ethanporcaro/eric-fulltext-meta huggingface dataset:
World Understanding Begins with Children. Bulletin, 1949, No. 17
Author: Goetz, Delia
Date: 1949-00-00
Type: Historical Materials
Subjects: Consciousness Raising,Elementary Schools,Cultural Pluralism,Teaching Methods,Citizenship Education,Elementary School Students,International Cooperation,Peace

A major challenge to those concerned with the guidance and training of children today is to prepare them to take their places in a world in which they will be brought into increasingly closer relationship with the peoples of other lands. More and more we are stressing the need for developing better understanding of the people to whom we are so closely drawn in time. And more and more we are coming to realize that the foundation for this understanding must be laid in childhood. It is essential that we give children experiences which will help them to become good citizens of the world. Properly developed, a study of people of other lands and other cultures should enrich children's lives and make them more appreciative of their own community as well as of the rest of the world. It should help them think clearly and judge fairly. This bulletin suggests many sources of material suitable for elementary schools and ways to use the materials, enabling teachers to interest students in other peoples and cultures. (Contains 1 footnote.) [Best copy available has been provided.]
How Children Learn about Human Rights. Bulletin, 1951, No. 9
Author: Hill, Wilhelmina
Date: 1951-00-00
Type: Historical Materials
Subjects: Civil Rights,Elementary School Students,Teaching Methods,Elementary School Teachers,Principals,Parents,Administrators,Problem Solving,Learning Experience,Story Reading,Foreign Nationals,School Visitation,Concept Formation,Student Attitudes,Childrens Literature

This particular bulletin is concerned with the concept of human rights, and the interpretation of some of these rights in the classroom, in the school, at home, and in the community. Although the discussion is directed toward the classroom teacher primarily, principals, supervisors, administrators, and parents who want children to succeed in all the activities of everyday living, should find the bulletin profitable reading. The bulletin consists of sections on how the teacher can begin with children in a study of individual rights, in such a way as to lead to an understanding of the Universal Declaration of Human Rights. The teacher understands, of course, that this bulletin deals with the Universal Declaration of Human Rights and not with the Covenant on Human Rights, which is still under consideration by the members of the United Nations. This understanding would also be made clear to children in any instructional situation which deals with these materials. Some Articles of the Declaration in which elementary school children can see relationships to their own problems are singled out for special mention. (Contains 6 footnotes.) [Best copy available has been provided.]
How Children Learn to Think. Bulletin, 1951, No. 10
Author: Blackwood, Paul E.
Date: 1951-00-00
Type: Historical Materials
Subjects: Educational History,Elementary School Students,Cognitive Development,Thinking Skills,Problem Solving,Bibliographies,Teaching Methods,Classroom Techniques,Educational Objectives,School Activities,Classroom Environment,Elementary School Curriculum,Learning Processes,Experiential Learning,Learning Activities,Group Activities,Psychological Patterns,Observation,Student Evaluation,Barriers,Class Activities

This bulletin is one of a series on the place of subjects in the elementary school curriculum. The first of the series showed how subject matter is introduced into the program in a modern school. The other bulletins in the series discuss how various skills, such as reading, creating in art, and writing are developed in the modern school program. This particular bulletin deals with how children learn to think. From several illustrations of children at work in the classroom, some principles about thinking and problem solving are identified. Children are most inclined to think when they are given an opportunity to think about how important it is to have a classroom environment in which good thinking is expected and encouraged. The examples given show how important it is to have a classroom environment in which good thinking is expected and encouraged. It is intended that persons who read this bulletin discover anew that opportunities to help children think abound in all phases of the school program. It is hoped that readers will find numerous suggestions here for using the opportunities that exist to develop good thinking habits in children. A bibliography is included. (Contains 2 footnotes.) [Best copy available has been provided.]
The UN Declaration of Human Rights: A Handbook for Teachers. Bulletin, 1951, No. 12
Author: Anderson, Howard R.
Date: 1951-00-00
Type: Historical Materials
Subjects: High School Students,Secondary School Teachers,Civil Rights,Treaties,Teaching Guides,Teaching Methods,Freedom,International Organizations

