ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies for Living with the Challenges of HIV and Antiretroviral Use in Zambia
Author: Jones, Deborah
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Support Groups,Transportation,Health Behavior,Foreign Countries,Community Organizations,Depression (Psychology),Financial Support,Clinics,Acquired Immunodeficiency Syndrome (AIDS),Urban Areas,Coping,Drug Therapy,Nutrition,Qualitative Research

This study sought to identify strategies for living with the challenges of HIV and antiretroviral (ARV) use among new medication users in urban Zambia. Participants (n = 160) were recruited from urban Lusaka, Zambia. Qualitative Data was drawn from monthly ARV treatment education intervention groups addressing HIV and antiretroviral use. Themes included community stigma, nutrition, social support and HIV/ARV knowledge, concerns and beliefs. Strategies for adherence included family, friends, and community organizations that provided emotional and financial support regarding medication, feelings of depression, help with household duties, transportation and companionship at clinic visits and assistance during illness. Social support was the most frequent strategy in coping with ARV use. Challenges included learning to take medications regularly (51%), remembering information about medication (29%), clinic wait times (24%), timing of doses (28%), transportation (23%), food (23%) and lack of social support (23%). Results highlight needed programs to support nutritional supplementation and reduce stigma and the utility of support groups targeting new ARV users to enhance health and encourage sharing of challenges and solutions for consistent ARV use. Strategies for the establishment of health behaviors supporting medication use early in ARV prescription are presented as an important element in long term adherence. (Contains 3 tables.)
Horace's Legacy: Learning with Purpose, a Proposal to Add Two New Common Principles
Author: Greenberg, Joe
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching Experience,Teaching Methods,Educational Principles,Service Learning,Sustainable Development,Concept Formation,Educational Theories,Partnerships in Education,Change Agents,Educational Change,School Restructuring,Educational Objectives

As a veteran teacher, Horace Smith fought the creeping disillusionment and cynicism many in the education field experience at times. He did so by asking questions and having the courage and gumption to start a conversation with colleagues about their school. From those early conversations with Horace, new ones emerged. Some were among those who wanted to go deeper with the questions about creatively redesigning ways to approach teaching and learning. Yet others, those who didn't see a need to abandon or challenge the status quo, wanted to discuss the ways that emphasizing rote coverage of a canon of knowledge would be the mark of "cultural literacy." Today, while there have been some impressive and transformational changes and improvements in the ways many schools function, a large proportion of schools remain fixed in what some may refer to as "tried and true" even if that means "tired and blue" for those relegated to teaching and learning in such settings. It doesn't and shouldn't have to be this way. In celebration of the 25th anniversary of the Coalition of Essential Schools (CES), there seems no better way to honor the legacy of the respectful revolution Ted Sizer and his alter ego Horace Smith than to put forth the call for two new Common Principles to be adopted by the network of forward-thinking schools. Both new Principles are actually well established and in practice at many CES Affiliate schools already, but deserve to be recognized and promoted as key aspects for educating 21st century global citizens. The two new principles warrant serious consideration, as each serves to place emphasis and recognition of the important need and responsibility to educate for sustainability, as well fostering an ethic of engaged service and involvement in one's community. In this article, the author discusses the legacy of Horace Smith and the "essential" purpose of a principle-based education.
A Quiet Voice
Author: Schrader, Teri
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching Experience,Educational Principles,Self Concept,Educational Change,School Restructuring,Instructional Leadership

The Common Principles have been at the very center of the author's professional practice. When she first read Ted Sizer's writing and learned about the Coalition of Essential Schools, she felt as though he was talking directly to her. Not only did every word of the then nine Common Principles make sense, but after reading Sizer's work, her own teaching also started to make more sense. She began to understand and therefore become more deliberate about the moves she was making with her students. She had known enough to understand instinctively that theatre and the arts were the perfect context for real and meaningful learning for kids. She had seen that there was no more perfect exhibition than the one that took place on the stage, but now she had the back-up of a disciplined and explicit language to help make sense of the power of the arts to transform students. In this article, the author describes how she found her own voice as a teacher through Sizer's writing and through his quiet, revolutionary voice. And the deeper she got into her teaching, the closer she was getting to becoming a leader.
Sustaining the Mission of CES Schools
Author: Glickman, Carl
Date: 2009-00-00
Type: Journal Articles
Subjects: Charter Schools,Partnerships in Education,Educational Assessment,Goal Orientation,Institutional Mission,Institutional Characteristics,Effective Schools Research,Teaching Experience

