ethanporcaro/eric-fulltext-meta huggingface dataset:
Dropout Prevention: An EPI Research Brief
Author: Johnston, J. Howard
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Dropouts,Dropout Research,Occupational Aspiration,Dropout Prevention,Socioeconomic Background,Disabilities,Ethnicity,Academic Failure,Attendance,Academic Ability,Social Influences,Economic Factors,Mentors,Guidance,Intervention,Partnerships in Education

Tons of paper and thousands of gallons of ink, not to mention countless digits and bytes, have been devoted to the study of dropouts--much of it focused on the causes of dropping out of school and the complex factors that contribute to that decision. Despite the intensity of this investigation, little has changed, except that the consequences of dropping out have become much more dire. The reasons that students drop out of school are complex and, in the eyes of many educators, intractable. A good summary of these reasons is drawn from long-term research on high school dropouts compiled by the Georgia Family Connection Partnership. Their paper, "Underlying Causes of High School Dropout," recognizes key factors from all aspects of students' backgrounds: (1) Socioeconomic Background; (2) Disabilities; (3) Race-ethnicity; (4) Academic Factors; (5) Absenteeism; and (6) Occupational Aspirations. More recent work in the field, however, has identified clusters of variables that can be modified to improve school outcomes. Generally, these dropout related factors form three major groupings: (1) Academic Skill Deficits; (2) Social and Economic Pressures; and (3) Lack of Adult Guidance and Mentoring. While still daunting, this kind of clustering of factors enables school personnel to create interventions that have some promise of changing the trajectory of many students headed for almost certain school failure and dropping out. Rather than belaboring the difficulty of the task, the rest of this paper is devoted to a study of these interventions and how they can be used in schools to improve student success and reduce dropout behavior. (Contains 8 resources.)
Productive Use of Collaborative Time. Research into Practice
Author: Williamson, Ronald
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Learning Activities,Feedback (Response),Educational Experience,School Culture,Research and Development,Theory Practice Relationship,Professional Development,Interprofessional Relationship,Communities of Practice,Educational Improvement,Academic Achievement

Many schools have embraced the idea of professional learning communities (PLC's). While the term is used to describe many types of collaborative activities, PLC's are most successful when they focus intently on improving student learning. In these communities of learners there is a shared commitment to continually learn and act on that learning in ways that positively impact students' educational experience. PLC's are most successful when teachers have time to work with colleagues on professional tasks. While there are many different ways to provide collaborative time, it is the one essential tool for teachers to develop a collaborative and collegial school culture. The amount of time varies depending on the task, but the evidence is that less frequent extended blocks of time are more productive than more frequent short periods. Teachers are responsible for a whole set of professional tasks and collaborative time is most productive when teachers also have time to attend to these other tasks. Schools that have collaborative time are fortunate. So it is important to assure that the time is used productively. The most successful use of collaborative time occurs when there is an intentional commitment to building the capacity of the staff to participate fully in collaborative activities. Five strategies have been identified. These include: (1) Develop and Use Norms of Collaboration; (2) Learn to Provide Constructive Feedback; (3) Resolve Group Conflicts; (4) Build Trusting Relationships; and (5) Clarify Decision-Making Processes. (Contains 5 resources.)
Common Planning Time for High School Teachers. Research Brief
Author: Dotson, Michael
Date: 2007-05-14
Type: Reports - Research
Subjects: Teaching Methods,Educational Change,Secondary School Teachers,Outcomes of Education,Planning,Educational Strategies,Teaching Load,Teacher Collaboration,Educational Improvement

