ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relative Effects of Chronological Age on Hispanic Students' School Readiness and Grade 2 Academic Achievement
Author: Furlong, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: School Readiness,Age,Low Income,Mathematics Achievement,Academic Achievement,Kindergarten,Grade 2,Early Experience,Hispanic American Students,Preschool Education,Gender Differences,Profiles,Measures (Individuals),English (Second Language),Language Arts,Second Language Learning,Regression (Statistics),Correlation

This study examined the relations of age, preschool experience, and gender with children's school readiness levels at kindergarten entry. The sample included 5,512 children of predominantly Hispanic heritage and from families experiencing low socioeconomic circumstances. A series of between-subjects ANOVAs indicated that age (&quot;Eta&quot;[superscript 2] 0.019 to 0.043), preschool experience (&quot;Eta&quot;[superscript 2] 0.104 to 0.204), and gender (&quot;Eta&quot;[superscript 2] 0.015 to 0.022) were significantly related to children's school readiness as measured by the Kindergarten Student Entrance Profile (KSEP). Logistic regression examined the unique contribution of these variables to predict students' academic achievement at the end of Grade 2 with a subsample of 980 students. The strongest achievement predictor was school readiness--the odds of students rated in the top 25% on the KSEP having proficient or advanced scores on the English Language Arts portion of the California Standards Test at the end of Grade 2 were 4.51 greater than the odds of students rated in the bottom 75% on the KSEP having proficient or advanced scores. Similar results were found for students' achievement in mathematics. The key findings of this study showed that formal preschool experiences play an important role in preparing children of Hispanic descent and who live in households experiencing low income for kindergarten entry. However, children's readiness at entry into kindergarten was more strongly related to later academic achievement than age at kindergarten entry and preschool experience. (Contains 1 figure and 3 tables.)
A Summary and Synthesis of Contemporary Empirical Evidence regarding the Effects of the Drug Abuse Resistance Education Program (D.A.R.E.)
Author: Singh, Renee D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Drug Education,Prevention,Drug Abuse,Drug Use,Program Effectiveness,Synthesis,Meta Analysis,Literature Reviews,School Psychology,Outcomes of Education,Program Descriptions,Educational Change,Youth Problems,Youth Programs,Change Strategies

The prevention of drug abuse is an especially salient topic for school psychologists and other educational professionals. Schools are the primary setting for providing education and information aimed at the prevention of drug abuse. Previous meta-analyses (Ennett, et al., 1994; West & O'Neal, 2004) indicate that one of the nation's most popular drug prevention programs, the Drug Abuse Resistance Education program (D.A.R.E.), was not effective in reducing illicit drug use among youths. In 2003, D.A.R.E. was modified in an attempt to make it more effective. The purpose of this review is to summarize and synthesize the contemporary empirical evidence, which includes six studies focusing on the old D.A.R.E. and one study focusing on the new D.A.R.E., regarding outcomes associated with the modified D.A.R.E. program. Recent studies offer mixed evidence regarding the effectiveness of the new D.A.R.E curriculum, thus, further systematic investigation is warranted to better understand student outcomes associated with the new D.A.R.E curriculum. This information is particularly valuable for school psychologists, administrators, and other education professionals responsible for identifying empirically supported programs for use in schools. (Contains 2 tables.)
School Psychologists Working with Native American Youth: Training, Competence, and Needs
Author: Robinson-Zanartu, Carol
Date: 2011-00-00
Type: Journal Articles
Subjects: American Indians,School Psychologists,School Psychology,Counselor Training,Competence,Youth Programs,Counselor Attitudes,Counselor Performance,Counseling Services,Counseling Techniques,Indigenous Knowledge,Indigenous Populations,Multicultural Education,Cultural Awareness,National Surveys,Educational Needs

Despite growing emphases on multicultural competence, Native American youth remain tremendously underserved by schools: low achievement, high dropout rates, and over-identification for special education persist. The authors analyzed responses of 403 school psychologists to a national survey regarding their competence gained in training, in current practice, and that needed for effective work with Native Americans. Respondents reported significant underpreparation in training and inadequate preparation for competent practice. Both ethnicity and length of experience with the population yielded significant differences in perceived levels of competence. (Contains 6 tables.)
A Bilingual (English and Spanish) Psychoeducational Assessment MODEL Grounded in Cattell-Horn Carroll (CHC) Theory: A Cross Battery Approach
Author: Olvera, Pedro
Date: 2011-00-00
Type: Journal Articles
Subjects: School Psychologists,Learning Disabilities,Second Language Learning,Bilingualism,Psychoeducational Methods,Federal Legislation,Evaluation,Response to Intervention,Intervention,English (Second Language),Spanish,English

