ethanporcaro/eric-fulltext-meta huggingface dataset:
Restraint and Seclusion: Resource Document
Author: Department of Education (ED)
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Discipline Policy,Barriers,Social Isolation,Public Agencies,Federal Legislation,Punishment,Student Rights,School Policy,State Policy,Board of Education Policy,Federal Government,Hearings,Legal Responsibility,Educational Principles,Administrative Principles,Intervention,Child Safety,School Safety,Educational Environment

The first responsibility of education leaders must be to ensure that schools foster learning in a safe and healthy environment for all of our children, teachers, and staff. To support schools in fulfilling that responsibility, the U.S. Department of Education has developed this document that describes 15 principles for States, school districts, schools, parents, and other stakeholders to consider when developing or revising policies and procedures on the use of restraint and seclusion. These principles stress that every effort should be made to prevent the need for the use of restraint and seclusion and that any behavioral intervention must be consistent with the child's rights to be treated with dignity and to be free from abuse. The principles make clear that restraint or seclusion should never be used except in situations where a child's behavior poses imminent danger of serious physical harm to self or others, and restraint and seclusion should be avoided to the greatest extent possible without endangering the safety of students and staff. The goal in presenting these principles is to help ensure that all schools and learning environments are safe for all children and adults. As many reports have documented, the use of restraint and seclusion can have very serious consequences, including, most tragically, death. Furthermore, there continues to be no evidence that using restraint or seclusion is effective in reducing the occurrence of the problem behaviors that frequently precipitate the use of such techniques. Schools must do everything possible to ensure all children can learn, develop, and participate in instructional programs that promote high levels of academic achievement. This document includes: (1) A revised summary of restraint and exclusion statutes, regulations, policies and guidance, by State; and (2) Resource document resources with annotations.
Budget of the U.S. Government, Fiscal Year 2013
Author: White House, Office of Management and Budget (OMB)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Federal Government,Budgets,Federal Legislation,Presidents,Budgeting,Economic Factors,Public Agencies,Economic Development,Debt (Financial),Expenditures,National Security,Taxes,Federal Aid,Retirement Benefits,Health Insurance,Insurance,Unemployment,Mining

&quot;Budget of the United States Government, Fiscal Year 2013&quot; contains the Budget Message of the President, information on the President's priorities, budget overviews organized by agency, and summary tables. The 2013 Budget contains a number of steps to put the country on a fiscally sustainable path. First, this Budget implements the tight discretionary spending caps that President Obama signed into law in the Budget Control Act of 2011. Second, it begins the process of implementing the President's new defense strategy that reconfigures the country's force to meet the challenges of the coming decade. Third, President Obama reiterates his opposition to permanently extending the Bush tax cuts for families making more than $250,000 a year and his opposition to a more generous estate tax than the country had in 2009 benefiting only the very largest estates. Finally, to address other looming, long-term challenges to the country's fiscal health, the President has put forward a wide range of mandatory savings. These include reductions in agricultural subsidies, changes in Federal employee retirement and health benefits, reforms to the unemployment insurance system and the Postal Service, and new efforts to provide a better return to taxpayers from mineral development.
Issue Brief: Supporting Student Achievement through Sound Behavior Management Practices in Schools and Juvenile Justice Facilities--A Spotlight on Positive Behavioral Interventions and Supports (PBIS)
Author: Read, Nicholas
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Positive Behavior Supports,Juvenile Justice,Emotional Disturbances,Behavior Problems,Student Behavior,Discipline,Prevention,Outcomes of Treatment,At Risk Students,Evidence Based Practice

Many students across the Nation struggle with emotional and behavioral problems that may lead them to act out in ways that school administrators and teachers might not understand or be prepared to respond to effectively. In today's era of highstakes testing, zero-tolerance discipline measures, and shrinking school and district budgets, there is an incentive to remove problem students from the classroom rather than devote the time and resources necessary to address the underlying causes of the behavior. These punitive disciplinary practices negatively affect the academic performance and achievement of students with behavioral problems by temporarily removing them from needed classroom instruction time. This brief provides an overview of the link between student behavior and traditional discipline responses by schools, and how both affect academic achievement. In light of these connections, the brief asserts that supportive behavior management practices are critical to helping youth achieve academic success while in school and preventing the unnecessary justice system involvement that results from punitive and exclusionary school discipline practices. The brief also makes the case that supportive behavior management can also make a difference for youth already in the justice system; it highlights the success of Positive Behavior Interventions and Supports (PBIS), which many juvenile justice settings have adapted and adopted based on its success in traditional community schools.
A Review of Commonly-Used State Employment Measures in Intellectual and Developmental Disability Services. Policy Research Brief. Volume 22, Number 1
Author: Nord, Derek
Date: 2012-12-00
Type: Reports - Research
Subjects: Developmental Disabilities,Intellectual Disability,State Standards,Information Sources,Definitions,Access to Information,Employment Potential,Related Services (Special Education),Outcome Measures,Classification

