ethanporcaro/eric-fulltext-meta huggingface dataset:
Curriculum Integration. Center for School Success Promising Practices Series
Author: Imbimbo, Josephine
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Integrated Curriculum,Curriculum Development,Middle Schools,Democracy,Educational Change,High Schools,Daily Living Skills,Institutional Mission,High School Students,Middle School Students,Interdisciplinary Approach,Intellectual Disciplines,Learning Activities,Professional Development,Student Needs,Learner Engagement,Student Evaluation,Parent Participation,Educational Finance,Institutional Characteristics,Academic Achievement,State Standards,Alignment (Education),School Visitation

This publication focuses on curriculum integration. Integrative curriculum focuses on a theme or themes upon which two or more disciplines is organized. Curriculum integration has been proposed as a way of organizing the life skills, or &quot;common learnings,&quot; considered essential for citizens in a democracy. The curriculum is organized around real-life problems and issues significant to adolescents and adults, applying pertinent content and skills from various subject areas or disciplines. The goal is to reflect the interdependent real world and provide greater understanding than could be obtained by looking at the parts separately. There are three schools featured in this publication--two middle schools and a high school. Each school approached its development of integrative curriculum differently to reflect its particular instructional philosophy, school mission and capacity. [This paper was supported by The Clark Foundation.]
Block Scheduling: Center for School Success Promising Practices Series
Author: Imbimbo, Josephine
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Block Scheduling,Scheduling,Teacher Student Relationship,Educational Environment,Curriculum Design,High Schools

This publication focuses on block scheduling. Alternative scheduling models--usually called &quot;block scheduling&quot; because they involve blocks of time for student learning--restructure the school day. Schools may adopt block scheduling to create more productive and personal relationships among teachers and students, to design challenging curricula that helps students to learn concepts in depth, or to develop a more intimate and student-centered learning atmosphere. This publication describes several different alternative scheduling models and how they are implemented in three New York City schools. Appended are: (1) Some High Schools with Block Scheduling You Can Contact for More Information; (2) Additional Resources; and (3) Guide to School Visits. [This publication was supported by The Clark Foundation.]
Dual Language Instruction. Center for School Success Best Practices Series
Author: Imbimbo, Josephine
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Public Schools,Community Schools,Academic Achievement,Educational Practices,Educational Change,Educational Opportunities,Educational Innovation,Bilingual Education,Immersion Programs,Second Language Learning,Best Practices,Professional Development,Spanish,Mandarin Chinese,Language Minorities,English (Second Language),Parent Participation,Student Evaluation,Teaching Methods

The Center for School Success (CSS) at New Visions for Public Schools was founded in 1999 to document and disseminate innovative educational practices demonstrated by New Visions' schools that hold promise for increasing student achievement throughout New York City. Over the first year, CSS concentrated its initial documentation efforts on educational practices of immediate concern to educational reform, both locally and nationally. During the 2000-2001 school year, CSS documented five promising practices at 11 exemplary school sites. The success of these schools should serve as examples that New York City public schools, serving the full range of students in New York City, can work. CSS hopes to continue to identify and disseminate a broad array of practices and related materials in order to support on-going systemic efforts to reform the New York City public schools and improve the educational opportunities available to the city's schoolchildren. The schools featured in this publication are: (1) Amistad Dual Language School; (2) Cypress Hills Community School; and (3) Shuang Wen School.
Household Food Insecurity: Serious Concerns for Child Development. Social Policy Report. Volume 25, Number 3
Author: Fiese, Barbara H.
Date: 2011-00-00
Type: Collected Works - Serial
Subjects: Food,Hunger,Security (Psychology),Children,Child Development,Lunch Programs,Breakfast Programs,Nutrition,Poverty,Welfare Services,Incidence,Measurement,Physical Health,Mental Health,Academic Achievement

In 2009, 14.7% of households were food insecure at some time during the year. In other words, members of those households did not have access at all times to enough food for an active, healthy life. This is arguably the most serious nutrition-related public health problem facing the U.S. today. The serious developmental consequences of food insecurity include compromised mental and physical health and poor academic performance for children. The government's response to inadequate sources of food includes food assistance programs such as the Supplemental Nutrition Assistance Program (SNAP), the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), the National School Lunch Program (NSLP), the School Breakfast Program (SBP), and others. Alongside these public programs are numerous private food assistance programs such as those administered through the national network of Feeding America which serve as an additional safety net for families. These services are provided through food pantries, soup kitchens, and weekend feeding programs such as the BackPack Program. This "Social Policy Report" provides an overview of the measurement of food security during childhood, consequences to child development, public and private food assistance programs and their effectiveness, and recommendations to researchers and policy makers. Policy recommendations focus on addressing gaps in private and public food assistance programs, addressing persistent poverty, and the role of developmental scientists in advancing research-to-policy on the consequences of food insecurity for child development. (Contains 1 table.) [Funding for this paper was provided by the Agriculture and Food Research Initiative of the USDA National Institute of Food and Agriculture. Commentaries from Mariana Chilton, Gladys Haynes, James D. Weill and John Cook are included. Commentaries are individually referenced.]
Reclaiming the Family Table: Mealtimes and Child Health and Wellbeing. Social Policy Report. Volume 22, Number 4
Author: Fiese, Barbara H.
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Child Health,Family Environment,Well Being,Family Relationship,Television Viewing,Food,Parenting Styles,Eating Habits

