ethanporcaro/eric-fulltext-meta huggingface dataset:
Youth Voices: Performance Poetry as a Platform for Literacy, Creativity, and Civic Engagement
Author: Bean, Emanuelee
Date: 2014-00-00
Type: Journal Articles
Subjects: Youth,Poetry,Oral Language,Performance,Competition,Writing Instruction,Creative Activities,Self Expression,Creativity,Communication Skills,Outcomes of Education

The youth slam poetry movement is growing in Houston. Writers in the Schools (WITS) is helping youth explore their truths through performance poetry and the renowned Meta-Four Houston program. Spoken word, slam competitions, and performance poetry bring people together to share stories and listen to our tomorrows. Performance poetry encourages creative self-expression and literacy among youth, while building a literary culture and platform for social change. By teaching youth to own their words, they learn to understand the potential power of their ideas. Performance poetry is a strong vehicle for education, deepening literacy, creativity, and communication skills, while preparing students to become civic and social leaders for the Houston community.
An Analysis on the Reading Habits of University Students Studying Physical Education and Sports Training
Author: Arslanoglu, Cansel
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Habits,Physical Education,Athletics,College Freshmen,Foreign Countries,Likert Scales,Educational Attainment,Parent Background,Age Differences,Gender Differences,Grade Point Average

The aim of this research is to analyze the reading habits of students studying physical education and sports training with respect to certain variables. A total of 324 first-year students (125 females, 199 males) voluntarily participated in the research from physical education and sports training departments of Sinop University, Kafkas University, and Ondokuz Mays University. A questionnaire consisting of two parts was used as the data collection tool in the research. The personal information form was used in the first part and the &quot;Reading Habit Attitude Scale&quot; developed by Gömleksiz (2004) was used in the second part. Shapiro Wilk and Levene tests were employed to determine whether the data exhibited a normal distribution in the analysis. The data exhibiting a normal distribution were analyzed with the help of t-test and One-Way ANOVA. In multiple comparisons, the Tukey HSD test was used to determine the groups causing the difference. According to the results of the research, a significant difference was found in favor of women in the age variable of sub-dimensions of &quot;love, habit, will, effect and benefit&quot;; in the gender variable; in favor of ages 18-20-21-22 in sub-dimension of &quot;necessity&quot;; in favor of primary and secondary school graduates in sub-dimensions of &quot;habit, necessity and will&quot; in the father's educational background variable; in favor of the average value above 1.5 in sub-dimension of &quot;love&quot; and in favor of average grades between 1.0-2.5 in sub-dimension of &quot;benefit&quot; in the academic grade averages variable (p&lt;0.05). No significant difference was found with respect to the variables of the department and mother's education background (p&gt;0.05). It was revealed that among the university students studying physical education and sports training, female students read more than the male students and those whose father was a primary or secondary school graduate were more willing to read and they regarded this habit as a necessity.
The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017--A Review of Literature
Author: Alzahrani, Abdulaziz A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Student Attitudes,Teacher Attitudes,Foreign Countries,Higher Education,College Students,College Faculty

In recent decades, the use of Massive Open Online Courses (MOOCs) has changed according to the different goals and studies that have been applied. Therefore, it is very important to explore and examine these changes and identify the development of use and conception of MOOCs. This research is considered empirical in nature and focuses on studies published between 2012 and 2017. The current study is conducted on three scientific databases to collect those studies that matched the research method and achieved its goal. Nine hundred seventy-nine studies were considered, and 37 studies have been selected for this study and will be analyzed based on study design and other variables. The collected studies utilized the qualitative method, quantitative method, and mixed-method approaches. These studies were analyzed through the use of MOOCs according to students' views, instructors' views, and students' and instructors' views. The results showed a different understanding of MOOCs between the students' views, instructors' views, and students' and instructors' views. Recommendations and future research opportunities are also discussed.
Observations from the Balcony: Directions for Pediatric Health Disparities Research and Policy
Author: Raphael, Jean L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Child Health,Pediatrics,Access to Health Care,Research,Policy,Legislation,Leadership,Racial Differences,Ethnicity,Minority Groups,Racial Bias,Immigrants,Health Needs,Diseases,English (Second Language)

