ethanporcaro/eric-fulltext-meta huggingface dataset:
A Framework for Effectively Partnering with Young People
Author: Annie E. Casey Foundation
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Foster Care,Youth,Adults,Youth Programs,Youth Leaders,Partnerships in Education,Leadership,Cooperation,Empowerment,Participative Decision Making

The Annie E. Casey Foundation's Jim Casey Youth Opportunities Initiative® works to ensure that young people -- ages 14 to 26 in the United States who have spent at least one day in foster care after their 14th birthday -- have the resources, relationships and opportunities to achieve well-being and success. The Jim Casey Initiative does this by focusing on four key indicators: permanency, stable housing, educational success and economic security and pregnancy prevention and parenting support. To do this, the Initiative uses an approach called authentic youth engagement. This approach includes a focus on racial and ethnic equity to achieve better outcomes for all young people; using partnerships with community institutions to make the most of resources; tracking data and evaluation results to assess progress; and building public will to create better policies and sustain momentum. This guide explores authentic youth engagement, including how it benefits young people, why it works and what it looks like in real life.
Creating Cultures of Care: Supporting the Whole Child through Trauma-Informed Practice
Author: Margolius, M.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Trauma,Teaching Methods,Health Promotion,Child Development,At Risk Students,Social Problems,Intervention,Educational Environment,Well Being,Partnerships in Education,School Community Relationship

Trauma can impair young people's healthy development and ability to learn. Trauma refers to an adverse experience or pattern of experiences that overwhelms a person's internal capacity to cope and contributes to a feeling of powerlessness. To promote both healthy development and positive educational outcomes for youth, youth-serving professionals, community leaders, and policymakers are increasingly infusing trauma-informed practice into their efforts to serve young people in schools and in the broader community. This brief offers a framework for how trauma-informed practice complements positive youth development, while illustrating the bridge between theory and practice. The work of two specific communities are highlighted in this report--one in Oregon and one in Missouri--which are engaged in collaborative, on-the-ground efforts to make healthy schools that support all young people the norm and not the exception. These communities serve as an inspiration to others across the country as they lead the way in creating healthier school environments where every child can thrive. [This report was prepared as part of America's Promise Alliance's Every School Healthy campaign.]
Internet Usage Purposes of Primary School Students: The Case Study of Erzurum Province, Turkey
Author: Özsevgeç, Lale Cerrah
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Internet,Handheld Devices,Parents,Intervention,Information Seeking,Games,Cartoons,Incidence,Homework

The objective of this study is to carry out a research on the internet usage purposes of primary school students. In line with this objective, the internet usage frequency and purposes of students, including the intervention of their parents were studied. In this study, a descriptive research model was used, as it was aimed at making an assessment in line with the views of students. Within this scope, a questionnaire with open ended questions was used. 143 students participated in the students, from 3rd and 4th grade, studying at two state schools in the center of Erzurum Province, who were randomly selected. The answers given by students for 5 questions were categorized based on similarity and differences, as well as calculating the percentage rates and frequency values. The findings obtained from the study suggest that the students use internet with certain intervals, and that they mostly use internet via mobile phones. It was also detected that the parents intervene in the internet usage of their children by imposing a time limit. It was detected that the students mostly use internet for &quot;accessing information&quot; and &quot;making research&quot;, but still with a high frequency of usage for playing games and watching cartoons. These results show that the educational institutions and the parents bear tremendous responsibility in order to ensure that the children use internet effectively and that they are protected against the dangers they may face during the time they spend surfing on the internet. The educational institutions should bring the students with computer skills, as well as training them on the reasons and manners of using internet, the problems they may face, internet usage rules, the manners on how to make use of the information obtained from internet. [This article was presented at the 5th Eurasian Conference on Language and Social Sciences (ECLSS 2018).]
If Education Procurement Is Broken, Is Teacher Choice the Answer?
Author: Goldstein, Mike
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Purchasing,Teacher Participation,Resource Allocation,Budgeting,Educational Finance,Elementary Secondary Education,Time,Costs,Technology Integration,Justice,Class Size,Specialists,Teacher Responsibility

