ethanporcaro/eric-fulltext-meta huggingface dataset:
Literature Review of Current Approaches to the Provision of Education for Children with Dyslexia
Author: Elliot, Dely L.
Date: 2007-05-00
Type: Information Analyses
Subjects: Educational Policy,Evidence,Literature Reviews,Teaching Methods,Dyslexia,Foreign Countries,Instructional Effectiveness,Program Effectiveness,Reading Instruction

In March 2007, the HM Inspectorate of Education commissioned The SCRE Centre (Scottish Council for Research in Education) at the University of Glasgow to undertake a review of the literature on the background to dyslexia, the range of teaching approaches used to teach children with dyslexia and the effectiveness of the various approaches. This literature review comprises a brief overview of the main educational, psychological and biological evidence, research/evaluation reviews, web-based materials and other references available to the researchers. The purpose of this review is to inform HM Inspectorate of Education's evaluation of the educational provision for children with dyslexia in Scotland, due to take place between April and December 2007. This review shows that there is an extensive array of published research literature on dyslexia because it is arguably the most common form of neurobehavioral reading disability (Shaywitz, 2003). This brief report also provides an overview of the key findings from national and international studies, and concludes with some implications and recommendations for the Scottish education system. Appended are: (1) A Conceptual Map of the Dyslexia Review; and (2) Review Method. Glossary and bibliography are included. (Contains 1 figure, 1 table, and 12 footnotes.)
Learners with Profound and Complex Needs in Scotland's Colleges
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Educational Finance,Stakeholders,Foreign Countries,Financial Support,Student Needs,Special Needs Students,Inclusion,Access to Education,Adult Education,Colleges,Transitional Programs,Educational Administration,Accreditation (Institutions),Assistive Technology,Employment Opportunities

The Scottish Further and Higher Education Funding Council's (SFC) Corporate Plan (2009-12) makes clear its commitment to learners with profound and complex needs. Under &quot;Outcome 2 Access, Inclusion and Progression&quot; it states: &quot;we will work with the Scottish Government, colleges and other stakeholders to ensure that appropriate programmes of study are provided to students with severe and complex needs.&quot; People and their skills are Scotland's most valuable resource. This principle extends across all individuals, including those with profound and complex needs. Almost all of Scotland's colleges provide programmes for, or are open to, learners with profound and complex needs. This is part of their core mission to provide appropriate programmes for learners from the communities which they serve. This report identifies the key features of appropriate and effective practice within Scotland's colleges for learners with profound and complex needs. It also makes a number of recommendations for improvement. Appended are: (1) Glossary of terms; (2) Colleges involved in fieldwork for this report; and (3) Toolkit to support planning and delivery. (Contains 12 footnotes.)
Learning, Skills and Employability: A Review of Good Practice in Scottish Prisons
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Employment Potential,Correctional Institutions,Risk,Recidivism,Literacy,Criminals,Employment Qualifications,Work Experience,Program Effectiveness,Program Evaluation

Research demonstrates that when ex-offenders gain employment the risk of their re-offending reduces by between a third and a half. However, many prisoners have few qualifications and low levels of literacy, and many have never held a proper job. Learning, Skills and Employability (LSE) aims to provide appropriate education and training so that prisoners can improve their prospects, obtain fulfilling and sustainable employment, and continue in or enter new learning or training following their release. Improving literacy skills is one of nine offender outcomes which reduce the risk of a prisoner re-offending. Another offender outcome specifically relates to increasing employability prospects. It also underpins a number of other offender outcomes, as demonstrated by the good practice examples in this report. If offenders are to gain the skills and qualifications they need to make a positive contribution in society, learning programmes in prisons require to be comparable in content and quality to those available to the wider community. The purpose of each LSE inspection is to provide an independent and impartial evaluation of key aspects of LSE provision in a prison. There were a number of examples of good practice within the field of LSE. The overall outcome of the inspection is that there was a wide range in the quality of LSE provision but in a number of cases, prisoners' lives had been positively transformed as a result of a high-quality LSE experience. (Contains 7 footnotes.)
How Good Are We at Implementing the Additional Support for Learning Act? How Good Can We Be?
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Best Practices,Strategic Planning,Foreign Countries,Special Needs Students,Program Improvement,Related Services (Special Education),Conflict Resolution,Individualized Education Programs,Program Implementation,Transitional Programs,Parent Participation,Parent School Relationship,Parents,Children