This &quot;Policy Research Brief&quot; summarizes publicly-available data sources that provide information about the employment of people with intellectual and developmental disabilities. It provides important information about these data sources, including their purposes, key definitions, and where to access the public data. Using these data sources, a state-by-state comparison of employment outcomes is conducted to provide readers with a picture of the employment landscape for people with intellectual and developmental disabilities. Finally, a discussion about how the data can be used, and the limitations of the data, is provided.
Learning Support for Students with Learning Difficulties in India and Australia: Similarities and Differences
Author: Thomas, Grace
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Problems,Elementary Schools,Foreign Countries,Accessibility (for Disabled),Educational Finance,Comparative Analysis,Comparative Education,Educational Principles,Questionnaires,Administrator Attitudes,Teacher Attitudes,Special Education Teachers,Related Services (Special Education),Institutional Characteristics,Educational Resources

In Australia, principles of inclusivity and access are explicit in education policies and are actively supported by government funding. In India, with a vast and diversely managed array of schools, limited resources and an absence of public funding, it cannot be assumed that official principles of access and equity apply. This small-scale study of five English-medium independent primary schools in Bangalore, India and five independent primary schools in Adelaide, Australia highlights the importance of context to practice when providing support for children who have learning difficulties (LD). Findings showed that in the Indian schools, segregation was the norm. Funding for students with disabilities was charity-based and the recognition of learning support was minimal. In the Australian schools, inclusion was the norm. The demand for services was high and efforts at accommodation were constrained by funding criteria. In both contexts, definition of need and the quality of teaching were significant issues. (Contains 1 table and 1 figure.)
Beyond a Discourse of Deficit: The Meaning of Silence in the International Classroom
Author: Yates, Lynda
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Novices,Language Proficiency,Foreign Students,Student Attitudes,Classroom Techniques,Classroom Communication,Cultural Differences,Cultural Influences,Educational Philosophy,English Language Learners,Learner Engagement,Language Role,Self Concept Measures

English language proficiency and entry standards have dominated discussion of why many international students from Asia appear to be reluctant contributors in Australian university classrooms, a reticence that is usually understood to result from difficulty in forming and expressing their ideas in English. This paper draws on a qualitative investigation into the perspectives of ten Vietnamese postgraduate coursework students. The findings suggest that, while language factors are important, an orientation to Vietnamese communicative cultures favouring discretion over conjecture for novices plays a significant role. Differences between the cultures of learning in Vietnam and Australia and the philosophies that underpin them are also crucial. We argue that measures to counteract apparent passivity in class should therefore be tackled at the level of teaching philosophy and involve explicit discussion of the patterns of interaction that are valued in the classroom and why. The implications for both staff and student training are discussed. (Contains 1 table.)
Mindful Teaching: Laying the Dharma Foundations for Buddhist Education in Australia
Author: Rhea, Zane Ma
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Philosophy,Foreign Countries,Buddhism,School Culture,World Views,Beliefs,Teacher Background,Conflict of Interest,Educational Practices,Educational Methods,Curriculum Development,Parochial Schools,Conflict Resolution

This paper reports on research conducted in the first mainstream school in Australia being guided by Buddhist philosophy. It focuses on a group of teachers, examining the impact of Buddhism on their teaching, exploring the challenge for them of bringing together their professional knowledge with Buddhist worldview. The major conclusion is that the school philosophy demands &quot;mindful teaching&quot; through a confluence of elements that have direct impact on teachers: its pioneering school status and its conflict management practices that focus on self-responsibility and compassionate communication for creating a peaceful, mindful school culture of belonging; and, that these foundational elements required the teachers to be adaptive and willing to develop their understanding of Buddhism, and allow its influence into their professional practice, for example, their pedagogical approach and the development of curriculum materials. (Contains 7 footnotes.)
&quot;Student Teaching Abroad Will Help You Get a Job&quot;: Exploring Administrator Perceptions of International Experiences for Preservice Teachers
Author: Shiveley, James M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Personnel Selection,Student Teaching,Preservice Teachers,Administrator Attitudes,Foreign Workers,Work Experience,Teacher Recruitment,Personnel Policy,Questionnaires,Interviews,Followup Studies,Influences,Educational Practices,Technology Transfer