In most schools, the end user of education products and programs--the teacher--has little or no control over what gets purchased; education products and programs are bought for teachers by school and district leaders. This top-down purchasing system creates three hurdles to effective education procurement: (1) half-baked implementation of new programs and technologies, (2) underestimation of the teacher-time costs of implementing new education products, and (3) misplaced priority on using funds to reduce class size or hire more specialists. One potential solution to these hurdles is to give individual teachers control of the funds currently spent on them. Such a move would help ensure that teachers receive products and services they actually want and need, significantly increasing the likelihood of effective implementation and maximizing return on investment.
KIDS COUNT Data Book, 2020: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Social Indicators,Child Development,Children,Adolescents,Well Being,Family Income,Child Health,Child Safety,One Parent Family,Poverty,Infant Mortality,Body Weight,Dropouts,Mortality Rate,Unemployment,Low Income Groups,Birth Rate,Early Parenthood,Death,Financial Problems,Family (Sociological Unit),Economic Climate,Public Policy,Racial Differences,Ethnicity,Academic Achievement,Educational Indicators,Access to Education,Elementary Secondary Education,Socioeconomic Status,Family Structure,Age Differences,Public Education,Achievement Gains,Achievement Gap,Low Income Students,Early Childhood Education,Economic Factors,Early Intervention,Family Needs,Housing,Health Insurance,Substance Abuse,Educational Attainment,Geographic Location,Public Health,Obesity,COVID-19,Pandemics

This is the 31st edition of the &quot;KIDS COUNT Data Book.&quot; The Annie E. Casey Foundation has published this comprehensive assessment of the well-being of children in the United States every year since 1990, during periods of growth and recession and in times of relative prosperity and great anxiety. But since the Foundation began publishing the Data Book, there has never been a year like this. Undoubtedly, because of the COVID-19 pandemic, the world will remember 2020 as a year of fear, pain and loss for everyone, including children old enough to recall what happened long after this time is behind. The crisis has overwhelmed states and communities and has decimated the health and economic stability of families, with a profoundly disparate effect on people of color. This &quot;Data Book&quot; provides the information on child well-being as it stood before the pandemic to help inform the work of the policymakers, researchers and advocates who depend on this regularly published report. [For the &quot;Kids Count Data Book, 2019: State Trends in Child Well-Being,&quot; see ED596239.]
What It Will Take to Improve Evidence-Informed Decision-Making in Schools
Author: Kalenze, Eric
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Evidence Based Practice,Decision Making,Educational Improvement,Educational Strategies,Educational Planning,Barriers,Needs Assessment,Program Implementation

The education enterprise struggles to get evidence-supported practices and programs operating in schools and classrooms. Three factors are contributing to this reality: (1) a limited understanding of evidence-supported practices at the practitioner level; (2) the centralized selection of (sometimes evidence-weak) improvement strategies; and (3) the researcher-practitioner divide. This report discusses some specific issues US education must address to build research and evidence more productively into its decision-making processes, as well as practical, feasible ways to improve evidence-informed decision-making in schools. It begins with the steps an actual school today would likely use to plan its improvement strategies. This brief look, informed by the author's own work with US schools, sheds some light on (1) how schools commonly determine their improvement priorities; and (2) how schools commonly use evidence ineffectively (or neglect it altogether) when planning improvement actions. And it provides an illustrative landmark he returns to when discussing challenges and recommendations.
KIDS COUNT Data Book, 2013: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Social Indicators,Child Development,Children,Adolescents,Well Being,Family Income,Child Health,Child Safety,One Parent Family,Poverty,Infant Mortality,Body Weight,Dropouts,Mortality Rate,Unemployment,Low Income Groups,Birth Rate,Early Parenthood,Death,Financial Problems,Family (Sociological Unit),Economic Climate,Public Policy,Racial Differences,Ethnicity,Academic Achievement,Educational Indicators,Access to Education,Elementary Secondary Education,Socioeconomic Status,Family Structure,Age Differences,Public Education,Achievement Gains,Achievement Gap,Low Income Students,Early Childhood Education,Economic Factors,Early Intervention,Family Needs,Housing,Health Insurance,Substance Abuse,Educational Attainment,Geographic Location,Obesity

The Annie E. Casey Foundation has published the &quot;Data Book&quot; for each of the past 24 years, tracking the well-being of America's children nationally and by state. To take advantage of the tremendous growth in research and data on child development, the Annie E. Casey Foundation has improved how they measure child well-being and rank states. The &quot;KIDS COUNT&quot; index now includes 16 child-level indicators across four domains: (1) Economic Well-Being, (2) Education, (3) Health and (4) Family and Community. This multifaceted index provides a more complex picture of child well-being in each state, especially in cases where a state excels in one or two areas but lags behind in others. [For the &quot;Kids Count Data Book, 2012: State Trends in Child Well-Being,&quot; see ED533818.]
Effect of Problem-Based Learning on Critical Thinking Skill and Environmental Attitude
Author: Amin, Saiful
Date: 2020-06-00
Type: Reports - Research
Subjects: Problem Based Learning,Critical Thinking,Thinking Skills,Student Attitudes,College Students,Environment,Foreign Countries,Instructional Effectiveness

