment of education. It would be much harder for politicians to evade the demands of thousands of teachers, especially when our nation is so evenly divided between competing theories of governance. (Contains 7 notes.)
Can We Teach Patriotism in Schools?
Author: Ledoux, Michael W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Religion,Religion Studies,Patriotism,State Church Separation,Educational Policy,Educational Philosophy,Politics of Education

The disestablishment clause of the U.S. Constitution has led educators in the United States to establish guidelines about addressing religion in the classroom. As a basic rule, districts have allowed teaching about religion without encouraging or supporting a particular religion. This article suggests that patriotism and patriotic expressions are, in fact, religious and that encouraging or supporting patriotism may be tantamount to establishing a state religion in the classroom.
The Disintegration of Teacher Preparation
Author: Baines, Lawrence A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Credentials,Federal Legislation,Teacher Certification,Teacher Education Programs,Teacher Qualifications,Teacher Effectiveness,Alternative Teacher Certification,Program Descriptions,Academic Standards,Change Strategies,Politics of Education,Educational Policy

The disintegration of teacher certification programs in the united States holds an eerie similarity to the recent meltdown of American financial institutions. Similarly, the No Child Left Behind Act of 2001, whose purported purpose was to ensure that all students get highly qualified teachers (HQT), has had an unintentionally devastating effect on the quality of teacher preparation. No Child Left behind defined a highly qualified teacher as possessing three credentials: (1) Bachelor's degree; (2) Certification to teach; and (3) Proven knowledge of the subject taught. In this article, the author discusses how the emphasis in teacher preparation has moved from the humanistic to the technical, from the intangible to the measureable. The author emphasizes that today, the gauge of student success, the chances for a school's survival, and the indicator of quality for a teacher preparation program have become dependent upon how good a number looks on chart.
A History of Male Attitudes toward Educating Women
Author: Clabaugh, Gary K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Females,Males,Social Attitudes,Gender Bias,Womens Education,Cultural Influences,Social Bias,World History,Social History,Educational History

The very essence of a culture is revealed in its educational attitudes, policies, and practices. Just as blood pressure and body temperature are measures of physical health, such matters are measures of social justice. This article focuses on the attitudes of males toward the education of women by highlighting the attitudes of the most famous and highly accomplished men and, occasionally, the most infamous and destructive men regarding women and their education. Male opinion is the focus of this article because, for the most part, men have had the power to make the decisions for both men and women alike. Another reason for highlighting misogyny is that women, particularly young modern women, often fail to fully appreciate the bitter burden their sex has shouldered over the years. Century after  century women have been regarded as inferior and systematically denied opportunities to prove otherwise And that unfairness is particularly conspicuous when it comes to education. (Contains 17 notes.)
The Democratic-Republican Societies: An Educational Dream Deferred
Author: Dotts, Brian W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Schools,Clubs,Opportunities,Historians,Public Education,Educational Development,Educational History,Educational Philosophy,Educational Objectives,Citizen Participation,Citizen Role

Historians often identify Horace Mann and other middle-class reformers of the mid-nineteenth century as the catalysts of the Common School Movement, the forerunner of today's public school systems. Despite education historians' focus on Mann and his ilk as the original advocates of common schooling, the notion of free universal public education actually originated among several democratic clubs. Identified today generally as Democratic-Republican societies, the clubs' radical conception of education connected learning to reason, deliberation, and democratic action, derived from the revolutionary spirit that had fueled a desire for knowledge for its own sake among many better-informed colonists. This article discusses how the Democratic-Republican societies understood the importance of public education for enhancing civic opportunity and public deliberation, not simply economic opportunity and explains that only education and enlightenment could sufficiently enable commoners to recognize tyranny in its various forms. (Contains 3 notes.)
A Collaborative Approach to Implementing 21st Century Skills in a High School Senior Research Class
Author: O'Sullivan, Michael K.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Freshmen,High Schools,Information Literacy,English Teachers,Information Skills,High School Seniors,Evaluation,Higher Education,Case Studies,Literacy,Critical Thinking,Information Technology,Problem Solving,Research Papers (Students),College Students,Librarians,Indexing,Information Retrieval,Databases

