ethanporcaro/eric-fulltext-meta huggingface dataset:
Safeguarding Post-Laming: Initial Scoping Study. LGA Research Report
Author: Atkinson, Mary
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Local Government,Educational Research,Social Services,Children,Child Welfare,Search Strategies,Social Networks

The Local Government Association (LGA) commissioned the National Foundation for Educational Research (NFER) to undertake an initial scoping study into safeguarding post-Laming, with a view to undertaking further work if relevant. The purpose of the study was to identify research and literature produced since the Laming report was published in March 2009. Literature was identified through: (1) a search of relevant databases; (2) a search of local authority websites and those of relevant national organisations and government bodies; and (3) existing NFER knowledge of forthcoming publications and key contacts in the field of safeguarding. This report sets out the search strategies used, a detailed breakdown of the findings and recommendations for future research. It is important reading for local authority managers working in the area of safeguarding, policy-makers and all professionals involved in commissioning and undertaking research on this key area of children's services. Appendices include: (1) Search strategy; (2) Details of the literature; and (3) Content of the literature.
Children and Young People's Views on Web 2.0 Technologies. LGA Research Report
Author: Rudd, Peter
Date: 2010-06-00
Type: Reports - Research
Subjects: Foreign Countries,Internet,Social Networks,Creativity,Information Technology,Computer Mediated Communication,Sharing Behavior,Student Attitudes,Adolescent Attitudes,Democracy,Young Adults,Self Expression,Child Safety,Child Welfare,Local Government

Web 2.0 technologies are online tools that allow users to share, collaborate and interact with one another. This small-scale project focused on young people's personal use of social media, and on the potential to use these tools to collect the views of young people and involve them in democracy in communities and local authorities. The main findings indicated that: (1) web 2.0 technologies were used extensively by young people for personal use and expressing opinions, although not all have equal access to it at home; (2) young people are confident and feel safe when using these tools; and (3) &quot;cyber bullying&quot; and malicious use of texts did exist but were rare. This report is important reading for local authorities, children's services practitioners and all those working with young people.
Positivity in Practice: Approaches to Improving Perceptions of Young People and Their Involvement in Crime and Anti-Social Behaviour
Author: Martin, Kerry
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Strategic Planning,Crime,Young Adults,Program Effectiveness,Antisocial Behavior,Attitude Change,Youth,Social Attitudes,Public Opinion,Interviews,Youth Programs,Delinquency,Community Programs,Safety,Case Studies,Social Bias,Stereotypes,Misconceptions,Foreign Countries,Mass Media

The aim of this research was to investigate the approaches being taken by local authorities (LAs) and partner organisations to improve how young people are perceived, especially in relation to crime and antisocial behaviour. The study also looked at the challenges for and benefits of activities aiming to improve public perceptions of young people, and the methods used to measure the impact of these activities. The project's methods included initial desk research of policy documents, research papers and media reports. There were telephone interviews with staff from 20 LAs including personnel from integrated youth support and development services, youth offending services, crime and disorder reduction partnerships and community safety partnerships. Three case studies involved interviews with frontline staff and young people. This study raised a number of issues that can be taken forward by policy makers and strategic leads at both national and local level. These include the need to: (1) undertake a local audit of activities already under way designed to impact positively on perceptions. This will support future strategic planning and co-ordination; (2) measure the impact of activities more systematically in order to provide clearer direction for those developing, commissioning and championing work locally; (3) develop further the skills and knowledge of operational staff with local or regional training activities, toolkits and guidance documents; and (4) provide a policy steer that is specific to youth perceptions and underpinned by legislation requiring agencies to work together. The case studies are appended. A glossary is included. (Contains 2 figures, 1 table, and 8 notes.)
LARC2: Integrated Children's Services and the CAF Process
Author: Easton, Claire
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Social Services,Children,Child Welfare,Local Government,Organizational Climate,Information Technology,Integrated Services,Program Evaluation,Holistic Approach

The local authority research consortium (LARC), established in 2007, supports children's service authorities in using and conducting research to evaluate progress, to inform practice, share findings and make recommendations locally and nationally. This summary reports the collective findings of the 24 authorities involved in the LARC2 project which explored the effective integration between targeted and universal services looking at outcomes for children, young people and families using the Common Assessment Framework (CAF) as a proxy. Appendices include: (1) Participating authorities: contextual information; (2) Supporting authorities to develop their research capacity: Summary; (3) LARC Steering Group 2010; and (4) LA research propositions. A glossary is included. (Contains 6 tables and 12 footnotes.)
Implementing Outcomes Based Accountability in Children's Services. Case Studies
Author: Bergeron, Caroline
Date: 2010-07-00
Type: Collected Works - General
Subjects: Program Effectiveness,Case Studies,Accountability,Services,Foreign Countries,Youth Programs,Mental Health,Health Services,Health Education,Child Safety,Child Welfare,Interviews,Administrator Attitudes,Public Agencies