The purpose of this study was to: (1) to determine the effect of problem-based learning (PBL) model on critical thinking skill, and (2) to determine the effect of PBL model on environmental attitude. This study used a quasi-experiment model with a pretest-posttest control group design. The subjects of this study were students of Social Sciences Education Program, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia, academic year 2018/2019. The sampling technique used purposive sampling and determined 25 subjects in each experimental and control class. Data collection used a test as an instrument of critical thinking skill and a questionnaire that were used to know the students' environmental attitude. The data analysis used independent sample t-test. The results showed: 1) there is a significant influence of PBL model on students' critical thinking skill (p=0.010) and 2) there is a significant influence of PBL model on students' environmental attitude (p=0.000). The PBL model has higher influence on critical thinking skill and environmental attitude than to conventional model. The use of problem-based learning models in activities to solve environmental problems encourages students' critical thinking skills to foster an environmental attitude.
What Does Focus-on-Form Journal Writing Tell Language Teachers?
Author: Puengpipattrakul, Walaipun
Date: 2010-00-00
Type: Journal Articles
Subjects: Journal Writing,Grammar,Second Language Instruction,Second Language Learning,English (Second Language),Undergraduate Students,Foreign Countries,Writing Instruction,Instructional Effectiveness,High Achievement,Low Achievement,Student Attitudes,Outcomes of Education

This research study employed the contemporary focus-on-form approach blending grammar instruction and communicative language teaching by means of journal writing to maximize language learners' grammatical ability in formal education. This research study aimed to (a) investigate the effects of journal writing on grammatical ability of the undergraduates and within the groups of high- and low-achievers and (b) explore the undergraduates' opinions toward the use of journal writing as a means to improve grammatical ability. The triangulated study, employing the mixed--quantitative and qualitative--methods, was conducted in Thailand on 32 first-year Thai university undergraduates' scores in the grammatical test of verbal tenses, questionnaire responses, modified journals, and interview responses. It was found that journal writing had a significant effect on grammatical ability of the low achievers. There were positive opinions toward journal writing on grammatical ability of the participants, and the awareness-raising on actual levels of English-language grammar in high and low achievers.
At Risk: Adult Schools in California. Report
Author: Frey, Susan
Date: 2012-06-00
Type: Reports - Research
Subjects: Adult Education,Educational Finance,School Districts,Educational Change,Budgeting,Resource Allocation,Federal Aid,State Aid,Rural Education,Change Strategies,Regional Programs,Community Colleges,Financial Support

Adult schools are facing the biggest threat to their existence since the first school was founded in California a century and a half ago. An EdSource survey in October-November 2011 found that 23 of the state's 30 largest school districts had made major cuts to their adult education programs, including Anaheim Union High School District, which eliminated its 73-year-old program in 2010-11. [Additional support for this report was provided by Reed Hastings.]
Oregon MESA: Increasing the Odds of High School Graduation
Author: Greenberg Motamedi, Jason
Date: 2020-03-00
Type: Reports - Research
Subjects: High School Graduates,Graduation,Program Effectiveness,Middle School Students,High School Students,Elementary School Students,English Language Learners,Low Income Students,Students with Disabilities,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Influences,Probability,Science Achievement,Mathematics Achievement,Language Arts,Academic Achievement,Grade 5,Grade 8,After School Programs,College Readiness,Disadvantaged Youth,STEM Education,21st Century Skills

Education Northwest partnered with Oregon Mathematics, Engineering &amp; Science Achievement (MESA) to measure the effect of program participation by comparing academic outcomes of two groups of students: those who participated in MESA and a matched group of peers who did not. All things that we could measure and are linked to student academic outcomes--prior achievement, federal program eligibility, and demographic characteristics--were the same or similar among individual MESA students and their matched peers. The only observable difference among data collected by the Oregon Department of Education is that one group participated in MESA, and the other did not. We found that MESA students were significantly more likely to graduate from high school than their peers. Specifically, students who participated in MESA were 3.13 times more likely to graduate from high school in four years than students who did not participate in the program. Stated another way, participating in MESA appears to increase the probability of graduating from high school in four years by 21 percentage points. We did not find any differences in how MESA interacts with graduation outcomes by students' gender, race/ethnicity, eligibility for the free or reduced-price lunch program, or English learner status. This means MESA is likely to boost the likelihood of high school graduation in four years for all students.
Oregon MESA: Improving Grades in Science and Mathematics
Author: Greenberg Motamedi, Jason
Date: 2016-10-31
Type: Reports - Research
Subjects: STEM Education,After School Programs,Grades (Scholastic),Science Achievement,Mathematics Achievement,Program Effectiveness,Middle School Students,High School Students,Social Problems,Minority Group Students,Low Income Students,Competition,Family Involvement,Mentors,College Students,Attendance,Student Behavior,Suspension,Language Arts,Academic Achievement