Many CES schools have been wonderful to watch over the years. These schools have surpassed expectations in their percentage of graduates, scholarships awarded students for post-secondary schools, and graduates who as adults have better health, intact families, occupations, and participation in their communities than comparable students from conventional high schools. The often cited, but consistently ignored, purpose of public education is to prepare students to be free-thinking and valued citizens of an always renewing democratic society. CES schools have been true to this broader mission when they challenge students to demonstrate, apply, and contribute their learning to settings outside the classroom and school walls. But there also are CES schools that struggle to keep to their purpose while complying with high stakes requirements of district, state, and federal agencies. Anyone who has worked in a Coalition school can attest that the work isn't easy, and the standards and expectations for all--students, faculty and staff members, parents, and community members--are high. The need to appreciate, protect, and support those who work in CES schools will loom even larger as the current standards and accountability movement reinforces traditional conceptions of grade levels, subject knowledge, and uniformity of instruction. In this article, the authors share their own experiences and then draw some joint conclusions about sustaining CES schools and the Coalition itself. The schools they have examined were both regular public schools and charter public schools and of course, charter schools had more autonomy from their very beginnings. They also noted that in-district CES schools that have succeeded had a very clear delineation of responsibilities and authority understood and supported by both the school district and their teacher unions.
The Value of Core Principles in the Age of Change
Author: McCain, Adelric R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Principles,Foundations of Education,Teaching Experience,Change Strategies,Values,Educational Development

As the author reflects on CES and its groundbreaking, significant work over the past 25 years, he is regularly reminded of the importance of the core guiding principles, even as the educational landscape changes. In his 10 short years of teaching, he has witnessed many transformations, alterations, and modifications in education. He has been privileged to be a part of some great changes, such as the development of the Small Schools Office in Chicago, an office serving the small schools initiative in Chicago Public Schools that assists the creation and support of small school communities within Chicago by providing a variety of resources as well as research to understand the value of small schools. He has also endured change that has been detrimental to young people. When he started at Young Women's Leadership Charter School (YWLCS) in 2001, No Child Left Behind was enacted. As a result, he witnessed a significant switch from authentic learning and personalized education to the external pressures of standards and high stakes testing. The author contends that change is necessary to meet the needs of young people and their current realities and that amidst the necessary change and progress--and the developing needs of students--that the principles are the foundation that one needs to consistently draw from to keep the focus on creating authentic and equitable school communities.
In the Company of Teachers
Author: Wood, George
Date: 2009-00-00
Type: Journal Articles
Subjects: School Restructuring,Educational Change,Accountability,Change Agents,Educational Methods,Educational Policy,Policy Analysis,Partnerships in Education

Being in the company of teachers is at the heart of the Coalition. The center of Ted Sizer's work, of his life, of CES, is the life of the teacher. "Horace's Compromise," the first of Sizer's well known series about teachers and school change, imparted a sympathetic portrait of Horace Smith, a teacher trying to make a difference in a system designed for control rather than learning. Rather than fault Horace for his many shortcomings, Sizer ached for him and the compromises he made to get through the school day while keeping his sanity and teaching a few children. Sizer wanted for Horace a school, what was to be Horace's School, where teachers practiced their craft in the service of helping young people to use their minds well. When Sizer started CES, he could not have imagined how many lives he would change. Teachers have become more empowered and taken more control of their craft. Students have found themselves more engaged in genuine learning tasks and leave school more than ready for college, careers, and citizenship. And some communities have experienced a renaissance in their local schools. Now the task is to reclaim the legacy of genuine school restructuring and speak loudly on the local, state, and national stages for schools that are equitable, engaging, and challenging.
Ted Sizer's Opening Remarks, Fall Forum 2000, Providence, Rhode Island
Author: Sizer, Theodore
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Principles,Conference Papers,Change Agents,School Restructuring,Educational Strategies,Educational Objectives,Partnerships in Education

