ethanporcaro/eric-fulltext-meta huggingface dataset:
HLE2: The Health Literacy Environment of Hospitals and Health Centers
Author: Rudd, Rima E.
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Health Services,Literacy,Health Materials,Access to Information,Needs Assessment,Patients,Hospitals,Health Facilities,Oral Language,Navigation,Patient Education,Printed Materials,Information Dissemination,Barriers,Information Technology,Policy,Language Usage,Signs,Employees,Volunteers,Cultural Influences,Web Sites

This document, the HLE2, is an updated version of the &quot;Health Literacy Environment of Hospitals and Health Centers&quot; [see ED508596]. The original workbook and assessment tool has been widely used in the U.S. and has been translated and adapted for different health systems in Europe, Australia, and New Zealand. This revision, HLE2 (The Health Literacy Environment of Hospitals and Health Centers, version 2) is the product of a partnership between Rima Rudd, Sandy Oelschlegel and members of the Health Literacy Task Force at the University of Tennessee Medical Center: Kelsey Leonard Grabeel, Emily Tester, and Eric Heidel. It is an updated assessment tool for identifying facilitating factors and barriers to information, care, and services. The HLE2 tool is organized into 5 sections, each of which provides a rating scale and a metric to indicate both a total score and a percentage score. The sections are: (1) Organizational Policies; (2) Institutional Practices; (3) Navigation; (4) Culture and Language; and (5) Communication: Print Materials, Forms, Websites, and Patient Portals. [This assessment tool was co-prepared by the Health Literacy Task Force of the University of Tennessee Medical Center.]
Evaluation of Socio-Demographic Characteristics and Physical Activity Levels of Ege University, Turkey Sports Sciences Faculty Students
Author: Oral, Onur
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Characteristics,Physical Activity Level,College Students,Physical Education,Athletics,Health Behavior,Quality of Life,Correlation,Young Adults,Exercise,Habit Formation,Foreign Countries,Student Employment,Life Style

Purpose: As a result of people becoming more conscious about healthy living, the life habits of individuals are improving. People are spending more time on their physical activities and they pay more attention to healthy eating. All these changes affect their lifestyles and by making healthier choices, increase their quality of life. The present study aims to determine the association between the healthy living quality and physical activity levels of the students at Ege University Sports Sciences Faculty. Materials and Methods: The target population of the study includes 165 volunteer students that were accessible and willing to participate. Data was collected using the survey form that was prepared by researchers and international short physical activity scale. Results: 72,7% male, 93,9% single students participating in the study; the average age of 22.5 has emerged. In the information about the working status of the students stated that 50,9% did not work, 12,7% worked partly and 33,3% worked full-time. 39,4% of the students stated that their monthly incomes were adequate and 66,7% of them were found to have medium academic achievement. Mental health status was above average (65,9879) 89,7% of the study participants have no health problems and the average BMI is 22.84. Conclusions: The data that was acquired during our study presents the importance of exercise and physical activity.
Creating a Sense of Belonging through Culturally Responsive Pedagogy, Culturally Relevant Teaching, and Invitational Theory in Art Education
Author: Robinson, Jenna
Date: 2020-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Teaching Methods,Culturally Relevant Education,Curriculum Design,Minority Group Students,Art Education,Urban Schools,Student Diversity,Student Attitudes,Grounded Theory,Power Structure,Stereotypes,Equal Education,Critical Theory,Private Schools,Secondary School Students,Peer Relationship,Cultural Awareness

This qualitative research study was conducted to measure how utilizing Culturally Responsive Pedagogy (CRP), Culturally Relevant Teaching (CRT), and Invitational Theory (IT) in curriculum design would increase participants' awareness of their peers' experiences and build belonging among majority and minority students (i.e., students of color, non-Catholic students, students with diverse learning needs, and students who are not heteronormative) in the art classroom. The majority of research on CRP and CRT has been conducted in urban inner-city schools with very diverse populations. However, there are major research gaps regarding the use of CRP methods, CRT strategies, and IT in a single-sex, private secondary school in which the minority population is much smaller than the majority. Data was collected through interviews, observations, and written responses (such as artist statements), participant self-reflections, essential questions, group activities, peer critiques, and artwork. Data were analyzed using inductive reasoning, thematic coding, and the constant comparative method to see if the three participants felt that a curriculum based on CRP, CRT, and IT principles helped build a sense of belonging between majority and minority students. The findings of this study confirmed that the three participants came away with an increased awareness of their peers' lived experiences by identifying and recognizing biases, stereotypes, and power imbalances. A study of this nature can help the art education community by giving teachers (and pre-service teachers) a practical example of how curriculum design can help to create equitable learning environments.
Attitudinal Trends in CLIL Assessment: A Pilot Study
Author: García Laborda, Jesús
Date: 2020-00-01
Type: Journal Articles
Subjects: Preservice Teachers,Course Content,Interdisciplinary Approach,Familiarity,Graduate Students,Undergraduate Students,Second Language Learning,Second Language Instruction,Language of Instruction,Pilot Projects,Evaluation Methods,Student Evaluation,Teacher Education Programs,Student Attitudes,Foreign Countries,English (Second Language),Teaching Methods,Language Proficiency