Businesses and higher education leaders are looking for students with the ability to evaluate and analyze information and to use this information to solve real-world problems. These are the information literacy skills students need for the 21st century. However, several recent studies on the ability of college freshmen to handle the rigor of college courses and research indicate that high school students are not being adequately prepared to apply these skills. The authors provide a case study of a collaborative effort between an English teacher and the high school librarian to better prepare high school seniors on how to locate reliable information, analyze the information and then determine how it can be applied to solving a real world issue or problem.
Using a Student-Generated Survey to Inform Planning for a User-Focused Learning Commons
Author: Weiner, Sharon A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Information Processing,Information Needs,Student Surveys,Information Networks,Needs Assessment,Outcomes of Education,Library Services,Questionnaires,Literature Reviews,Student Projects,Social Networks,Interviews,Observation

A master's comprehensive University is planning a learning commons to support undergraduate learning. The planning process included a literature review, site visits to commons, consultations with experts in the field, discussions with campus specialists, and surveys of patrons. The literature reports two primary forms of data gathering for learning commons: interview/observation and purposive surveys. This report describes the findings of a survey conducted to determine students' perceptions of services relevant in learning commons. The findings indicated that the students wanted help with their information processing needs.
Shhh! No Talking about Retention in the Library!
Author: Blackburn, Heidi
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Libraries,Student Attrition,School Holding Power,Administrators,Library Role,Librarians,Campuses,Higher Education,Information Literacy,Library Materials,College Freshmen,Literacy

Student retention rates have long been a topic among school administrators, but it is an issue barely mentioned in library circles. This article will discuss the role the academic library can play in increasing and maintaining student retention rates on campus. By focusing briefly on four main topics, including reaching out to students early and often, getting them in the library door and getting them to stay, the reader will be able to see the broad picture of how crucial libraries are to fighting student attrition.
Librarian as Professor: A Dynamic New Role Model
Author: Loesch, Martha Fallahay
Date: 2010-00-00
Type: Journal Articles
Subjects: Role Models,Access to Information,Academic Libraries,Librarians,Library Services,Influence of Technology,Library Role,Teaching Skills,Library Instruction,Teaching (Occupation),Shift Studies,College Faculty

The 20th century information explosion provided widespread technological innovation and ease of access to information, and due to the 21st century emphasis on digital collections and electronic resources, libraries around the world are facing an uncertain future. This naturally causes librarians to re-evaluate their professional role, but perhaps academic librarians are best prepared for the future due to their co-existing role as professors. Essentially they have always been teaching, but now they must conquer the disparaging image and status treatment to which they have been subjected and evolve their profession by joining their teaching faculty colleagues in classrooms on college and university campuses worldwide.
Lessons from Ten Years of TEAC's Accrediting Activity
Author: Murray, Frank B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Improvement,Graduates,Program Effectiveness,Accreditation (Institutions),Beginning Teachers,Teacher Competencies,Teacher Qualifications,Caring

Founded in 1997, the Teacher Education Accreditation Council (TEAC) designed a system that balances three sources of evidence in a single accreditation system: (1) that the program's graduates are qualified, competent, and caring beginning teachers; (2) that the program faculty investigates the factors that improve program quality; and (3) that the program has the capacity for continuous program improvement. TEAC's system was recognized by the Council of Higher Education Accreditation in 2001 and subsequently by the U.S. Department of Education in 2003 and 2005. TEAC accreditation signifies that the program has the capacity for quality, the knowledge of how to enhance and monitor quality, and the skill to ensure that the programs' graduates are competent. This article discusses the lessons learned by TEAC for the last ten years of service and the implications of the findings from the audit of accreditation self-studies on teacher education programs. (Contains 4 tables and 5 notes.)
Recruiting, Preparing, and Retaining High Quality Secondary Mathematics and Science Teachers for Urban Schools: The Cal Teach Experimental Program
Author: Newton, Xiaoxia A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Urban Schools,Disadvantaged Youth,Experimental Programs,Science Teachers,Student Recruitment,Teacher Recruitment,Teacher Persistence,Teacher Qualifications,Secondary School Teachers,Mathematics Teachers,Alternative Teacher Certification,Program Effectiveness,Knowledge Base for Teaching,Student Diversity,Student Placement,Field Experience Programs,Teaching Methods