This brief publication provides bullet points of what education authorities are doing well and how they can do better in the following areas: (1) Planning for implementation; (2) Transition arrangements; (3) Meeting additional support needs; (4) Resolving disagreements; (5) Coordinated support plans; and (6) Working with children and young families.
Making Effective Use of Curriculum Flexibility in Primary Schools. Final Report
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary School Curriculum,Elementary Education,Administrator Role,Student Motivation,Learning Motivation,Educational Improvement,Curriculum Development,Educational Innovation

It is now six years since schools and education authorities were encouraged to review how available time is used to provide all learners with a motivating and challenging experience. Circular 3/2001 "Guidance on Flexibility in the Curriculum" set out the rationale for innovation within the curriculum and the need to think creatively about how best to meet learners' needs. Whilst some primary schools have used the Circular as a catalyst for change, the national picture remains quite limited. More recently, "Curriculum for Excellence" has provided all involved with primary education with a fresh impetus to rethink how they ensure high quality learning for all children in primary schools. This report highlights some of the very good practice about effective use of flexibility in the curriculum that is emerging. It describes how staff have engaged in innovative use of time in ways which have given pupils increased motivation to learn and encouraged them to become more independent learners and more effective collaborative workers. The important role of school managers in monitoring the impact of innovations in the curriculum is exemplified. This report also acts as a call to action for schools which still often adhere too rigidly to inflexible programmes of study. There remains a need for more imaginative leadership and further professional development of staff at all levels to ensure that full and appropriate use of the opportunities offered by "Curriculum for Excellence" are realised. The challenge to all is to reflect upon what has been achieved by some to date and to build on this good practice. Schools and education authorities visited are appended. A bibliography is included. (Contains 6 footnotes.)
Learning to Improve the Lives and Aspirations of Young People in Scotland: An Aspect Report on the Provision in Scotland's Colleges for Young People Requiring More Choices and More Chances
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Student Needs,Foreign Countries,Self Esteem,Young Adults,Expertise,Partnerships in Education,College School Cooperation,Learning Experience,Learner Engagement,Vocational Education,Postsecondary Education,Adult Education,Barriers

This report provides a positive picture of how colleges have responded to the needs of these young people in their local area. It illustrates the types of ethos, commitment and planning which, over the last three to five years, have contributed to providing highly responsive programmes and services. However, there is still progress to be made in areas including, improved communication between colleges and schools, arrangements for development and delivery of core skills in mainstream college programmes and more involvement of partners in evaluation and planning processes. At local, and in some cases national level, there is insufficient communication and understanding of what colleges offer these young people. In conclusion, the progress these young people make at college and their subsequent successful progression to a positive destination is highly important to their future personal and economic wellbeing. Many of these learners entered college feeling they had been written off by others, including their families and schools. They brought with them the baggage of failure and low self esteem which manifest themselves in very low or no aspirations and a reluctance to put themselves in situations where they may be measured and assessed. In almost all cases, they stayed, overcame their barriers, and moved on as adults to take responsibility and make informed decisions about their future. For most, their experience at college has been life changing, and for more than a few it is probably life saving. Educators need to learn from each other, build on what works well and make full use of the resources, services and expertise available in local areas to reach continuously out to and re-engage the young people in Scotland who are not engaged in education, employment or training. Appended are: (1) Glossary of terms; (2) Effective Practice; and (3) Case Studies. (Contains 29 footnotes.)
Earthquakes and Schools
Author: National Clearinghouse for Educational Facilities
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Structural Elements (Construction),Injuries,Risk,School Safety,Seismology,Natural Disasters,Risk Management,Emergency Programs,Prevention,School Buildings,Educational Resources,Public Agencies,Check Lists,Guidelines,Federal Programs,Legislation,Costs

Earthquakes are low-probability, high-consequence events. Though they may occur only once in the life of a school, they can have devastating, irreversible consequences. Moderate earthquakes can cause serious damage to building contents and non-structural building systems, serious injury to students and staff, and disruption of building operations. Major earthquakes can cause catastrophic damage, including structural collapse and massive loss of life. Those responsible for school safety must understand and manage these risks, particularly risks that threaten the lives of students, teachers, and staff. This paper describes the risk factors of earthquakes at school and offers measures that can help reduce or avoid earthquake injuries and damage. Appended are: (1) Reducing Nonstructural Hazards in Schools; (2) An Overview of Earthquake Damage to U.S. Schools; and (3) The School as Earthquake Shelter. (Contains 7 footnotes.)
An Investigation of Best Practices for Evacuating and Sheltering Individuals with Special Needs and Disabilities
Author: National Clearinghouse for Educational Facilities
Date: 2008-10-00
Type: Information Analyses
Subjects: Disabilities,Building Design,Best Practices,Fire Protection,School Buildings,School Safety,Emergency Programs,Special Needs Students,Literature Reviews,Federal Legislation,Federal Regulation,Guidelines,Crisis Management,Educational Facilities Planning,Educational Facilities Design,Design Requirements,Facility Guidelines,Facility Requirements,Compliance (Legal),Accessibility (for Disabled),Educational Resources