The aim of this paper is to present a pilot study based on a questionnaire distributed to prospective teachers of CLIL and non-CLIL courses with familiarity on that type of teaching due to their own studies either through graduate or undergraduate courses. The paper opens with an introduction to the topic and continues with a review of relevant research studies in the field of CLIL assessment. Next, the method of our study is presented with information about the instrument, participants and academic context. After that, the results of the study are analysed and illustrated with examples from the data. Finally, different interpretations of the study will be discussed as a way of conclusion. The preliminary results of this pilot study will show the most significant issues involved in CLIL assessment according to these prospective teachers' expectations of what teaching following this methodology could be like.
Emotions in e-Learning: The Review Promotes Advanced Curriculum by Studying Social Interaction
Author: Danilov, Igor Val
Date: 2020-00-00
Type: Reports - Research
Subjects: Electronic Learning,Educational Technology,Emotional Response,Interaction,Group Activities,Group Dynamics,Interpersonal Relationship,Infants,Arousal Patterns,Preferences,Recognition (Psychology),Crying,Learning,Neurological Organization,Stimuli,Mothers,Parent Child Relationship

This study presents, for the first time, (a) the analysis of the modern literature on the reciprocal impact of emotional arousal and interactional synchrony that creates the synergy of this tandem increasing group productivity; (b) the empirical results of 10 online experiments with 41 dyads. These online experiments in different languages found a 54% increase in group productivity (41% above chance, the p-value &lt; 0.001). The research question of the study is to understand why individuals look for synchrony. A highlight of the article is the hypothesis about the emergence of coherence of emotional arousal and interactional synchrony, the outcome of which enhances group performance. This Model of Coherent Intelligence is supported by laws of Physics and arguments of Social Sciences which are strictly based on experimental data in the modern literature. The study proposes directions for improving e-learning, using Coherent Intelligence.
&quot;Billion Dollar Bets&quot; to Create Economic Opportunity for Every American
Author: Bielak, Debby
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Social Mobility,Economic Opportunities,Investment,Low Income Groups,Donors,Private Financial Support,Innovation,Capacity Building,Incentives,Evidence Based Practice,Early Childhood Education,Child Development,Career Development,Pregnancy,Poverty,Social Services,Prevention,Contraception,Charter Schools,School Turnaround,Money Management,Correctional Rehabilitation,Access to Health Care

This work is part of a larger set of conversations on how philanthropic capital can better deliver potent results. This paper is intended for philanthropists and foundation staff who are interested in understanding not only which issues and interventions might put many more low-income people on an upward trajectory, but also how private donors can use their dollars, networks, and voices to achieve systemic change. Based on their review of the research on social mobility, the authors identified four sprawling opportunities for philanthropic investors to help ensure that far more Americans have a chance to reach their full potential. Using the frame of a philanthropist investing $1 billion, the authors have constructed a set of 15 big bets across each of the four general investment areas. The bets consider specifically how a philanthropist could support efforts to improve outcomes for low-income populations across race, gender, and geographic differences. For donors seeking to give big to catalyze greater levels of social mobility and build sustainable pathways out of poverty for low-income Americans, this paper aims to: (1) provide a draft frame of &quot;what matters most&quot; to help an individual attain social mobility (or be &quot;middle class by middle age&quot;); (2) highlight ways that philanthropists can use a broad set of tools--beyond funding nonprofits--to support enduring impact; (3) develop an illustrative set of 15 investment opportunities (&quot;bets&quot;) that map out how to spend $1 billion to drive change at scale; and (4) provide preliminary estimates of the potential return on investment for six of the $1 billion bets. [For the Executive Summary, see ED606513. For the Overview of Research, see ED606515. For the Overview of Estimated Returns on Six Big Investments and Their Impacts on Lifetime Earnings, see ED606518.]
Leveraging Data for a Culture of Improvement: Priorities for District Leaders. Policy and Practice Brief
Author: Knudson, Joel
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Data Use,Educational Improvement,Equal Education,Data Collection,Databases,Elementary Secondary Education,Academic Achievement,Student Behavior,Accountability,School Districts,Student Evaluation,College Readiness,Career Readiness

