ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation of Partnering for Early Access for Success (PEAS) -- Project PEAS in HISD, 2018-2019. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2019-09-26
Type: Reports - Research
Subjects: Program Evaluation,Early Childhood Education,Child Care Centers,School Districts,Outcomes of Education,Health Services,Child Health,Access to Health Care,Parent Attitudes,Health Promotion,Obesity,Program Implementation,School Readiness,Naming,Vocabulary Development,Reading Tests,Reading Achievement,Achievement Gains,English,Spanish,Child Development,Preschool Children

This program evaluation assessed the implementation of Project PEAS toward improving health care and related outcomes for students and their families at Fonwood, Laurenzo, and Mistral early childhood centers. Among the 1,170 students enrolled at targeted schools during the 2018-2019 academic year, 356 were provided health-related services, such as immunizations and well child exams by physicians at Texas Children's Hospital (TCH). Moreover, 473 students were screened for Type 2 Diabetes. Health and medical screenings were conducted for 346 students through the TCH mobile unit. Students who visited the mobile unit were distributed a book to support reading readiness. Preventative dental care, including sealants, was provided to 415 children, while 1,234 children received oral health education. Parents in the targeted schools were surveyed to determine the program's ability to empower them to improve their child's healthy development. More than 80.0% of parents were in agreement that the program helped them access better services for their families. More specifically, parents strongly agreed that the program has helped them get education (52.5%), health (49.7%), and social services (46.7%) for their children. A paired samples analysis of the program's impact on reducing overweight/obesity revealed an increase in the percentage of normal and healthy weight children (55.2% to 72.4%) and a decrease in the percentage of overweight/obese children (37.9% to 27.6%) from baseline (2015-2016) to 1-year after program implementation (2016-2017). Gains in academic readiness were achieved for Project PEAS students on English and Spanish language CIRCLE assessments relative to Alliteration, Rapid Letter Naming, and Rapid Vocabulary subtests. Students at each school also achieved gains on the Spanish language Letter Sounds subtest. Continued efforts to expose young children and their families to health care and related services may improve access and boost achievement at early stages of child development.
Groundings in Nature Mysticism and Adult Learning
Author: Nabb, Lee W.
Date: 2020-03-04
Type: Speeches/Meeting Papers
Subjects: Adult Education,Metacognition,Adventure Education,Outdoor Education,Program Descriptions,Rural Areas,Parks,Environment,Emotional Development,Foreign Countries,Adult Learning

This investigation hypothesizes that the effects derived from the reintegration of adult wilderness education will connect adults in unique ways to nature landscapes. The study is based on two cases: a five-year wilderness program that the author designed in a remote part of Canada, and a Yellowstone wilderness program that occurs yearly. The results suggest that nature does heighten adult emotive levels and may lead to increased appreciation for nature or altered states of consciousness.
A Survey of Investing and Retirement Knowledge and Preferences of Preservice Teachers
Author: Thripp, Richard
Date: 2019-12-00
Type: Reports - Research
Subjects: Preservice Teachers,Knowledge Level,Investment,Money Management,Retirement,Undergraduate Students,Preferences,Retirement Benefits,Familiarity

New teachers are facing lower pay and less generous retirement benefits than the prior generation, yet their financial and retirement knowledge, concerns, and preferences have received little attention. To investigate these areas, the author developed a 39-item survey instrument and administered it to 314 preservice teachers in undergraduate teacher education courses at the University of Central Florida, who were primarily female elementary and early childhood education juniors and seniors ages 18-25. Florida public employees are offered an unusual choice between a traditional pension plan and a defined-contribution plan similar to a 401(k) in which they can select their own investments, and 54% of surveyed preservice teachers preferred the 401(k)-like plan structure. However, their preferences may be ill-advised, given that in a mock portfolio allocation exercise intended to assess retirement investing sophistication, preservice teachers directed more than half their retirement money to low-risk money market and bond funds, which will likely underperform stocks over several decades. Furthermore, they anticipated that low salaries will impede their ability to save for retirement. For comparison, the survey was also administered to 205 U.S. college students or graduates ages 18-25 on the Amazon Mechanical Turk platform for $1.00 each. Worrisomely, preservice teachers had significantly lower financial knowledge and retirement investing sophistication. These findings suggest a need for financial education targeting Florida preservice teachers, particularly given that the Florida Retirement System substantially cut its benefits in 2011. [This book was edited by Ismail Sahin and Wenxia Wu.]
Evaluating the Effects of Mother Tongue on Math and Science Instruction
Author: Behrmann, Tatiana
Date: 2018-12-00
Type: Reports - Research
Subjects: Native Language,Mathematics Instruction,Science Instruction,Foreign Countries,Creoles,French,Secondary School Students,Language of Instruction,Mathematics Achievement,Science Achievement,Instructional Effectiveness,Scores,Self Concept,Experimental Groups,Control Groups