The Universal Declaration of Human Rights was approved by the General Assembly of the United Nations in Paris, December 10, 1948. The vote was 48 to 0, but 8 countries abstained from voting. The Declaration is a statement of principles approved a common standard of achievement for all peoples and all nations. It is not a treaty and therefore imposes no legal obligations. Indeed the ideals embodied in the Declaration are far in advance of actual practice in many parts of the world. The Declaration is a challenge to all mankind to promote world-wide respect for human rights and fundamental freedoms. The United States actively supported the approval of the Declaration of Human Rights in the General Assembly in Paris. An International Covenant on Human Rights has been developed in the United Nations. This is a draft treaty and deals with certain of the basic civil and political rights embodied in the Declaration. This Covenant will be submitted to individual countries for ratification and will become legally binding on the countries which ratify it. The Covenant has not yet been considered by the Senate of the United States. The purpose of this bulletin is to clarify the meaning of the Declaration so that it may be understood by high-school students. The Declaration contains many principles already accepted in this country. [Best copy available has been provided.]
Correctional Education: Assessing the Status of Prison Programs and Information Needs
Author: Klein, Steven
Date: 2004-02-00
Type: Reports - Research
Subjects: Educationally Disadvantaged,Correctional Education,Illiteracy,Correctional Institutions,Institutionalized Persons,Adults,Access to Education,Program Effectiveness,Trend Analysis,Student Characteristics,At Risk Persons,Educational Attainment,Participation,Outcomes of Education,Recidivism,School Personnel,Costs

The most educationally disadvantaged population in the United States resides in our nation's prisons. Incarcerated adults have among the lowest academic skill levels and highest disability and illiteracy rates of any segment of our society--factors that likely contributed to their imprisonment. Upon completing their sentence, most inmates re-enter society no more skilled than when they left. Frustrated by a lack of marketable skills, burdened with a criminal record and released without transitional services or supports, many return to illegal activities. Not surprisingly, statistics show that more than three-quarters of prisoners are recidivists caught in a cycle of catch-and-release. Drawing on existing federal data sources, this report presents indicators on the scale and effectiveness of correctional education programs offered in federal and state prisons. Documenting trends in inmate access to instructional programs, the characteristics of participants and the outcomes of program participants, each indicator is intended to provide readers with an understanding of the status of correctional education programs today and the context in which they are evolving. As will become evident, detailed data on program performance are often missing. Moreover, due to the timing of federal survey efforts, indicators contained in this report--which are based on the most current data available--describe conditions that were in some cases last evaluated in 1997. As a consequence, little is known about how recent economic conditions, which have caused many states to cut back services, have affected the availability of correctional education programs. The answer to obtaining more meaningful data involves reconsidering the substance and organization of federal data collections, as well as identifying alternative sources of program data. Accordingly, each indicator closes with a summary of the type of information that is needed to assess the operation of correctional education programs. The report concludes with recommendations for improving the overall scope and reliability of correctional education program data. In particular, it calls for harnessing state-level correctional data, typically collected on an annual basis for administrative purposes, to provide a level of richness and description of program-specific characteristics that are beyond what is feasible using national survey approaches. (Contains 15 tables, 9 figures and 9 footnotes.)
Social Media in School Emergency Management: Using New Media Technology to Improve Emergency Management Communications
Author: Stephens, Kim
Date: 2011-08-08
Type: Reports - Descriptive
Subjects: Interpersonal Relationship,Communications,Emergency Programs,Social Networks,Internet,Computer Mediated Communication,Information Technology,Web Sites,Prevention,School Safety,School Policy

Social Media is the use of social networking sites, messaging sites, texting, and other web-based or mobile technologies to support social interaction. Facebook is by far the most widely used social networking site. Twitter is by far the most widely used messaging site. The goals of this presentation are: (1) To provide an understanding of the "benefits" and "challenges" associated with employing Social Media technologies in school emergency management; (2) Present steps on how to integrate these new communication tools into a school district's current emergency management communications plans, policies and procedures; and (3) To illustrate promising practices in utilizing Social Media during all four phases of emergency management: (a) Prevention and Mitigation; (b) Preparedness; (c) Response; and (d) Recovery. This presentation contains the following sections: (1) What is Social Media?; (2) Should schools engage in Social Media?; (3) Considerations for: (a) Goals and objectives; (b) Policies and issues; (c) Resources necessary; and (4) Description of Social Media tools and how to use them.
Resource Allocation and Performance Management in Charter Schools: Connections to Student Success. Research Brief
Author: Wong, Kenneth K.
Date: 2010-10-00
Type: Reports - Research
Subjects: Academic Achievement,Charter Schools,Program Effectiveness,Resource Allocation,School Choice,Educational Change,Researchers,Performance Based Assessment,Personnel Management,School Effectiveness,Comparative Analysis,Accountability,Data,Instructional Effectiveness,Discipline,Cooperation,Educational Assessment,Correlation,Statistical Analysis,Educational Finance

