ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanding Learning Time in Schools: Considering the Challenges of Implementation and the Potential Impact
Author: Farbman, David
Date: 2012-00-00
Type: Journal Articles
Subjects: Extended School Year,Extended School Day,Disadvantaged Youth,Student Needs,Program Implementation,Educational Quality,Costs,Educational Finance,Outcomes of Education,Futures (of Society),Educational Trends,Educational Research,Research Needs

Considering the broader context of school reform that is seeking education strategies that might deliver substantial impact, this article examines four questions related to the policy and practice of expanding learning time: (a) Why do educators find the standard American school calendar insufficient to meet students' educational needs, especially those of disadvantaged students? (b) How do educators implement a longer day and/or year, addressing concerns about both educational quality and costs? (c) What does research report about outcomes of expanding time in schools? and (d) What are the future prospects for increasing the number of expanded-time schools? The paper examines these questions by considering research, policy, and practice at the national level and, throughout, by drawing upon additional evidence from Massachusetts, one of the leading states in the expanded-time movement. In considering the latter two questions, the article explores the knowns and unknowns related to expanded learning time and offers suggestions for further research.
Comparing Campus Discipline Rates: A Multivariate Approach for Identifying Schools with Significantly Different than Expected Exclusionary Discipline Rates
Author: Booth, Eric A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Behavior,Educational Environment,Secondary School Students,Discipline,Suspension,Expulsion,Behavior Modification,Juvenile Justice,Intervention,Racial Differences,Ethnicity,Gender Differences,Disadvantaged Youth,Limited English Speaking,Immigrants,Disabilities,Pregnancy,At Risk Students,Academically Gifted,Vocational Education,Academic Achievement,Institutional Characteristics,Geographic Location

Campus behavior management is important for ensuring classroom order and promoting positive academic outcomes. Previous studies have shown the importance of individual student and campus personnel characteristics and campus context for explaining campus discipline rates (e.g., rates of suspension and expulsion). Assessing campus discipline rates, while controlling for these individual and campus characteristics, is important for the monitoring, evaluation, and intervention role of policymakers as well as state and federal level education agencies. Systems or metrics exist that measure other student outcomes (i.e., academic performance) with controls for individual and campus characteristics, but none exist that monitor these differences for discipline rates across campuses. In this paper, we use a multivariate model to analyze a longitudinal, statewide dataset for all secondary students in Texas from 2000 to 2008 in order to examine how campus discipline rates differ across schools with statistically similar students, teachers, and campus characteristics. The findings are important for understanding that some schools with similar characteristics have significantly different exclusionary discipline rates, and they are important for informing policy and agency level decision-making. The methodology described can easily be used by monitoring agencies as well as local school districts.
Solvitur Ambulando: It Is Solved by Walking
Author: Dickerson, Megan
Date: 2013-00-00
Type: Journal Articles
Subjects: Playgrounds,Play,Physical Activities,Decision Making,Community Change,Child Safety,History,Urban Planning,Child Development,Neighborhoods

Though a significant portion of the conversation around &quot;play provision&quot; focuses on the quality and availability of community playgrounds, the majority of children's play occurs in transitional spaces: sidewalks and other spaces not designed for children but used by children daily. This Perspective from the Field briefly reviews the late 19th century roots of the American playground and argues that though a focus on playground provision may draw attention to the importance of safe play spaces, a focus on playgrounds alone is limiting. Given playgrounds' historical rootings, the omnipresent KFC (Kit, Fence and Carpet) playground begins to seem a bit outdated -- steamships in places where we now need kayaks in order to navigate complex, interconnected waterways. Professionals in the world of &quot;play provision&quot; would do better to focus our energies on safe walking paths to school rather than solely on the development of play spaces. If adults who make planning decisions begin to see children's play as dispersed and omnipresent and allow children to develop a form of territoriality, appropriation, and personalization of space through mobility and autonomous play in public and semipublic places, the benefits could be significant on a mega-scale of community change.
Trends in Child Health Insurance Coverage: A Local Perspective
Author: Raphael, Jean L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Child Health,Health Insurance,Trend Analysis,Low Income Groups,Ethnic Groups,Access to Health Care,Eligibility,Minority Group Children,Children

