ethanporcaro/eric-fulltext-meta huggingface dataset:
CEI-PEA Alert, Fall 2005
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Urban Schools,Public Schools,Accountability,Academic Achievement,Scores,Educational Change,Resources,Student Improvement

The &quot;CEI-PEA Alert&quot; is an advocacy newsletter that deals with topics of interest to all concerned with the New York City public schools. This issue includes: (1) Chancellor Joel I. Klein Announces New Accountability System for NYC Schools; (2) Students Achieve Record-High Scores!; (3) Use Data to Help Your Child Improve Performance; (4) Are Chancellor Klein's Reforms Working?; (5) Parent Resources; and (6) From the Desk of: Sy Fliegel, CEI-PEA President.
Sharing Data between Child Welfare and Education to Improve Outcomes for Children and Youth in the Foster Care System. Policy Brief
Author: Center for the Future of Teaching and Learning
Date: 2010-11-10
Type: Reports - Evaluative
Subjects: Child Welfare,Social Work,Foster Care,Public Policy,Alignment (Education),Articulation (Education),Information Policy,Information Management,Knowledge Management,Change Strategies,Barriers,State Standards,Shared Resources and Services,Case Records

When a child is placed in the state's foster care system because of a parent's abuse or neglect, the state--represented by teams of social workers, lawyers, judges, foster parents, and other caregivers or guardians--steps into many aspects of the parental role. Too often, though, the state's representatives are attempting to fulfill a parental role without the information a parent would have at his or her disposal to make informed decisions. The lack of timely, accurate, and useful information is particularly acute when it comes to making good educational decisions on behalf of students placed in the foster care system. As students move from one placement to another (and thus one school or district to another), their school records often lag behind--along with key information about their educational achievements, gaps, talents, and special education needs. Health and social service needs that are part of these records also can be delayed or lost. As a result, students may not receive credit for courses they have taken, be placed in an inappropriate classroom for their grade level, or repeat courses or grades unnecessarily. In addition, students may forego or interrupt additional services to assess and respond to special educational, health, or social service needs. Under the auspices of Ready to Succeed, an initiative funded by the Stuart Foundation, representatives from state and local education, child welfare, and court systems have identified several ways to improve the flow of information between systems to help children in the foster care system receive the services and support they need. This brief presents their recommendations. (Contains 1 footnote.)
Improving the Odds for Adolescents: State Policies That Support Adolescent Health and Well-Being. Report
Author: Schwarz, Susan Wile
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: Poverty,Disadvantaged Youth,Adolescents,Public Policy,Health Promotion,Well Being,Access to Health Care,Adolescent Development,Prevention,Early Intervention,Labor Force Development,Legislation,Mental Health,Physical Health,School Health Services,Violence,Injuries,Motor Vehicles,Interpersonal Relationship,Youth Programs,Academic Achievement,Learner Engagement,Low Income Groups,Child Development

For policymakers, adolescence presents an invaluable opportunity to ensure that all young people can access the high-quality services and supports they need to improve their odds of becoming successful, healthy, productive adults. At an historic moment when the provisions and breadth of health care reform are under vigorous debate, it is important to take stock of how well the states are currently meeting the health and development needs of all adolescents, and particularly disadvantaged youth. This report presents information from NCCP's (National Center for Children in Poverty) Improving the Odds for Adolescents project about state policy choices that affect the health and well-being of adolescents. (Contains 3 tables and 129 endnotes.)
Adolescent Substance Use in the U.S.: Facts for Policymakers. Fact Sheet
Author: Stagman, Shannon
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Substance Abuse,Health Behavior,Adolescents,Adolescent Development,Drinking,Drug Abuse,Prevention,Incidence,Racial Differences,African Americans,Asian Americans,Whites,Hispanic Americans,American Indians,Alaska Natives,Multiracial Persons,Inhalants,Marijuana,Cocaine,Smoking,At Risk Persons,Narcotics,Alcohol Abuse,Homeless People,Age Differences,Family Relationship

Adolescence is an important period of physical, social, psychological, and cognitive growth. No longer children and not yet adults, adolescents make significant choices about their health and develop attitudes and health behaviors that continue into adulthood. Substance use disorders among adolescents can impede the attainment of important developmental milestones, including the development of autonomy, the formation of intimate interpersonal relationships, and general integration into adult society. Similarly, the use of alcohol and illicit substances by youth often leads to adverse health outcomes. This paper presents: (1) facts about adolescent substance use; (2) factors that make monitoring and decreasing adolescent substance use especially difficult; and (3) recommendations for preventing adolescent substance use. (Contains 2 figures and 26 endnotes.)
Promoting Effective Early Learning: What Every Policymaker and Educator Should Know
Author: Klein, Lisa
Date: 2007-01-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Low Income,Academic Achievement,Mathematics Skills,Emergent Literacy,Teaching Methods,Preschool Children,Preschool Education,Poverty,Kindergarten,Professional Development,Teachers,Young Children,Early Intervention,Achievement Gains

