ethanporcaro/eric-fulltext-meta huggingface dataset:
Common Challenges in the Study of Continuity of Child Care Subsidy Participation. Methodological Brief OPRE 2012-55
Author: Davis, Elizabeth E.
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Child Care,Grants,Low Income Groups,Participation,Performance Factors,Barriers,Technical Assistance,Welfare Recipients,Welfare Services,Child Development,Definitions,Comparative Analysis,Sampling,Participant Characteristics,Evaluation Methods,Research Methodology

In this paper we discuss several key challenges encountered when conducting a study of the continuity of participation in the child care subsidy program. While many of these issues are familiar to those who have studied participation dynamics in other assistance programs, and to those familiar with survival analysis, we describe these challenges and solutions in the context of the child care subsidy program. This brief is intended to help grant reviewers, policymakers, and researchers new to the study of dynamics of subsidy participation when they plan, conduct and evaluate studies of child care subsidy participation. Ignoring these issues can lead to study results that are not comparable with other studies and may yield misleading findings. Given the importance of child care subsidies for low-income families and children, there is a need for comparable research that increases our understanding of families' experiences with child care subsidies and the influence of policy differences across states on the continuity of subsidy participation. (Contains 4 figures, 4 tables, and 14 footnotes.)[This Brief was developed by members of the Child Care Policy and Research Consortium's Child Care Subsidy.]
A Review of Recent Evaluation Efforts Associated with Programs and Policies Designed to Promote the Employment of Adults with Disabilities. Report
Author: Livermore, Gina A.
Date: 2009-02-00
Type: Reports - Evaluative
Subjects: Disabilities,Program Effectiveness,Employment,Public Agencies,Equal Opportunities (Jobs),Program Evaluation,Federal Programs,Federal Aid,Public Policy,Adults,Labor Market,Social Services,Public Health,Access to Health Care,Grants,Incentives,Veterans,Vocational Rehabilitation,Taxes,Personnel Selection,Substance Abuse,Health Services,Mental Health

Over the past several years, a number of new programs, policies, and initiatives designed to promote the employment of people with disabilities have been implemented by state and federal agencies, and are being evaluated to greater and lesser degrees. The purpose of this report is to provide a review of the recent evaluation activities being conducted for these new initiatives, as well as some existing programs that serve people with disabilities. The review is intended to provide policymakers, researchers, and others interested in efforts designed to promote the employment of people with disabilities a single source for information on the nature of the initiatives and the evaluation efforts that have been recently completed or are currently under way and the findings to date related to the effectiveness of these initiatives. This broad review is also intended to provide some evidence of the progress the authors are making. The report also suggests avenues where further efforts and progress might be warranted. Their review focuses on studies and initiatives that: (1) Represent a federally sponsored program, policy, or initiative designed specifically to improve employment of the working-age adult population with disabilities, and (2) Evaluate the effectiveness of the initiative or program (the evaluation must have been completed by 2000, or be pending implementation or completion). (Contains 7 exhibits and 54 footnotes.) [This paper was written with the assistance of Cindy Gruman and Allison Roche.]
2008 Disability Status Report: The United States
Author: Erickson, W. Lee C.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Health Insurance,Advocacy,Community Surveys,Age Differences,Socioeconomic Status,Demography,Racial Differences,Employment Level,Family Income,Poverty,Educational Attainment,Veterans,Disabilities,Equal Opportunities (Jobs),Adults

