ethanporcaro/eric-fulltext-meta huggingface dataset:
An Examination of Student Disengagement and Reengagement from an Alternative High School
Author: Flores, Marina Escamilla
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,High School Students,Nontraditional Education,Nontraditional Students,Student Attitudes,Academic Persistence,Dropouts,Teacher Student Relationship,Decision Making,Dropout Prevention,Personal Autonomy,Competence,Dropout Attitudes,Student School Relationship,Self Determination,Individualized Instruction,Academic Advising

Each year, 20% of U.S. students drop out of high school (Balfanz, Bridgeland, Bruce, &amp; Fox, 2013). There is an abundance of research on student behaviors from researchers who explored the process of student disengagement from school (Bowers, Sprott, &amp; Taff, 2013; Lessard, Butler-Kisber, Fortin, Marcotte, Potvin, &amp; Royer, 2008), however there is a lack of understanding of why students disengage in the first place. This study was conducted to examine students' perceptions of the effect of an alternative high school on their decision to either graduate or drop out. Face-to-face interviews were conducted with ten former students and three staff members from an alternative high school. Half of the former student participants who reengaged by attending the alternative high school graduated and half of them did not. The former students perceived that relationships between staff members and students led to the success of the alternative high school. They believed that push-out factors at the traditional high school caused their disengagement, and that they exercised autonomy in their choices of whether pull-out factors would impact their decision to graduate or drop out. The former students shared that personalized instruction and peer-to-peer learning encouraged them to feel ownership for their learning and taught them to respect fellow students and teachers. Data from the teacher and administrator interviews provided additional information about the workings of the alternative high school.
An Explanation of the Supervisory Model Used by Elementary Principal Supervisors in the State of Missouri
Author: Hvidston, David J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Education,Instructional Leadership,Supervisors,Supervision,Administrator Evaluation,Standards,Coaching (Performance),Feedback (Response)

The goal for this paper was to discuss the efforts a school district has taken to utilize elementary principal supervisors to build and develop principals' leadership capacities. The question considered was: (1) how are principals supervised and evaluated in one district? Attempting to answer this question is an important step in operationalizing guiding principles that can be shared with principal supervisors. The discussion included the importance of standards, the modeling of instructional supervision by , the reliance of guiding questions and potential data sources. Additional critical factors included coaching with two-way communication based on a trusting, reflective relationship. As the role of principals' leadership is elevated to increase the performance of teachers and thus the academic performance of students, principal supervisors should be able to provide principals ownership in their supervision and evaluation, evaluate performance based on standards and indicators, deliver feedback, develop trusting relationships, all by making frequent visits to principals' schools to further the application of principals' instructional leadership.
Rural English Learner Education: A Review of Research and Call for a National Agenda
Author: Coady, Maria R.
Date: 2020-10-00
Type: Journal Articles
Subjects: Rural Education,Educational Improvement,English Language Learners,Identification,Student Characteristics,Immigrants,Student Needs,Educational Research,Research Needs,Specialists,Teacher Selection,Teacher Persistence,Professional Development,Place Based Education,Educational Resources

The number of rural English learner (EL) students and families has increased over the past decade, due in part to U.S. immigration and economic policies. Educators in rural schools face challenges associated with EL education, including obtaining resources for language teaching and learning, identifying and retaining specialized teachers, and accessing professional development to support teachers and educational leaders in EL student learning. Other challenges include communicating with non-English-speaking families to support learning. The author reviews research on the intersecting areas of rural education and EL education. The subfield of rural EL education has been underexamined across the research community, and nationally there is need to examine the backgrounds, languages, and learning needs of this group of students. The author highlights five pressing areas: knowledge of the characteristics and demographics of EL students and families across rural designations; language education approaches, models, and practices for EL students; hiring and retaining teachers of ELs in rural settings; and professional development for mainstream teachers and leaders of rural EL students. This review calls for an organized national research agenda that begins to unravel rural EL education and that offers a coherent direction for scholars, teacher-educators, and policymakers.
Awareness Is Not Enough: A Double-Blind Randomized Controlled Trial of the Effects of Providing Discipline Disproportionality Data Reports to School Administrators
Author: McIntosh, Kent
Date: 2020-10-00
Type: Journal Articles
Subjects: Disproportionate Representation,Discipline,Reports,Racial Bias,African American Students,Program Effectiveness,Principals,Elementary Secondary Education,Social Justice,Equal Education,Intervention,Planning,White Students,Racial Differences,Goal Orientation,Educational Administration

