ethanporcaro/eric-fulltext-meta huggingface dataset:
K-12 Student Homelessness: Analysis of Policy Responses to Student Homelessness in CA. PLUS Fellows Policy Brief 2021
Author: Rosenberg, Hayden
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Homeless People,Disproportionate Representation,Minority Group Students,Housing,Educational Policy,Federal Aid,Financial Support,Federal Legislation,Data Collection,State Aid,Elementary School Students,Secondary School Students

For the last five years, the California Department of Education (CDE) has reported a steady increase in homeless K-12 students in the state. In the academic year 2018-2019, over 207,000 California K-12 students were without appropriate, consistent and stable housing. Unhoused K-12 students are disproportionately LGBTQ+, migrants, students of color, and students with disabilities, exacerbating existing inequities. Homelessness among young people has also been shown to negatively impact both immediate educational performance and long-term outcomes. The existing homelessness system of care fails to respond effectively to the scale and scope of this problem. Stigma, lack of funding, unclear eligibility criteria, and disjointed coordination impede youth access to housing opportunities and associated services. As a result, there is an immediate need for additional resources and programmatic restructuring at both the state and federal levels to offer unhoused K-12 youth the support they need to thrive. This policy brief analyzes the efficacy of policies and practices responding to unhoused students in the state of California and makes recommendations for policy and programmatic improvement.
Reimagining School Board Leadership: Actions for Equity. Supplemental Guide. Starting the Conversation
Author: National School Boards Association (NSBA)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Boards of Education,Equal Education,COVID-19,Pandemics,School Safety,Educational Change,Public Education,Board of Education Role,Inclusion,Social Emotional Learning,Culturally Relevant Education

Last year, school leaders were faced with unprecedented challenges as they grappled with school closures, the shift to online and hybrid models of instruction, and supporting their communities with an increased awareness of the need for social justice reform. The COVID-19 pandemic and killings of Ahmaud Arbery, Breonna Taylor, George Floyd, and others shined the light on inequities that have existed in our public education system for far too long. In response to these challenges, NSBA issued its guide entitled, &quot;Reimagining School Board Leadership: Actions for Equity.&quot; This resource was a collaboration between NSBA's Dismantling Institutional Racism in Education (DIRE) initiative and Center for Safe Schools and focused on acknowledging and understanding current events and the historical issues of systemic racism in America. This resource established a call for school boards to rise to the current challenges our school systems are facing to transform public education, with a focus on equitable access to world-class education for every student. This &quot;Questions for Boards to Ask Supplemental Guide&quot; provides additional resources on how school boards can engage in conversations to drive this work forward. [This report was made with contributions from Aetna, BoardDocs, Crayola, and Hennes Communications. It is a publication by NSBA's DIRE (Dismantling Institutional Racism in Education) Initiative and the Center for Safe Schools. For &quot;Reimagining School Board Leadership: Actions for Equity,&quot; see ED626157.]
Fostering Safer Schools: A Legal Guide for School Board Members on School Safety
Author: National School Boards Association (NSBA)
Date: 2022-08-00
Type: Guides - Non-Classroom
Subjects: Educational Environment,School Safety,Mental Health,School Policy,Well Being,School Districts,Access to Health Care,Health Services,Laws,School District Autonomy,Risk,Risk Management,At Risk Students,Antisocial Behavior,Law Enforcement,Discipline,Information Dissemination,Weapons,Prevention,Planning,Emergency Programs,Crisis Management,Police School Relationship,Legal Responsibility,Violence,Insurance

The overarching goal of schools is to create a safe, supportive environment where students can thrive and learn. This begins with a dedication to students' social and emotional well-being, and effective policies and programs that create a culture of trust. Such a culture provides an optimal learning environment, and is also a proactive step towards avoiding conflict, violence, and legal liability. But to do school safety right is a herculean task that touches virtually every aspect of school policy and operations, and extends well beyond into the community at large, including every level of government, public safety agencies, community services programs, private agencies, places of faith, social research arms, families, and students themselves. No one resource can address every issue or question about keeping children safe. This updated guide provides a renewed look, through a legal lens, at key areas of concern that have emerged as looming issues that need attention as schools work to improve school safety. These include student mental health, crisis management, working with law enforcement, and legal liability. There are many issues that are not addressed here that will affect the decisions that school board members have to make to keep students safe. For example, this guide does not discuss building security, a key component of a school safety plan. The guide is intended as a primer for school boards and school leaders to begin their exploration into this important subject. The guide is designed to give school board members, as policy-makers for the district, an overview of: (1) schools' legal obligations and liability concerns; (2) best practices; and (3) available resources. [For the addendum, &quot;COVID-19: Preparing for Widespread Illness in Your School Community. A Legal Guide for School Leaders. A Companion Guide to Fostering Safer Schools,&quot; see ED626161.]
COVID-19: Preparing for Widespread Illness in Your School Community. A Legal Guide for School Leaders. A Companion Guide to Fostering Safer Schools
Author: National School Boards Association (NSBA)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Risk,Risk Management,COVID-19,Pandemics,Planning,Public Health,Emergency Programs,Administrator Role,Cooperative Planning,School Community Relationship,Agency Cooperation,Information Dissemination,Interpersonal Communication,School Nurses,School Districts