Background: Over the past decade, the percentage of Americans with access to employer-sponsored insurance (ESI) has declined. Dependents, specifically children, are the most likely to bear the burden of lost coverage. Objectives: The objectives of this study were to 1) describe trends in children's health insurance taking into account the heterogeneity across different sub-populations and 2) assess the associations between individual, local (offers of ESI), and supply side (proximity to safety net hospitals) characteristics and children's health insurance. Methods: We analyzed locally collected survey data for children living in the 12 counties of greater Houston, Texas (years 2003, 2006, 2008, 2011). For each year, telephone interviews were conducted with caregivers through random digit dialing. Among households with at least one employed caregiver (N=2,508), we performed an adjusted multinomial logistic regression analysis to evaluate the odds of being publicly insured or uninsured, with the option for ESI and proximity to a public hospital as primary independent variables. Results: Low-income and racial/ethnic minority children experienced the largest increases in coverage through public insurance. Children in households without the option for ESI had higher odds (Odds ratio 10.87, 95% confidence interval 7.31-16.17) of being publicly insured or uninsured (Odds ratio 9.50, 95% confidence interval 6.14-14.70) compared to those in households with the option for ESI. Proximity to a public hospital was not associated with being uninsured. Conclusions: As the availability of ESI has declined, public insurance has acted as a safety net for low-income and minority children. While access to free care plays an important role, it may not substitute for insurance coverage.
Report from the Field: The Results of a Community Needs Assessment for Parent Education in Houston, Texas
Author: Correa, Nancy P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Needs Assessment,Parent Education,Community Needs,Educational Needs,Evidence Based Practice,Urban Areas,Access to Education

Introduction: An evolving body of research has demonstrated that parent education has a positive impact on children, parents, and the community. CHILDREN AT RISK conducted a needs assessment of parent support programs in Houston, Texas to determine if there was perceived need and community support for a community-wide approach to evidence-based parent education. Setting: The needs assessment was conducted by a research and advocacy non-profit that had the support of academic advisors in Houston, Texas. Methodology: The needs assessment included 70 key informant interviews, 3 focus groups, data collection, a literature review, and a participating stakeholder survey from 28 organizations. Findings: Less than 1% of parents have access to evidence-based parent education in Houston, Texas despite a perceived need and a willingness from community organizations to make evidence-based parenting support programs more available to parents. Conclusion: Conducting a rigorous needs assessment in conjunction with building partnerships and a coalition is a successful strategy to develop and move forward with recommendations that are supported by research and the community.
The Need for School-Based Teen Dating Violence Prevention
Author: Temple, Jeff R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Dating (Social),Violence,Prevention,Adolescents,Middle School Students,High School Students,Suburban Schools,Teacher Attitudes,School Personnel,Attitude Measures,School Policy,Discipline

Schools have several competing demands, and often suffer from inefficient access to needed resources. Thus, the addition of any program into an already overtaxed school system must be met with convincing evidence that 1) a need or problem exists and is relevant to the education of students, 2) the problem is amenable to change, and 3) addressing the problem is in the best interest of educators and students. The purpose of the present paper is to present a case for inclusion of teen dating violence prevention programs in middle and high schools. We also discuss a recent survey of 219 employees of a suburban school district in southeast Texas. Specifically, we examined their perceived need for and appropriateness of a school-based dating violence prevention program. The anonymous internet-based survey revealed that a majority of participants believed that teen dating violence was a problem, 19% reported having observed an instance of teen dating violence, and 82% believed school to be an appropriate outlet for the implementation of a dating violence prevention program.
Evidence-Based Home Visitation Programs Work to Put Children First
Author: Weise, Cheryl L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Home Visits,Low Income Groups,Mothers,Parents,Nurses,Family Programs,Home Programs,Child Abuse,Prevention

When low-income women become parents for the first time, they often need support, education and encouragement to be the best parent they can be. They truly want to succeed. Desire, unfortunately, is not enough. These women are usually most open to health care assistance, parenting tools, and a therapeutic relationship with a community health worker who provides in-home services. The best partnership for a therapeutic relationship is between a new mother and a nurse. Efficient home visitation programs can save lives and taxpayer dollars. Nurse-Family Partnership pairs an experienced bachelor of science in nursing (BSN) registered nurse (RN) with a first-time low-income mother from pregnancy until her baby turns two years old. Without quality support the lives of our most vulnerable citizens can be in jeopardy.
Addressing the Challenges of Child and Family Homelessness
Author: Tobin, Kerri
Date: 2013-00-00
Type: Journal Articles
Subjects: Homeless People,Children,Public Policy,Social Services,Physical Health,Academic Achievement,Nutrition,Mental Health,Diseases,Family (Sociological Unit),Emotional Disturbances,Mental Disorders,Poverty,Cognitive Development,Child Development,Financial Support,Transportation,Job Training,Child Care,Housing,Parenting Skills,Health Insurance,Consciousness Raising