In 2002, the Institute of Medicine released Unequal Treatment: &quot;Confronting Racial and Ethnic Disparities in Healthcare&quot;, a landmark monograph documenting health disparities in the U.S. health care system. Since the publication of &quot;Unequal Treatment&quot;, the field of pediatric health disparities research has advanced significantly with a proliferation of studies examining a wide array of topics concerning inequities in child health. Advances in health care policy and legislation have also added to a heightened discourse on pediatric health disparities. While there has been substantial activity in efforts to address pediatric health disparities, questions remain regarding whether these efforts have changed the trajectory of health equity among children. The aim of this paper is to examine the practical challenges of addressing pediatric health disparities in the dynamic context of global changes in health care research, policy, and legislation relevant to children. Using the Adaptive Leadership framework, this paper outlines a conceptual model for assessing the scope of progress made in addressing pediatric health disparities, diagnoses the continued adaptive challenges of pediatric health disparities, and provides an agenda for further work and future investment.
Quality Data Is Key to Improving Education
Date: 2012-00-00
Type: Journal Articles
Subjects: Data,Educational Quality,Information Utilization,Decision Making,Educational Improvement,Capacity Building,Data Collection,Data Analysis,Information Dissemination

The Data Quality Campaign (DQC) has been focused since 2005 on advocating for states to build robust state longitudinal data systems (SLDS). While states have made great progress in their data infrastructure, and should continue to emphasize this work, data systems alone will not improve outcomes. It is time for both DQC and states to focus on building capacity to use the information that these systems are producing at every level -- from classrooms to state houses. To impact system performance and student achievement, the ingrained culture must be replaced with one that focuses on data use for continuous improvement. The effective use of data to inform decisions, provide transparency, improve the measurement of outcomes, and fuel continuous improvement will not come to fruition unless there is a system wide focus on building capacity around the collection, analysis, dissemination, and use of this data, including through research. [The article is written by the Data Quality Campaign.]
The Need for Balanced Methods of Measuring Performance
Author: Rhee, Michelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Performance,Teacher Effectiveness,Academic Achievement,Evaluation Methods,Outcomes of Education,Schools of Education,Educational Quality,Measurement Techniques

Student success is measured through state and national tests, classroom assessments, SATs, and by tracking graduation and college-going rates. In this article, Michelle Rhee discusses the shortcomings in how those measurements are shared and used. While the information collected provides valuable insight into our education system, that insight is not always used to rethink policies, make better decisions, or guide teachers in their instructional practice. This article provides suggestions regarding other information that should be collected in schools to help measure success: (1) teacher impact on student learning; (2) school and district performance as it relates to student progress; (3) return on investment; and (4) quality of schools of education based on the performance of the teachers they graduate.
Artifacts of Schooling
Author: Kelly, Frank S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Environment,Educational Facilities Design,School Buildings,Classroom Design,School Libraries,Time on Task,Time Factors (Learning),School Schedules,Costs,Academic Failure,Relevance (Education),School Community Relationship,Dining Facilities,Institutional Characteristics,Elementary Secondary Education,Advanced Placement Programs,Educational Change,Educational Finance,Technology Uses in Education

The paper explores important issues in today's education, not by analyses and statistics, but by projecting readers into the future and then asking them to look back on today's schools and to act like archaeologists--to surmise from all sorts of things they can observe, what was really important to us, what we really valued, how we treated kids, how our schools related to the communities they serve, how we used funds and time, how we used the ideas and technology available to us. Readers may find themselves amazed, amused or angered by their own answers.
Perspective from the Ed Tech Field
Author: Billings, Karen J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Technology Integration,Individualized Instruction,Lifelong Learning,Access to Education,Technological Advancement,Elementary Secondary Education,Postsecondary Education,Educational Benefits

In this article, Karen Billings discusses how working at a non-profit trade association has provided a unique perspective on how schools are using technology to support the teaching and learning process. Billings leads the Education Division at SIIA, the Washington, D.C.-based principal trade association for the software and digital content industries. She, along with the association's members, develop initiatives that support a comprehensive, life-long learning strategy--initiatives that help integrate technology into education to provide &quot;anytime, anywhere&quot; and personalized learning and help to meet high-tech workforce needs. Billings shares the lessons learned from a survey that was used to assess schools' progress in reaching the educational goals promoted in the &quot;Vision K-20&quot; initiative. The &quot;Vision K-20&quot; initiative promotes the best uses of technology to ensure that all U.S. students have access to a teaching and learning environment capable of preparing them to compete globally and lead the world in innovation. After spending most of her life supporting the use of technology in schools, Billings believes that technology will never be a replacement for teachers, but instead, will always be an effective enabler for good teaching.
The New Futuro College Plan: Facilitating College Access
Author: Romero, Elizabeth
Date: 2012-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Access to Education,Higher Education,Partnerships in Education