The Individual with Disabilities Education Act mandates nondiscriminatory assessment for children who are culturally and linguistically diverse. Because of the overrepresentation of English Language Learners (ELL) in special education programs in the United States, the focus of this article is the psychoeducational assessment of Spanish- and English-speaking children who are classified as ELL. This article presents a bilingual assessment model that incorporates Cattell-Horn Carroll (CHC) based instruments. The premise of this model is that a learning disability is manifested in L1 (primary language) and L2 (secondary language). The writers present cognitive assessments that are available in English, Spanish, and nonverbal modalities that utilize CHC as the underlying theory. By incorporating these assessments, the school psychologist is in a better position to analyze L1 and L2 assessment data and gain a clearer understanding of strengths and weaknesses and provide linguistically appropriate interventions. (Contains 5 figures and 3 tables.)
Creating Lasting Behavioral Change through the Generalization Analysis Worksheet
Author: Brady, John
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Modification,Criticism,Generalization,Probability,Researchers,Worksheets,Behavior Change,Intervention,Social Behavior

The goal of any behavioral program is to facilitate lasting change. A significant criticism of behavioral programs is that they work in the clinical setting but do not generalize once the clinical program is stopped. The authors suggest that behavioral programs often do not generalize because clinicians fail to plan for generalization to occur (Maag, 2004). A technology for planning and facilitating generalization has been in existence since the 1970's (Stokes and Baer, 1977, Stokes and Osnes, 1986 and Stokes and Osnes, 1989). The authors have created a form to prompt clinicians and researchers to systematically plan for generalization as part of their behavioral programming. A case study is given to demonstrate how the form can be used to increase the probability of behavioral changes transferring to other settings and maintaining over time. The Generalization Analysis Worksheet is designed to assure that clinicians and researchers program for generalization as part of any behavioral program they design. If the technology suggested by Stokes and Baer, 1977, Stokes and Osnes, 1986 and Stokes and Osnes, 1989 is routinely programmed into behavioral programs, behaviorists may finally be able to answer the criticism that behavioral programs do not generalize. (Contains 1 figure.)
Aid, Development, and Education
Author: Klees, Steven J.
Date: 2010-00-00
Type: Information Analyses
Subjects: Foreign Countries,Developing Nations,Poverty,Economically Disadvantaged,Economic Development,Evaluation,Experiments,Intervention,Political Attitudes

The world faces pervasive poverty and inequality. Hundreds of billions of dollars in international aid have been given or loaned to developing countries though bilateral and multilateral mechanisms, at least, ostensibly, in order to do something about these problems. Has such aid helped? Debates around this question have been ongoing for decades, perhaps intensifying in recent years. This should not be a surprise. It is far from straightforward to even determine how to investigate the question. In the author's review of the literature on aid and development, five recent books stood out as repeatedly discussed and referenced. These are: (1) Thomas Dichter's &quot;Despite Good Intentions: Why Development Assistance to the Third World Has Failed&quot;; (2) William Easterly's &quot;The White Man's Burden: Why the West's Efforts to Aid the Rest Have Done so Much Ill and So Little Good&quot;; (3) Dambisa Moyo's &quot;Dead Aid: Why Aid is Not Working and How There is a Better Way for Africa&quot;; (4) Roger Riddell's &quot;Does Foreign Aid Really Work?&quot;; and (5) David Ellerman's &quot;Helping People Help Themselves: From the World Bank to an Alternative Philosophy of Development Assistance.&quot; In this article, Klees briefly examines each of these works, trying to provide a sense of each author's argument in his or her own words. The first three books mostly offer neoliberal perspectives, while the last two come from more liberal and progressive perspectives. The author follows this examination with a discussion of their views and concludes with his own views on aid and development, including implications for education. (Contains 23 endnotes.)
The Ignorant Donor: A Radical Reimagination of International Aid, Development, and Education
Author: Brehm, William C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Expertise,Economic Progress,Educational Change,Political Attitudes,Economic Development,Global Approach,Models

