ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention
Author: Reith, Sarah R.
Date: 2014-09-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Evidence,Outcomes of Treatment,Toddlers,Behavior Modification,Child Behavior,Behavior Patterns,Scores,Developmental Stages,Play,Interaction

Evidence-based treatments for autism spectrum disorders (ASD) are comprised of components that identify therapist behavior necessary to implement the treatment with integrity. Some components are shared across approaches from diverse theoretical backgrounds. One component included in several interventions that has not been researched in isolation is turn taking, or the manner in which the therapist facilitates back-and-forth interaction with the child. The current study used an alternating treatments design to examine the efficacy of four types of turn taking. Six children, ages 30 to 39 months, received behavioral treatment while therapists systematically varied the nature of the turn taking component. Children's responses were behaviorally scored to examine differences based on turn condition. Consistent patterns of behavior were found across children. Results suggest that the optimal type of turn is dependent on developmental level and target skill. Implications for treatment of ASD and future research directions are discussed.
Characterizing the Use of Research-Community Partnerships in Studies of Evidence-Based Interventions in Children's Community Services
Author: Frazee-Brookman, Lauren
Date: 2015-00-00
Type: Journal Articles
Subjects: Best Practices,Intervention,Delivery Systems,Agency Cooperation,Researchers,Models,Research,Interpersonal Relationship,Cooperative Planning,Community Services,Stakeholders,Child Health,Mental Health,Online Surveys,Community Programs,Program Content,Statistical Analysis,Qualitative Research,Coding,Research Projects,Mental Disorders,Program Effectiveness,Program Evaluation,Role,Likert Scales

This study characterized the use of research community partnerships (RCPs) to tailor evidence-based intervention, training, and implementation models for delivery across different childhood problems and service contexts using a survey completed by project principal investigators and community partners. To build on previous RCP research and to explicate the tacit knowledge gained through collaborative efforts, the following were examined: (1) characteristics of studies using RCP models; (2) RCP functioning, processes, and products; (3) processes of tailoring evidence-based practices for community implementation; and (4) perceptions of the benefits and challenges of collaborating with community providers and consumers. Results indicated that researchers were solely or jointly involved in the formation of almost all of the RCPs; interpersonal and operational processes were perceived as primary challenges; community partners' roles included greater involvement in implementation and participant recruitment than more traditional research activities; and the partnership process was perceived to increase the relevance and ''fit'' of interventions and research. [This article from &quot;Administration and Policy in Mental Health and Mental Health Services Research&quot; was published online Jan 13, 2015.]
A Policymaker's Guide to No Child Left Behind Reauthorization
Author: American Enterprise Institute for Public Policy Research (AEI)
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Federal Government,Educational Finance,Accountability,Educational Change,Academic Achievement,Standardized Tests,Teacher Effectiveness,Supplementary Education,Federal State Relationship,Politics of Education,Government Role,Educational Research,Disadvantaged Schools,Federal Aid

This spring, Congress is considering the reauthorization of the No Child Left Behind Act. In the 14 years since the law was passed, AEI Education has devoted extensive analysis to how it worked in practice. AEI has distilled their work into a series of brief chapters to provide a one-stop shop for understanding why the law was passed, what went wrong in its implementation, and what lessons were learned. The report presents some key takeaways such as: (1) The No Child Left Behind Act (NCLB) resulted from decades of frustration that the federal government was spending billions of dollars on K-12 education without establishing an effective way to measure the impact; (2) Although NCLB passed with a large majority, its passage required compromises that made the bill cumbersome and at odds with America's federalist system; and (3) As Congress considers reauthorizing NCLB, it should consider what the federal government can and cannot successfully do to improve K-12 education.
Being Part of a People: Ridgeview Classical Schools and Civic Education. AEI Program on American Citizenship. Policy Brief 16
Author: Gonch, William
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Charter Schools,Citizenship Education,Case Studies,School Effectiveness,School Culture,Teaching Methods,Questioning Techniques,Elementary Secondary Education,Values Education,Elementary School Curriculum,Secondary School Curriculum,Parent School Relationship,Teacher Recruitment