Built on a free, bilingual, &quot;high-touch, high-tech&quot; platform, New Futuro has created a robust community of Latino students and parents, non-profit organizations, education institutions, government agencies, and corporations to connect those that need help with those that provide it. One of the resources developed by New Futuro is a proprietary 10-Steps College Plan that provides structured information targeted to Latino students and families to help them prepare, apply and pay for college.
Attitudes Surrounding Contraceptive Responsibility: Do Latino Youth Differ from Other Groups?
Author: White, Kari
Date: 2013-00-00
Type: Journal Articles
Subjects: Contraception,Prevention,Attitude Measures,Females,Adolescents,Young Adults,Males,Racial Differences,Ethnicity,Gender Differences,Hispanic Americans,Parent Background,Sexuality,Knowledge Level

Latina teens have lower rates of contraceptive use and higher rates of pregnancy compared to other racial/ethnic groups. Differences in attitudes about contraceptive responsibility have been suggested as reasons for these disparities. We conducted 36 gender- and race/ethnicity-specific focus groups with young women aged 15 to 21 years and young men aged 18 to 24 in four large Texas cities. To explore youths' attitudes about contraceptive responsibility, we analyzed transcripts using thematic analysis and compared themes across race/ethnicity and gender. Across all groups, youth often reported that young women were primarily responsible for contraception because of the physical implications of pregnancy and perceptions that women have more self-control. While youth also stated both partners should take responsibility, this was often offered as an ideal. There were few differences across race/ethnicity, but Latina young women more often discussed the greater implications of pregnancy for women, and Latino young men less frequently acknowledged the financial and legal obligations of raising a child. These findings suggest that attitudes likely operate in conjunction with other beliefs and structural disadvantages that contribute to disparate reproductive health outcomes. Our results also point to important areas for sexual health and development for all youth.
Socioeconomic and Cultural County-Level Factors Associated with Race/Ethnic Differences in Body Mass Index in 4th Grade Students in Texas
Author: Salinas, Jennifer J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Racial Differences,Ethnicity,Body Composition,Body Weight,Obesity,Grade 4,Hispanic American Students,White Students,African American Students,Socioeconomic Influences,Cultural Influences,Physical Activities

Purpose: To evaluate the relationship between county-level socioeconomic environment and the propensity to be overweight or obese by race/ethnic group in a sample of fourth grade children the Texas public school system. Methods: The data used come from the School Physical Activity and Nutrition (SPAN) surveillance study -- a surveillance study of school-aged children in Texas. The outcome variable used was Body Mass Index (BMI) categorized as underweight/normal/healthy, overweight, and obese. Exposure variables were derived from county-level Hispanic and Black concentration and socioeconomic data using the Human Security Index (HSI) as a framework. We made comparisons between Non-Hispanic White, Black and Hispanic children enrolled in the fourth grade. We used bivariate and regression analysis using jackknife variance estimates. Results: Hispanic and Black children were more likely to be obese and overweight than non-Hispanic White children. Hispanic and Black children were more likely to live in counties with higher economic, educational and social stress than non-Hispanic White children. In the logistic regression analysis comparing the odds of overweight or obese to underweight/healthy/normal weight, both Hispanic and Black children continued to have a higher odds of overweight and obesity than non-Hispanic White children. In separate regression analyses for each race/ethnic group (i.e., Hispanic, Black, and White students) the county-level educational and social stress variables had a significant association with overweight and obesity in Hispanic children only. Hispanic ethnic concentration was associated with the odds of being overweight but not obese, while percent Black was associated with obesity in Hispanic children. There were no significant associations between socioeconomic or ethnic concentration and overweight or obese in Black children. Discussion: The results from this study indicate that county-level effects on childhood obesity may be more than just socioeconomics and ethnic concentration. Future research should involve multiple levels of analysis, including census tract, school and home variables simultaneously, in order to understand how the environments children live in impact their risk for obesity and how these influences may vary by race/ethnicity.
Correlates of Active School Transport Immediately before and after the Transition from Primary to Secondary School: A Pilot-Study
Author: Larouche, Richard
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Transportation,Grade 6,Grade 7,Correlation,Barriers,Neighborhoods,Demography,Foreign Countries,Parent Attitudes,Student Attitudes,Proximity,School Location,Safety

