ethanporcaro/eric-fulltext-meta huggingface dataset:
Considerations in Implementing Evidence-Based Early Autism Spectrum Disorder Interventions in Community Settings
Author: Stahner, Aubyn C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Individual Characteristics,Intervention,Autism,Pervasive Developmental Disorders,Early Intervention,Barriers,Instructional Innovation,Advocacy,Family Characteristics,Cultural Background,Role,Child Development,Community Programs,Program Descriptions,Leadership Role,Parent Child Relationship,Behavior Problems,Communication Skills,Professional Personnel,Health Services,Clinical Diagnosis

Evidence-based practices (EBPs) in early intervention for autism spectrum disorder (ASD) have the potential to improve children's developmental trajectories and address family needs. However, the successful use of EBPs in community early intervention settings requires careful attention to the context in which services are delivered. Implementation science, and specifically the Exploration, Preparation, Implementation, and Sustainment (EPIS) Model, provides a framework to examine context across multiple levels and identify barriers and facilitators to community EBP use. This article identifies several considerations most relevant for early intervention in ASD at the outer and inner context levels, as well as bridging and innovation factors. Outer context considerations include the policies and funding streams surrounding service delivery, the role of advocacy in shaping the service landscape, the availability of appropriate specialists to provide services, and family cultural characteristics. Inner context factors include the individual characteristics of both the children receiving the service as well as the provider delivering the service, in addition to the leadership and organizational climate surrounding the use of a particular EBP. We also discuss considerations of the specific innovation (in this case, EBP early interventions) to be deployed, as well as bridging factors.
Students&apos; Concept Understanding in Chemistry Learning Using Macromedia Flash Based Inquiry Learning
Author: Prapti Utami, Retno
Date: 2019-07-00
Type: Journal Articles
Subjects: Chemistry,Scientific Concepts,Concept Formation,Active Learning,Inquiry,Computer Software,Instructional Effectiveness,Grade 11,High School Students,Public Schools,Foreign Countries,Secondary School Science,Science Instruction,Conventional Instruction,Visual Aids,Attention,Animation,Computer Uses in Education

This research aimed at describing the effectiveness of the macromedia flash based inquiry learning in improving students' concept understanding in chemistry learning. It was an experimental research with post-test only design. The population was the eleventh-grade science students of state high school 5 Yogyakarta, Indonesia. The sample in this research was taken by random sampling technique as many as two groups, namely the experimental group and control group. The students in the experimental group learned through the macromedia flash based inquiry learning, while students in the control group learned through the conventional learning. The data on the students' concept understanding were collected through the concept understanding test. The data were analyzed by using one-way ANOVA with SPSS version 23.0. The results showed that students who used macromedia flash based inquiry learning in the assessment process have increased concept understanding better than those used conventional learning (value of significant &lt; 0.05).
Charter School Facility Incubators: A Case Study of Washington, D.C.&apos;s Innovative Approach to Charter School Facilities
Author: Field, Tim
Date: 2019-00-00
Type: Reports - Research
Subjects: Charter Schools,Educational Innovation,Educational Facilities,Educational Facilities Improvement,Educational Facilities Design,Educational Facilities Planning,Program Implementation,Governance,Educational Finance,Accountability,Facilities Management,Case Studies

Facilities access is arguably the largest and most persistent challenge facing new and expanding charter schools. Creating a charter facility &quot;incubator&quot; can help solve this challenge. This case study provides an in-depth look at the design and operations of one such incubator, &quot;Building Pathways,&quot; a nonprofit that serves as the primary facility pipeline for Washington, D.C., charter schools, and provides insights and guidance to help other cities implement a similar program.
Excellent Teaching for Every Young Child: Opportunity Culture in Early Childhood Education. A Vision Brief
Author: Hassel, Emily Ayscue
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Young Children,Early Childhood Education,Educational Quality,Preschool Education,Public Schools,Private Schools,Elementary Secondary Education,Teacher Competencies,Faculty Development,Educational Finance,Teacher Leadership,Teamwork,Salaries,Teacher Collaboration,Planning,Financial Support

How could far more children ages 0-5 who are in early childhood education and care settings have consistent access to excellent teaching? In these critical developmental years, young children--especially those who have fewer educational and developmental advantages outside of formal settings--need &quot;excellent teaching every year&quot; to fulfill their potential. And what if their teachers and caregivers had highly supportive, on-the-job development and sustainably funded career paths? Opportunity Culture models, including &quot;Multi-Classroom Leadership&quot; and &quot;educator residencies,&quot; can also be applied to early childhood settings. Public Impact's new &quot;vision brief&quot; explains how, and shows the potential benefits for students, educators, and the country. [This brief was written with Sharon Kebschull Barrett, Stephanie Dean, Daniela Doyle, and Juli Kim. It was produced as part of Opportunity Culture, an initiative of Public Impact.]
Evaluation of Selection Criteria of Schools Principal in Turkey: A Qualitative Study in Order to Define Appropriateness of Selection Criteria of School Principal from the Point of View of Participants
Author: Berk, Saban
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Personnel Selection,Selection Criteria,Administrator Characteristics,Administrator Qualifications,Educational Background,Academic Degrees,Certification,Leadership Qualities,Employment Interviews,Discipline