This article presents Ted Sizer's opening remarks during the Fall Forum in 2000 at Providence, Rhode Island. In his opening remarks, Sizer reviews what the Coalition of Essential Schools (CES) is, and what it is not. CES, he contends, is not a fixed school design but rather, a set of ideas, ideas and conditions and convictions, called principles, which, on the basis of substantial experience and research, strike many as an essential part of life in a worthy school. It's ideas, not specific practices, which drive one's work. Precisely how those principles play out in practice will necessarily and happily vary from place to place. And in any one place, the practical expression of those principles will play out over time. Like all human gatherings, a school is in constant motion. Who is there, and why they are there, and the moment in time in which they are gathered, affect the community. The trick, he says, is to gather the particular genius of each place at a given moment in time to provide concrete experience, around which the principles work.
How Right He Had It
Author: Myatt, Larry
Date: 2009-00-00
Type: Journal Articles
Subjects: Change Strategies,Educational Principles,Change Agents,Intellectual History,Phenomenology,School Restructuring,Educational Change

In this article the author describes his professional life and his connection to Ted Sizer's "Horace's Compromise." He describes Sizer as someone who wrote in a new and unique way about schooling, rooted in razor-sharp observations of the lives, hopes, and frustrations of real students and real teachers within their shared environment. The ethnographic accuracy, the understanding of the complicated ecology of the schoolhouse, and crystal-clear explanations of the dilemmas that had to the author seemed troublesome but murky made for a new beginning and a recommitment to abandoning the many aspects of schooling that could at best result in a series of stand-offs and compromises. Above all, Sizer's respect for the dignity of students, teachers, and the learning process came through loud and clear. Sizer's assertion of school re-invention as a moral imperative set the bar too high for the trivialities and disincentives of a mediocre education to be tolerated.
Linchpins or Lost Time: Creating Effective Advisories
Author: Johnson, Bil
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Change,School Restructuring,School Surveys,Advisory Committees,Institutional Research,Program Effectiveness,Charter Schools,Nontraditional Education,Educational Improvement,Improvement Programs

That advisories in secondary schools are fairly pervasive around the country may be one of the great unintended consequences of the Coalition of Essential Schools (CES) reform effort. While no CES Common Principle explicitly states that advisories should exist in schools, as Coalition Schools evolved, advisories became one of the logical ways for teachers to get to know their students well. However, despite their ubiquity, the effectiveness of advisories is problematic at many schools. In some, they have simply become a new name for &quot;homeroom.&quot; In others, they are designated as &quot;family groups&quot; but simply serve as an administrative device for attendance and sending messages home. In the worst advisory scenarios, teachers and students experience the advisory as an additional burden on their time without any real value, and this is when the real unfulfilled promise of advisories has had tragic consequences. With that in mind, the author sets out to question folks in a variety of Essential schools to find out how advisories work (or don't) in order to explore the idea that a more systematic and structured approach to developing advisory systems might help them create more effective schools, and hoping to develop some guidelines that may help Essential Schools (and others) create thriving, effective advisories. In the spring of 2009, the author sent an e-mail to 25 schools with a set of 10 questions about advisory programs. He received detailed responses from five schools that represent an interesting geographical cross-section: (1) rural/suburban Massachusetts; (2) upstate New York; (3) rural Ohio; (4) Los Angeles; and (5) urban Rhode Island. Two schools are charters, one an alternative school, one a comprehensive high school, and one an independent school. Their Coalition membership dates back as far as 1988 and all are current, active CES schools. In this article, the author presents the questions and the responses. Furthermore, the author provides five significant insights that can be garnered from the responses of the five vastly different schools that share the commonality of benefiting from successful advisories.
How Changing a Life Can Help Change Schools
Author: Johnson, Bil
Date: 2009-00-00
Type: Journal Articles
Subjects: Urban Schools,Teaching Conditions,Teacher Improvement,Personal Narratives,Change Strategies,Progressive Education,Educational History

Changing lives, changing schools, indeed--any impact the author has had on changing schools in any way is because Ted and Nancy Sizer changed his life and growth as an educator. In this article, he describes how the Sizers have been a part of his development as an educator.
Working with Ted
Author: Evans, Paula
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Change,School Restructuring,Program Descriptions,Program Development,Personal Narratives,Change Agents,Educational Improvement,Improvement Programs

The author never worked &quot;with&quot; a boss before working with Ted at Brown University. She had always known of Ted--he was Dean at Harvard Graduate School of Education when she was a student there, just beginning her teaching career. Ted arrived at Brown University in September 1984. She was working at Brown in President Howard Swearer's office, creating seminars led by Brown faculty and local teachers for Providence high school teachers. Ted came onto the University campus in a gentle whirlwind. Horace's Compromise had been published and the response was overwhelming. He had been receiving bags of mail and was, of course, responding to each and every teacher, principal, and superintendent. From the contents of the mailbags, his myriad school visits, and his writing was born the Coalition of Essential Schools (CES), housed at Brown. In this article, the author describes Ted and her experience working with him.
Sustaining Change: The Struggle to Maintain Identity at Central Park East Secondary School
Author: Suiter, Diane
Date: 2009-00-00
Type: Journal Articles
Subjects: School Restructuring,Educational Change,Organizational Change,Change Strategies,Institutional Characteristics,Performance Factors,School Culture,Secondary Schools,Barriers