The transition from primary to secondary school is a major life event associated with large decreases in physical activity levels. Cross-sectional studies also suggest that secondary school students are less likely to engage in active school transport (AST; e.g. walking and cycling to/from school). To our knowledge, no longitudinal study has previously examined the correlates of AST immediately before and after the school transition. This pilot-study assessed: 1) the concordance between child- and parent-perceived barriers to AST (with Spearman correlations); 2) the associations of AST with child- and parent-perceived barriers to AST, parental neighborhood selection factors and socio-demographic characteristics (using Fisher's exact test). Participants were recruited in four K-6 schools (where children are required to change school after grade 6) located in census tracts with varying population density in Ottawa (Canada). All assessments were done at baseline and follow-up with respectively 49 and 29 participants. Substantial concordance was found between child- and parent-perceived barriers to AST at baseline, but not at follow-up; this might reflect the novelty of the route and the secondary school environment. Distance between home and school was the strongest barrier to AST while road safety concerns and the perception of having too much stuff to carry were also important barriers to AST. Children were more likely to engage in AST when their parents reported that they chose their neighborhood so that their children could easily walk or bike to school; thus future studies should take parental neighborhood selection into account. These findings should contribute to inform future research informing the development of policies and interventions to promote AST.
Impacting Maternal and Prenatal Care Together: A Collaborative Effort to Improve Birth Outcomes
Author: Freeny, Jamie
Date: 2014-00-00
Type: Journal Articles
Subjects: Mothers,Prenatal Care,Birth,Infant Mortality,Infants,Health Promotion,Program Descriptions,Innovation,Sustainability,Community Programs,Patients,Health Education,Consciousness Raising,Program Implementation,Intervention,Females,At Risk Persons

Objectives: To describe the development of a collaborative partnership to improve birth outcomes in Harris County, Texas. Methods: State and city-level maternal and infant health data were re-analyzed and presented to stakeholders at the zip-code level to generate a renewed response to health issues in these populations, particularly infant mortality. Public and private sector stakeholders convened to form the Impacting Maternal and Prenatal Care Together (IMPACT) Collaborative, identifying four priority areas that required collaborative action. Results: Priority area action groups are currently working on strategies to improve maternal and infant health outcomes. Collaborative strategies include: raising patient and provider awareness, campaign partnerships, advocating for legislative change, and implementing community based programs. As a collaborative, IMPACT received funding to implement an evidence-based health education intervention for women at risk of having poor birth outcomes. Conclusions: Through the leveraging of resources, expertise, and leadership, collaborative partnerships are capable of formulating innovative ideas, developing sustainable solutions, and generating change at multiple levels.
Early Lessons Learned from Building Local Early Childhood Comprehensive Systems in Texas
Author: Osborne, Cynthia
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Home Visits,Program Implementation,Program Evaluation,Young Children,Child Health,Well Being,Child Development,Community Services,Community Support

In 2010, the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV), provided states with the opportunity to apply for funding to build and expand evidence-based home visiting programs in their states and to incorporate community collaboration components, referred to as early childhood comprehensive systems (ECCS). For Texas, this was the first opportunity to build a statewide program of home visiting services that would be incorporated within local comprehensive early childhood systems to support the early development of Texas children and their families. This paper highlights the lessons learned from the first year of implementing a comprehensive system of early childhood services in the Texas Home Visiting Program (THVP). Findings from this first year can inform any effort to build comprehensive and accountable communities for children. By the end of the first year, each of the seven Texas communities taking part in THVP had made significant progress building their ECCS. Prior experience building coalitions in the community facilitated early, but not necessarily long-term, success. Communities required flexibility to build an ECCS that fit their unique contexts, but they also required strong support and technical assistance to sustain their coalitions. Additionally, the availability of local-level data to inform the development of coalition goals and action plans was critical to recruiting and sustaining membership. Moving forward, communities will begin to assess and promote the sustainability of their ECCS. Sustainability will be critical to reaching the ultimate goal of providing a seamless delivery of health and human services to ensure that all children are ready for school.