Language and literacy skills are critical to success in school. For low-income preschoolers, increasing early literacy and math skills is vital to closing the achievement gap between them and their more advantaged peers. New research shows that an intentional curriculum and professional development and supports for teachers are important components of effective preschool classrooms and programs. A special focus on these strategies is important because many low-income children in early learning settings fall behind early and remain very much behind their peers in reading and math. This brief provides a blueprint for state and local policymakers, early learning administrators, teachers, families, community leaders, and researchers to use effective preschool curricula and teaching strategies to help low-income young children close the achievement gap in early literacy and math to be ready for kindergarten like their more affluent peers. (Contains 9 endnotes.)
National Educational Technology Trends: 2011. Transforming Education to Ensure All Students Are Successful in the 21st Century.
Author: Jones, Rachel
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Blended Learning,Dropout Prevention,Educational Technology,Grants,Leadership,Profiles,Educational Trends,Annual Reports,National Surveys,Interviews,State Aid,Educational Resources,Mentors,Individualized Instruction,College Readiness,Career Education,STEM Education,Student Projects,Active Learning,Open Source Technology,Technology Planning,Cooperative Learning,Federal Legislation,Federal Aid,Educational Legislation,Electronic Learning,Technology Integration,Inservice Teacher Education,Program Descriptions,Educational Improvement,Educational Policy,Coaching (Performance)

The State Educational Technology Directors Association (SETDA)--the principal association representing the technology leadership in all fifty states, the District of Columbia, the U.S. Virgin Islands, American Samoa, and the Bureau of Indian Affairs--presents its eighth annual report on select, national, educational technology activities. This annual report offers a unique perspective on innovative educational technology activities that inform teaching and learning, and includes state and district examples. SETDA collected the information and data in this report through a variety of mechanisms, including a detailed survey of states, personal interviews with state educational technology directors and their staff, analysis of state department of education websites, and reviews of public information and data. This report describes how state level technology leadership is essential for advancing education goals and priorities. It provides numerous examples of innovative, educational technology programs underway in states and districts funded via a variety of federal, state, local, and private sources. It also provides detailed analysis of the federal technology grants awarded by the U.S. Department of Education (ED) to state educational agencies (SEAs) through the Enhancing Education Through Technology (EETT) grant program. Appended are: (1) Education Resources Repository; (2) Professional Learning Communities--Communities of Practice; (3) Technology Coaches/Mentors; (4) Ongoing Professional Development; (5) Online and Blended Learning; (6) High Access, Technology-Rich Learning Environments; (7) Personalized Learning; (8) College and Career Readiness Initiatives; (9)Science, Technology, Engineering, and Mathematics (STEM); (10) Project-Based Collaborative Learning; (11) Digital and Open Content; and (12) Dropout Prevention. (Contains 9 tables, 6 figures and 39 footnotes.)
21st Century Learning Environment Models
Author: State Educational Technology Directors Association (SETDA)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Formative Evaluation,Systems Approach,Federal Legislation,Federal Aid,Educational Legislation,Longitudinal Studies,Data,Educational Technology,Electronic Learning,Integrated Learning Systems,Virtual Classrooms,Technology Integration,Courseware,Computer Assisted Testing,Web Sites,Inservice Teacher Education,Program Descriptions,Educational Improvement,Educational Policy,Models,Coaching (Performance),Communities of Practice,Portfolio Assessment,Performance Based Assessment

This report provides short descriptions of systemic approaches for American Recovery and Reinvestment Act  funding including: (1) 21st Century Classroom; (2) Comprehensive Professional Development; (3) Statewide Longitudinal Data Systems; (4) Formative Assessment; (5) Digital Content; (6) Virtual Learning; and (7) Learning Management Systems.
ARRA Investments in Technology, Innovation, and K-12 Reform: The Digital Education Funding Cliff. A Preliminary Report on State Administration of the American Recovery &amp; Reinvestment Act of 2009:  Enhancing Education Through Technology Program
Author: State Educational Technology Directors Association (SETDA)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Change,Educational Technology,Program Administration,State Programs,Guidelines,Sustainability,Grants,National Surveys,Interviews,Technology Planning,Federal Legislation,Federal Aid,Educational Legislation,Electronic Learning,Technology Integration,Program Descriptions,Program Implementation,Educational Improvement,Educational Policy,Employment Programs