Oregon Mathematics, Engineering, Science Achievement (MESA) focuses its afterschool programs with middle and high school students on inventions that address key problems in developing countries, such as sustainable lighting, water transportation, water filtration, and prosthetics. With the support of a grant from the Oregon Community Foundation, MESA expanded its afterschool program to four Salem-Keizer Public Schools middle schools in the 2014/15 and 2015/16 school years. The goal of this expansion was to help underrepresented minority and low income students achieve scholastic success, leadership skills, and social support for college enrollment through (1) afterschool STEM (science, technology, engineering and math) programs led by teachers from the school served; (2) science and technology competitions; (3) family involvement and advocacy; and (4) mentorship by local college students. At the request of MESA, researchers at Education Northwest conducted an evaluation of the impact of MESA's afterschool program on the educational outcomes of MESA participants in Salem-Keizer middle schools. To do this, we collected a student-level dataset from Salem-Keizer and examined how participation in MESA affected student outcomes. Specifically, we used statistical methods to identify a comparable group of students with similar characteristics but who did not participate in the MESA program. We then compared these students' school attendance, test performance, grades, and behavior to those of MESA students. The study found that MESA students had higher grades in science and mathematics classes than their peers.
Career and Technical Education&apos;s Role in Worker Retraining: Addressing the Skills Gap. Issue Sheet
Author: Association for Career and Technical Education (ACTE)
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Vocational Education,Job Training,Retraining,Job Skills,Skill Development,Certification,Adult Students,Acceleration (Education)

Unemployment rates remain high as a result of U.S. economic conditions, exacerbated by the loss of jobs to globalization and increased use of technology to produce goods and deliver services. Individuals who lose their jobs are having a much harder time finding new work than in the past, and there are many workers who are forced to work only part time or who are employed in positions paying low wages with no opportunity for advancement, resulting in lost hours of work, decreases in wages and reduced weekly earnings. The unemployed and those looking to advance from low-wage positions--even those who previously completed some form of postsecondary training--need the opportunity to gain skills as well as credentials to make themselves marketable to employers who currently have jobs available. The career and technical education (CTE) system has played a large role in the development of new, targeted training programs that have become increasingly vital to those in need of updated skills. CTE programs offer workers in a wide variety of different situations the opportunity to update current skills, develop new skills and knowledge, and obtain the necessary certificate or degree for desired employment. CTE educators are leading efforts to ensure that new and redesigned programs are relevant and accessible to those most in need of additional education and training. These programs target the adult learner through short-term and accelerated programs to decrease the time required for completion, utilize flexible learning approaches to account for students' other responsibilities, concentrate education and skills training in high-demand career areas to ensure students are prepared for jobs that exist in local economies, and include wraparound support services to increase student success.
Analysis of Learning Activity Facilitating Argumentation Skill on Cloning Topic in Islamic Senior High Schools by Using Video
Author: Alindra, Afridha Laily
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Activities,Persuasive Discourse,Science Instruction,High School Students,Teaching Methods,Video Technology,Private Schools,Islam,Science Process Skills,Biotechnology,Genetics,Science and Society,Foreign Countries

Students will achieve the expected science education outcomes by giving more chances for scientific argumentation through building an argument, considering it, and debating various explanations on the phenomena. The learning activity is a complex and fast process, therefore the use of video can be a solution since the learning process can be explained in detail and observed repeatedly so that it can be analyzed properly. This study aims to analyze learning activities that facilitate the argumentation in biology on the topic of cloning in high schools. The study was conducted in three Islamic-based Private High Schools in South Tangerang City, Banten Province, Indonesia. The descriptive analysis method for Biology learning activities is recorded in full by using a video camera, then the video is transcribed and analyzed to determine the continuity of argumentation skills. The results of the analysis show that there is still a lack of scientific argumentation skills in learning cloning topic. Learning experiences taken by students have not provided an opportunity for in-depth scientific argumentation. It is necessary for biology learning efforts which can improve students' science argumentation skills.