Recruiting, preparing, and retaining high quality secondary mathematics and science teachers are three of the most critical problems in the nation's urban schools that serve a vast majority of children from socially and economically disadvantaged backgrounds. Although the factors contributing to these problems are complex, one area that has caught the attention of leaders of the teacher education community centers are the alternative pathways (or routes) through which teachers are trained and allowed into the profession. Many of these alternative pathways, teacher educators argue, aim to move teachers into teaching on a fast track and thereby short-change the necessary training that candidates need to have to become adequately prepared as classroom teachers. This article looks at the arguments on both sides: proponents and critics of traditional and alternative pathways of teacher education, and discusses how California addressed the persistent shortages of mathematics and science teachers through the program, Cal Teach. The program provides a unique and excellent opportunity for experimentation in alternative approaches to math and science secondary teaching credential programs.(Contains 7 figures and 4 notes.)
Alternative Teaching Certification in Special Education: Rationale, Concerns, and Recommendations
Author: Quigney, Theresa A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Federal Legislation,Teacher Shortage,Disabilities,Special Education Teachers,Alternative Teacher Certification,Special Education,Preservice Teacher Education,Teacher Competencies,Teacher Qualifications,Program Effectiveness

Perhaps one of the most controversial topics in the field of teacher education today is what constitutes an effective preservice program for preparing individuals to instruct students in the twenty-first century. A discussion of the merits of the approaches to teacher certification has also been compounded by issues relating to legal mandates such as the &quot;highly qualified teacher&quot; provision of the &quot;No Child Left Behind Act&quot; and job market realities, including teacher shortages in key instructional areas, one of which is special education, the focus of this article. Some of the advantages of alternative certification (AC) approaches include the ability to attract a more diverse field of educators. This discussion provides a framework upon which to build a better understanding of the evolution and function of AC in special education. It will focus on the rationale for the existence of AC in special education as well as various concerns about some components or lack thereof in some AC programs. The author also presents some recommendations for inclusion in a functional model of AC for special educators.
Creating Adult Learning Communities through School-College Partnerships
Author: Gould, Holly C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Teachers,Mentors,Adult Learning,Partnerships in Education,College School Cooperation,School Districts,Elementary Secondary Education,Higher Education,Staff Development,Preservice Teachers,Cooperation

Given the challenges of time and economics in education today, what are practical models for creating adult learning communities that improve teaching and learning in today's diverse classrooms? How do Americans foster and nurture adult learning communities once they are established? The authors have found that carefully crafted partnerships between PK-12 schools and higher education can provide promising answers to these questions. In south central Virginia, the partnership between Amherst County Public Schools and Sweet Briar College, located in Amherst County, grew out of a need for trained, high quality mentors for novice teachers and student teachers as well as a desire for sustained professional development for veteran teachers. The partners have established a variety of approaches to develop and enhance learning communities since 1992. These collaborative projects have evolved in response to participant feedback, have been mutually beneficial, and, in some cases, have expanded training to include other colleges and school districts. This article discusses three current projects--(1) study groups; (2) mentor teacher/clinical faculty training; and (3) coaching for effective differentiation--which provide details about building adult learning communities and suggest recommendations for how to sustain them.
How the Bridges Are Falling down: A New Literacies Teacher Negotiating "New" Pedagogies in "Old" Spaces
Author: Staples, Jeanine M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Diversity,Special Education Teachers,Teacher Educators,Diversity (Faculty),African American Teachers,Models,Accountability,Popular Culture,Social Justice,Literacy,Whites,Teacher Education,Feminism,Females

The author recently researched and designed a course titled "Seminar on Diversity and Disability" to understand better the ways that "new" pedagogies are received by a group of mostly White special education teacher candidates being prepared to teach reading and prosocial behavioral skills to diverse students with high incidence disabilities. "Seminar on Diversity and Disability" centered on race and literacies because, as an African American female teacher educator and New Literacies theorist, the author was uncertain that novice teachers had the research pedagogy. In this article, the author highlights the parameters and tenets of "Seminar on Diversity and Disability." She also considers the types of institutional supports that one needs to teach concepts that are unpopular, misunderstood, or ignored. She gives thought to what it means to develop a pedagogical framework of counter-hegemonic resistance to meet, assuage, and reposit teacher candidate resistances in her course as well as better prepare them for teaching and learning with diverse students and globalized classrooms. (Contains 1 table and 4 notes.)