Research says that there are measurable benefits to student outcomes that are the result of programs which provide time for teachers to collaborate successfully. According to Jane Belmore, focused and goal-driven collaborative planning time helps teachers become more highly qualified by improving teaching strategies, among other results. These improved strategies, in turn, help to produce better student outcomes. The aforementioned improved strategies are by no means isolated to the methodology behind delivery of the curriculum but rather encompass all of the aspects of teaching that can be discussed mutually among educator. Many researchers believe that collaboration results in a reduction of time-related stressors, but too often programs fail because they are interpreted as an addition to the already unrealistic workload. In fact, schools should intently pursue solutions to the workload problem. Among teachers who leave schools, the top two reasons for the move is lack of planning time and too heavy a workload according to the Alliance of Excellent Education. A successful collaborative planning time program within a school or, better yet a district, could work to alleviate both of these issues simultaneously. (Contains 10 online resources.)
Student Dress Codes and Uniforms. Research Brief
Author: Johnston, Howard
Date: 2009-11-02
Type: Reports - Descriptive
Subjects: Educational Administration,Dress Codes,School Uniforms,Student Rights,Legal Problems,Parent Participation,Religious Factors,Discipline,School Safety,Financial Needs

According to an Education Commission of the States &quot;Policy Report&quot;, research on the effects of dress code and school uniform policies is inconclusive and mixed. Some researchers find positive effects; others claim no effects or only perceived effects. While no state has legislatively mandated the wearing of school uniforms, 28 states and the District of Columbia have enacted laws addressing school attire. (ERIC Clearinghouse on Educational Management, Fall 2002). Recent challenges have focused on the chilling effect that dress codes have on free speech (e.g., the expression or religious or political ideas) or the burdens that new dress requirements, particularly uniforms, place on poor parents who cannot afford to bring their children into compliance. Also, some parents and legal authorities claim that when students either are sent home or placed in isolation because of dress code violations, it has a negative effect on their educational opportunity and ultimate performance. (Contains 6 resources.)
Disproportional High School Suspension Rates by Race and Ethnicity. Research Brief
Author: Bleyaert, Barbara
Date: 2009-03-14
Type: Reports - Research
Subjects: Suspension,Students,Race,Educational Research,Social Systems,Zero Tolerance Policy,American Indian Students,White Students,Hispanic American Students,African American Students,Comparative Analysis,Disproportionate Representation,Racial Bias,Ethnicity,Student Behavior

One of the most consistent--and disturbing--findings in educational research for more than 30 years is that students of color at all grade levels and across the country are suspended at significantly higher rates than their white counterparts (Children's Defense Fund, 1975; Dunbar, C. & Villarruel, F. A., 2002; Gordon, R., Piana, L. D., & Keleher, T., 2000; Krezemien, M. P., Leone, P. E., & Achilles, G. M., 2006; Nieto, S., 2004; Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L., 2002). In fact, African American, Latino, and Native American students "are suspended or expelled in numbers vastly disproportionate to those of their white peers" (Gordon, et al., p. 2). Disproportionate treatment of students based on race (or class) can certainly be traced to entrenched values and beliefs that have shaped American social systems and institutions. Evidence suggests "a deep pattern of institutional racism" and, more recently because of Zero Tolerance policies, a "special kind of "racial profiling"" that appears to be occurring consistently across the country (Gordon, et al., p. 1-2). Because the problem is systemic, the solution should be comprehensive, multi-faceted, and strategic. Strategies and suggestions that may be helpful in constructing a comprehensive plan for equitable disciplinary practices are offered. A list of references and online resources is included.
Handheld Computers in Education. Research Brief
Author: Education Partnerships, Inc. (EPI)
Date: 2003-00-00
Type: Reports - Descriptive
Subjects: Attendance,Computers,Educational Technology,Word Processing,Best Practices,Technology Integration,Classroom Techniques,Programming,Research,Internet,Computer Games,Web Sites,Handheld Devices,Technology Uses in Education