One commonly used strategy used in attempts to decrease racial disproportionality in school discipline across the country is sharing data with school administrators that discipline disparities are a problem in their schools with the assumption that it will increase attention to equity and improve outcomes. The purpose of this study was to assess the effects of providing monthly disciplinary equity reports to school administrators in 35 schools on levels of (a) disciplinary equity report viewing, (b) disciplinary equity, and (c) inclusion of disciplinary equity into school improvement plan goals. We used a small, double-blind randomized controlled trial in which half of the schools were randomly assigned to receive either monthly disciplinary equity reports or monthly general discipline reports. Results showed that schools receiving the equity reports had significantly increased rates of viewing equity reports but no meaningful change in disciplinary equity or equity goal setting. [For the corresponding grantee submission, see ED605738.]
Five Oral Reading Fluency Strategies for Supporting Struggling Adolescent Readers
Author: Ming, Kavin M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral Reading,Reading Fluency,Reading Difficulties,Adolescents,Literacy,Reading Strategies,Decoding (Reading),Reading Materials,Scripts,Morphology (Languages),Progress Monitoring,Modeling (Psychology),Middle School Students,Secondary School Students

By the time students enter the fourth grade, it is expected that they possess the basic literacy skills needed to read and learn content. It is the general belief that in the early grades, students are taught foundational literacy skills that make them proficient readers by the time they become adolescent learners. For many, this assumption is true. However, for a large majority of students between Grades 4 and 12, basic literacy skills are not in place, leading them to struggle to acquire information. Oral reading fluency, one of the basic literacy skills that adolescents must possess, can be explicitly taught beyond the early years. In this article, the author discusses who are struggling adolescent readers, what is oral reading fluency and why it is significant for this group, and how five specific strategies can be used with this population.
Lessons Learned from a Nontraditional Sports Program: Crossfit Kids for Youth at Risk
Author: Gipson, Christina M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Activities,At Risk Persons,Youth,Athletics,Youth Programs,Program Evaluation,Early Adolescents,Barriers

Offering youth, especially youth at risk, access to something different has the opportunity to allow participants to discover new passions and interests. A nontraditional sports program was offered to middle school students who were members of the local Boys and Girls Club during the 2015-2016 academic year. Identifying a program focusing on CrossFit was valuable because CrossFit Kids programming is geared to develop the whole child addressing health and lifestyle choices and social responsibility. The purpose of this paper is to describe the program, examine what worked and did not work, and note what changes were made based on the outcomes. Overall, the program proved to be valuable for the participants. Success was found when the participants' voices were used to inform adjustments to the program based on their needs instead of following pre-defined, fixed outcomes.
Reflections on the Use of SSCI Papers in Evaluating Social Sciences Research in Chinese Universities
Author: Liu, Li
Date: 2020-09-00
Type: Journal Articles
Subjects: Social Science Research,Research Reports,Periodicals,Scholarship,Faculty Publishing,Research Administration,Evaluation Methods,Universities,Foreign Countries,Citation Indexes

Purpose: This review demonstrates how to position Social Sciences Citation Index (SSCI) papers reasonably in order to promote the reform and development of the system for evaluating social sciences research (E-SSR) in China. Design/Approach/Methods: This review examines the contributions made by SSCI papers after such papers became a tool in the E-SSR system in Chinese universities, and the resultant issues. This review analyzes documents pertaining to the E-SSR systems of more than 50 world-class universities with consideration to the inherent characteristics and historical mission of social sciences research in China. The findings serve as the basis from which to examine the future trends in the reform of the E-SSR system in Chinese universities. Findings: The application of SSCI papers as an E-SSR tool is not common in world-class universities. To date, the reform of the E-SSR system in Chinese universities has involved: (i) establishing a pluralistic evaluation mechanism, with equal importance placed on SSCI papers and other research achievements; (ii) emphasizing the need for caution in using SSCI papers as an E-SSR tool and instituting distinct treatments for various disciplines; (iii) reducing the importance attached to journal language and ranking, while emphasizing innovation quality and practical contributions; and (iv) establishing China's E-SSR standards in order to achieve an equilibrium between internationalization and localization. Originality/Value: This review argues that although SSCI papers constitute an indicator of E-SSR system, their importance must not be overstated. The main purpose of the E-SSR system is to facilitate the development of social sciences with a style and characteristics unique to China.
Examining Caregivers&apos; Independence in Early Intervention Home Visit Sessions
Author: Ciupe, Antonela
Date: 2020-12-00
Type: Journal Articles
Subjects: Child Caregivers,Caregiver Training,Parent Education,Mothers,Early Intervention,Home Visits,Coaching (Performance),Caregiver Child Relationship,Child Development,Developmental Delays,Infants,Toddlers,Program Effectiveness,Educational Legislation,Equal Education,Federal Legislation