This policy brief is the sixth in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. The brief reports on Ridgeview Classical Schools, an integrated K-12 public charter school in Fort Collins, Colorado. The school contains an elementary, middle, and high school, with all classes taking place on one relatively small campus. Students at Ridgeview master a body of literary and philosophical texts, language skills, and mathematical and scientific knowledge that begins in the lower grades with a curriculum based on &quot;Core Knowledge,&quot; then expands to include more advanced works in grades 9-12. The school adheres to a classical approach to education, utilizing a Socratic method of discussion-based classes. It makes demands on students' intellects and on their characters, and those demands are inextricable: you cannot build the kind of intellectual community that Ridgeview strives to be without training students in good character and citizenship, nor can you train their characters without developing their minds.
Trends in Community College Enrollment and Completion Data, 2015
Author: Juszkiewicz, Jolanta
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Educational Trends,Community Colleges,Enrollment Trends,Statistical Data,Graduation Rate,Evaluation Criteria,Evaluation Methods,Success,Comparative Analysis,Two Year Colleges,Data Collection,Measurement

This is the second of a series of reports on trends in national community college enrollments. National community college enrollments continue to decrease, with variations at the state and local levels. The report also examines completion rates published by the U.S. Department of Education (ED) based on institutional level reporting, and those calculated by the National Student Clearinghouse (NSC) based on student level data. The NSC completion rates show much higher community college success rates than those derived from ED data. The NSC data continue to make a strong case for an overhaul of federal completion measurements. [Contains 4 notes.]
PEERS: Preschool Educational Environment Rating System
Author: Neuman, Susan B.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Rating Scales,Educational Quality,Preschool Education,Educational Environment,Classroom Techniques,Observation,Teaching Methods,Test Construction,Scoring Rubrics,Scores,Classroom Environment,Planning,Lesson Plans,Instructional Materials,Books,Computers,Learning Activities,Supervision,Teacher Student Relationship,Family Involvement,Parent Participation

The Preschool Educational Environment Rating System (PEERS) is a measure designed to examine the quality of instruction in preschool settings. Unlike other rating scales, it not only measures the environment, it also examines both how teachers construct their classroom for instruction and the quality of the enactment of instruction. Designed on behalf of the Albert Shanker Institute for a collaboration with the Saint Louis Public School System (SLPSS), the PEERS is an evidence-based measure that can be used as an observational tool by administrators to more fully understand and assess the environments and instruction they provide to their students, with the ultimate goal of improving children's academic outcomes. This document provides the following: (1) Background on PEERS; (2) Description of the Measure; (3) PEERS Categories descriptions: (a) Environment; (b) Instruction; and (4) Benefits of PEERS.
Community College Contributions. Policy Brief 2013-01PB
Author: Mullin, Christopher M.
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,Labor Force Development,Job Skills,Wages,Educational Attainment,Low Income Groups,At Risk Students,Socioeconomic Status,Employers,On the Job Training,Workplace Learning,Skill Development,Knowledge Level,Employment Qualifications,College Role,Economic Factors,Access to Education,School Community Relationship,Labor Market,Associate Degrees,Certification,High School Graduates,Bachelors Degrees,High School Students,Dual Enrollment,College Transfer Students,Taxes,Resource Allocation,College Faculty