This is the first in a forthcoming series of reports documenting state administration of educational technology funding included in the &quot;American Recovery and Reinvestment Act of 2009&quot; (ARRA). The ARRA included a $650 million allocation in ESEA Title II, Part D, commonly referred to as the &quot;Enhancing Education through Technology program&quot; (EETT). This report was prepared by the State Educational Technology Directors Association (SETDA)--the principal association representing the technology leadership of state and territorial departments of education--to provide insights into the ongoing administration of the program by the federal and state governments and to highlight emerging issues. This report describes the legislative purpose of the program, provides ARRA EETT investment highlights, presents emerging themes for ARRA EETT funds and explains the state administration of the ARRA EETT program. The appendix provides additional details on suggested uses of ARRA EETT funds allowable under the legislation and consistent with ARRA principles and core reform assurances. (Contains 3 exhibits and 6 footnotes.)
Compassion Fatigue among Secondary Special Education Teachers: A Case Study about Job Stress and Burnout
Author: Davis, Kimberly C.
Date: 2011-08-00
Type: Reports - Research
Subjects: Fatigue (Biology),Altruism,Burnout,Teacher Persistence,Job Training,Special Education Teachers,Faculty Mobility,Special Education,Secondary School Teachers,Teacher Education,Teacher Shortage,Stress Management,Stress Variables,Qualitative Research,Interviews,Vignettes,Human Services,Professional Development,Coping,Teaching Conditions

In an age with increased teacher preparation requirements, and ever-growing student populations, a great need exists to adequately train and retain highly qualified special education teachers. Special Education is a profession that has long been plagued by shortages of qualified personnel. Many factors contribute to the shortfall of educators in this field. One of the most significant contributing factors to teacher attrition is &quot;burnout&quot; or excessive stresses that can cause a teacher to leave the field. Although literature exists about the phenomenon, discussions within it have not included in-depth analyses from a compassion fatigue (Figley, 1995) perspective. Within the human service professions, compassion fatigue relates to job training, stress, job requirements, and professional support. The four constructs were explored with six secondary special education teachers through qualitative interviews, each reported in vignette format. The selection and format provides the reader awareness about the outplay of compassion fatigue among a specific subgroup of teachers. The present report concludes with recommendations for future studies that could expand the exploration of compassion fatigue reported here. (Contains 1 table.)
Addressing Foster Care Students' Behavioral Interventions: A National Survey of Teachers' Opinions
Author: Palladino, John M.
Date: 2009-02-06
Type: Reports - Research
Subjects: Foster Care,Student Behavior,Intervention,Special Education,National Surveys,Teacher Surveys,Teacher Attitudes

Each year thousands of our nation's youth experience abuse and neglect severe enough to warrant their placement into states' foster care systems. The reasons for their entry into foster care include experiences or potential risk for physical, sexual, and/or emotional abuse, in addition to parental/caregiver neglect and maltreatment. The literature reports a correlation between foster care and special education. The purpose of the present study was to design and administer a survey to a national sample of teachers about their opinions of foster care youth, providers, and services, a pursuit that has otherwise not appeared in the literature. In doing so, the overarching aim was to collect descriptive statistics necessary for this first-time contribution. A follow-up goal was to determine areas of statistical significance throughout the survey and analyze them to note correlations. Analyses discussed in this article pertain to questions relative to behaviors. Implications about missed opportunities for behavioral interventions on behalf of this vulnerable population are identified and discussed. (Contains 1 table.)
Special Education Leadership for Foster Care Students with Disabilities: Portraits of Admirable Advocacy
Author: Palladino, John
Date: 2007-10-07
Type: Reports - Research
Subjects: Educational Objectives,Outcomes of Education,School Personnel,Leadership,Special Education,Social Work,Foster Care,Cooperation,Caseworkers,Decision Making,Qualitative Research,Administrators,School Districts,Interviews,Disabilities,Educational Administration

The socio-emotional well-being of foster care youth requires a systemic response from professionals and volunteers in all communities. At best, however, the literature portrays foster care as a phenomenon limited to the medical, criminal, and social work professions. Yet, foster care children attend school and interact with a host of educational professionals who can and should advocate their best interests prior to, during, and post care. Although the literature discusses the deleterious educational outcomes that foster care students endure, little attention has focused on school personnel's responses to the phenomenon. Specifically, the voice of special education administrators is an absent one despite the significant relationship between foster care and special education. In response, the present qualitative study ensued and involved six special education administrators' self-disclosed accounts of their collaborative initiatives on behalf of foster care populations. Analyzed with the upfront use of Rubin's (2002) theoretical framework for school-based collaborative leadership, the study offered unique insights from which implications for preservice and inservice special education administrators were proposed and discussed. (Contains 1 table.)
Investigating Self Assessment Using Dual Scaling
Author: McDonald, Betty
Date: 2011-08-15
Type: Reports - Research
Subjects: Self Evaluation (Individuals),Scaling,High School Students,Academic Achievement,Individual Differences,Foreign Countries