Given the purported benefits pre-service teachers can gain from international experiences, we chose to conduct a qualitative case-study to explore the extent to which these experiences influenced the hiring decisions of local school administrators. We collected data using questionnaires and follow-up interviews and found that in many instances international experiences did influence hiring decisions. Yet, these influences were conditional, based on transferability to future classrooms, content area, and the location of the international experience. Implications of this study include the need to reexamine broad presumptive benefits attached to international experiences and instead inquire into the promises and challenges accorded to particular experiences.
Obstacles to Change in Teacher Education in Trinidad and Tobago
Author: Steinbach, Marilyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Curriculum Development,Foreign Countries,Educational Change,Schools of Education,Teacher Education Programs,Change Strategies,Organizational Change,Barriers,Performance Factors,Educational Policy,Educational History,Traditionalism,Ideology,Political Influences

This article describes part of a transition process in teacher education in Trinidad and Tobago. After assisting the University of Trinidad and Tobago (UTT) in the development of a four-year Bachelor of Education program that replaced the previous system of two-year in-service training at Teachers College, I describe the contested, complex process of reform in the teacher education system in Trinidad and Tobago. Three major obstacles blocking this transition process were: traditions within the society; an underlying neo-colonialist and hierarchical mentality; and, political circumstances. A neo-colonialist theoretical framework is used to analyse the obstacles to curriculum change in the context of Trinidad and Tobago.
Entrepreneurial Training Project in China: Retraining Laid-Off Workers
Author: Wang, Bingxin
Date: 2012-00-00
Type: Journal Articles
Subjects: Retraining,Vocational Education,Foreign Countries,Global Approach,Economic Progress,Job Layoff,Program Descriptions,Job Training,Entrepreneurship,Business,Financial Support

Despite the tremendous economic progress made by the Chinese economy, averaging a nine percent growth per year, one section of the community remains outside the economic boom. As state-owned enterprises (SOEs) restructure into more efficient organisations able to compete in the global economy, the plight of workers within these enterprises has become a pressing issue. No longer able to depend on a job for life, these workers present challenges for local governments. One initiative proposed by the International Labour Organisation called the Start Your Own Business (SYB) Program has been identified as a way to retrain laid-off workers, xiagang. By focussing on one city in China, this paper analyses some of the key issues associated with this program. Using anecdotal evidence from workers who have undergone the retraining, the paper has identified at least three areas of concern for workers participating in the SYB retraining program. Access to seed funding, the implementation of knowledge and skills into practice, and furthering support and guidance in market analysis remain issues for the continued success of this program.
A Qualitative Inquiry on Teachers&apos; Concerns about Decentralization and Privatization in One School in Guatemala
Author: Hayes, Michael T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Countries,Privatization,Teacher Attitudes,Rural Areas,Elementary School Teachers,Administrative Organization,Educational Policy,Federal Government,Global Approach,Neoliberalism,Interviews,Teacher Strikes,Educational Change,Cultural Context,Public Schools,Administrator Attitudes,Local Government,Government Role

In this paper we describe a qualitative research project conducted at a public elementary school in a rural community in Guatemala. From analysis of interviews with teachers and the school administrator, we found that a key concern of participants was how they viewed the increasingly problematic relationship between their local educational processes, federal government policies and the broader forces of globalisation. To understand these issues, we employ a theoretical framework that draws from the, often competing, assumptions of global neoliberalism and the capability approach. The teachers interviewed for the project suggest that the Guatemalan government was attempting to implement a program of educational privatization that was incommensurate with the needs and interests of their daily lives as teachers in a small rural community. We argue that the issues and problems raised by the teachers are not only indicative of local or even Guatemalan national issues but illustrate global educational concerns and their incumbent problems.
Assessing Hong Kong&apos;s Blueprint for Internationalising Higher Education
Author: Skidmore, David
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Language Role,English (Second Language),Sino Tibetan Languages,Mandarin Chinese,Higher Education,Educational Change,Educational Planning,Advisory Committees,Educational Finance,Student Recruitment,Study Abroad,Language of Instruction,Language Usage,Evaluation,Curriculum