Outcomes Based Accountability (OBA) is an approach that Children's Trusts and Children's Services can use to assist with planning services and assessing their performance. The OBA approach focuses on outcomes that are desired and monitoring and evidencing progress towards those desired outcomes. OBA makes a distinction between two types of accountability: (1) population accountability, which is about improving outcomes for a particular population within a defined geographical area; and (2) performance accountability, which is about the performance of a service and improving outcomes for a defined group of service users. Using the OBA approach entails the use of a Turning the Curve exercise. This involves identifying the desired outcome, projecting what would happen over time if nothing changed, and then planning changes which will lead to improved outcomes or &quot;turned curves&quot; that move away from the initial projection. A second key feature of OBA is the use of performance management categories which distinguish between &quot;How much did we do?&quot; &quot;How well did we do it?&quot; and, the most important category, &quot;Is anyone better off?&quot; This report presents nine case studies which each focus on using OBA in Children's Services. Individual case studies contain notes and figures.
Implementing Outcomes-Based Accountability in Children's Services: An Overview of the Process and Impact. LG Group Research Report
Author: Chamberlain, Tamsin
Date: 2010-07-00
Type: Reports - Research
Subjects: Foreign Countries,Social Services,Children,Child Welfare,Accountability,Performance Based Assessment,Organizational Communication,Local Government

Is your local authority using outcomes based accountability for planning and managing the performance of services? If yes, does it lead to an improvement? The Outcomes Based Accountability (OBA) approach uses performance management categories that distinguish between &quot;How much did we do?&quot;, &quot;How well did we do it?&quot; and &quot;Is anyone better off?&quot; Based on interviews in nine local authorities, this research identifies the impact of the OBA approach on local authority practice in children's services. The report covers: (1) how OBA is being used; (2) the impact of an OBA approach; and (3) the barriers and challenges to using OBA. Although it is too early to assess the full impact of OBA, the research identifies a number of issues for consideration by children's services authorities. For example, it is recommended that local authorities: (1) gain commitment at high strategic level and engage with key partners; (2) ensure there is clarity of the aims and reasons for implementing OBA and whether it is being used to focus on population outcomes or specific services; and (3) ensure there is a common understanding of the OBA language, for example, what an &quot;outcome&quot; is, and the difference between &quot;effort&quot; and &quot;effect&quot;. This report is important reading for all local authorities using, or considering using, an OBA approach. A brief summary of OBA is appended. (Contains 4 figures, 4 tables, 2 boxes, and 4 notes.)
Evaluation of Learning Money Matters (LMM). Final Report
Author: Spielhofer, Thomas
Date: 2009-09-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Research,Money Management,Teaching Methods,Consumer Education,Guidance,Budgeting,Credit (Finance),Debt (Financial),Consultants,Secondary Education,Program Evaluation,Program Effectiveness,Outcomes of Education,Student Attitudes

This report presents the final findings of research carried out by the National Foundation for Educational Research (NFER), as part of an independent evaluation on behalf of pfeg, of the Learning Money Matters (LMM) initiative. LMM provides help, support and advice for secondary schools in delivering personal finance education (PFE) to their students. Key findings of the research include: (1) The research underlines the "ongoing need in schools for the support provided by pfeg through LMM". Delivery of PFE remains variable across schools, with many schools not yet delivering lessons to students in all year groups in an effective way. Furthermore, 3,690 schools and colleges--that is over 53 per cent of all providers--had not yet been involved in LMM by the end of June 2009; (2) The majority of  "teachers are very satisfied" with the support  provided by pfeg consultants. They particularly value consultants' knowledge of financial topics, resources and curriculum requirements, their professionalism and their flexibility in responding to the needs of the school and students; (3) Involvement in "LMM often acts as a catalyst" to encourage teachers to initiate or expand the teaching of PFE in their schools. However, this encouragement needs to be supported within schools by senior management buy-in, sufficient curriculum time and enthusiastic and motivated teaching staff in order to ensure the successful and sustained delivery of PFE; (4) The "main barriers" to the successful delivery of PFE in schools include other competing curriculum demands, lack of time to prepare and coordinate delivery, and difficulties in finding staff that are interested, confident and enthusiastic about teaching Personal and Financial Education (PFE); and (5) PFE lessons have a noticeable "impact on students' attitudes" towards saving and borrowing, their confidence in dealing with money and their views on being taught about finance at school. The study also identified an impact on students' knowledge of finance and financial products in some schools. (Contains 5 footnotes and 7 tables.)
Intergenerational Practice: Outcomes and Effectiveness. LGA Research Report
Author: Martin, Kerry
Date: 2010-06-00
Type: Reports - Research
Subjects: Foreign Countries,Intergenerational Programs,Age Differences,Interpersonal Relationship,Group Unity,Team Sports,Community Programs,Art Activities,Stereotypes,Time Perspective,School Community Relationship,Socialization,Recruitment