The purpose of this study is to evaluate the criteria utilized to select school principals from the point of view of participants who participated in principal selection process in Turkey. In this study, the criteria utilized in the selection process of school principal were evaluated by participants who appointed or not appointed at the end of the process as a school principals. A semi-structured interview form was used for data collection and the descriptive analysis was used for analysis of data. The interviews were conducted with 24 participants in the province of Istanbul and Canakkale. They were found that General and Specific Features were found appropriate and sufficient from most participants. Even though, there were slight disagreements among participants regarding appropriateness of criteria of personal features being evaluated, most of the participants thought they were sufficient. The most controversial criteria were award types owned by participants and the points assigned to the awards. Almost all of the participants do not agree upon both the type of the awards and the points assigned to the awards. Another topic of discussion is influence of the interview on result and its content. More than half of the participants emphasized that both impact of the interview on overall result and its content neither fair nor objective.
What Is It &quot;Writing for Pleasure&quot; Teachers Do That Makes the Difference? Final Report
Author: Young, Ross
Date: 2019-00-00
Type: Reports - Research
Subjects: Writing Teachers,Writing Instruction,Instructional Effectiveness,Teacher Effectiveness,Best Practices,Writing (Composition),Writing Achievement,Student Motivation,Self Efficacy,Learner Engagement,Student Satisfaction,Personal Autonomy,Direct Instruction,Writing Processes,Teacher Student Relationship,Conferences (Gatherings)

What Is It &quot;Writing For Pleasure&quot; Teachers Do That Makes The Difference? was a one year research project which investigated how Writing For Pleasure teachers achieve writing teaching which is highly effective (greater than average progress) and also affective (pertaining to positive dispositions and feelings). This research comes at a time where we are seeing profound underachievement in writing coupled with an increase in young people's indifference or dislike for writing. The principal purpose of this research was to identify and describe the kind of writing teaching which constitutes a Writing For Pleasure pedagogy. It was a requirement that the practices of the teachers participating in the research be based on what studies tell us are the most effective writing teaching, associated with high levels of pupil motivation, self-efficacy, agency, self-regulation, volition, writer-identity and pleasure in writing. Teachers were also required to provide evidence of exceptional or above expected academic progress among their pupils. The research investigated the principles employed by the most effective teachers of writing and linked them to the affective domains of Writing For Pleasure. The study employed a mixed method design. It required a combination of quantitative and qualitative data to be gathered. This included empirical data from participant observations, teacher and pupil interviews, viewing pupil assessment data and pupil questionnaires. From a rich literature review, an audit was generated which named fourteen interrelated principles, and their associated practices, which are strongly associated with high levels of student achievement and pleasure in writing. Findings showed that teachers who teach the principles of Writing For Pleasure at a high level of proficiency have classes who feel the greatest enjoyment and satisfaction in writing and in being a writer. Writing For Pleasure teachers attend to self-efficacy, agency and self-regulation in rich combination. Some principles of Writing For Pleasure were not observed at a high level of proficiency by the teachers as a whole data set and so need to be further investigated. The affective domains of motivation and writer-identity were not realised adequately by the pupils as a whole data set and so need to be further investigated. Finally, a Writing For Pleasure pedagogy is a highly effective pedagogy. [Co-published with The Goldsmiths' Company and The University of Sussex. The Goldsmiths' Company also provided funding for the project.]
Learning from Project L.I.F.T.: Legacy of a Public-Private School Turnaround Initiative
Author: Kim, Juli
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: School Turnaround,Partnerships in Education,Philanthropic Foundations,Public Sector,Private Sector,Educational Innovation,Program Implementation,Educational Strategies,Public Schools,School Business Relationship,Educational Improvement,Change Strategies,Technology Uses in Education,Parent Participation,Community Involvement,Educational Finance,Academic Achievement,Outcomes of Education