At the request of the U.S. Department of Education's Office of Safe and Drug-Free Schools, the National Clearinghouse for Educational Facilities (NCEF) has conducted &quot;a literature search and review to identify best practices in [school] building design for accommodating the evacuation and sheltering needs of individuals with special needs or disabilities.&quot; NCEF's research included: a search of 13,000 abstracts in the NCEF database or subjects related to accessibility, special education accommodation, safety and security design, fire safety, and disaster preparedness; a search of the ERIC website and the websites of over 20 state school safety centers; a review of the school emergency preparedness plans of the thirty-nine states that post them online; a review of the numerous reports and guidelines for emergency preparedness planning for the special needs population in general; and a search of the Internet using the keywords &quot;school facilities,&quot; &quot;school buildings,&quot; and &quot;educational facilities&quot; coupled with the keywords &quot;emergency evacuation,&quot; &quot;sheltering,&quot; &quot;emergency egress,&quot; &quot;disabilities,&quot; and similar terms. The results are discussed in terms of evacuation, shelter, and communication. Recommendations are included. (Contains 2 endnotes.)
Influencing Pedagogy and Belief: A Case Study in the Professional Development of Teachers of Mathematics
Author: Howard, Charles Kelly
Date: 2009-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Mathematics Teachers,Secondary School Teachers,Faculty Development,Transformative Learning,Inquiry,Questionnaires,Semi Structured Interviews,Metacognition,Pedagogical Content Knowledge,Observation,Word Problems (Mathematics),Communities of Practice,Relevance (Education),Learning Activities,Interprofessional Relationship,Program Effectiveness

This study forms a holistic, rich description of the way a professional development experience transformed teachers of mathematics. This professional development targeted teachers from six underachieving schools in a southern state who trained for a week in inquiry techniques of instruction. The method used to study the impact this experience had upon participants is a case study design in which three of the high school teachers were the subjects of analysis. Additional data were incorporated from project administrators and other teachers and assistants involved with the professional development experience. Data sources include highly structured questionnaires, observations, semi-structured interviews, documents, archival records and e-mails. Data were gathered before, during and after the experience to compare findings. Themes were developed from the data sources to assess the way that the professional development transformed the pedagogies and the beliefs of the subjects. Four rival conjectures on how this experience affected the subjects were drawn from the data and current literature. The levels of teacher employment of the themes vary and were dependent on the previous experience of the teachers, the amount of discussion on the themes, content and pedagogical knowledge and perceived professional needs of the subjects. Results suggest that designers of professional development take into account the previous experience of the participants, especially their perceived professional needs and beliefs. Designers also need to be aware of participant's content knowledge and pedagogical skills. The findings of this study impact the planning, execution and evaluation of professional development programs in education and other fields. The following are appended: (1) Texas Collaborative Observation Protocol; (2) Committee Member Observation Protocol; (3) Project Inquire Teacher Semi-Structured Interview Protocol; (4) Project Inquire Administrator Semi-Structured Interview Protocol; (5) Project Inquire Teacher Highly-Structured Questionnaire; and (6) Questionnaire Protocol for Dray after Inquire. (Contains 2 tables and 7 figures.)
Educational Trends Shaping School Planning, Design, Construction, Funding and Operation
Author: Stevenson, Kenneth R.
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Educational Facilities,School Size,Educational Change,Public Education,Futures (of Society),School Buildings,Educational Resources,Check Lists,Guidelines,Federal Programs,Educational Facilities Planning,Structural Elements (Construction),Educational Facilities Design,Classroom Design,Costs,Educational Finance,Student Diversity,Population Trends,Older Adults,Early Childhood Education,Teacher Student Ratio,School Choice,School Schedules,Educational Technology,Asynchronous Communication,Virtual Classrooms,Technology Planning,Public School Teachers,Sustainable Development,Educational Policy,School Organization,Instructional Program Divisions