Although Kreyol is the language spoken and understood by the majority of Haitians, French is the language used as the medium for instruction. The use of a foreign language as a means for students to acquire literacy is a practice that has led to an ineffective educational system in Haiti. The aim of the quasi-experimental research study is to study the effects of using Kreyol versus French as the instructional method in math and science classes. Participants were selected from a target population of 246 girls at a private school. Students from this institution are part of the 29% of people who attend secondary schools in Haiti. The 139 students that were part of the sample were randomly divided into two groups per class (standard and Kreyol condition) and were given a pre-test followed by a lesson then a post-test. Students in the standard group were taught in French and those in experimental group in Kreyol. Data gathered from the intervention were analyzed and results indicated that pre-test scores of French condition and Kreyol condition groups were normally distributed. When ANCOVA was used as one of the data analysis tools, because it French conditions for pre-test values and allows for observation of post-test scores, results yielded confirmed a significant difference between the French condition and Kreyol condition groups. The results from this quasi-experimental study provided data that aligned with the literature review and demonstrated that there was in fact a significant difference in performance when Kreyol was used as a medium for instruction instead of French. The results further provide statistical data confirming the important role that Kreyol should play in the improvement of the Haitian education system. [This book was edited by Ismail Sahin and Tami Shelley.]
Effective Implementation Framework
Author: Wicks, Anne
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Guidelines,Program Implementation,Educational Change,Stakeholders,Capacity Building,Goal Orientation,Educational Planning,Educational Improvement

The framework describes how to manage complex changes to practice and policy. Research-based initiatives should drive what happens in classrooms and schools. However, new education initiatives tend to fade away mid-year or that they have mixed results. Commonly the &quot;what&quot; -- the new program or initiative -- is where leaders solely put their focus. As a result, improvement is usually anecdotal and sporadic. The Effective Implementation Framework was created to address this gap between vision and reality directly. The framework outlines the work and resources required to meaningfully change practice or policy in an organization in service of student success.
Illinois Community College Board Fiscal Year 2020 Spring Enrollment
Author: Illinois Community College Board
Date: 2020-02-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Enrollment Rate,Enrollment Trends,Enrollment,Full Time Students,Online Courses,Tables (Data)

Community colleges report opening spring term enrollment figures to the Illinois Community College Board using a brief web based survey. These figures reflect student enrollments as of the end of registration for the Spring 2020 semester--usually the 10th day of the term. Overall, compared to the same term one year ago, statewide Spring 2020 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. The Spring 2020 semester headcount was 279,771 compared to 283,146 last year (a headcount decrease of 3,375 or -1.2 percent). The latest FTE count was 152,349 compared with 154,740 a year ago (an FTE decrease of 2,391 or -1.5 percent). FTE figures reflect the total number of credit hours being taken by students divided by 15--the number of semester hours traditionally considered a full-time class load. Table 1 contains comparative statewide spring tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2016-2020. Table 2 provides a comparison of fiscal year 2016 through fiscal year 2020 spring headcount enrollments for each community college. Among the 48 community colleges, since last year headcount increases were reported at 18 colleges (1.0 percent or higher). Table 3 contains a comparison of full-time equivalent (FTE) enrollments for the same five-year period. Table 4 provides fiscal year 2016 through fiscal year 2020 spring opening enrollments (duplicated) in internet-based courses at each community college. [For the 2019 Spring Enrollment report, see ED598188.]
Prekindergarten Education Program: A Performance Comparison of Early Childhood Centers and School-Based Programs, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-01-27
Type: Reports - Research
Subjects: Preschool Education,Preschool Curriculum,Kindergarten,School Districts,Program Evaluation,Achievement Tests,Standardized Tests,Academic Achievement,Reading Achievement,Mathematics Achievement,Ethnicity,Racial Differences,Gender Differences,Economically Disadvantaged,Special Education,Limited English Speaking,At Risk Students,Outcomes of Education,Scores,Best Practices,Effect Size