School closures in response to the COVID-19 pandemic have dramatically changed the conditions in which students learn and experience schooling. Disparities in students' access to learning and in their academic outcomes are likely to exacerbate longstanding challenges and inequities. Now more than ever, educators need information that will help them address student needs, support improvement, and address these inequities. This brief draws on the experiences and lessons of local districts who have taken up the charge to improve access, use, and communication of data throughout their systems. The brief also shares insights for using data in the spirit of continuous improvement and in the service of all California students.
National School Lunch Program
Author: Flamang, Andrew
Date: 2017-00-00
Type: Reports - Research
Subjects: Lunch Programs,Federal Programs,Educational Legislation,Federal Legislation,Poverty,Hunger,Breakfast Programs,Philanthropic Foundations,Educational Finance,Federal Government,Low Income Students

During the U.S. post-WWII recovery, appropriations for school lunch became codified in the 1946 National School Lunch Act, fueling program growth in the baby boom era to 18.9 million participating children by 1967, or about 42 percent of 45 million enrolled students. Then, in 1968, two reports funded by the Field Foundation of New York highlighted the great degree to which hunger still remained a problem in the country, including among many poor children who were not being reached by the school lunch program. Following Senator Robert Kennedy's probe into the effectiveness of the nation's &quot;War on Poverty&quot; programs, the advocacy nonprofit Citizens' Crusade Against Poverty formed a volunteer group called the Citizens' Board of Inquiry into Hunger, which Field and other foundations funded to objectively investigate reports of hunger across the South as well as its reach into other states. In response to these extensive studies and the resulting public concern, Congress realigned the National School Lunch Program (NSLP) to focus on poor students, and President Nixon created the Food and Nutrition Service (FNS) to administer the program. By 1986 children below the poverty line made up half of school lunch recipients, up from less than one-third in 1971. In 2012, some 31 million US children--more than half of all public school students--received free or reduced-price meals.
&quot;Billion Dollar Bets&quot; to Create Economic Opportunity for Every American. Executive Summary
Author: Bridgespan Group
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Social Mobility,Economic Opportunities,Private Financial Support,Investment,Low Income Groups,Child Development,Career Development,Crime,Prevention,Pregnancy,Poverty,Social Services,Risk

This executive summary describes the research that was conducted based on the following question: &quot;How could a philanthropic investment of $1 billion dramatically increase upward social mobility for low-income individuals and families?&quot; The intent of the research was to create a series of roadmaps that illustrate how investments of $1 billion might improve the lifetime earnings of millions of low-income Americans. Researchers began by identifying four promising areas where large investments of private capital would likely catalyze population-level change. 15 concepts for restoring the meritocratic ideal to many more Americans were selected as illustrative &quot;big bets&quot; that span the four investment areas. To get a better understanding of the promise and pitfalls that come with any attempt to take on the social mobility challenge, researchers took a deeper dive into six of the proposed bets. This executive summary lists the six bets and discusses how the bets were evaluated for risk. [For the main report, see ED606509.]
One System for All: A Multi-Tiered System of Supports in Sanger Unified School District. Policy and Practice Brief
Author: Massengale, CoCo
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Equal Education,School Districts,Special Education,Students with Disabilities,Inclusion,Student Needs,Common Core State Standards,Student Centered Learning,Individualized Instruction,Holistic Approach,Intervention,At Risk Students,Behavior Modification,Special Needs Students,Low Income Students,Minority Group Students,English Language Learners,Disability Identification,Teacher Collaboration,Teaching Methods,Response to Intervention

The COVID-19 pandemic has highlighted, and in many cases exacerbated, disparities among students that result from their socioeconomic status, language background, race and ethnicity, and disability classification. Now more than ever, school systems need to understand student needs and respond with targeted supports that address these needs. One model promoted by the California Department of Education and embraced by many districts around the state for serving all students well is a multi-tiered system of supports (MTSS). Given the varying conditions districts face during this time, and the range of student needs now and when schools reopen, a model of effective MTSS implementation might be particularly relevant and valuable as educators assess where students are and differentiate instruction to meet student needs based on those data. In this brief, the authors share one district's approach to implementing MTSS, which combines an inclusive core instructional program based on the principles of Universal Design for Learning, regular monitoring of academic and behavioral indicators, and tailored differentiated support for all students. Sanger Unified School District (USD) has refined its approach to MTSS over many years, building on existing successful practices to create an increasingly comprehensive and coherent system. This approach has produced improved outcomes with fewer inappropriate special education referrals, more targeted services, and increased system efficiency.
&quot;Billion Dollar Bets&quot; to Create Economic Opportunity for Every American. Overview of Research
Author: Bridgespan Group
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Social Mobility,Economic Opportunities,Investment,Middle Class,Evidence Based Practice,Private Financial Support,Donors,Income,Low Income Groups,Program Descriptions