In 2011, some of Charlotte's leading private and corporate foundations formed a partnership with Charlotte-Mecklenburg Schools to implement innovative school turnaround interventions affecting use of talent, time, and technology, and engaging parents and communities at West Charlotte High School and its feeder elementary and middle schools. In this report, Public Impact provides an overview of the Project L.I.F.T. strategy and reflects on successes, challenges, and lessons from the initiative. Though L.I.F.T. fell short of its very lofty and highly publicized goals, its legacy includes the launch of Opportunity Culture in district schools and significant insights about how private foundations can work with public school districts to implement innovative ideas that help turn around low-performing schools. [This report was made possible through the generous support of Project L.I.F.T.]
Meeting the Potential of a Virtual Education: Lessons from Operators Making Online Schooling Work
Author: Doyle, Daniela
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Virtual Classrooms,Online Courses,Charter Schools,Distance Education,Elementary Secondary Education

When the first virtual school began more than 20 years ago, it offered an incredible promise: Suddenly, students could get access to a great education and a diversity of courses regardless of place or time. They could have flexibility to &quot;attend&quot; school around medical appointments, sports practices, or whatever else life threw at them. Outside of schoolhouse walls, students could have a more personalized learning experience, pursuing their interests and speeding up or slowing down as needed. This report draws on the experience of two virtual charter schools that are making online schooling work for their students--Idaho Distance Education Academy and New Hampshire's Virtual Learning Academy Charter School. Through their examples, this report highlights lessons learned for other online operators and policymakers who are eager to make virtual school success the rule, rather than the exception.
How Tennis Influences Youth Development
Author: Veliz, Philip
Date: 2019-01-00
Type: Reports - Research
Subjects: Racquet Sports,Adolescent Development,Well Being,Student Participation,Extracurricular Activities,Student Athletes,Health Behavior,Gender Differences,Racial Differences,Secondary School Students,Persistence,Academic Achievement,Grades (Scholastic),Academic Aspiration,Educational Attainment,Substance Abuse,Eating Habits,Sleep,Exercise,Self Esteem,Self Efficacy

This research initiative aimed to describe and analyze U.S. youth participation in tennis. The major goal was to better understand how tennis and other popular youth sports impact teen well-being. The findings discussed in this report provide evidence that tennis participation positively influences the lives of U.S. adolescents. Overall, the data show a general profile of tennis players as well-rounded, successful at school, and involved with extracurricular activities. Tennis players also appear to be healthy overall and less prone to key adolescent health-risk behaviors than non-athletes and their peers who participate in other sports. This report builds on the research project, &quot;Teen Sport in America: Why Participation Matters&quot; (see ED588346). [The policy recommendations in the report were written by Deborah Slaner Larkin and Marjorie Snyder with input from the USTA Foundation, New York Junior Tennis and Learning, and &quot;Tennis&quot; Magazine. This report was made possible through a partnership between the Women's Sports Foundation® and the MARGARET Fund. For the executive summary, see ED598618.]
How Tennis Influences Youth Development. Executive Summary
Author: Veliz, Philip
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Racquet Sports,Adolescent Development,Well Being,Student Participation,Extracurricular Activities,Student Athletes,Health Behavior,Gender Differences,Racial Differences,Secondary School Students,Persistence,Academic Achievement,Grades (Scholastic),Academic Aspiration,Educational Attainment,Substance Abuse,Eating Habits,Sleep,Exercise,Self Esteem,Self Efficacy

This is the executive summary for the report, &quot;How Tennis Influences Youth Development.&quot; This research initiative aimed to describe and analyze U.S. youth participation in tennis. The major goal was to better understand how tennis and other popular youth sports impact teen well-being. The findings discussed in this report provide evidence that tennis participation positively influences the lives of U.S. adolescents. Overall, the data show a general profile of tennis players as well-rounded, successful at school, and involved with extracurricular activities. Tennis players also appear to be healthy overall and less prone to key adolescent health-risk behaviors than non-athletes and their peers who participate in other sports. This report builds on the research project, &quot;Teen Sport in America: Why Participation Matters&quot; (see ED588346). [The policy recommendations in the report were written by Deborah Slaner Larkin and Marjorie Snyder with input from the USTA Foundation, New York Junior Tennis and Learning, and &quot;Tennis&quot; Magazine. This report was made possible through a partnership between the Women's Sports Foundation® and the MARGARET Fund. For the full report, see ED598617.]
Her Life Depends on It III: Sport, Physical Activity, and the Health and Well-Being of American Girls and Women. Executive Summary
Author: Staurowsky, Ellen J.
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Womens Athletics,Physical Activities,Females,Physical Activity Level,Physical Fitness,Exercise Physiology,Well Being,Physical Health,College Athletics,Athletic Coaches,Women Administrators,Equal Opportunities (Jobs),Disproportionate Representation,Gender Bias,Salaries,Family Work Relationship,Racial Bias,Ethnicity,Health Promotion,Violence,Sexual Abuse,Safety,At Risk Persons,Cancer,Human Body,Smoking,Depression (Psychology),Suicide,Drug Abuse,Drinking,Minority Groups,Cultural Influences,Mass Media Effects,Social Bias,Participation