Homeless children in families comprise the fastest-growing group of homeless persons in the United States. Indeed, the American Academy of Pediatrics considers homelessness to be an issue with which pediatricians should be concerned. In this article, we review existing literature to provide a background for researchers, policymakers, and social service providers hoping to understand the phenomenon of child and family homelessness and various strategies used to address it. We begin with a definition and description of the population of homeless families with children. We then offer a broad consideration of the effects of child and family homelessness, from physical health problems like malnutrition and increased incidence of infection to emotional and academic impacts. We end with a platform of policies and other action steps for addressing the problems of homelessness for children and their families.
The Comprehensive Assessment of Leadership for Learning: A Next Generation Formative Evaluation and Feedback System
Author: Kelley, Carolyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Administrator Evaluation,Formative Evaluation,Feedback (Response),Best Practices,Instructional Leadership,Middle Schools,High Schools,Accountability,Transformational Leadership,Educational Legislation,Federal Legislation,Online Surveys,Design

Recent developments in federal policy have prompted the creation of state evaluation frameworks for principals and teachers that hold educators accountable for effective practices and student outcomes. These changes have created a demand for formative evaluation instruments that reflect current accountability pressures and can be used by schools to focus school improvement and leadership development efforts. The Comprehensive Assessment of Leadership for Learning (CALL) is a next generation, 360-degree on-line assessment and feedback system that reflect best practices in feedback design. Some unique characteristics of CALL include a focus on: leadership distributed throughout the school rather than as carried out by an individual leader; assessment of leadership tasks rather than perceptions of leadership practice; a focus on larger complex systems of middle and high school; and transparency of assessment design. This paper describes research contributing to the design and validation of the CALL survey instrument.
Commercial Sexual Exploitation and Missing Children in the Coastal Region of Sao Paulo State, Brazil
Author: Gattás, Gilka Jorge Figaro
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Crime,Sexual Abuse,Children,Adolescents,Sexuality,Child Abuse,At Risk Persons,Police,Victims of Crime,Nongovernmental Organizations

The commercial sexual exploitation of children (CSEC) has emerged as one of the world's most heinous crimes. The problem affects millions of children worldwide and no country or community is fully immune from its effects. This paper reports first generation research of the relationship that exists between CSEC and the phenomenon of missing children living in and around the coastal regions of the state of Sao Paulo, Brazil, the country's richest State. Data are reported from interviews and case records of 64 children and adolescents, who were receiving care through a major youth serving non-governmental organization (NGO) located in the coastal city of Sao Vicente. Also, data about missing children and adolescents were collected from Police Reports -- a total of 858 Police Reports. In Brazil, prostitution is not a crime itself, however, the exploitation of prostitution is a crime. Therefore, the police have no information about children or adolescents in this situation, they only have information about the clients and exploiters. Thus, this investigation sought to accomplish two objectives: (1) to establish the relationship between missing and sexual exploited children; and (2) to sensitize police and child-serving authorities in both the governmental and nongovernmental sectors to the nature, extent, and seriousness of many unrecognized cases of CSEC and missing children that come to their attention. The observed results indicated that the missing children police report are significantly underestimated. They do not represent the number of children that run away and/or are involved in commercial sexual exploitation.
Alternative Strategies for Identifying High-Performing Charter Schools in Texas
Author: Taylor, Lori L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Charter Schools,High Achievement,Identification,Educational Policy,Disadvantaged,Access to Education,School Effectiveness,Institutional Evaluation,Comparative Analysis,Institutional Characteristics,Accountability,Open Enrollment,Student Characteristics,Expenditure per Student,Teacher Characteristics,Elementary Schools,Middle Schools,High Schools