The Annual Disability Status Reports provide policy makers, disability advocates, reporters, and the public with a summary of the most recent demographic and economic statistics on the non-institutionalized population with disabilities. They contain information on the population size and disability prevalence for various demographic subpopulations, as well as statistics related to employment, earnings, household income, veterans service-connected disability and health insurance. Comparisons are made to people without disabilities and across disability types. The Status Reports primarily look at the working-age population because the employment gap between people with and without disabilities is a major focus of government programs and advocacy efforts. Employment is also a key factor in the social integration and economic self-sufficiency of working-age people with disabilities. The estimates in the 2008 Disability Status Report are based on American Community Survey (ACS) data--a US Census Bureau survey designed to replace the Decennial Census long form. In 2008 the US Census Bureau made a number of significant changes to the ACS. These changes included an entirely new set of disability questions. The estimates in these reports are based on responses from a sample of the population and may differ from actual population values because of sampling variability and other factors. As a result, differences between the estimates for two or more groups may not be statistically significant. A glossary is included. [This paper was produced and edited with the assistance of Sara VanLooy and Ali Goheer.]
2009 Disability Status Report: United States
Author: Erickson, W. Lee C.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Health Insurance,Social Integration,Advocacy,Community Surveys,Demography,Population Trends,Incidence,Employment Level,Wages,Salaries,Family Income,Veterans,Social Influences,Educational Attainment,Age Differences,Racial Differences

The Annual Disability Status Reports provide policy makers, disability advocates, reporters, and the public with a summary of the most recent demographic and economic statistics on the non-institutionalized population with disabilities. They contain information on the population size and disability prevalence for various demographic subpopulations, as well as statistics related to employment, earnings, household income, veterans' service-connected disability and health insurance. Comparisons are made to people without disabilities and across disability types. The Status Reports primarily look at the working-age population because the employment gap between people with and without disabilities is a major focus of government programs and advocacy efforts. Employment is also a key factor in the social integration and economic self-sufficiency of working-age people with disabilities. The estimates in the 2009 Disability Status Reports are based on American Community Survey (ACS) data--a US Census Bureau survey that has replaced the Decennial Census long form. The estimates in these reports are based on responses from a sample of the population and may differ from actual population values because of sampling variability and other factors. Differences observed between the estimates for two or more groups may not be statistically significant. Finally, the 2009 Disability Status Report estimates should not be compared to estimates from any reports based on ACS data collected prior to 2008. In 2008, the US Census Bureau made a number of significant changes to the ACS. These changes included an entirely new set of disability questions as described in this paper. A glossary is included. [This paper was produced with the editing  and production assistance of Sara VanLooy, Jeff Trondsen, and Joe Williams. For the 2008 edition of this report, see ED539268.]
Social Skills Training. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Interpersonal Competence,Training,Preschool Education,Preschool Children,Disabilities,Intervention,Instructional Effectiveness,Educational Research,Social Development,Emotional Development,Social Behavior,Affective Behavior,Special Education

&quot;Social skills training&quot; is not a specific curriculum, but rather a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. &quot;Social skills training&quot; can occur in both regular and special education classrooms. The What Works Clearinghouse (WWC) identified three studies of &quot;social skills training&quot; that both fall within the scope of the Early Childhood Education Interventions for Children with Disabilities topic area and meet WWC evidence standards. All three of these studies meet standards without reservations and together, they included 135 children with disabilities in early education settings in the United States. Although this report presents information about all three studies and their findings, the WWC's summary ratings of the evidence of effectiveness of the intervention are based on only two of the studies, that, together, included 103 children in their samples. The third study, which had a sample of 32 children, did not provide sufficient information to support calculation of effect sizes and statistical significance, which are used in determining the WWC's overall evidence ratings. The WWC considers the extent of evidence for &quot;social skills training&quot; on children with disabilities in early education settings to be small for two outcome domains--(a) cognition and (b) social-emotional development and behavior. &quot;Social skills training&quot; was found to have no discernible effects on cognition and positive effects on social-emotional development and behavior for children with disabilities in early education settings. Appended are: (1) Research details for Ferentino (1991); (2) Research details for Guglielmo and Tryon (2001); (3) Research details for LeBlanc and Matson (1995); (4) Outcome measures for each domain; (5) Findings included in the rating for the cognition domain; (6) Findings included in the rating for the social-emotional development and behavior domain; (7) Summary of subscale findings for the social-emotional development and behavior domain; (8) Summary of alternate contrasts for the cognition domain; and (9) Summary of alternate contrasts for the social-emotional development and behavior domain. A glossary is included. (Contains 7 tables and 12 endnotes.)
WWC Review of the Report &quot;Summer School Effects in a Randomized Field Trial&quot;. What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Summer Programs,Reading Programs,Intervention,Kindergarten,Grade 1,Elementary School Students,At Risk Students,Reading Difficulties,Alphabets,Reading Fluency,Reading Achievement,Program Effectiveness,Educational Research