This paper provides a critical assessment of the key recommendations for internationalising higher education in Hong Kong issued by the University Grants Committee in December 2010. Key topics include the rationale for internationalisation, the process by which internationalisation will be carried out, the proposal that Hong Kong aspire to become a regional &quot;education hub,&quot; the roles of English, Cantonese and Putongua in instruction and the impact of internationalisation on curriculum reform and student learning. In general, the report represents a missed opportunity to provide clear and compelling guidance to the university sector in Hong Kong regarding internationalisation.
Mission Statement Possible: International Schools and Cosmopolitanism
Author: Hayden, Matthew J.
Date: 2012-00-00
Type: Journal Articles
Subjects: International Schools,Institutional Mission,Cultural Awareness,Emotional Development,Student Attitudes,Institutional Characteristics,Classification,Educational Philosophy,Prosocial Behavior,Content Analysis,School Catalogs,Foreign Countries,Intellectual Development,Cultural Pluralism,Cognitive Development,Academic Achievement,Holistic Approach,Global Education

Cosmopolitanism has recently received increased interest and representation in educational discourse and theory. Given the global and international emphases in cosmopolitanism, international schools might provide some clues and illustrations of cosmopolitanism influence in schooling. The way an international school articulates its purpose can provide insight into the general discourse about international schools and what each thinks its purpose is, real or imagined. Thus, the mission statements of sixty-seven international schools were analysed to measure the extent to which these schools articulated purposes consistent with dominant typologies and characteristics of cosmopolitanism. The data shows that while international schools show a dominant predilection toward cognitive and academic development, they also contain a significant number of cosmopolitan characteristics and an orientation toward the development of attitudes and emotional development that aid in intercultural understanding and cosmopolitan ways of being.
A School Council&apos;s Experience with School Improvement: A Saskatchewan Case Study
Author: Preston, Jane P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Improvement,Foreign Countries,Semi Structured Interviews,Teacher Attitudes,Case Studies,Qualitative Research,Social Capital,Social Theories,Trust (Psychology),School Community Relationship,Parent School Relationship,Administrator Attitudes,Advisory Committees,School Councils

Based on a qualitative case study conducted within one Saskatchewan (Canada) rural community, the purpose of this article is to describe the challenges a school council faced when supporting a school improvement plan. The primary data for the study were 35 semi-structured individual interviews conducted with school council members, teachers, and community members. Findings indicated that the school council policy, which mandated that its members assist in the development and promotion of a Learning Improvement Plan, was mismatched with what the participants viewed as valuable forms of community involvement in school. Analysis through social capital theory spotlighted an inverse link between supporting the Ministry of Education's goals and developing trust within volunteer groups. A core implication of the study is that promoting local forms of community involvement in school nurtures beneficial, nonthreatening relationships between the school and parent/community members.
Assessing College Student Interest in Math and/or Computer Science in a Cross-National Sample Using Classification and Regression Trees
Author: Kitsantas, Anastasia
Date: 2012-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Computer Science,Mathematics,Student Interests,Foreign Countries,Prediction,Classification,Regression (Statistics),Coping,Self Efficacy,College Students,Social Influences,Family Influence,Parent Aspiration,Mentors,Role Models,Questionnaires,Measures (Individuals),Grade Point Average

The purpose of this exploratory study was to assess the relative importance of a number of variables in predicting students' interest in math and/or computer science. Classification and regression trees (CART) were employed in the analysis of survey data collected from 276 college students enrolled in two U.S. and Greek universities. The results revealed that American students reporting high levels of barrier coping self-efficacy tended to show more interest in these fields. American students, however, with low barrier coping self-efficacy, low social or family influences, and low levels of self-efficacy for learning showed the least interest in math and/or computer science. In Greek students, the highest interest in math and/or computer science was observed among those whose parents had high expectations, expressed high barrier coping self-efficacy, and found mathematics to be useful. Overall, lower parental expectations and limited access to role models or mentors decreased their interest in these fields of study. Educational implications are discussed.
Using AMLO to Improve the Quality of Teacher Education Outcomes
Author: Al-Shammari, Zaid
Date: 2012-09-00
Type: Journal Articles
Subjects: Outcomes of Education,Models,Teacher Education,Educational Quality,Curriculum Development,Student Educational Objectives,Females,Teacher Education Programs,Introductory Courses,Education Courses,Foreign Countries

This study aims to find ways to improve learning outcomes in teacher education courses by using an Analysis Model for Learning Outcomes (AMLO). It addresses the improvement of the quality of teacher education by analyzing learning outcomes and implementing curriculum modifications related to specific learning objectives and their effects on student learning and achievement. The learning outcome data of two groups of female students enrolled in an education course were analyzed for comparison. The results indicated significant improvements in learning outcomes for the second group after curriculum modifications were implemented. These results highlight the importance of analyzing learning outcomes for quality improvement in teacher education. This paper discusses some of the benefits of using AMLO in teacher education and other disciplines, and provides recommendations for faculty members, administrations, and researchers.