Central Park East Secondary School (CPESS) in East Harlem was one of the most highly acclaimed and successful schools to come out of the period of school reform in the 1980s from which the Coalition of Essential Schools emerged. Noted progressive educator Deborah Meier founded CPESS in 1985 not as a reform model, but as a continuation of the specific progressive approaches that had proven so highly successful with students exiting a series of three East Harlem elementary schools (Central Park East I and II, and Rivereast Elementary). The three sister elementary schools, also founded by Meier, were structured as multi-age grouped, open-classroom schools where children moved developmentally at their own pace. Teachers observed, guided, and facilitated each child's educational journey. Parents were an integral part of their child's progress, and the staff worked collaboratively in making all decisions about governance, instruction, and curriculum. By the time &quot;The Power of Their Ideas,&quot; Meier's book about CPESS, was published in 1995, shortly after her MacArthur Foundation &quot;genius grant,&quot; the school had data to solidify its acclaim. At a time in New York when citywide completion of high school was at 50 percent, CPESS's dropout rate was under five percent. Ninety percent of its graduates went directly on to college, many to highly prestigious schools. The majority of the students were African-American and Latino, most were from low-income homes, and represented &quot;a full range of academic strengths and handicaps.&quot; In the late 1990s, however, it became increasingly clear that CPESS was metamorphosing into a different school. On its third leader since Meier's departure in 1994, differences in structure and climate were obvious. In 2002, the author launched a research project to assess the extent of and reasons for the changes at CPESS in order to understand the ways a school maintains its identity and sustains its work over the long haul. In this article, she discusses the results of her assessment.
Loud and Clear
Author: Meier, Deborah
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Role Models,Recognition (Achievement),Role of Education,Teacher Role

In this article, the author talks about Ted Sizer and describes him as a "schoolman," a Mr. Chips figure with all the romance that surrounded that image. Accustomed to models of brute power, parents, teachers, bureaucrats, and even politicians were attracted to his message of common decency. There's a way of talking about, and to, school people that has become so commonplace that they have grown indifferent to the callous treatment. Sizer was always at the other end of the spectrum, reminding teachers of what attracted them to become teachers to start with. In his way, Sizer thought of school itself as a form of extended, enriched, and deepened conversation between friends which perfectly matched the author's view of kindergarten. The author urges the readers to keep Sizer's voice loud and clear as they look at their work in school.
Good Habits
Author: Ottmer, Sean
Date: 2009-00-00
Type: Journal Articles
Subjects: American Indian Education,Teaching (Occupation),Career Development,Educational Philosophy,Individualized Instruction,Mastery Learning,Teacher Student Relationship,Study Habits,Study Skills

South Valley Academy (SVA) believes in and provides structure for personalization. All students have an advisor that can give them the one-on-one attention they deserve. As an advisor, it was the author's job to quickly identify students in need of extra support and coordinate that support with other staff members and parents. SVA also believes in mastery learning. Students are not given one grade such as a B. Instead, evaluations are broken down into skills and habits to more clearly delineate a student's strengths and challenges. In this article, the author describes how he helped Diana, one of his 11 advisees, work on her academic habits to improve her skills.
Always There
Author: Littky, Dennis
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Change,Change Agents,Profiles,Intellectual History,School Restructuring,Mentors,Recognition (Achievement)

Everybody seems to have a short memory, which is why people keep making mistakes. This is supposed to be why people study history. The history of the education reform movement from the 1960s through the 1990s seems to elude 21st century attempts at reform--tremendously sad, because there is so much to learn from the successes and failures of the time. Ted Sizer (actually a historian by training) was the main reformer of that era. His books (the "Horace trilogy" and others), his television appearances, his Congressional testimonials in Washington, the way he sold ideas to big corporations--all guided by his pursuit for better high schools--led everyone. The beauty was that Sizer could relate to everybody, the high school students and the college presidents, the teachers and the founders, the principals and the legislators. In this article, the author describes Sizer's accomplishments.