This guide is intended to inform school district leaders about the federally identified risks associated with a new coronavirus that is now present in the U.S., known as &quot;COVID-19,&quot; and to provide a checklist of issues school leaders should consider when planning for any such crisis in the community. School systems can be proactive and plan to respond in a flexible way to a public health threat. Schools and school districts can refine their business operation response plans. School administration, including health services leadership, must be involved in the planning process, which includes partnering with local public health authorities, updating infectious disease pandemic plans, and sharing essential communication strategies. School nurses are critical members of the planning team and should participate in the planning process. [The National Association of School Nurses (NASN) provided input and collaboration on this report. For &quot;Fostering Safer Schools: A Legal Guide for School Board Members on School Safety,&quot; see ED626160.]
The Intelligence as a Mediator between Individuality Traits and Divergent Thinking in Russian Students
Author: Dorfman, Leonid
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Foreign Countries,Intelligence,Creative Thinking,Personality Traits,Personality Measures,Individual Characteristics

Most studies of the relationship between intelligence and divergent thinking and between personality and divergent thinking put in examination singly. Apparently, an integration of intelligence and personality would lead to finding a common source of their shared effects on divergent thinking. 425 undergraduate students at universities of Perm city (Russia) took part in this study. There were 298 women and 127 men aged 17 to 22 years. Three levels of the individuality traits were specified: the nervous system, the temperament, and the personality traits. The nervous system variables were measured by the Pavlovian Temperament Survey, the temperament by the Formal Characteristics of Behaviour -- Temperament Inventory, the personality traits by the Big Five Inventory-2. Path models from individuality traits to fluid and crystallized intelligence to divergent thinking were tested in which the individuality traits were exogenous variables, the fluid and crystallized intelligences mediators, and the divergent thinking composite index the endogenous variable. Direct effects of the individuality traits on the divergent thinking were as follows. Nervous system and temperament traits produced no significant effects on the divergent thinking. Of the personality traits, Open-Mindedness, Conscientiousness, and Extraversion scores provided significant effects on the divergent thinking. When the individuality traits of different levels were combined, the Open-Mindedness and Agreeableness scores only revealed significant effects on the divergent thinking. The crystallized intelligence, in contrast to the fluid intelligence, mediated the specific indirect effects of some individuality traits on the divergent thinking. The total indirect effect of the individual traits through the fluid and crystallized intelligences as mediators on the divergent thinking was higher than that of the crystallized intelligence alone. When the individual traits of several levels were involved together in the model, the multileveled structure of the individuality traits was adjusted. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
2015 AISD Central Office Work Environment Survey: Results for Food Services, Service Center, Transportation, and Warehouse. DRE Publication #14.65ES
Author: Cornetto, Karen M.
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Central Office Administrators,School Districts,Food Service,Facilities,Transportation,Employee Attitudes,Job Satisfaction,Work Environment,Occupational Aspiration

This executive summary highlights results in the full report (published separately) from AISD's 2015 Working Conditions Survey for employees in the food services, service center, transportation, and warehouse departments. [For the full report, see ED626164.]
AISD Central Office Work Environment Survey: 2012 through 2015--Food Services, Service Center, Transportation and Warehouse. DRE Publication #14.65
Author: Austin Independent School District (AISD)
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Food Service,Transportation,Facilities,Leadership,Training,Professional Development,Policy,Expectation,Morale,Antisocial Behavior,School Districts,Job Satisfaction,Occupational Aspiration