What does the future hold for educators and facilities professionals when it comes to planning, building, funding, and operating school facilities? No one can absolutely know beforehand. However, there are many, many indicators of where public education in the United States may well be destined. These indicators take the form of already occurring trends that will change education dramatically in the next forty years. While that seems like a long way off, school facilities built today will likely still be in existence in 2050. This raises a critical question. What are the emerging major trends educators and facilities specialists need to be aware of to better insure that future school structures complement the coming evolution, and possibly revolution, in public education? This question serves as the framework for what is presented in this paper. Presented are fifteen trends that are redefining education in the United States--and how each relates to the field of school facilities. Some trends are broader, such as those dealing with general population changes impacting on education. Others are specific to education, including trend information on changes in the teaching corps, school size, and organizational structure of schools. In the concluding section, the cumulative effects of the trends on the brick and mortar place called school are discussed, as well as ways educators and facilities professionals can work in concert to prepare for and to address the trends as they emerge and become full-blown.
Emergency Response Information for School Facilities
Author: National Clearinghouse for Educational Facilities
Date: 2008-07-00
Type: Reports - Descriptive
Subjects: Crisis Management,Emergency Programs,Federal Programs,Educational Resources,Guidelines,School Buildings,School Safety,Educational Facilities Planning,School Security,Fire Protection,Access to Information,Information Needs,Police School Relationship,Building Design,School Policy

Crisis planning includes making preparations for managing school buildings, grounds, occupants, and rescue and recovery personnel during and after a crisis. In &quot;Practical Information on Crisis Planning: A Guide for Schools and Communities, the U.S. Department of Education's Office of Safe and Drug-Free Schools&quot; states: When a crisis occurs, emergency responders will immediately need a great deal of information about your school campus. They will need to know the members of your crisis response team, how the site can be accessed, and the location of utility shutoff valves. Whether emergency response information is provided on paper or electronically, it should include: building and site information; human resources information; building keys; and other information about what to do before, during, and after a disaster befalls a school and its community. (Contains 3 footnotes.)
Charter Schools as Nation Builders: Democracy Prep and Civic Education. Policy Brief 4
Author: Lautzenheiser, Daniel
Date: 2013-01-16
Type: Reports - Descriptive
Subjects: Charter Schools,Teaching Methods,Citizenship,Democracy,School Culture,Citizenship Education,Educational Policy,Case Studies,Integrated Curriculum,Effective Schools Research,Institutional Mission,Democratic Values,Program Descriptions,Social Capital,Skill Development,Leadership Training,Professional Development,Educational Practices

This policy brief is the first in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. This paper introduces Democracy Prep, a network of seven public charter schools with a civic mission at its core. Democracy Prep's founder and superintendent is Seth Andrew, an energetic former teacher born and raised in the Washington Heights neighborhood of New York City. Andrew's passion for civic activism and academic rigor are at the center of Democracy Prep's model. The network's motto--&quot;Work hard. Go to college. Change the world!&quot;--couples the &quot;no-excuses&quot; charter school movement's emphasis on student achievement with a decidedly civic focus. The fact that Democracy Prep is a charter school is crucial to its civic mission. Andrew views charter schooling as an ideal venue for experimenting with exactly &quot;how&quot; to teach citizenship. In this brief, the authors describe Democracy Prep's unique approach to teaching citizenship and discuss the lessons that other schools might learn from one charter school network's experience. With civic education increasingly marginalized because of testing and accountability demands that focus on reading and math, insights from schools built around citizenship are much needed. (Contains 21 notes.)
Improving School Access Control
Author: National Clearinghouse for Educational Facilities
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: School Security,Guides,Prevention,School Buildings,Educational Resources,Check Lists,Guidelines,Federal Programs,Educational Facilities Planning,Maintenance,Lighting,Horticulture,Risk,Structural Elements (Construction),Risk Management

Few things are more important for school safety and security than controlling access to buildings and grounds. It is relatively easy to incorporate effective access control measures in new school designs but more difficult in existing schools, where most building and site features cannot be readily altered or reconfigured. The National Clearinghouse for Educational Facilities (NCEF) publishes 25 NCEF Assessment Guides covering a wide range of school safety and security measures. Those addressing access control are included in this paper. Use them for thinking about and devising better ways of controlling access to and within your school. (Contains 11 resources.)