A consensus is emerging among researchers who study charter schools that general conclusions about whether or not charter schools nationally perform better than traditional public schools are difficult to achieve (Buddin &amp; Zimmer, 2005). Rather than asking, &quot;Are charter schools working?&quot; the better questions to ask might be, &quot;Which charter schools are effective and which are not?&quot; and &quot;What explains the differences between the two?&quot; In an attempt to address these questions, the current study focused on one unique charter school--the Chicago International Charter School (Chicago International or CICS). Chicago International is unique both for its academic successes and its management structure. The study sought to better understand CICS performance at both the systemwide and campus levels, focusing specifically on (1) resource allocation decisions by CICS-contracted education management organizations (EMOs) and (2) CICS management practices to hold these EMOs accountable. The study was made possible through a partnership between Chicago International and researchers from the National Center on School Choice, which allowed for examination of student-level achievement data as well as annual audit data collected from 2003 through 2006 for CICS campuses. The central research question of the study, which focused on Grades K-8, was: &quot;To what extent can fiscal and operational decision-making processes used by Chicago International and its partner EMOs explain CICS student success?&quot; Key findings include: (1) Student achievement and EMO spending could not be linked; (2) The success of Chicago International can be attributed to a mission-driven approach to education that focuses on high-quality instruction, insistence on a disciplined environment, and ongoing performance evaluation; and (3) Collaborative processes with EMOs and the clear delineation of duties between EMOs and the CICs central office also contribute to CICs success. (Contains 3 footnotes.) [This brief summarizes a paper that was prepared for the National  Center on School Choice Conference held in October 2009.]
How Do Principals Respond to Charter School Competition? Research Brief
Author: Cannata, Marisa
Date: 2011-04-00
Type: Reports - Research
Subjects: Charter Schools,Competition,School Choice,Leadership,Principals,Magnet Schools,Private Schools,Proximity,Public Schools,Outcomes of Education,Academic Achievement,Teacher Recruitment,Teacher Persistence,Academic Persistence,School Holding Power,Administrator Attitudes,Behavior Change,School Administration

The current study from the National Center on School Choice contributes to the research by exploring the factors that affect principals' perceptions of charter school competition and the extent to which their leadership behavior may change in response. Central research questions of the study were: (1) How do principals perceive the competition produced by charter schools, and how do their perceptions vary among private, magnet, and traditional public schools?; (2) What factors affect principals' perceptions of charter competition?; and (3) What is the relationship between charter competition and principals' leadership behavior? The study relied on a matched convenience sample of schools and their principals. The final sample comprised 101 traditional public schools, 22 magnet schools, and 15 private schools. Key findings include: (1) Principals perceived little competition from charter schools affecting either their financial resources or their recruitment of teachers and students; (2) When a school has more charter schools in close proximity, principals perceived a more negative effect of charter schools on their ability to attract and retain teachers and students; and (3) Principals' perception of charter school competition was not related to the ways they spend their time. (Contains 2 footnotes.) [This brief summarizes a chapter in Berends, M., Cannata, M.,  & Goldring, E. B. (Eds.). (2011). "School choice and school improvement." Cambridge, MA: Harvard Education Press.]
Charter School Effects in an Urban School District: An Analysis of Student Achievement Gains in Indianapolis. Research Brief
Author: Nicotera, Anna
Date: 2010-09-00
Type: Reports - Research
Subjects: Academic Achievement,Mathematics Achievement,Reading Achievement,Charter Schools,Program Effectiveness,Achievement Gains,Recognition (Achievement),School Choice,Urban Schools,Researchers,School Districts,Educational Change,Capacity Building

The current study aimed to reach a deeper understanding of the effects of charter schools by examining student achievement in one unique setting--Indianapolis. Although the charter school initiative in Indianapolis has received national recognition for its innovations, entrepreneurial leaders, and capacity to build local support (Skinner, 2007), there has been little systematic evidence regarding the impact of charter schools on student outcomes. Researchers from the National Center on School Choice examined the impact of attending charter schools on students who switched from traditional public schools to one of the charter schools authorized by the Indianapolis mayor's office. The study relied on student achievement data collected by the Northwest Evaluation Association (NWEA) for the 2002-03 through 2005-06 school years in Indianapolis' charter and traditional public schools. A student fixed-effects model was utilized to limit selection bias. Central research questions of this study were: (1) What impact do charter schools authorized by the Indianapolis mayor's office have on student achievement?; and (2) What policy lessons can be learned from these charter schools? Researchers hypothesized that although students may experience an initial loss in achievement levels when transitioning to a charter school, over time their achievement gains will be larger than the gains they experienced while attending traditional public schools. Researchers also hypothesized that because of the levels of support and autonomy charter schools have been given in Indianapolis, students of these charter schools will make greater gains in mathematics and reading achievement than when they attended traditional public schools. Key findings include: (1) Students who switched to Indianapolis charter schools experienced significant gains in mathematics achievement; and (2) Several factors came together may have contributed to positive effects on student achievement, including support from key players for charter reform and independent authorization of the charter schools by the mayor's office. (Contains 3 footnotes.)
Taking Charge of Choice: How Charter School Policy Contexts Matter. Research Brief
Author: Smrekar, Claire
Date: 2011-01-00
Type: Reports - Research
Subjects: Accountability,Charter Schools,Stakeholders,Governance,Elementary Secondary Education,Educational Change,Boards of Education,School Policy,Urban Schools,Legislators,Context Effect,Advocacy,Interviews,Public Officials,Achievement Gap