While lasting only twenty minutes, on average, family mealtimes are embedded in a social, cultural, and economic context that are associated with a variety of indicators of children's health and wellbeing. Shared family mealtimes have been associated with such diverse outcomes as reduced risk for substance abuse, promotion of language development, academic achievement, and reduced risk for pediatric obesity. This social policy report provides a brief overview of current research suggesting that frequency of family mealtimes, family climate during shared mealtimes, environmental and policy influences on family food choice are related directly and indirectly with children's health and wellbeing. The report is divided into five sections. The first addresses frequency effects of shared family mealtimes and relations to child health and wellbeing indicators. The second section addresses family climate during shared family mealtimes. This section examines the role that family interaction patterns, dining in or outside the home, and the effects of having the television on during mealtimes plays in relation to child outcomes of interest. The third section addresses parents as gatekeepers of the family table. This section considers the role of food marketing and parent versus child decision making about food in relation to shared mealtimes. The fourth section examines briefly the topic of food accessibility including food insecurity and time scarcity and associated influences on family mealtimes. The final section concludes with six policy recommendations for decision makers and community opinion leaders. (Contains 3 tables.) [Commentaries from Donna B. Johnson, Dianne Neumark-Sztainer and Reed Larson are included. Commentaries are individually referenced.]
After-School Programs and Academics: Implications for Policy, Practice, and Research. Social Policy Report. Volume 22, Number 2
Author: Granger, Robert C.
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Federal Legislation,Educational Finance,Politics of Education,Academic Achievement,After School Programs,Expectation,School Districts,Program Effectiveness,Goal Orientation,Outcomes of Education,Synthesis,Program Improvement

No Child Left Behind (NCLB), with its emphasis on standards-based accountability, has put educators under considerable pressure to improve student academic outcomes. Much of the funding for after-school programs comes from education budgets and is administered by state and local education agencies. Consequently, after-school programs are often expected to incorporate academic achievement as an important goal. This focus on academic achievement is producing heated debates among after-school practitioners, policymakers, and researchers. Should after-school programs be required to have a positive impact on academic outcomes? Will such an expectation crowd out other important goals and turn after-school programs into an unappealing version of the school day? This report focuses on the growing program-evaluation literature, observational studies, and commentaries and statements of program standards by practitioners and advocates in the context of this debate. I begin by showing that after-school programs can have positive academic effects, though many do not. To understand the ingredients of an effective program, I examine empirical reviews of program evaluations, observational studies, and practitioner writings. It is clear that to be effective, programs should actively involve participants, be intentional about their goals, and focus on the interactions between youth and staff. If positive academic outcomes are one of those goals, programs may need to include specific activities that are focused on academic achievement, but the approach should build on the opportunities presented by the out-of-school setting. The report concludes by identifying some promising approaches to program improvement and arguing that research on ways to intervene to improve program effectiveness is the highest priority. (Contains 3 tables, 5 footnotes and 1 endnote.) [Commentary from Joseph A. Durlak is included. Commentary contains references.]
Prejudice Reduction in Schools: Teaching Tolerance in Schools--Lessons Learned since Brown v. Board of Education about the Development and Reduction of Children's Prejudice. Social Policy Report. Volume 21, Number 2
Author: Pfeifer, Jennifer H.
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Racial Bias,Social Class,Civil Rights,Psychologists,Cooperative Learning,Teaching Methods,Multicultural Education,Social Justice,Consciousness Raising,Court Litigation,Educational Environment,School Culture,Peer Relationship,Racial Differences,Ethnicity,Psychology,Environmental Influences,Social Cognition,Social Influences,Childhood Attitudes,Skill Development,Social Development