&quot;Her Life Depends On It III&quot; (HLDOI) is the Women's Sports Foundation's comprehensive report that reviews existing and emerging research on the links between participation in sport and physical activity and the health and well-being of American girls and women. As with the previous editions in 2004 and 2009, this study also confirms that physical activity and sport provides the critical foundation, in no small part, that allows girls and women to lead healthy, strong, and fulfilled lives. This executive summary recognizes that ten years since its first publication, the updated &quot;Her Life Depends On It&quot; provides an even more comprehensive review of the ever-expanding body of research that demonstrates how important it is for girls and women to participate in sport and physical activity. The full report's contents reflect the review of 1,500 studies, nearly 400 covered since the previous edition. While the report's focus continues to be on U.S. girls and women, selected research findings that offer perspective regarding girls and women worldwide is also referenced in order to provide some perspective and context. In keeping with previous editions of the report (Sabo et al, 2004; Staurowsky et al., 2009), this updated review of existing research and health information is co-authored by a team of experts from several related disciplines, including epidemiology, exercise physiology, kinesiology, psychology, sociology, and sport management. &quot;Her Life Depends On It III&quot; documents the important role physical activity can play in helping to prevent the daunting array of health risks for girls and women, such as cancer, coronary heart disease, osteoporosis, Alzheimer's Disease and related dementias, eating disorders, illicit drug use, obesity, risky sexual behavior and teen pregnancy, and tobacco-related diseases. With the clarity of a ringing bell, research affirms, even more definitively than five years ago, that engagement in moderate and consistent levels of physical activity and sport for girls and women is essential to good health and well-being. [For the full report, see ED570479.]
The Women&apos;s Sports Foundation Report Brief: Her Life Depends on It III &amp; Collegiate Coaching and Athletic Administration
Author: Women's Sports Foundation
Date: 2017-11-01
Type: Information Analyses
Subjects: Womens Athletics,Physical Activities,Females,Physical Activity Level,Physical Fitness,Exercise Physiology,Well Being,Physical Health,College Athletics,Athletic Coaches,Women Administrators,Equal Opportunities (Jobs),Disproportionate Representation,Gender Bias,Salaries,Family Work Relationship,Racial Bias,Ethnicity

To assist readers who have specific interests, the WSF [Women's Sports Foundation] has created a series of Research Briefs from Her Life Depends On It III. Her Life Depends On It III is the Women's Sports Foundation's comprehensive report that reviews existing and emerging research on the links between participation in sport and physical activity and the health and wellbeing of American girls and women. As with the previous editions in 2004 and 2009, this study also confirms that physical activity and sport provides the critical foundation, in no small part, that allows girls and women to lead healthy, strong, and fulfilled lives. Ten years since its first publication, the updated Her Life Depends On It provides an even more comprehensive review of the ever-expanding body of research that demonstrates how important it is for girls and women to participate in sport and physical activity. The report's contents reflect the review of 1,500 studies, nearly 400 covered since the previous edition. [For the 2009 report, see ED515841.]
Building Local: Lessons from Massachusetts Communities on Reengaging Opportunity Youth
Author: Rennie Center for Education Research and Policy
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Out of School Youth,Unemployment,Adolescents,Young Adults,Prevention,Intervention,Persistence,Community Programs,Secondary Education,Higher Education,Government Role,Role of Education,Employers,Community Organizations

In the United States, one in nine young people is neither in school nor working. That's 4.5 million Americans between the ages of 16 and 24. This population, known as Opportunity Youth (OY), is disconnected in a way that can lead to lower lifetime earnings and a higher likelihood of social isolation. With generous support from the Clipper Ship Foundation, the Rennie Center for Education Research &amp; Policy created this blueprint to serve as a starting point for communities looking to address the needs of OY. In seeking to move toward a more streamlined and effective model for serving OY, this guide focuses on three phases: (1) Prevention: Keeping students on track to achieve postsecondary success, including efforts to encourage high school completion, a smooth transition to college, and a connection to a career offering a family-sustaining wage; (2) Intervention: Helping young people already disconnected from public systems and the workplace access and participate in education- or career-focused resources and opportunities, which may vary widely; and (3) Retention: Ensuring that youth persist once they forge a connection with an intervening program or institution and are able to confront any obstacles on the way to (and through) a college or career pathway. This report highlights programs supporting Opportunity Youth in communities across the Commonwealth. It also provides a framework that city leaders interested in bolstering supports for OY can use to evaluate and improve services.