ethanporcaro/eric-fulltext-meta huggingface dataset:
Friendship Quality Scale: Conceptualization, Development and Validation
Author: Thien, Lei Mee
Date: 2012-12-00
Type: Reports - Research
Subjects: Factor Analysis,Safety,Measures (Individuals),Friendship,Construct Validity,Factor Structure,Foreign Countries,Secondary School Students,Correlation,Generalization,Sampling,Computer Software

The purpose of this study is twofold: (1) to initialize a new conceptualization of positive feature based Friendship Quality (FQUA) scale on the basis of four dimensions: Closeness, Help, Acceptance, and Safety; and (2) to develop and validate FQUA scale in the form of reflective measurement model. The scale development and validation procedures suggested in literature were employed. A total of 480 Malaysian secondary school Form Four students sample was selected using Multistage Stratified Cluster Sampling. Data was analyzed using Exploratory Factor Analysis (EFA) techniques with the software of SPSS version 15.0. The reliability and construct validity were warranted with the parameter estimates lie within the acceptable range. The factor structure of FQUA scale showed its stability with the parameter estimates were found comparable in three different datasets. Approximately 62% of variance in FQUA was accounted for by Closeness, Help, Acceptance, and Safety. FQUA scale with 21 items measured was validated rigorously. Overall, this study has advanced a set of positive features of friendship in conceptualizing FQUA pertaining to the nature of reflective measurement where the positive features of friendship should be correlated with one and other. The validated FQUA scale deserves to be further explored to ensure its generalizability. An appendix is included. (Contains 9 tables and 1 figure.)
From Aspiration to Destination: Understanding the Decisions of University Applicants in Regional Victoria
Author: Harvey, Andrew
Date: 2012-12-00
Type: Reports - Research
Subjects: Academic Aspiration,Enrollment Influences,College Applicants,Enrollment Trends,College Choice,Geographic Regions,Relocation,Academic Achievement,Foreign Countries

This paper examines the choices and destinations of prospective university students from three regional areas in Victoria. The study is based on information collected for tertiary applicants in the Gippsland, Bendigo and Mildura areas, all of which host a local university campus. Using application and enrollment data, we examine the choices that regional applicants express, and the decisions they ultimately make. In particular, we consider influences at each stage from application to offer, acceptance and then enrollment. Our findings highlight the extent of unfulfilled university aspiration in the regions and its causes. Between the aspiration and decision to undertake university study lie many impediments. The study found an overall preference for regional university applicants to relocate to study. Applicants' preferences were mediated by demographic and educational factors, in particular school sector. The extent and diversity of local course options also influenced applications, with local courses preferred when they were available. Although most applicants did receive a university offer, many in the lower achievement range received no offer, indicating that there remains substantial unmet demand. Educational achievement also affected the likelihood of converting an offer to an enrollment. Applicants who succeeded in securing a local university place were the most likely to accept their offer and enroll in the following year. Relocation was found to be highly correlated with deferment or non-enrollment, particularly for the Mildura cohort, underlining the ongoing impact of distance. These findings suggest a need to rethink university provision and support models to increase the participation rates of regional students. Applications to relocate for study by cohort are appended. (Contains 2 tables, 2 charts and 3 footnotes.)
Getting over Epistemology and Treating Theory as a Recyclable Source of "Things"
Author: Kusznirczuk, John
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Epistemology,Theory Practice Relationship,Scaffolding (Teaching Technique),Developmental Stages,Methods,Theories,Mathematics Education,Ethics,Problem Solving,Educational Philosophy

This paper challenges the way in which we are inclined to treat theory and suggests that our tendency to privilege it over method is counterproductive. Some consequences of privileging theory are pointed out and a remedy is proposed. The remedy entails a number of "reversals" in the way we treat theory and method in maths education research, the foremost of which is to privilege method and "treat theory as a recyclable source of "things."" The notion of "reversal" is presented here only in passing and the application of the proposed treatment is briefly illustrated in the context of this researcher's own work. (Contains 19 footnotes.)
Global Education in Teacher Education Programs: Views from Pre-Service Teachers
Author: Ferguson-Patrick, Kate
Date: 2012-12-00
Type: Reports - Research
Subjects: Educational Policy,Teaching Methods,Preservice Teacher Education,Teacher Education Programs,Global Education,Foreign Countries,Teacher Educators,Education Courses,Teacher Effectiveness,Preservice Teachers,Student Surveys