The logic behind international aid to development has typically centered on economics. Notwithstanding the variation in focus--from macroeconomic monetary and trade policies, to economic wealth programs aimed at creating jobs, to supply- and demand-side reforms--the central discourse on international aid has been dominated by a political economist's viewpoint. Steven Klees' article, "Aid, Development, and Education" continues to use an economic perspective by challenging some of the neoliberal economic assumptions made within the development industry since the 1970s. He offers a refreshing progressive alternative to the dominant neoliberal agenda and its institutions. His initial question--has such aid helped?--has a clear answer in all of the literature he reviews: no, aid has not been as effective as it could have been. But his call for a "new architecture" of international development derives from "old" foundations, reinforcing the established pillars of the economic development continuum--neoliberal, liberal, and progressive. Will a progressive development architecture produce a different outcome than that of (neo)liberalism without rebuilding the philosophical foundations of international aid? Is a reimagination of international aid along radically new philosophical lines possible? If so, what would it look like? As the development industry is becoming increasingly institutionalized as a science, business, and fashion--after all, anyone can now become development "experts"--these authors would like to challenge the very foundation on which the contemporary development architecture rests. Turning to an 18th-century French teacher named Joseph Jacotot, who attempted (albeit unsuccessfully) to reconceptualize education as an "intellectual emancipation" by implicating teacher expertise in perpetuating inequality, the authors ponder the possibility of a radical reimagination of international aid along similar lines. Instead of reinforcing the edifice of Western development expertise (seeking better "best practices," identifying more efficient development methods, or mobilizing additional resources for international aid), perhaps what is really needed is an "ignorant donor"--a donor who enters the development scene without the baggage of international aid politics and the concerns of economic progress; who assumes an equality of intelligence in all stakeholders; and who sees empowerment, participation, and education as the ends in the process of international (and national) aid. (Contains 5 endnotes.)
Improving Aid Effectiveness or Transforming the Global Capitalist System
Author: Ginsburg, Mark
Date: 2010-00-00
Type: Journal Articles
Subjects: Economic Progress,Poverty,Quality of Life,Ideology,Criticism,Politics of Education,Developed Nations,Developing Nations,Political Attitudes,Economic Development,Models,Civil Rights,Global Approach

In the introduction to his article, "Aid, Development, and Education," Klees (2010) poses the question, has the "hundreds of billions of dollars in international aid... loaned to [or otherwise targeted to "assist"] developing countries through bilateral and multilateral mechanisms... helped?" He then posits the question to be "too complicated to be well specified" for empirical study, in part because "there are a myriad of interactive factors that affect poverty and economic growth besides aid" and "international aid serves many [other] purposes." After reviewing a set of recent books on aid (Dichter, 2003; Easterly, 2008; Moyo, 2009; Riddell, 2007) framed mainly by authors subscribing to a neoliberal capitalist perspective, Klees concludes by stating that "the best anyone can say is that the situation could have been a lot worse than it is now without aid." Ironically, though, this conclusion may apply to: (1) the quality of life for all human beings; and/or (2) the compensatory legitimation of the world economic system and national political economies. This author basically agrees with Klees' analysis of the issues and his critical review of these assessments of aid. However, Ginsburg takes the critique further and promotes a more radical--and, in his view, more humane--agenda for change. To begin with, he problematizes "development" much more than Klees does. Although the question Klees posed is framed around the term "aid," he appropriately includes the term "development" in the title of his article, given that most of the focus is on overseas or foreign development assistance. Klees does reference Frank's (1967) critical analysis of the global economic system, but refrains from naming the system, let alone calling for a transformation of global "capitalist" relations. Instead, his argument could be (mis)interpreted as claiming that "poverty and inequality" result from--and are being reproduced by--neoliberalism. Ginsburg shares Klees' critique of neoliberalism, but emphasizes that it is only one of several ideologies (and associated policies and actions) which, historically, have been marshaled (with some success) to mobilize support for and demobilize opposition to the world capitalist system. Thus, in this author's opinion, one needs to be very careful in using the term "development," given that its meaning has been captured within a capitalist framework. One might want to try to rescue the term by referencing social democratic, socialist, eco-feminist, or sustainable, human rights-based development, but perhaps it is better to focus one's attention and energies on transforming the unjust "capitalist" world system. (Contains 11 endnotes.)
The Aid Debate: Beyond the Liberal/Conservative Divide
Author: Kamat, Sangeeta
Date: 2010-00-00
Type: Journal Articles
Subjects: Politics of Education,Political Attitudes,Economic Development,Models,Developing Nations,Group Behavior,Social Change,Social Systems,Policy Analysis

Recent works that assess whether development has been well-served, or served at all, by international aid, are overwhelmingly pessimistic in their assessment and in favor of the market as the antidote to international aid (Klees, 2010). The author finds that Steve Klees' essay focuses on the neoliberal and liberal frameworks that represent the mainstream view on aid, but offers very little elaboration of the progressive perspective that Klees endorses. In this article, the author extricates the progressive perspective (as defined by Klees) from its premature burial and elaborates on progressive analysis on the future of aid and development. This is done by first parsing the very category of &quot;progressive&quot; and contending that its typical usage within U.S. political discourse obfuscates rather than clarifies political analysis. Building on this point, this author argues that the ways in which the &quot;progressive&quot; perspective is circumscribed in Klees' essay and within general U.S. political debate rules out Left critiques of international aid and the alternatives proposed from within this framework. Finally, Kamat outlines some recent policy actions and people's struggles in different parts of the Third World that illustrate a Left perspective on aid and development quite distinct from the liberal progressive critiques that are on the table thus far. (Contains 10 endnotes.)
Paradoxes and Prospects: Moving beyond the Study of Foreign Aid
Author: Mundy, Karen
Date: 2010-00-00
Type: Journal Articles
Subjects: Research,Agenda Setting,Foreign Policy,International Relations,Comparative Education,Governance,Global Education,Public Policy