For over the last 20 years, educators have been trying to find the best practice in using technology for student learning. Some of the most widely used applications with computers have been student learning of programming, word processing, Web research, spreadsheets, games, and Web design. The difficulty with integrating many of these activities into the curriculum for teachers is the lack of accessibility to the computers because of single-computer classrooms and over-scheduled computer labs. Laptops have been included in some schools to address these concerns but have found to also be cumbersome, limited in capabilities, and expensive. One of the new developments in educational technology that may make these difficulties obsolete has been the introduction of the PDA (Personal Digital Assistant) into the classroom. As with many technological developments, educators began to explore this new technology that provided the portability of a cell phone and the capability of a desktop computer. Teachers can benefit by using handheld computers because it allows them quick access to student attendance, grades, and performance assessment charts. Also, students can benefit when using handheld computers because it may allow them to have more control over their learning while the teacher can spend less time on classroom management and devote more time to planning and preparation. This brief provides general considerations for handheld technology implementation, specific considerations for handheld technology integration, and strategies for maintaining handheld technology integration at school. (Contains 18 online resources and 8 resources.)
Drug Testing. Research Brief
Author: Walker, Karen
Date: 2005-04-04
Type: Reports - Research
Subjects: Addictive Behavior,Substance Abuse,Extracurricular Activities,Athletics,Drug Use,Court Litigation,Drug Use Testing,Privacy,Incidence,Student Participation,Drinking,Smoking

The Vernonia School District v. Acton Supreme Court decision in 1995, forever changed the landscape of the legality of drug testing in schools. This decision stated that students who were involved in athletic programs could be drug tested as long as the student's privacy was not invaded. According to some in the medical profession, there are two purposes for drug tests: (1) to diagnose substance abuse and addiction; and (2) to help in the treatment for those recovering from abuse. In George W. Bush's 2004 State of the Union address, he proposed a 23 million dollar allocation in school funding to support drug-testing policies. In 2003, there was an 8 million dollar allowance for the same program. Overall, 5% of public schools drug test athletes and 3% drug test students who participate in extracurricular activities. Conclusions of major studies about drug testing include: (1) Drug use has gone down significantly since the 1980s, however, the use of alcohol and tobacco are at high levels; (2) The cost of drug testing is expensive and false positives are commonplace; (3) Students who are connected and involved in their schools have a lower incidence of drug use than those who are not; and (4) Investing in education programs, counseling, and other programs that will support connecting relationships were strongly recommended throughout the literature. (Contains 21 online resources.)
Dynamics of Change. Research Brief
Author: Williamson, Ronald
Date: 2007-11-17
Type: Reports - Descriptive
Subjects: Principals,Educational Change,Institutional Mission,Change Strategies,Educational Improvement,Administrator Role,Leadership Responsibility,Educational Environment,Academic Standards,Academic Achievement,Professional Development,Partnerships in Education,Parent Participation,School Community Relationship,Systems Approach,Planning,Participative Decision Making,Program Development,Program Implementation,Transformational Leadership

School communities feel pressure to dramatically improve the educational experience of students and principals are confronted with the need to lead their staff and community in examining current practice and implementing changes that respond to these demands. Leading school change is one of the most complex tasks faced by a school leader. The September 2007 Feature Article at "The Principals' Partnership" website describes how several principals transformed their schools. An analysis of the change process conducted by the North Central Regional Educational Laboratory identified several key components of change. The study found that successful school improvement, and associated changes, required managing six critical components: (1) A clear, strong and collectively held educational vision and institutional mission; (2) A strong, committed professional community; (3) Learning environments that promote high standards for student achievement; (4) Sustained professional development to improve learning; (5) Successful partnerships with parents, health and human services agencies, businesses, universities and other community organizations; and (6) A systematic planning and implementation process for instituting needed changes. This brief discusses the six stages and four key components of the change process. It also provides tools and resources that principals can use to work with their staff and community as they lead school improvement efforts. (Contains 6 online resources and 6 resources.)
Insulator: Apprenticeship Course Outline. Apprenticeship and Industry Training. 3307.1
Author: Alberta Advanced Education and Technology
Date: 2007-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Construction Industry,Course Descriptions,Apprenticeships,Program Descriptions,Training,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design,Energy Conservation

The graduate of the Insulator apprenticeship program is a certified journeyperson who will be able: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) demonstrate the installation, fitting, fabrication and attachment of insulation, finishing and weatherproofing materials to a high standard of workmanship; (4) use efficiently and safely all hand and power operated equipment used by the insulation industry; (5) read and correctly interpret blueprints, specifications and building codes; (6) thoroughly describe insulation materials and their uses; (7) describe all systems requiring insulation; (8) co-ordinate insulation work with other trades on the job site; (9) comply with all safety regulations of the construction industry; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Insulator Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Gasfitter: Apprenticeship Course Outline. Apprenticeship and Industry Training. 0806.2
Author: Alberta Advanced Education and Technology
Date: 2006-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Construction Industry,Course Descriptions,Fuels,Utilities,Technical Occupations,Apprenticeships