National government education policies in Australia and elsewhere are concerned with preparing citizens who can engage with a global economy and be internationally competitive. For example, the preamble to The Melbourne Declaration (Ministerial Council on Education Employment Training &amp; Youth Affairs [MCEETYA], 2008) focuses on the need for young Australians in the 21st century to consider the global implications of their education. Topics relevant to global education have long been established in social studies syllabi, but the current context provides a strong argument for their inclusion more broadly throughout school curricula. For this to occur, teachers must be adequately prepared, have a good understanding of what global education (GE) is, and how to teach it effectively. A group of teacher educators at one University integrate global perspectives into various teacher education courses in order to raise the profile of global education with pre-service teachers. Research through surveys shows that students' preferred learning directions are not always aligned with GE principles, but awareness of pre-service teacher views on global education has provided direction needed to create better prepared teachers of GE. (Contains 2 tables.)
High Functioning Autism Spectrum Disorder: A Challenge to Secondary School Educators and the Students with the Condition
Author: Hay, Ian
Date: 2012-12-00
Type: Reports - Research
Subjects: Social Behavior,Autism,Foreign Countries,Group Activities,Teacher Surveys,Student Surveys,Focus Groups,Likert Scales,Pervasive Developmental Disorders,Secondary School Teachers,Secondary School Students,Special Education,Student Behavior,Behavior Problems,Interpersonal Relationship,Friendship,Educational Environment

Across the Australian schooling sector, students with High Functioning Autism Spectrum Disorder (HFASD) can represent a challenge to educators and the nature of that challenge is the focus of this study. The setting for this research is secondary education with the teachers and the students supported through additional services based within an integrated special education service model. In this study students were identified as HFASD if they had a diagnosis of ASD given by an independent medical officer and the students were functioning in the regular classroom and achieving at, or near, grade level on classroom based or standardised tests of achievement. This study investigated the educational issues associated with students with HFASD using both teacher (N = 81) and students with HFASD (N=32) surveys. These surveys were developed after extensive focus group activities with the teachers and the students identified with ASD, and were framed in the language provided by the participants. The teacher survey contained 27 items and the student survey contained 34 items. Both instruments used a 5 point Likert scale. The two main concepts in the mainstream teachers' responses were: (i) the less predictable and at times inflexible social behavior of the students; and (ii) the level of additional in-class attention required to effectively teach the students in a group context. The two main concepts from the students with HFASD responses were: (i) the students' desire for social relationships and friendships; and (ii) their concerns about their learning environments. The educational implications of these findings are discussed in relation to theory and practice. (Contains 2 tables.)
Supportive Housing for Homeless Families: Foster Care Outcomes and Best Practices. Summary
Author: Lenz-Rashid, Sonja
Date: 2013-05-00
Type: Reports - Research
Subjects: Outcome Measures,Child Welfare,Foster Care,Living Standards,Daily Living Skills,Best Practices,Homeless People,Housing Needs,Social Support Groups,Child Neglect,Disadvantaged,Costs,Program Evaluation

The &quot;Supportive Housing for Homeless Families: Foster Care Outcomes and Best Practices&quot; report describes the outcome evaluation of Cottage Housing Incorporated's Serna Village program in Sacramento, California. Serna Village is a supportive housing program serving homeless families. Outcomes from the program illustrate that it is possible to end recidivism into the child welfare system for homeless families by providing them with permanent housing and comprehensive support services. Although homeless and marginally housed families have high rates of involvement in the child welfare system, this study found that permanent and stable housing, social support and case management services can prevent these disenfranchised families from re-entering the foster care system. The intervention of supportive housing--housing and services focused on the unique needs of adults and their children exiting homelessness--may break the cycle of abuse and neglect among these families. Conducted in 2011, this study involved a sample of 293 children and youth from approximately 150 families who lived with one or more parents in Cottage Housing Incorporated's Serna Village between 2002 and 2009, the first seven years of the program. The findings from this study indicate that comprehensive supportive housing programs following a best-practice model can provide homeless parents and their children with stable living for a significant period of time. Supportive housing programs also may give homeless parents an opportunity to find and maintain employment, work on their education, save a substantial amount of money for move-out costs, learn daily living skills, experience a real-world living situation and prevent re-entry into the child welfare system. The outcomes from this study may help inform policymakers and child welfare administrators with recommendations to better assist marginalized families and save valuable funding dollars. (Contains 3 tables and 13 footnotes.)
Managerial Competence--Its Place in the Structure of University Teachers Competencies
Author: Turturean Monica
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,College Faculty,Teacher Competencies,Administration,Skills,Inservice Teacher Education