The Houston Independent School District (HISD) has provided prekindergarten classes for Houston area four-year old students since the 1985-1986 academic year. The focus of the program has been beginning literacy and oral language development that support individual needs as well as the language and cultural backgrounds of children. The central feature of the program has been communication and literacy that form the basis of children's future academic success. There are two main HISD prekindergarten program models: Early Childhood Centers and school-based programs. The vision of the HISD Early Childhood Centers initiative is to serve as a model for the district by providing a comprehensive state-of-the-art preschool program. The purpose of this evaluation was to assess the impact of two HISD prekindergarten class models on students' performance on the 2012-2013 Stanford and Aprenda reading and mathematics subtests. The most notable findings of this evaluation were: (1) There were no statistically significant differences in the mean Normal Curve Equivalent (NCE) scores on both 2012-2013 kindergarten Stanford and Aprenda reading and mathematics subtests between students who attended Early Childhood Centers and their peers in school-based programs; and (2) At the student group level, the results show that the performance of Early Childhood Center students and school-based program students on both 2012-2013 kindergarten Stanford and Aprenda reading subtests were comparable in all student groups (ethnicity, gender, economically disadvantaged, special education status, limited English proficiency (LEP), and at-risk). However, the results show that the non-at-risk students who attended the Early Childhood Centers outperformed their school-based program peers on the Stanford mathematics subtest.
Prekindergarten Education Program: A Performance Comparison of the Early Childhood Centers and School-Based Programs, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-09-30
Type: Reports - Research
Subjects: Preschool Education,Program Evaluation,Child Care Centers,School Activities,School Districts,Standardized Tests,Achievement Tests,Reading Tests,Mathematics Tests,Reading Achievement,Mathematics Achievement,Scores,Ethnicity,Racial Differences,Gender Differences,Economically Disadvantaged,Special Education,Limited English Speaking,At Risk Students,Achievement Gap,Faculty Development,Best Practices,Norm Referenced Tests,Effect Size

Houston Independent School District (HISD) has provided prekindergarten classes for Houston area four-year old students since the 1985-1986 academic year. The focus of the program is on lifelong learning to enhance the physical, emotional, and social wellbeing of the whole child and provide the foundational skills required for career and college readiness. There are two main HISD prekindergarten program models: Early Childhood Centers and school-based programs. The vision of the HISD Early Childhood Centers initiative is to serve as a model for the district by providing a comprehensive state-of-the-art preschool program. The purpose of this evaluation was to assess the impact of two HISD prekindergarten class models on students' performance on the 2013-2014 Stanford and Aprenda reading and mathematics subtests. The most notable findings of this evaluation were: (1) There were no statistically significant differences in the mean Normal Curve Equivalent (NCE) scores on both 2013-2014 kindergarten Stanford and Aprenda reading and mathematics subtests between students who attended Early Childhood Centers and their peers in school-based programs; and (2) At the student group level, the results show that the performance of Early Childhood Center students and school-based program students on both 2013-2014 kindergarten Stanford and Aprenda reading subtests were comparable in all student groups (ethnicity, gender, economically disadvantaged, special education status, limited English proficiency (LEP), and at-risk).
Missouri Charter Schools and Teacher Pension Plans: How Well Do Existing Pension Plans Serve Charter and Urban Teachers?
Author: Koedel, Cory
Date: 2014-02-00
Type: Reports - Research
Subjects: Charter Schools,Retirement Benefits,Urban Schools,Rural Urban Differences,Compensation (Remuneration),Teacher Retirement,Program Costs,Program Improvement

This report examines teacher pension plans in Missouri, with a particular focus on the Kansas City and Saint Louis school districts. Missouri is unusual in that public educators are divided among three pension systems: the Kansas City Public School Retirement System (KC), which covers 3 percent of Missouri teachers; the Public School Retirement System of the City of St. Louis (STL), which covers 4 percent; and the state Public Service Retirement System (PSRS), which covers the remaining 93 percent of teachers. Kansas City and Saint Louis teachers are enrolled in Social Security, while teachers in the larger state system are not. There is no reciprocity between the systems, which means that teachers lose employer contributions if they change systems. Costs have risen sharply over the last decade in the STL and PSRS plans. They will begin rising in the KC plan in 2014. Due to additional notable features of the pension landscape for public educators in Missouri, the authors find that the maintenance of separate pension plans for Kansas City and Saint Louis teachers represents a costly barrier to school improvement that needlessly balkanizes the market for educators in the two metropolitan areas. Therefore they recommend a reform agenda for the pension plans that includes six specific elements. [For the erratum to this report, see ED603522.]
Erratum to Missouri Charter Schools and Teacher Pension Plans: How Well Do Existing Pension Plans Serve Charter and Urban Teachers?
Author: Koedel, Cory
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Charter Schools,Retirement Benefits,Urban Schools,Rural Urban Differences,Compensation (Remuneration),Teacher Retirement,Program Costs,Program Improvement