This research looked at five intergenerational projects focusing on football, arts, knife crime, living history and personal and social education. Two projects ran in schools, one in a health centre, one in a youth drop-in centre and one at a football club. Each project had its own aims, but in addition to these, the projects aimed to improve perceptions and challenge stereotypes both of young and older people. The report covers: (1) outcomes for participants; (2) issues and challenges associated with intergenerational projects; and (3) key features of effective practice. The research found that although older and younger people's views of each other were generally positive prior to engaging in intergenerational activities, the activities often led to improved perceptions among participants despite their positive outlook. Intergenerational projects have benefits and challenges and would often not be possible without support from external organisations. Having an  intergenerational officer at local authority level to drive this work forward is beneficial. This report is important reading for all those involved in planning and running projects to bring together people of all ages. Appendices include: (1) Case studies; (2) Challenges involved in intergenerational work; and (3) Key features of effective intergenerational practice.
Use of an Aptitude Test in University Entrance--A Validity Study: Updated Analyses of Higher Education Destinations, Including 2007 Entrants
Author: Kirkup, Catherine
Date: 2010-02-00
Type: Reports - Research
Subjects: Educational Research,Aptitude Tests,Student Surveys,Admission Criteria,College Admission,Selective Admission,College Entrance Examinations,Predictive Measurement,Predictive Validity,Educational Attainment,Student Characteristics,College Choice,Foreign Countries,Academic Achievement

In 2005, the National Foundation for Educational Research (NFER) was commissioned to evaluate the potential value of using an aptitude test as an additional tool in the selection of candidates for admission to higher education (HE). This five-year study is co-funded by the National Foundation for Educational Research (NFER), the Department for Business, Innovation and Skills (BIS), the Sutton Trust and the College Board. The primary aim of the study is to examine whether the addition of the SAT[R] alongside A levels is better able to predict HE participation and outcomes than A levels alone. The main strand of this evaluation (reporting in 2010) will be based on those participating students who entered HE in 2006 and completed three-year degrees in 2009. This report updates the initial findings from the analysis of the 2006 HE entry data to include students who entered higher education in 2007. It also reports on a survey of participating students and young people carried out in December 2008. Appendices include: (1) Further Tables; and (2) 2008 UNIQUE Survey. (Contains 11 tables, 4 figures, and 5 footnotes.)
Analysis of Youth Offending Team Inspection Reports. LGA Research Report
Author: MacLeod, Shona
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Inspection,Leadership Effectiveness,Program Administration,Court Litigation,Child Custody,Victims of Crime,Social Justice,Qualitative Research,Content Analysis,Evaluation Criteria,Youth Problems,Youth Programs,Performance,Annual Reports,Community Programs,Delinquency Prevention,Integrated Services,Foreign Countries,Delivery Systems

How well do youth offending teams (YOT) work? In which areas of their work is their performance excellent and where is improvement needed? This research examined annual performance assessments of services for children and young people undertaken by Ofsted in 57 local authorities from January 2006 to April 2009, together with relevant data relating to the national performance indicators on youth offending issues. The findings cover YOTs' performance with regard to: (1) management and leadership; (2) work in courts; (3) work with children and young people in the community; (4) work with children and young people with custodial sentences; and (5) victims and restorative justice. The research found that there has been an improvement in the quality of management and leadership of YOTs and while some areas of work are very good, others show room for improvement. This report is important reading for all those working in YOTs and for policy makers seeking to understand the performance of YOTs over time. Appended are: (1) List of abbreviations; (2) List of YOT inspection reports included in the analysis; (3) List of Annual Performance Assessments, Ofsted; (4) National Performance Indicator data: full definitions; (5) Methodological considerations; (6) YOT inspection scores; (7) Number of references to safeguarding, child protection and public protection in Ofsted reports; (8) National Performance indicators data relating to young people and crime; (9) Evolution of YOT inspection process; and (10) References. (Contains 23 tables, 1 figure and 1 note.)
Local Authorities' Experiences of Improving Parental Confidence in the Special Educational Needs Process. LGA Research Report
Author: White, Richard
Date: 2010-06-00
Type: Reports - Research
Subjects: Educational Needs,Child Health,School Responsibility,Referral,Early Intervention,Disability Identification,School Districts,Family Programs,Delivery Systems,Expertise,Parent School Relationship,Parent Attitudes,Educational Practices,Barriers,Change Strategies,Foreign Countries,Information Needs,Special Needs Students