The graduate of the Gasfitter apprenticeship program is a certified journeyperson who will be able to: (1) apply the standards and regulations of natural and LP gas in order to provide the maximum of safety; (2) know the characteristics and proper use of each product; (3) be able to install and maintain pipe systems, appliances and equipment using natural or propane gas; (4) be proficient in the safe use and maintenance of hand and power tools; (5) read and carry out directions as given on blueprints, sketches and plans; (6) be familiar with the work of other tradespeople in the construction industry; and (7) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Gasfitter Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Heavy Equipment Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 1912
Author: Alberta Advanced Education and Technology
Date: 2012-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Course Descriptions,Engines,Apprenticeships,Program Descriptions,Training,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design,Paraprofessional Personnel,Industry,Training Methods,Equipment Maintenance,Motor Vehicles,Auto Mechanics

The graduate of the Heavy Equipment Technician apprenticeship program is a certified journeyperson who will be able to: (1) diagnose repair, and maintain by skills and knowledge gained through training and experience any of the working parts of diesel engines as well as the various components of mobile industrial equipment; (2) use, competently, both hand and power tools in order to carry out repairs according to manufacturer's specifications; (3) read and understand work orders, prepare estimates, and interpret technical manuals; (4) write service reports, diagnose the cause of failures and keep service analysis records; (5) when fully competent in all phases of general repairs, a Heavy Equipment Technician may specialise in any one of several areas of the trade such as, fuel pumps and injectors, track equipment, engine overhaul, hydraulic controls, power shift transmissions and allied equipment; (6) outstanding individuals may advance to service representatives or supervisory positions; (7) be familiar with the work in related trades such as Machinist and Welder; (8) understand the fundamentals of operating a small business; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Heavy Equipment Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Glazier: Apprenticeship Course Outline. Apprenticeship and Industry Training. 2507.1
Author: Alberta Advanced Education and Technology
Date: 2007-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Industry,Course Descriptions,Apprenticeships,Skilled Workers,Structural Elements (Construction),Outcomes of Education

The graduate of the Glazier apprenticeship program is a certified journeyperson who will be able to: (1) be skilful in cutting, preparing, fabricating or other handling of all glass materials for buildings, fixtures and other uses; (2) do the glazing, setting, attachment, installation, removal of all types of glass material for buildings, fixtures and other uses; (3) be capable of doing the installation, fitting fabrication and attachment of architectural metals or related products for all types of buildings; (4) use efficiently and safely all hand and power operated equipment used by tradespeople; (5) be able to produce from blueprints and working drawings the type of products made and use by the industry; (6) relate to the work of other tradesmen in affiliated trades; (7) carry out damaged light removal procedures, installations and sealing of new parts--understand use of specialised tools, lubricants and sealants; (8) understand and be able to use the National Auto Glass Specifications Parts Book including identification and selection of bent glass parts--heat treated or laminated--cutting and edgework procedures for laminated flat glass to N.A.G. specifications; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Glazier Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Hairstylist: Apprenticeship Course Outline. Apprenticeship and Industry Training. 42-1.3-10
Author: Alberta Advanced Education and Technology
Date: 2010-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Apprenticeships,Course Descriptions,Cosmetology,Service Occupations

The graduate of the Hairstylist apprenticeship program is a certified journeyperson who will be able to perform the following tasks: (1) haircutting; (2) chemical texturing, chemical relaxing; (3) hair colouring; (4) eyebrow and eyelash treatment; (5) facial services for hairstyling purposes (moustaches and beards); (6) wigs and hair additions; (7) hair and scalp shampooing, treatments and massage; (8) wet to dry styling; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Hairstylist Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; and (2) Second Period Technical Training.