With the goal of motivating a broader swath of philanthropists to make well-informed, actionable &quot;big bets&quot; to catalyze dramatic improvements in social mobility in the United States, a Bridgespan Group team spent a year researching and developing prototypes of potential large-scale investments that aim to build pathways to the middle class for millions of Americans. This overview of research: (1) discusses the three main goals of the project; (2) describes the research process; and (3) provides a list of interviewees. [For the main report, see ED606509.]
Financial Aid in California: Ensuring Funding for College Opportunity
Author: Brymner, Jake
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Educational Finance,Student Financial Aid,Community Colleges,Two Year College Students,Paying for College,State Aid,Grants,Tuition,Low Income Students,At Risk Students,State Legislation,Immigrants,College Students,State Colleges,Fees,Federal Aid,Eligibility,Student Loan Programs,High School Students,College Bound Students,College Transfer Students,Public Colleges,Minority Group Students,Racial Differences,Ethnicity,Undocumented Immigrants,Scholarships,Middle Class,Budgets,Parents,Barriers,Educational Equity (Finance)

The COVID-19 health crisis has laid bare the structural inequity in the financial aid system. The pandemic has hit the lowest-income students hardest, with many struggling to afford the basic technology for online learning on top of new or exacerbated food and housing insecurity. Federal and state dollars predicated on Pell Grant eligibility, time out of high school, or other criteria, means California's neediest students, most often California Community College students, are ineligible for the aid they need to study and survive. College affordability is a critical subject of national, state, and local interest. While student debt has understandably become a focus in many of these conversations, this analysis has been centered around the potential expansion of grant aid that can help more students better afford college without overreliance on loans or credit cards. The time to complete a program is also a major factor in the costs borne by students to earn a certificate or degree. The Campaign has previously published research on how unclear, inconsistent pathways and excess course-taking translates into additional costs for transfer students seeking baccalaureate degrees and unpacked those issues in a 2017 report, &quot;The Transfer Maze&quot; (ED582668). In this brief, the aim is to provide California policymakers with a picture of the gaps in the state's efforts on college affordability and inform the work ahead so the state can better serve all its students and so that money is not a barrier for students to earn their degrees.
Guided Pathways: Redesigning California&apos;s Community Colleges. Lessons Learned from Three Pioneering Campuses
Author: Campaign for College Opportunity
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Community Colleges,Educational Change,College Programs,Program Implementation,Program Design,Decision Making,Change Strategies,Educational Attainment,Two Year College Students,Course Selection (Students),Student Personnel Services,Academic Support Services,Planning,Program Effectiveness

Community colleges play a critical role in providing access to higher education for over two million Californians seeking an educational foundation that will prepare them to transfer to a four-year university or to participate in the workforce. However, community colleges have not always delivered on that promise--fewer than half of students who enroll in a California Community College will complete an associate's degree, certificate, or transfer within six years. Enter Guided Pathways. Guided Pathways is a response to this cafeteria-style model. Guided Pathways is about fundamentally redesigning college campuses to provide structure and direction for students by organizing courses, programs, services, and supports into clear pathways that help students meet their educational goals. In 2016, the American Association of Community Colleges selected 30 institutions across 17 states to explore and implement Guided Pathways reforms in order to address attainment and other issues they might be facing. Three community colleges in California were selected as part of the initial pathways project: (1) Bakersfield College; (2) Irvine Valley College; and (3) Mt. San Antonio College. While each college has taken a different approach to implementing Guided Pathways, specifically tailored to their college's needs, they are all approaching this endeavor to rethink student success. The profiles in this report illustrate why each college decided to implement Guided Pathways, steps they took to gain broad-based support on campus for Guided Pathways, how they are redesigning their college, and the initial results they are observing.
&quot;Billion Dollar Bets&quot; to Create Economic Opportunity for Every American. Overview of Estimated Returns on Six Big Investments and Their Impacts on Lifetime Earnings
Author: Murphy, Devin
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Social Mobility,Economic Opportunities,Investment,Income,Private Financial Support,Donors,Low Income Groups,Child Development,Early Childhood Education,Career Development,Crime,Prevention,Neighborhoods,Social Services,Economic Impact,Correctional Rehabilitation,Pregnancy,Contraception,Poverty

With the goal of motivating a broader swath of philanthropists to make well-informed, actionable &quot;big bets&quot; to catalyze social change, The Bridgespan Group launched an ambitious research project in partnership with Bridgespan Fellow Jim Shelton. The intent: determine how private donors can best invest to increase upward social mobility for millions of low-income Americans. Collective efforts generated a list of 15 actionable ideas to enhance social mobility for low-income Americans. The Bridgespan Group developed six of these ideas in-depth, working with field experts and practitioners to create roadmaps for making large-scale investments. Part of the intent in developing the six concepts was to ground the ideas by assessing the potential return on investment (ROI) that could be achieved through innovative approaches to using philanthropic capital. This overview outlines the assumptions behind each of the six concepts and the process that was used to calculate each bet's ROI. [For the main report, see ED606509.]