How can we help parents to understand the special educational needs (SEN) process? What sort of information and support do they need? This report details the results of research with SEN officers (or their equivalent) in 26 local authorities, covering: (1) the referral process; (2) early identification and intervention; (3) local authority and school responsibility; (4) supporting parents; (5) ensuring appropriate provision and outcomes; and (6) local authority SEN team capacity and expertise. In addition, the research gives valuable insights into good practice in developing relationships with parents and the key points local authority staff need to know for ensuring parents' confidence in the process. These include, for example, involving parents in the process, talking without using jargon, ensuring parental access to clear information and, most importantly, ensuring a child-centred approach. This report is key reading for all those involved in the multi-agency approach to SEN--local authority staff, teachers and those working in child health and social care.
Teach English, Teach about the Environment: A Resource for Teachers of Adult English for Speakers of Other Languages (ESOL)
Author: US Environmental Protection Agency
Date: 2007-09-00
Type: Guides - Classroom - Teacher
Subjects: Wastes,Sanitation,Adult Students,English (Second Language),Second Language Instruction,Language Teachers,Multimedia Instruction,Curriculum,Lesson Plans,Inservice Teacher Education,Interdisciplinary Approach,Environmental Education,Teaching Methods,Conservation (Environment),Physical Environment,Recycling,Natural Resources,Sustainable Development,Educational Strategies,Educational Resources,Adult Education,Adult Educators,Teaching Guides,Instructional Materials,Social Responsibility,Public Agencies

This paper was developed to help teachers teach English to adult students while introducing basic concepts about the environment and individual environmental responsibility. These concepts can help the newly-arrived be part of cleaner and healthier communities by understanding and practicing the "3Rs" of solid waste management: reduce, reuse, and recycle. The curriculum uses a hands-on, multi-sensory, multi-media approach to show how personal behavior can improve the overall environmental well-being of the family, home, and community. Lesson plans are provided for the beginner, intermediate, and advanced student. Each lesson plan has a language as well as environmental objective. It also provides background on the environmental objective, a list of materials needed, a glossary of terms used in that lesson and a worksheet. Lessons should be introduced when the adult learner is already familiar with the grammatical construction emphasized in the materials. Flash cards and picture files are also included. Appendices include: (1) Training ESOL Teachers; (2) Using This Resource; (3) Flash Facts; and (4) Picture Files.
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2007-08 (Fiscal Year 2008). First Look. NCES 2010-323
Author: Honegger, Steven D.
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Elementary Secondary Education,Educational Finance,School Districts,Public Education,Expenditure per Student,School District Size,State Departments of Education,Tables (Data),Federal Aid,Income

This publication contains data on revenues and expenditures per pupil made by school districts for school year 2007-08. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data. Revenues and expenditures for the 100 largest school districts are included, as well as federal revenues by program. Appended are methodology and technical notes and a Common Core of Data glossary. For total revenues and expenditures for public education made by states and the nation, readers should refer to the state-level &quot;Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007-08&quot; NCES 2010-326 (ED506358). (Contains 8 tables and 1 related data file.)
Are All America's Children Really above Average? A Comparative Analysis of Fourth-Grade Reading Proficiency on National and State Assessments
Author: Tyrell, Terrylynn
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: Reading Achievement,National Competency Tests,Comparative Analysis,Grade 4,Achievement Tests,Racial Differences

According to the National Assessment of Educational Progress (NAEP), only one-third of American fourth grade students are at or above proficient in reading. Yet state assessments indicate that most American fourth-grade students are above average in reading. This analysis raises the questions about standards of success and what children need to know and do to compete in a global economy. A list of data sources is included. (Contains 6 footnotes.)