In his article, "Aid, Development, and Education," Steve Klees tells two stories about foreign aid. The first is that foreign aid does not "work" to alleviate world poverty, no matter whether one takes a neo-Marxist or liberal approach to understanding it. Aid is more about self-interest and geopolitics than anything else--at best it is a form of compensatory legitimation practiced by the world's richest governments to put a band-aid on inequality. At the same time, Klees tells that aid is not "all bad." It has a progressive and transformative component. If reformed, and revamped, it can serve the common good. More money, provided directly to the poor, getting rid of the World Bank, focusing on key priorities, changing the role of research in the aid regime, and increasing forms of democratic participation and collective agenda setting are all parts of Klees' remedy. In this response, the author raises two questions: (1) How can critical scholars have it both ways? That is to say, how can development assistance be both a key instrument of unequal social relations and part of a progressive solution?; and (2) What is missing from Klees' diagnosis of the aid regime and his prescriptions for aid reform? (Contains 1 endnote.)
Towards a Progressive View of Aid, Development, and Education
Author: Klees, Steven J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Debate,Models,Social Systems,Economic Development,Economic Climate,Economic Factors,Critical Theory

While there are areas of disagreement in the responses to this author's earlier article [Klees, "Aid, Development, and Education," "Current Issues in Comparative Education," v13(1) 7-28 2010], he finds that the disagreements are much less important than the commonalities. He tries to detail both in this reply, but he focuses on how he and his respondents share what he calls a progressive perspective--even though none of his respondents choose that particular label to describe their point of view. The meaning of a progressive perspective necessarily reflects a struggle over theory and praxis. It is constantly being formed and re-formed. The debate in this issue is part of that struggle. (Contains 3 endnotes.)
Integrating an Aging Student Population into Higher Education--Challenges for Evidence-Based Policy in Europe
Author: Orr, Dominic
Date: 2010-00-00
Type: Journal Articles
Subjects: Evidence,Higher Education,Adult Students,Skilled Workers,Educational Change,Foreign Countries,Educational Policy,Public Policy,Access to Education,Comparative Analysis,Comparative Education,Change Strategies,Labor Needs,Nontraditional Students,Nontraditional Education,Age Differences,Student Characteristics,Research Reports,Data Analysis

Both demographic developments and the need for highly skilled workers have led to renewed efforts to widen access to higher education in Europe. This means looking beyond the traditional clientele of university education in terms of routes into higher education, age, and centrality of studies. Attracting and catering to this more comprehensive group entails rethinking study programs and study environment for a more heterogeneous student body. So where are we now on these issues and where can we expect to be in the next decade? This is a question being raised within the framework of the Europe-wide Bologna Process for higher education reform. On the basis of data sets being used for analysis within this reform program, a comparison of the situation in selected European countries will be presented. It will be shown that some countries are better placed to deal with the growing number of adult learners than others. (Contains 2 notes, 3 tables and 6 figures.)
Career Goals in High School: Do Students Know What It Takes to Reach Them and Does It Matter?
Author: Frenette, Marc
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Career Choice,Career Counseling,Career Development,Student Educational Objectives,Job Analysis,Educational Attainment,Occupational Aspiration,Employment Qualifications,Job Skills,Graduate Surveys,High School Graduates,Work Attitudes

Do students know the level of education required to achieve their career objectives? Is this information related to their education pathways? To address these questions, I compare high school students' perceptions of the level of education they will require for the job they intend to hold at age 30, with the level required according to professional job analysts. About three out of four students intending to work in a job requiring a university degree know the level of education that is required to obtain the job. Moreover, students who know that a university degree is required are more likely to attend university. Finally, higher university attendance rates are observed when students learn earlier (rather than later), that a university degree is required for their intended job. (Contains 4 notes, 7 tables and 1 figure.)
Immigrant Parents' Investments in Their Children's Post-Secondary Education
Author: Sweet, Robert
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Planning,Foreign Countries,Immigrants,Migrant Children,Migrant Education,Parent Financial Contribution,Family Income,Family Financial Resources,Family Characteristics,Comparative Analysis,Predictor Variables,Multiple Regression Analysis,Socioeconomic Status,Parent Participation,Academic Achievement,Postsecondary Education,Investment

This paper examines relationships between the resources available to immigrant families and the amount parents are willing and able to save for their children's post-secondary education (PSE). We use data from Statistics Canada's 2002 Survey of Approaches to Educational Planning to compare immigrant and native-born PSE saving. The results indicate that income and asset wealth constrain PSE savings in some immigrant families. However, immigrants share with non-immigrants a set of parenting beliefs and practices that encourage both groups to invest in their children's educational futures. (Contains 3 notes and 2 tables.)