The study reviewed in this report examined the impact of a summer literacy program on kindergarten and first-grade students who were at moderate risk for reading difficulties in one Pacific Northwest school district. The study took place through a limited expansion of an existing summer program for high-risk students that was modified to include moderate-risk students. Study authors randomly assigned 49 kindergarten students (25 intervention, 24 comparison) and 51 first-grade students (26 intervention, 25 comparison) identified as moderate-risk to either an intervention group that was invited to participate in the summer reading program, or a comparison group that did not receive the intervention. The final analytic sample consisted of 46 kindergarten students (24 intervention, 22 comparison) and 47 first-grade students (23 intervention, 24 comparison). The study found, and the What Works Clearinghouse (WWC) confirmed, a statistically significant positive effect of the summer school intervention on student outcomes in the fall of the implementation year for students in both kindergarten (effect size on the alphabetic assessment = 0.69) and first grade (effect size on the reading fluency assessment = 0.61). The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome Measures for each domain; and (3) Study findings for each domain. A glossary is included. (Contains 2 endnotes.)
Completing PhDs: The Perils and Enduring Promise of Deep Study
Author: Butler, Jon
Date: 2009-11-00
Type: Opinion Papers
Subjects: Time to Degree,Doctoral Programs,Student Attrition,College Admission,Higher Education,Financial Support,Critical Thinking,Integrated Activities,Student Research

What is a PhD? People answer this question too often by succumbing to the bureaucratic lure. They describe formal processes, "outcomes", time to degree, funding, training in teaching--indeed, almost everything except central intellectual attraction and personal focus of the PhD enterprise: deep study. Certainly in United States PhD programs, the peril of time to degree, PhD funding, and lax faculty attention to students confronts the promise of deep study all too fully. In this keynote speech, the author discusses three very simple numerical measures that graphically portray the dimensions of the problem: (1) time to degree; (2) attrition; and (3) admissions. [For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]
Enhancing the Student Experience through the Scholarship of Teaching and Learning
Author: Kreber, Carolin
Date: 2009-11-00
Type: Opinion Papers
Subjects: Teaching Methods,Learning Experience,Student Experience,Scholarship,Integrated Activities,Student Research,Higher Education,College Instruction,Theory Practice Relationship

In this keynote speech, the author talks a little bit in relation Brad Wuetherick's keynote presentation. Brad talked about various ways of involving students in research-type activities, or the various ways in which the student learning experience can be enhanced by involving students in research. The general theme of this conference, of course, is the integration of teaching, learning and scholarship and Wuetherick's talk was focused principally on research-based teaching, whereas the author's talk emphasises the scholarship of teaching. Ideally, of course, the two ideas, or the two ways of engaging in research-enhanced learning are interlinked. The author explores what the scholarship of teaching could be and looks at how it can be conceptualised. [For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]
Lesson Study: Researching Learning about Teaching from Research Mathematics Lessons
Author: Corcoran, Dolores
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Mathematics Achievement,Elective Courses,Foreign Countries,Mathematics Instruction,Student Teachers,Communities of Practice,Lesson Plans,Mathematics Teachers,Faculty Development,Preservice Teachers,Teaching Methods,Integrated Activities,Higher Education,College Instruction