Against the backdrop of urban school politics, in which mayors play increasingly powerful and pivotal roles, the current study examines the origins and implications of mayoral control of charter school authorization and accountability in Indianapolis (see Henig &amp; Rich, 2004; Wong &amp; Shen, 2007). In contrast to analyses of mayoral takeovers of urban elementary education in cities such as Philadelphia, Chicago, and Baltimore, the study focuses on the advocacy coalitions and policy streams that made Indianapolis the first--and only--city with independent mayoral control over charter school authorization and accountability (see Bulkley, 2007; Kingdon, 1995; Orr, 1999; Sabatier &amp; Jenkins-Smith, 1999; Shipps, 2006). The central research question of the study is: How (and why) did the policy landscape change to secure passage of the Indiana charter school law? To address this question, the author conducted more than 30 in-depth interviews with key stakeholders (e.g., charter and non-charter school leaders, school board members, business leaders, teachers union representatives, education foundation officers, former mayors of Indianapolis, and state legislators) involved in Indiana charter school law adoption and implementation. In addition, myriad documents were analyzed for descriptive evidence of the nature of governing coalitions and their members' educational and political values related to charter school policy. Key findings include: (1) The capacity to change the direction of education policy in Indianapolis was constituted by a public demonstration of collective action, trust among different institutions, and investment from partners external to the formal governance structures in the city; and (2) Civic capacity in Indianapolis coalesced measurably following charter school policy implementation and the establishment of the Mayor's Office of Charter Schools. (Contains 1 footnote.) [This brief summarizes a paper that was prepared for the National Center on School Choice Conference held in October 2009.]
Leadership Practices and School Choice. Research Brief
Author: Cravens, Xiu
Date: 2011-06-00
Type: Reports - Research
Subjects: Charter Schools,School Choice,Principals,Instructional Leadership,Magnet Schools,Private Schools,Researchers,Comparative Analysis,Public Schools,Surveys,Response Rates (Questionnaires),School Administration,Administrator Role,Time Management

As part of a larger study on school choice, researchers at the National Center on School Choice examined variation in leadership practices across school types, relying on a convenience matched sample of schools that included charter, magnet, private, and traditional public schools. A total of 284 schools agreed to participate in the study--116 charter, 33 magnet, 17 private, and 118 traditional public schools. Among the charter schools, 59 are independently operated; 35 are reported to be operated or affiliated with a larger management organization that has a multistate presence; 9 are mission-driven to serve special student populations, such as those with learning disabilities; and 13 have some affiliation--for example, with a local performing arts center or a local community college--but not at a national scale or with a special population focus. Principal surveys were collected from 248 schools, yielding the following response rates: 91 percent from charter schools, 67 percent from magnet schools, 100 percent from private schools, and 87 percent from traditional public schools. The study took a twofold approach to examine the leadership practices of school principals across school choice types and traditional public schools. First, researchers examined principal practices among school types in terms of challenges, role focus, and time spent on core leadership tasks. Second, they probed the two types of charter school structures--independent and those affiliated with a management organization--to examine the association between differences related to type and principal instructional leadership. Central questions of the study were: (1) Do principals from different school types report different levels and types of leadership challenges?; (2) Do principals from different school types report differences in their leadership practices?; and (3) For charter school principals, are leadership challenges and practices, especially instructional leadership, associated with school management structures? Key findings include: (1) Principals from choice schools face similar levels and types of leadership challenges; (2) The role focus of choice school principals was not significantly different compared with traditional public school principals; (3) How principals use their time was similar across school types; and (4) Differences were found between affiliated and nonaffiliated charter schools. (Contains 2 footnotes.)