The purpose of this study was to examine how a delineated coaching process affected the ability of caregivers to take the lead in promoting their children's learning in the context of daily activities. In addition, the correspondence between caregivers' initiations during the intervention and their rate of improvement after the intervention was investigated. One provider coached three culturally diverse caregivers to use development-enhancing strategies with their children who evidenced moderate-severe disabilities. The coaching process designated by the acronym SOOPR, include targeted information sharing (S), observation and provision of opportunities for the caregiver to practice new skills with provider feedback (OO), problem solving and reflection (P), and review of the session (R). Results reveal that all three caregivers increased their initiations of three of four development-promoting behaviors: teaching, responsiveness, and encouragement. The descriptive data across sessions for each triad suggest that as the intervention progressed, the frequency of specific coaching strategies decreased which may have fostered the caregivers' opportunities to take the lead in the sessions. In addition, a consistent pattern of direct proportionality between caregiver rate of improvement after the intervention and caregiver initiations during the intervention was identified. Study limitations and implications for research and practice are discussed.
Educating for Comprehensive Well-Being
Author: Wortham, Stanton
Date: 2020-09-00
Type: Journal Articles
Subjects: Values Education,Well Being,Social Development,Emotional Development,Holistic Approach,Teaching Methods,Ethical Instruction,Individual Development,Civics,Citizenship Education,21st Century Skills,Religious Education,Indigenous Populations,Culturally Relevant Education

Purpose: Educational approaches that advocate &quot;well-being,&quot; the &quot;whole child,&quot; &quot;social and emotional learning,&quot; &quot;character,&quot; and the like emphasize human development beyond the acquisition of knowledge and skills. These approaches vary widely in their views of human nature, their visions of a good life, and their prescriptions for educational practice. This article maps out heterogeneous contemporary approaches to &quot;well-being&quot; and related constructs, thereby allowing researchers, educators, and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics. Design/Approach/Methods: This article presents results from a 2-year project, which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to &quot;well-being,&quot; the &quot;whole child,&quot; &quot;social and emotional learning,&quot; &quot;character,&quot; and similar noncognitive ends. Findings: The article argues that any educational approach to &quot;well-being&quot; and related constructs must respond to four questions: whether humans are bundles of discrete competencies or integrated wholes, what the appropriate relation is between individuals and society, the relative importance of instrumental and intrinsic goals, and the importance of an overarching purpose for one's life. The analysis reviews how eleven contemporary approaches address these four questions. Originality/Value: Despite the global proliferation of divergent approaches to &quot;well-being,&quot; the &quot;whole child,&quot; &quot;social and emotional learning,&quot; &quot;character,&quot; and related constructs in education, there are no comprehensive frameworks for understanding the alternatives and their key assumptions. This article organizes the globally proliferating educational movements that promote &quot;well-being,&quot; making sense of a confusing set of alternatives. We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.
Evaluation of Scientific and Technological Research in China&apos;s Colleges: A Review of Policy Reforms, 2000-2020
Author: Zhu, Junwen
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Research,Technology,Educational Policy,Educational Change,Policy Formation,Program Evaluation,Higher Education,Economic Development,Innovation

Purpose: This study conducts a systematic review of policy reforms for the evaluation of scientific and technological research (E-STR) in China's colleges. In doing so, it identifies changes to past policies, as well as the objectives and realizability of the most recent policy reform. Design/Approach/Methods: This study systematically reviews the contexts of E-STR policy reforms in China's colleges post 2000 using three important related policy documents from 2003, 2013, and 2020 as samples. Research findings were obtained via content analysis. Findings: Unlike previous attempts, the most recent policy reform has incorporated the lessons learned while introducing highly targeted measures and a monitoring mechanism. Such reform should accelerate the promotion of major original scientific research in China's colleges, enhance the contribution of scientific research to socioeconomic development, and strengthen support for the cultivation of undergraduate talents. Originality/Value: Initiated in the early part of 2000, China's latest E-STR policy reform constitutes an important turning point in the initiative to burst the research bubble and return to the essence of innovation. It will drive China's colleges to embark on a research path that places value on original innovation and contribution to socioeconomic development.
Educating for Wholeness, but beyond Competences: Challenges to Key-Competences-Based Education in China
Author: Zhao, Kang
Date: 2020-09-00
Type: Journal Articles
Subjects: Competency Based Education,Educational Trends,Educational History,Curriculum Development,Holistic Approach,Individual Development,Role of Education,Foreign Countries,Youth,Core Curriculum