Lesson study is a form of teacher professional development that is intrinsic to the Japanese educational system in first and second level schools and in teacher education. Lesson study has been credited with the success of Japanese pupils in international comparative tests of mathematics achievement (Stigler and Hiebert, 1999). It is gaining international credibility as a means of enhancing the scholarship of teaching and promoting mathematical achievement in diverse school cultures (Asia-Pacific Economic Cooperation Education Network, 2008). Lesson study is a deceptively simple protocol with highly textured nuances. Each lesson study cycle involves a group of teachers, working collaboratively, and hinges on the detailed preparation of a research lesson, which is taught by one of the group and observed and reviewed by others. Increasingly, lesson study is being recognised as an inherently complex site of social, situated and distributed learning (Lave and Wenger, 1991) which challenges the researcher to find new markers of how and under what conditions, participation in the practice of lesson study builds mathematics teacher capacity and translates into more successful teaching of mathematics. Two conjectures have been formulated explaining why lesson study improves teaching and inviting research into the process (Lewis, Perry and Murata, 2006). The study on which this presentation draws consisted of three tiers (Corcoran, 2008). In the third tier, a teacher development experiment was designed and implemented using lesson study on a yearlong education elective course to develop mathematics for teaching. In this presentation, the concept of &quot;communities of practice&quot; (Wenger, 1998) is used as a heuristic to examine notions of &quot;engagement,&quot; &quot;alignment&quot; and &quot;imagination&quot; in relation to learning about teaching mathematics on the part of the six student teacher participants. &quot;Accountability to the enterprise&quot; of lesson study and the development of a &quot;shared repertoire&quot; facilitated the &quot;negotiation of meaning&quot; of &quot;research lessons.&quot; (Contains 1 figure.) [For the full proceedings, &quot;Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009),&quot; see ED539248.]
Learning by Doing: Introducing Research Skills to Geography Undergraduates
Author: Moore, Niamh
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Educational Environment,Quality Control,Experiential Learning,Teaching Methods,Geography,Foreign Countries,Cartography,Research Methodology,Undergraduate Students,Geography Instruction,Integrated Activities,Program Effectiveness,Program Evaluation,Expectation,Statistical Analysis,Qualitative Research,Higher Education,Student Research,Online Surveys,College Instruction

In an increasingly competitive economy, the capacity for self-motivation, problem-solving skills and an ability to think critically are core graduate attributes. However, the capacity to create an educational environment that develops and harnesses such skills is a distinct challenge as resources become increasingly restricted. Geographical Skills and Techniques was a new module introduced in January 2009 in the second year undergraduate geography curriculum at University College Dublin (UCD), Ireland, to introduce students to a range of skills and techniques relevant to their training as geographers, drawing on the recommended skills and attributes identified by the Quality Assurance Agency (QAA) Subject Benchmark statement in the UK (QAA, 2007). The aim was to develop an awareness of, and ability to use, the range of material and approaches necessary to undertake successful geographical research in line with the strategic importance in the university of developing closer research-teaching linkages. The module was evaluated at the end of the semester through an online anonymous survey delivered using Zoomerang (http://www.zoomerang.com). The survey examined student's learning experiences generally as well as in each specific component: library skills, cartography, quantitative techniques, qualitative methods and fieldwork. This paper assesses the effectiveness of this module in developing the research capacity of the undergraduate students. It highlights the key challenges of effectively embedding this module in the geography programme both from an institutional and from a learner perspective. It concludes that for the module to be successfully continued in future years, student behaviour and expectations must be managed more effectively and greater institutional support should be provided to enhance student learning. (Contains 1 figure.) [Contributions provided by Veronica Crossa and Ruth Comerford. Support for this module was provided by the University College Dublin Fellowships in Teaching and Learning Scheme. For the full proceedings, &quot;Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009),&quot; see ED539248.]
Starting Fresh in Low-Performing Schools. Authorizing Matters. Issue Brief
Author: Kindler, David T., Ed.
Date: 2007-10-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Restructuring,Governance,Instructional Leadership,School Effectiveness,Parent School Relationship,School Community Relationship,Contracts,Institutional Autonomy,Accountability,Educational Resources,Teacher Empowerment,National Organizations

State and district school leaders across the U.S. have long sought ways to create success for children attending schools where too many have failed for far too long. A new approach to solving this old problem is called &quot;starting fresh.&quot; By beginning anew with the freedom to do things vastly different, a real opportunity is created to improve student achievement. Starting fresh is not the right tool in every circumstance, but it may be the right tool for an educator. This issue brief compiles highlights from a five-volume series called &quot;Starting Fresh in Low-Performing Schools&quot; published by the National Association of Charter School Authorizers (NACSA). &quot;Starting Fresh&quot; explains why education leaders are empowering schools to start fresh, and gives an overview of the major components of a successful start fresh strategy.