This report includes results of AISD's 2015 Working Conditions Survey for employees in the food services, service center, transportation, and warehouse departments. A separate executive summary report also was published. [For the executive summary, see ED626163.]
Center for Collegiate Mental Health (CCMH) 2022 Annual Report. Publication No. STA 23-168
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Mental Health,College Students,School Counseling,Guidance Centers,Counseling Effectiveness,Academic Persistence,Student Characteristics,Withdrawal (Education),Mental Disorders,At Risk Students,Anxiety,Stress Management,Extracurricular Activities,Symptoms (Individual Disorders),Access to Health Care

The Center for Collegiate Mental Health (CCMH) 2022 Annual Report summarizes data contributed to CCMH during the 2021-2022 academic year, beginning July 1, 2021 and closing on June 30, 2022. De-identified data were contributed by 180 college and university counseling centers, describing 190,907 unique college students seeking mental health treatment; 4,688 clinicians; and 1,287,775 appointments. In this report, CCMH explores how counseling centers contribute to the academic mission of institutions by examining the risk and protective factors associated with voluntary withdrawal from school during services. This investigation was critical given the concerning national rates of &quot;drop out&quot; among college students. CCMH examined if any information routinely collected when students enter counseling services was associated with leaving school during services. While several variables increased the risk, students who identified as freshman/first-year status with current elevated levels of academic distress and a history of a psychiatric hospitalization were 48% more likely to withdraw from school during treatment. Several protective factors were discovered that reduce the risk of withdrawal from school, including improvement in Depression, Generalized/Social Anxiety, and overall distress symptoms during services. Most notably, when Academic Distress significantly decreased during counseling and students were concurrently participating in an extracurricular activity, they were 51% less likely to withdraw from school. The current findings highlight the critical role college counseling centers serve in supporting the academic mission of institutions. When students improve during services at counseling centers, they are more likely to persist in school. [For the 2021 report, see ED617358.]
Quality Improvement Research Project
Author: Harrison, Linda J.
Date: 2019-11-00
Type: Reports - Research
Subjects: Educational Improvement,Educational Quality,Governance,Instructional Leadership,Early Childhood Education,Educational Objectives,Educational Policy,Child Care,Child Care Centers,Correlation,Leadership Role,Foreign Countries,Educational Practices,Evaluation Methods,Case Studies,Comparative Analysis,Preschool Teachers,Child Caregivers,Pedagogical Content Knowledge,Childrens Rights,Family School Relationship,Strategic Planning,Faculty Development,Preschool Education

Australia's National Quality Framework (NQF) guides State/Territory government regulatory authorities to meet national goals for continuous quality improvement. Australian Children's Education and Care Quality Authority (ACECQA) commissioned Macquarie University to lead a national study of long day care (LDC) services that had improved their National Quality Standard (NQS) rating over two sequential NQS assessments. This report presents findings from the three phase, mixed-methods Quality Improvement Research Project, which investigated the characteristics and internal processes of quality improvement in LDC services. While recognising the integrated nature of the NQS, and interrelationship between the seven quality areas, the study concentrated on Quality Area 1 (Educational Program and Practice) and Quality Area 7 (Governance and Leadership). Genuine and sustained quality improvement is the result of collaborative effort, and therefore needs to be seen as a shared responsibility. The findings place emphasis on the need for leadership at all levels of service delivery and early childhood education and care (ECEC) policy. In particular, the important role of the Educational Leader is highlighted. The study also identifies priority areas to support and sustain quality improvement evidenced by improved Assessment and Rating (A&amp;R) outcomes.
Austin Independent School District Central Office Work Environment Survey. Spring 2016: Teaching and Learning Office. Publication 15.45e
Author: Hutchins, Shaun D.
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2016 for AISD central office employees in the Teaching and Learning Office.
Austin Independent School District Central Office Work Environment Survey. Spring 2016: Finance Office. Publication 15.45c
Author: Hutchins, Shaun D.
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2016 for AISD central office employees in the Finance Office.
Austin Independent School District Central Office Work Environment Survey. Spring 2016: Technology Learning and Systems Office. Publication 15.45f
Author: Hutchins, Shaun D.
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2016 for AISD central office employees in the Technology Learning and Systems Office.
Austin Independent School District Central Office Work Environment Survey. Spring 2016: Human Capital Office. Publication 15.45b
Author: Hutchins, Shaun D.
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: School Districts,Work Environment,Central Office Administrators,Administrator Attitudes,Employee Attitudes,Human Capital,Teacher Effectiveness,Accountability,Police,Faculty Development,Leadership Training,Fringe Benefits,Leadership Styles,Work Attitudes,Educational Policy,Resources,Facilities,Racial Relations,Bullying,Supervisor Supervisee Relationship,Collegiality,Safety,Social Discrimination,Sexual Harassment,Research