More than five decades after Brown v. Board of Education and four decades after the Civil Rights era, racial prejudice remains a national problem cutting across social class and culture. Although schools may seem ideal places to teach children about tolerance and harmony, there is little consensus on how to best reduce negative sentiments and behaviors toward peers of different racial or ethnic backgrounds. To understand the modest gains made by various prejudice reduction programs (each relying on different theoretical assumptions), we first review what psychologists have learned about the environmental  conditions affecting prejudice, the social-cognitive constraints supporting prejudice, and the multiple manifestations of prejudice among children since this issue gained national attention via the Brown v. Board of Education decision in 1954. We then apply these lessons learned to analyze the effectiveness and promise of three approaches: multicultural curricula, cooperative learning techniques, and anti-bias/social-cognitive skills training. In conclusion, recommendations are made about age- and context-appropriate methods to reduce prejudice in schools and future topics to address in basic research. (Contains 3 tables.) [Commentaries from Bernadette M. Hickman-Maynard, Robert L. Selman and Clark McKown are included. Commentaries are individually referenced.]
Mathematics Education for Young Children: What It Is and How to Promote It. Social Policy Report. Volume 22, Number 1
Author: Ginsburg, Herbert P.
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Mathematics Education,At Risk Students,Young Children,Mathematics Curriculum,Low Income Groups,Preschool Education,Kindergarten,Mathematics Skills,Cognitive Ability,Teacher Competencies,Teacher Education,Socioeconomic Status,Teacher Attitudes,Teacher Qualifications,Metacognition,Student Interests

Effective mathematics education for young children (approximately ages 3 to 5) seems to hold great promise for improving later achievement, particularly in low-SES students who are at risk of inferior education from preschool onwards. Yet there is limited understanding of what preschool and kindergarten mathematics education entails and what is required to implement it effectively. This paper attempts to provide insight into three topics central to understanding and improving early childhood mathematics education in the United States. First, we examine young children's mathematical abilities. Cognitive research shows that young children develop an extensive everyday mathematics and are capable of learning more and deeper mathematics than usually assumed. The second topic is the content and components of early childhood mathematics education. We show that the content of  mathematics for young children is wide-ranging (number and operations, shape, space, measurement, and pattern) and sometimes abstract. It involves processes of thinking as well as skills and rote memory. Components of early childhood mathematics education range from play to organized curriculum (several research based programs are now available) and intentional teaching. Third, we consider early childhood educators' readiness to teach mathematics. Unfortunately, the typical situation is that they are poorly trained to teach the subject, are afraid of it, feel it is not important to teach, and typically teach it badly or not at all. Finally, we conclude with policy suggestions. The most urgent need is to improve and support both pre-service and in-service teacher training. [Commentaries from Robert C. Pianta and Deborah Stipek are included. Commentaries are individually referenced.]
The Benefits and Costs of Head Start. Social Policy Report. Volume 21, Number 3
Author: Ludwig, Jens
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Disadvantaged Youth,Young Children,Program Effectiveness,Cost Effectiveness,Program Costs,Early Intervention,Social Influences,Poverty,At Risk Students

We review what is known about Head Start's impacts on children and argue that the program is likely to generate benefits to participants and society as a whole that are larger than program costs. Our conclusions differ from those in some previous reviews because we use a more appropriate standard to judge program effectiveness (benefit-cost analysis), draw on a body of new evidence for Head Start's long-term effects on early cohorts of  participating children, and discuss why common interpretations of a recent randomized experimental evaluation of Head Start's short-term impacts may be overly pessimistic. Estimating the long-term benefits of Head Start for recent participants necessarily requires a number of assumptions. But we believe there is a plausible case that short-term effects on achievement scores of 0.1 to 0.2 standard deviations might be large enough for Head Start to pass a benefit-cost test. Data from the experiment imply that Head Start enrollment--as distinct from assignment to the experimental treatment group--usually generates impacts of at least this magnitude. While, in principle, there could be more beneficial ways of deploying Head Start resources, the benefits of such changes remain uncertain and there is some downside risk. There is a growing scientific consensus that a variety of early childhood interventions generate benefits in excess of costs at current levels of spending, which suggests the value of increased spending in this area. However there remains considerable uncertainty about what form any additional investment should take. Additional government funding to support rigorous research to identify the relative strengths of Head Start and its alternatives, as well as the critical &quot;active ingredients&quot; in these programs that most effectively produce short- and long-term developmental benefits, would be a particularly high value-added activity. (Contains 1 table and 19 footnotes.) [Commentaries from W. Steven Barnett, Thomas D. Cook and Vivian C. Wong are included. Commentaries are individually referenced.]
Katrina's Children: Social Policy Considerations for Children in Disasters. Social Policy Report. Volume 21, Number 1
Author: Osofsky, Joy D.
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Health Services,Family Problems,Crisis Intervention,Self Efficacy,Mental Health Programs,Mental Health,Natural Disasters,Public Policy,Coping,Children,Child Health,Adolescents,Symptoms (Individual Disorders),Severity (of Disability),At Risk Persons,Poverty,Employment Level,Family Environment,Access to Health Care,Emergency Programs,Resilience (Psychology),Violence