The Obama administration's recurring policy emphasis on high-performing charter schools begs the obvious question: how do you identify a high-performing charter school? That is a crucially important policy question because any evaluation strategy that incorrectly identifies charter school performance could have negative effects on the economically and/or academically disadvantaged students who frequently attend charter schools. If low-performing schools are mislabeled and allowed to persist or encouraged to expand, then students may be harmed directly. If high-performing schools are driven from the market by misinformation, then students will lose access to programs and services that can make a difference in their lives. Most of the scholarly analysis to date has focused on comparing the performance of students in charter schools to that of similar students in traditional public schools (TPS). By design, that research measures charter school performance only in relative terms. Charter schools that outperform similarly situated, but low performing, TPSs have positive effects, even if the charter schools are mediocre in an absolute sense. This analysis describes strategies for identifying high-performing charter schools by comparing charter schools with one another. We begin by describing salient characteristics of Texas charter schools. We follow that discussion with a look at how other researchers across the country have compared charter school effectiveness with TPS effectiveness. We then present several metrics that can be used to identify high-performing charter schools. Those metrics are not mutually exclusive--one could easily justify using multiple measures to evaluate school effectiveness--but they are also not equally informative. If the goal is to measure the contributions that schools are making to student knowledge and skills, then a value-added approach like the ones highlighted in this report is clearly superior to a levels-based approach like that taken under the current accountability system.
Strengthening Parental Engagement in Low-Income Latino Communities
Author: Edegger, Livia
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Participation,Low Income,Family Programs,Civil Rights,Hispanic Americans,Parent School Relationship,Hispanic American Students,Leadership Training,School Districts,Academic Achievement,Advocacy,Disadvantaged Schools,Program Descriptions,Elementary Secondary Education

Avenue Community Development Corporation (Avenue CDC) saw the necessity of increasing parent engagement while fostering leadership development in Houston's Northside community. The primary goals of Avenue CDC's Family Leadership Program are to actively engage parents in their children's education at all grade levels and foster strong relationships between parents, teachers, administrators and the district at large through establishing a dedicated parent leadership team in the community. We aim at providing each school with an opportunity to engage parents through a proven organizing method developed by Local Initiatives Support Corporation (LISC) Houston and Avenue CDC, and parents with a chance to learn how to navigate the school system, monitor their children's academic development, contribute to the schools' activities and events, and ultimately advocate for the educational rights of children growing up in the neighborhood.
A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education
Author: Filiz, Sevil
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Teaching Methods,Homework,Video Technology,Technology Uses in Education,Educational Technology,College Students,Foreign Countries

Teaching foreign languages via flipped classrooms, in which the typical elements of a course are reversed, has been a popular pedagogy recently as the modern digital technology is flourishing unprecedentedly. The aim of this study is to review a selected sample of 50 studies on flipped classroom instruction in foreign language education published from 2014 to 2018 in Turkey and abroad. A content analysis was conducted for each study in terms of study years, study types, study locations, foreign languages taught, language skills taught, research methods, sampling, data tools, data analysis procedure and variables through a 'Research Classification Form'. Results showed that studies were done mostly as articles in 2016 in 14 countries mostly in Turkey using quantitative research designs commonly. In these studies, flipped classroom instruction was implemented for teaching all skills of English as a foreign language. Samples generally consisted of higher education students with lower than 50 as a sample size. In these studies, as quantitative data collection tools, achievement tests were utilized and as for analysis procedures, mean and standard deviation were used predominantly. Additionally, the variables of Attitudes towards Foreign Language Lessons, Academic Performance, Perceptions, and Writing Performance were frequently researched. The findings obtained from this study are expected to contribute to future studies conducted on flipped classrooms in foreign language teaching.
Computerizing Social-Emotional Assessment for School Readiness: First Steps toward an Assessment Battery for Early Childhood Settings
Author: Denham, Susanne A.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Readiness,Emotional Development,Social Development,Evaluation Methods,Computer Assisted Testing,Early Childhood Education,Student Evaluation,Self Control,Interpersonal Competence,Student Adjustment,Affective Behavior,Decision Making,Problem Solving

The transition into formal schooling is a crucial foundation that can set children on a cycle of success or failure in both academic and social domains. A child's abilities to express healthy emotions, understand emotions of self and others, regulate emotion, attention, and behavior, make good decisions regarding social problems, and engage in a range of prosocial behaviors, all work together to promote a successful school experience. However, many children have deficits in these skills by school entry, and educators lack the requisite tools to identify, track and assess skills these children need to learn. Thus, because social-emotional learning (SEL) is so crucial, assessment tools to pinpoint children's skills and progress are vitally necessary. Previous work by the authors and other researchers has led to the development of strong assessment tools; however, these tools are often developed solely for research use, not practitioner application. In the following, using our assessment battery as an example, we will discuss the steps necessary to adapt SEL assessment for computer-based administration and optimal utility in early childhood education programs.