This paper investigates self assessment using dual scaling which is a descriptive, optimal, non linear multidimensional and multivariate method that may be used to analyze nonlinear multivariate data &quot;very effectively and exhaustively&quot;. Self assessment was defined as &quot;the involvement of students in identifying standards and/or criteria to apply to their work and making judgements about the extent to which they have met these criteria and standards&quot;. The participants for the study comprised 515 high school students (approximately aged 14-16 years old), representing more than a quarter (25.2%) of the school leaving cohort under study. Two hundred and thirty three were males. All participants were engaged in the same programme of studies.  Dual scaling accounted for individual differences instead of averaging out responses and facilitated the examination and judgement of unexpected &quot;attitude&quot; categories. The effect of individual differences in a study of this kind is important because fundamental variations among and between individuals are often obscured by averaging. Observations have implications for research where individual differences are important. (Contains 1 table, 1 figure, and a bibliography.)
Reinvesting in Arts Education: Winning America's Future through Creative Schools
Author: Dwyer, M. Christine
Date: 2011-05-00
Type: Information Analyses
Subjects: Art Education,Elementary Secondary Education,Outcomes of Education,Academic Achievement,Educational Research,Longitudinal Studies,Brain,Educational Change,Integrated Curriculum,Dropout Rate,Skills,Access to Education,Equal Education,Creativity,Art Teachers,Artists,Educational Policy

A remarkably consistent picture of the value of the arts in a comprehensive Pre-K-grade 12 education emerges from a review of two decades of theory and policy recommendations about arts education. Over the past decade, the National Governors Association, the Education Commission of the States, the National Association of State Boards of Education, the SCANS Commission (Department of Labor), and the Council of Chief State School Officers--professional groups with a broad education interest--have begun promoting the value of arts education using the same arguments as traditional arts advocates such as the National Endowment for the Arts, the Arts Education Partnership, the National Assembly of State Arts Agencies, and Americans for the Arts. Last year's U.S. Conference of Mayors, which represents the mayors of over 1200 cities nationwide, urged school districts to use federal and state resources to provide direct instruction in the arts and integrate the arts with other core subjects. While there is support for the intrinsic value of developing cultural literacy and teaching artistic skills and techniques, leadership groups typically emphasize instrumental outcomes derived from high quality arts education in one or more of the following categories: (1) Student achievement; (2) Student motivation and engagement; (3) Development of habits of mind; and (4) Development of social competencies. Each category of outcomes is composed of many distinct behaviors that have been described with a variety of labels and supported by findings from research studies and evaluations. This document highlights examples of landmark research findings and more recent evaluations related to the outcomes associated with arts education. Appended are: (1) Selected Studies about the Benefits of Arts Education; (2) Programs that Connect Artists to Schools; (3) Selected Federal and Other National Programs; and (4) Bibliography. (Contains 32 footnotes.) [Additional support was provided by the Stephen and Myrna Greenberg Philanthropic Fund of the Jewish Communal Fund. For &quot;Re-Investing in Arts Education: Winning America's Future through Creative Schools. Summary and Recommendations,&quot; see ED522821.]
Cyber-Extended Identity among Young Female Armenian Immigrants: A Segmented Assimilation
Author: Jones, Anne
Date: 2009-04-00
Type: Reports - Research
Subjects: Immigrants,Females,High School Students,Internet,Citizenship,Sex Role,Individual Differences,Student Attitudes,Acculturation,Identification,Influence of Technology,Generational Differences

Interviews with seven female immigrant Armenian high school students explore their modes of incorporation through examining how their interactions with the Internet shape their conceptions of home, ideas about citizenship, differences from their parents and each other, and gender identity role development. Differences emerged between 1.5 and 2nd generation participants' interactions with websites and the effects of these interactions on their modes of incorporation. Broad, flexible, and sometimes conflicting ideas about citizenship and gender roles emerged. As a result, the young women create a between-ness blurring the distinctions between life off-line and online where ethnicity and citizenship are flexible and where they accommodate without assimilation. These young women use their unique 1.5 and 2nd generation, possibly cyber-extended identities, to challenge status quos established by their parents, schools, and society. The ability choose how to integrate and the impact of Internet technology on these choices, support contemporary 1.5 and 2nd generation immigrants development of identities that allow them to accommodate without assimilation and develop flexible group memberships.