Purpose: This article aims to conduct a critical analysis of key-competences-based education in China today by revealing three main challenges that Chinese educational practitioners, researchers, and policymakers might face. Design/Approach/Methods: Against the backdrop of international and Chinese policy and the practice of key-competences-based education, this article focuses on a critical discourse analysis of this educational movement in China. Findings: China places great emphasis on the personal, cultural, and moral dimensions in generating a framework of competences, paying considerable attention to the well-being of children; hence it currently endeavors to provide a consistent educational framework to educate the young for the all-round development. However, three challenges are salient: the dilemma between &quot;Core-Suyang&quot; (Core-Competence) and the education for all-round development of the young, the limitations of design of &quot;subject core-competences,&quot; and a lack of consideration of subjectification as purpose of education. Originality/Value: Education which merely focuses on a list of key-competences might not only exclude non-key-competences but also exclude something unforeseen and unknown in the process of educational adventure. It is therefore suggested that a holistic education needs to be engaged in with an encompassing and dynamic view of purpose(s) of education, in which the education for subjectification is at stake in our educational endeavor.
IEP/Transition Planning Participation among Students with the Most Significant Cognitive Disabilities: Findings from NLTS 2012
Author: Johnson, David R.
Date: 2020-11-00
Type: Journal Articles
Subjects: Individualized Education Programs,Secondary School Students,Adolescents,Students with Disabilities,Severe Disabilities,Multiple Disabilities,Intellectual Disability,Autism,Pervasive Developmental Disorders,Student Participation,Communication Skills,Daily Living Skills,Teacher Student Relationship,Self Advocacy,Special Education,Transitional Programs,Longitudinal Studies,Educational Legislation,Equal Education,Federal Legislation

This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories--&quot;autism, intellectual disability, and multiple disabilities&quot;--who took an alternate assessment. The study also included an analysis of student's participation in relation to their functional, communication, and self-advocacy skills, and student-teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student's leadership role.
Genrefying the Children&apos;s Fiction Collection
Author: Sultanik, Alyssa G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Literary Genres,Classification,Library Materials,School Libraries,Childrens Literature,Fiction,Search Strategies,Elementary School Students,Time on Task,Self Efficacy,Library Skills,Efficiency

Genrefying a library's fiction collection is a common practice in school libraries. However, there is little research to explain the benefits or drawbacks of this practice. Using a within-subjects/time-series action research design, this study was conducted to understand more about the impact of genrefying the fiction collection in a single library. This study found that elementary students could locate fiction books faster and to greater satisfaction with a genrefied collection than in a collection in which fiction was arranged in a FIC label format, which is typically seen in standard Dewey Decimal classification.
Beyond Well-Being: The Quest for Wholeness and Purpose in Education
Author: Shirley, Dennis
Date: 2020-09-00
Type: Journal Articles
Subjects: Well Being,Teacher Attitudes,Educational Change,Educational Policy,Holistic Approach,Educational Research,Foreign Countries,Life Satisfaction,Elementary Secondary Education

Purpose: This article develops a critique of contemporary understandings and practices related to well-being in education. It proposes a fuller development of wholeness and purpose that supplements and goes beyond the new well-being agenda. Design/Approach/Methods: This article draws upon a document analysis of conceptual and policy frameworks related to well-being. It builds its critique of well-being with reference to a qualitative study consisting of 222 interviews with educators in the Canadian province of Ontario with regard to their understandings of well-being. It includes references to the research and development work in the U.S., Germany, and Norway. Findings: The inclusion of well-being in policy agendas is an important step forward in the field of educational change, but this indication of progress is in danger of being reified through simplistic understandings of life satisfaction and other frameworks that evade the complexity of human development. Wholeness and purpose are concepts that include but also go beyond well-being that should be addressed by educators. Originality/Value: Most of the criticisms of the new well-being agenda in educational policies and research simply assume its status as a &quot;summum bonum&quot; for human development. This essay acknowledges the importance of well-being but expands beyond it to define wholeness and purpose as an alternative set of constructs with their own independent integrity that should not simply be subsumed into current well-being agendas.