Hurricane Katrina resulted in a disaster of proportions not previously known in the United States. The traumatic experiences of children and families during Hurricane Katrina, the flooding that resulted from the breach of the levees, the evacuation, and the aftermath are unprecedented. In responding to the enormous mental health needs of children post-Katrina, the Trauma Team of skilled mental health professionals from the Louisiana State University Health Sciences Center (LSUHSC) Department of Psychiatry provided crisis intervention and services. This paper discusses the work of the LSUHSC Trauma Team and provides a snapshot of the current mental health status of several thousand children and adolescents in post-Katrina New Orleans (not including those who were still displaced). Almost one half of the 4th to 12th grade students and over one quarter of younger children (based on parental report) met criteria for mental health services, based on the number and severity of their behavioral symptoms. Children who were separated from their parents or who had experienced previous trauma or loss were most likely to meet criteria. Ongoing risk relates to poverty, slowness of recovery, job loss, and family problems. Recommendations for rapid deployment of mental health services to children are provided, based on the Trauma Team's experiences. Educational efforts, school-based services, after-school care, resilience-enhancing programs, and community-building strategies are also discussed. Most important, a clearly articulated national disaster plan for children and families is urgently needed. This plan should be trauma-focused and based on developmental principles, research, and lessons learned from this and prior disasters. Knowledge gained from this disaster can aid in understanding and meeting the needs of children and families impacted by disasters, promoting resilience and self-efficacy, and providing evidence-based therapeutic services. (Contains 1 endnote.) [Commentaries from James Garbarino, Christina W. Hoven, Judith Wicks and Cheryl A. Boyce are included. Commentaries are individually referenced.]
Children in Immigrant Families: Looking to America's Future. Social Policy Report. Volume 22, Number 3
Author: Hernandez, Donald J.
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Evidence,Citizenship,Access to Education,Immigrants,Children,Minority Groups,Public Policy,Success,English (Second Language),Language Fluency,Ownership,Housing,Poverty,Economically Disadvantaged,Family Structure,Parents,Educational Attainment,Employment Level,Early Childhood Education,Literacy Education,Access to Health Care,Income

Children in immigrant families account for nearly one-in-four children in the U.S. They are the fastest growing population of children, and they are leading the nation's racial and ethnic transformation. As a consequence, baby-boomers will depend heavily for economic support during retirement on race-ethnic minorities, many of whom grew up in immigrant families. Because the current circumstances and future prospects of children in immigrant families are important not only to these children themselves, but to all Americans, this report uses data from Census 2000 to portray the lives of children with immigrant parents and highlights policy and program initiatives that will foster the future success of these children. This report begins by discussing the diverse origins and destinations of children in immigrant families. It then highlights substantial evidence that children in immigrant families have deep roots in the U.S. reflected in their own citizenship, as well as their parents' citizenship and length of residence in this country, their own and their parents' English fluency, and their family commitment to homeownership. Based on a new alternative to the official poverty measure, the report continues by discussing economic challenges confronted by many immigrant families. It also portrays additional immigrant strengths and challenges associated with family composition, parental education and employment, and access for children of immigrants to early education and the later years of schooling. Looking toward fostering a successful future for these children, the report identifies promising policy and programmatic initiatives for language and literacy training, and for assuring access to education, health, and other essential services, and it identifies immigrant-related questions that should be asked in all research studies involving children and families. [Additional funding for this paper was provided by the Center for Social and Demographic Analysis at the University at Albany. Commentaries from Ruby Takanishi, Tim Smeeding, Frosso Motti-Stefanidi and Marta Tienda are included. Commentaries are individually referenced.]
Analysis of Attitudinal Data: Dealing with &quot;Response Error&quot;
Author: McCollum, Janet
Date: 1980-04-00
Type: Reports - Descriptive
Subjects: Methods,Response Style (Tests),Social Desirability,Reliability,Error of Measurement,Questionnaires

Response error refers to the tendency to respond to items based on the perceived social desirability or undesirability of given responses. Response error can be particularly problematic when all or most of the items on a measure are extremely attractive or unattractive. The present paper proposes a method of (a) distinguishing among preferences even when all items are uniformly attractive, and (b) computing &quot;intraindividual&quot; reliability coefficients to detect and potentially delete respondents whose scores are insufficiently reliable. The method builds on the strategy of presenting items within item triads. (Contains 2 tables.)