Higher education in Romania is passing though an authentic crisis caused by the necessity of our society to adapt to the European Union's demands. University teachers have a huge role in satisfying these requests. They need to possess a lot of competencies, and one of the most important is the managerial competency that will help university teachers to have a good relationship with their colleagues, their students and other officials in order to help higher education to be better and performing. But we want to know the place of managerial competence (is it an essential component or not) and its impact for university teachers, to develop himself and his undergraduates students, to ensure quality and performance in higher education and to achieve the society needs. (Contains 4 figures.)
The Amerasian Paradox
Author: Kutschera, P. C.
Date: 2012-03-00
Type: Reports - Research
Subjects: Asian Americans,Multiracial Persons,Filipino Americans,Anglo Americans,Females,Young Adults,Social Attitudes,Socioeconomic Status,Advantaged,Social Discrimination,Sexual Harassment,Case Studies,Semi Structured Interviews,Foreign Countries

Multiple anecdotal accounts and a thin body of extant empirical research on an estimated 250,000 multiple generation, mixed-heritage military Amerasians in the Philippines, and Pan Amerasians residing in other East and Southeast Asian societies, indicates substantial past and present stigmatization and discrimination--particularly Amerasians of African descent. However, a certain segment of Filipino Amerasians, females with pronounced Caucasian features, comprise a paradoxical exception. The abandoned progeny of U.S. servicemen, corporate military contractor and government male workers who occupied permanent bases for nearly a century, Africans and to a lesser extent, Anglo  Amerasians, are targets of intense name-calling, verbal harassment and occasional physical violence beginning at an early age. This often transforms into a lifetime of socioeconomic marginalization and cultural isolation. Typically, Amerasians are ridiculed because of differential skin color, facial features and the stereotypical assumption that the majority were children of sex laborers and transient soldier fathers who had forsaken them.  However, there is incipient research and anecdotal accounts bolstered by this five participant, purposive sample, multiple-case &quot;pilot&quot; study that young adult female Anglos may have not only eluded the stigmatized fate of the majority of Filipino Amerasians, African or Anglo, but in some cases actually benefitted socioeconomically and psychologically.
Human Trafficking of Children in the United States: A Fact Sheet for Schools
Author: Office of Safe and Healthy Students (ED)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Children,Slavery,Child Labor,Federal Legislation,Crime,Sexual Abuse,Pornography,School Role,Administrator Role,Teacher Role,At Risk Persons,Victims of Crime,Disclosure

Human trafficking is a serious federal crime with penalties of up to imprisonment for life. Federal law defines "severe forms of trafficking in persons." In short, human trafficking is a form of modern slavery. Those who recruit minors into commercial sexual exploitation (or prostitution) violate federal anti-trafficking laws, even if there is no force, fraud, or coercion. An unknown number of U.S. citizens and legal residents are trafficked within the country for sexual servitude and forced labor. Trafficking can involve school-age youth, particularly those made vulnerable by challenging family situations, and can take a variety of forms including forced labor, domestic servitude, and commercial sexual exploitation. How to identify a victim of human trafficking, how to report a suspected incidence of human trafficking and how the United States helps victims of human trafficking are discussed in this paper. (Contains 5 online resources.)
Adolescent Health Care in School-Based Health Centers. Position Statement
Author: National Assembly on School-Based Health Care (NASBHC)
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Adolescents,School Health Services,Child Health,Confidentiality,Federal Legislation,Health Promotion,Primary Health Care,Mental Health,Prevention,Access to Health Care

School-based health centers (SBHCs) are considered one of the most effective strategies for delivering preventive care, including reproductive and mental health care services, to adolescents--a population long considered difficult to reach. National Assembly on School-Based Health Care (NASBHC) recommends practices and policies to assure adolescent health access in SBHCs address a scope of services for adolescents consistent with national health care standards, consent and confidentiality policies consistent with state and federal law, and parent engagement, with respect to adolescent health care access. These recommendations are provided in this paper. (Contains 10 endnotes.)
School-Based Health Centers and the Patient-Centered Medical Home. Position Statement
Author: National Assembly on School-Based Health Care (NASBHC)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: School Health Services,Patients,Adolescents,Children,Health Promotion,Child Health,Primary Health Care,Mental Health,Access to Health Care,Screening Tests