In &quot;Missouri Charter Schools and Teacher Pension Plans: How Well Do Existing Pension Plans Serve Charter and Urban Teachers?&quot; the authors stated that there is no reciprocity between the three Missouri teacher pension plans, based on their understanding that employer contributions could not transfer between plans. That statement is correct concerning the Missouri Public School Retirement System (PSRS) and the Public School Retirement System of the City of St. Louis (STL). However, since 2008 there has been in place a reciprocity agreement between PSRS and the Kansas City Public School Retirement System (KC), and since 2003 between KC and STL, both of which would permit some access to employer contributions. The purpose of this correction is to clarify how reciprocity works in Kansas City, focusing on the more empirically relevant issue of reciprocity between PSRS to KC. [For the full report, see ED603519.]
Intensifying Reading Instruction for Students with Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family-School Collaboration
Author: Roberts, Garrett J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Instruction,Attention Deficit Hyperactivity Disorder,Family School Relationship,Family Involvement,Teaching Methods,Self Management,Reflection,Peer Influence,Peer Teaching,Accountability,Homework,Cooperative Planning,Elementary Secondary Education

Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family-school collaboration. [This article was published in &quot;Beyond Behavior&quot; (EJ1246078).]
Michigan&apos;s School Funding: Crisis and Opportunity
Author: Morgan, Ivy
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Finance,State Aid,Program Evaluation,Economically Disadvantaged,Low Income Students,Poverty,Guidelines,Public Schools,Educational Equity (Finance),Finance Reform

Michigan's funding system is falling short for all students, especially Michigan's most vulnerable children. This means that students who are in most need are not receiving the funding that would allow them to overcome barriers and opportunity gaps. This report outlines a set of nonpartisan, research-informed guiding principles and a framework for policymakers, families, educators, community leaders and other stakeholders to evaluate the state's current funding system. It also analyzes Michigan's current funding system and how well it is structured to serve Michigan students, schools and districts -- particularly vulnerable student groups and high poverty schools. It also provides nonpartisan recommendations -- and guideposts -- for Michigan at a crucial time for the state's public school system. Finally, it highlights lessons learned from states around the country -- including the nation's leading states on equitable school funding -- to inform the policy conversation about school funding reform in Michigan. [This report was also produced by Michigan Achieves.]
The Effect of Nutrition and Sexual Health Education on Healthy Lifestyle Behaviors of Preservice Teacher
Author: Mertoglu, Hatice
Date: 2020-00-00
Type: Journal Articles
Subjects: Nutrition Instruction,Health Education,Life Style,Preservice Teachers,Comparative Analysis,Pretests Posttests,Science Education,Health Behavior,Student Attitudes,Measures (Individuals),Scores,Sexuality,Sex Education,Teacher Education Programs,Foreign Countries

The aim of this study was to investigate the effect of nutrition and sexual health education on healthy lifestyle behaviours of teacher candidates (HLSB). In the research, a quasi-experimental research one-group pretest-posttest design, a quantitative research method, was used. The sample of the study consisted of 60 pre-service teachers studying at the science education department of a public university. The data were gathered by Healthy Lifestyle Behaviours (HLSB) Scale-II. It was determined that the levels of healthy lifestyle behaviours of the participants in both groups were low and close to each other before intervention. According to the results of nutrition education obtained from the research, there was found a significant difference in the average scores of the HLSB scale for the intervention group. They differed significantly by subscales and the overall score of HLSB except for the &quot;Interpersonal Relations&quot; subscale. The effect of given nutrition education on students' healthy lifestyle behavior levels was found to be 'very high'. According to the results related to sexual health education, healthy lifestyle behavior levels only differed in &quot;Health Responsibility&quot; subscale. In the study, no significant difference was found between the post-test scores of the students in both the nutrition and sexual health education groups. This result is interpreted that nutrition education and sexual education are similarly effective in students' healthy lifestyle behaviors. This result shows that &quot;health education&quot; should be reconsidered in accordance with today's health understanding defined as biopsychosocial. In order for students to develop healthy lifestyle behaviors, both nutrition education and sexual health education should be given.