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2016 for AISD central office employees in the Human Capital Office.
Austin Independent School District Central Office Work Environment Survey. Spring 2012 through Spring 2016. Publication 15.45a
Author: Hutchins, Shaun D.
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: School Districts,Work Environment,Employee Attitudes,Administrator Attitudes,Central Office Administrators,Leadership,Professional Development,Human Resources,Safety,Bullying,Sexual Harassment,Social Discrimination,Professional Personnel,Work Attitudes,Surveys,Supervisor Supervisee Relationship,Racial Relations

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2016 for AISD central office employees.
Postsecondary Enrollment for 2011 Graduates: Austin Independent School District. DRE Publication #12.28RB
Author: Looby, Karen
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: High School Graduates,College Enrollment,Trend Analysis,College Attendance,Student Characteristics,Predictor Variables,Academic Aspiration,Academic Persistence

This report presents postsecondary enrollment for AISD's Class of 2011 during the year after high school graduation. Since 2002, AISD postsecondary enrollment has increased incrementally, from 62% to 68%.
Austin Independent School District Central Office Work Environment Survey. Spring 2016: Superintendent&apos;s Area. Publication 15.45d
Author: Hutchins, Shaun D.
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Work Environment,Superintendents,School Districts,Central Office Administrators,Administrator Attitudes,Employee Attitudes,Communications,Community Involvement,Leadership,Professional Development,Bullying,Sexual Harassment,Safety,Supervisor Supervisee Relationship,Professional Personnel,Racial Relations,Social Discrimination,Work Attitudes,Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2016 for AISD central office employees in the Superintendent's Office.
Professional Development and Appraisal System (PDAS) in Austin Independent School District. DRE Publication #12.35RB
Author: Schmitt, Lisa N. T.
Date: 2013-03-00
Type: Reports - Research
Subjects: Faculty Development,School Districts,Experienced Teachers,Beginning Teachers,Teacher Evaluation,Correlation,Scores,Teacher Effectiveness,Kindergarten,Elementary School Teachers,Middle School Teachers,High School Teachers,Longitudinal Studies,Academic Achievement,Achievement Gains,Achievement Tests

Correlations for PDAS scores from year to year were moderate, and experienced teachers generally outperformed their novice peers. Data suggest a weak-to-moderate relationship between 3-year averages of teachers' PDAS and student growth scores.
Ready, Steady, Go! Cedefop 2022-23 Activities Help Kickstart the European Year of Skills. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Skill Development,Learning Activities,Foreign Countries,Vocational Education,Employment Potential,Sustainability,COVID-19,Pandemics

In a context of crisis and accelerating megatrends, Cedefop has continued to focus attention on the vocational education and training (VET), skills and employment dimensions of the twin transition. Its work helped assess the implications of current challenges for VET systems and qualifications and stimulated reflection on how policies contribute to making people fit for the future. In the run-up to the European Year of Skills and throughout, Cedefop activities have contributed, and will continue to contribute transversally, to making learning via up- and reskilling the new normal. Skills are central to tackling challenges and shaping successful transitions. This report presents Cedefop 2022-23 activities to help kickstart the European Year of Skills. In a context of crisis and accelerating megatrends, the Agency continues to focus attention on the VET, skills and employment dimensions of the twin transitions.
Creativity from Necessity: A Practical Toolkit for Leaders to Address Teacher Shortages
Author: Allen, Nick
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Institutional Autonomy,Principals,Strategic Planning,Needs,Educational Practices,Time Factors (Learning),Faculty Workload,Teacher Persistence,Beginning Teachers,Mentors,Career Pathways

Bellwether scanned the country for ideas and resources that leaders can use to address staffing challenges in their schools. This curated set of tools is intended to support school leaders who have the autonomy to manage the talent life cycle in their school community and are looking for practical ideas to strengthen their ability to recruit, hire, and retain exceptional educators. This toolkit was designed to &quot;Build Your Own Adventure.&quot; The reader can: (1) Read the toolkit end-to-end for ideas that might work in context; or (2) Go directly to the trends and tools that align to a current schoolwide priority.