The patient-centered medical home (PCMH) is an innovative care delivery model designed to provide comprehensive primary care services to people of all ages by fostering partnerships between patients, families, health care providers and the community. National Assembly on School-Based Health Care (NASBHC) recommends practices and policies that recognize and reward the school-based health center (SBHC) model in meeting the goals of a PCMH for children and adolescents. These recommendations are provided in this paper. (Contains 11 endnotes.)
The Role of School Based Health Centers (SBHCs) in Improving Health Equity and Reducing Health Disparities. Position Statement
Author: Blacksin, Beth
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Access to Health Care,Public Health,Adolescents,Minority Group Children,School Health Services,Child Health,Disadvantaged Youth,Primary Health Care,Mental Health

Health inequities exist largely among socially disadvantaged people who are denied the highest attainable standard of health available to many Americans. Access to culturally competent, high quality, first-contact primary care through school-based health centers is an effective way to reduce health inequities and, therefore, improve health outcomes for socially disadvantaged children and adolescents. School-based health centers (SBHCs) are an important, research-based strategy for creating access to health care and reducing health care disparities among low-income and minority children and adolescents. SBHCs should be an essential part of public health solutions that assure equal opportunities for all children to access needed health care services. (Contains 34 endnotes.)
Higher Educational Institutions in the Scheme of State Government. Bulletin, 1939, No. 3
Author: McNeely, John H.
Date: 1939-00-00
Type: Historical Materials
Subjects: Higher Education,Governing Boards,State Officials,State Government,State Universities,State Boards of Education,Administrative Organization,State Agencies,Government School Relationship

The Office of Education through its Division of Higher Education is engaged in conducting a series of studies on the general subject of the relation of the State to higher education. The fifth bulletin consisted of a series of diagrams showing schematically for each of the 48 States the legal powers vested in State officials or agencies over the governing boards of State institutions of higher education. At the time of its issuance, the announcement was made that a more comprehensive study, analyzing in detail the authority of such officials over the boards, would be published later by the Office. The present bulletin comprises the first phase of the more comprehensive study. This phase concerns the fundamental status of the governing boards of the institutions in the general scheme of State government. Upon this status is determined largely the effect of recent reorganizations of State governments on the boards. It also has a bearing on the underlying relationships between the boards and the regularly constituted State executive officials. Other phases of the comprehensive study being undertaken by the Office include the specific legal powers conferred on State executive officials or agencies over the financial affairs, personnel, property, and purchasing of State universities and colleges. The results of the study of these questions will be published in the future. As a consequence of the evolution taking place in State governmental organization, new problems are arising in the administration of State higher education. It is believed that information contained in this bulletin will prove of value in contributing to their ultimate solution. Individual sections contain footnotes. (Contains 15 tables.) [Best copy available has been provided.]
The School Auditorium as a Theater. Bulletin, 1939, No. 4
Author: Barrows, Alice
Date: 1939-00-00
Type: Historical Materials
Subjects: Educational History,Space Utilization,Educational Facilities,Music Facilities,School Space,Space Classification,Building Design,Educational Facilities Design,Educational Facilities Planning,Facility Guidelines,Community Resources,Design Requirements,Usability,Theaters,Radio,School Buildings,School Community Relationship,Films,Curriculum,Lighting,Structural Elements (Construction),High Schools,Elementary Schools,Colleges,School Activities,After School Programs,Community Programs

The present bulletin deals with the evolution of the school auditorium, and presents recommendations for the planning of the auditorium, with particular reference to the stage, so that the auditorium can be used as a theater, concert hall, for forums, for motion pictures, and for radio programs. The auditorium is one of the most important units in the school building and yet it is usually the least well planned. The reason for this situation lies in the fact that there is considerable confusion as to the purposes and uses of the auditorium, and this confusion as to function is naturally reflected in its plans. This bulletin aims: (1) to help clear up the confusion by showing why it exists; (2) to describe some of the tendencies toward a more organized use of the auditorium during the school day and for adults during the evening; (3) to show how the construction of the auditorium may help or seriously hinder its effective use; and (4) to submit suggestions for more efficient planning of auditoriums for school and community use. This bulletin is divided into two parts: (1) The Evolution of the Auditorium; and (2) Planning the Auditorium as a Theater. Appended are: (1) Dimensions of audience floor in 30 auditoriums in elementary-school buildings; (2) Depth of stage in auditoriums in 30 elementary-school buildings; (3) Width of proscenium arch in 30 auditoriums in 30 elementary-school buildings; and (4) Space off stage compared with width of proscenium arch. (Contains 6 figures, 11 tables, and 12 footnotes.) [Best copy available has been provided.]