America's community colleges are the brokers of opportunity for a stronger middle class and more prosperous nation. The value of community colleges has repeatedly been detailed in broad brushstrokes. While these broad-brush pictures of the community college contribution are important, the community college is an intricate institution offering pathways to credentials, degrees, and retraining opportunities for those with and without college credentials; they operate as engines of economic development. To date, the multifunctional nature of the community college mission has limited our ability to understand community colleges' role in sustaining the nation's general welfare. This brief provides a better opportunity to understand community colleges' role, and frames private and public economic returns of the community college movement in three ways: (1) Community college as a launching pad--community colleges serve as a starting point for students in terms of educational progression; (2) Community college as a (re)launching pad--community colleges serve as providers of knowledge and skills to members of the community when they need them, and in ways that they need them, often for those who have already been successful in college; and (3) Community college as a local commitment--community colleges serve local purposes, focusing on the needs and demands of the communities they serve. [Contains notes. The following are appended: (1) Student Labor Market Experiences for Certificate Completers, by Initial Institution Type; and (2) Student Labor Market Experiences for Associate Degree Completers, by Initial Institution Type.]
Community College Contributions. Executive Summary. Policy Brief 2013-01PB
Author: Mullin, Christopher M.
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Community Colleges,Labor Force Development,Job Skills,Wages,Educational Attainment,Low Income Groups,At Risk Students,Socioeconomic Status,Employers,On the Job Training,Workplace Learning,Skill Development,Knowledge Level,Employment Qualifications,College Role,Economic Factors,Access to Education,School Community Relationship,Labor Market,Associate Degrees,Certification,High School Graduates,Bachelors Degrees,High School Students,Dual Enrollment,College Transfer Students,Taxes,Resource Allocation,College Faculty

This executive summary provides background information on unemployment rates, the need for new jobs, and the role community colleges have in securing opportunities for a stronger middle class and more prosperous nation. The summary is the introduction to the &quot;Community College Contributions. Policy Brief 2013-01PB.&quot; [For the full report, see ED557992.]
State Education Trends: Academic Performance and Spending over the Past 40 Years. Policy Analysis No. 746
Author: Coulson, Andrew J.
Date: 2014-03-18
Type: Reports - Evaluative
Subjects: Educational Trends,Academic Achievement,Educational Finance,College Entrance Examinations,National Competency Tests,Expenditure per Student,Scores,Outcomes of Education,Elementary Secondary Education

Long-term trends in academic performance and spending are valuable tools for evaluating past education policies and informing current ones. But such data have been scarce at the state level, where the most important education policy decisions are made. State spending data exist reaching back to the 1960s, but the figures have been scattered across many different publications. State-level academic performance data are either nonexistent prior to 1990 or, as in the case of the SAT, are unrepresentative of statewide student populations. Using a time-series regression approach described in a separate publication, this paper adjusts state SAT score averages for factors such as participation rate and student demographics, which are known to affect outcomes, then validates the results against recent state-level National Assessment of Educational Progress (NAEP) test scores. This produces continuous, state-representative estimated SAT score trends reaching back to 1972. This report charts these trends against both inflation-adjusted per pupil spending and the raw, unadjusted SAT results, providing an unprecedented perspective on American education inputs and outcomes over the past 40 years. A list of related publications and a list of recent studies in the CATO Institute Policy Analysis Series is included.
Recent National Community College Enrollment and Award Completion Data
Author: Juszkiewicz, Jolanta
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,Enrollment,Graduation Rate,Enrollment Trends,Two Year College Students,Adult Students,Declining Enrollment,Full Time Students,Part Time Students,Gender Differences,Age Differences,Educational Attainment

National community college enrollments continue to decrease. Given the importance of these trends to American Association of Community Colleges (AACC) member institutions--understanding that local changes are ultimately what matters--AACC is providing this report to discuss some of the latest data. It also examines the completion rates that were released along with the U.S. Department of Education's (ED) enrollment data, comparing them to the much more accurate data produced by the National Student Clearinghouse (NSC). The NSC studies reveal a much higher rate of community college success than is often perceived. Highlighted in the report is the following information: (1) There is agreement that enrollment at community colleges nationwide declined by more than 3% between fall 2011 and fall 2012; NSC data show similar decline in fall 2013; (2) The decrease in enrollment of students over the age of 24 has been much higher than younger students for the past 3 years, reaching 6% in fall 2013; (3) The NSC completion rate that tracks all students for 6 years across institutions shows that 40% of community college students completed their program--almost double the official graduation rate (21%) used by ED, which measures for the starting institution the percent of full-time, first-time students starting in the fall who completed their program within 3 years; and (4) The NSC graduation rate for full-time students increases to about 58%, or nearly three times the official ED graduation rate.
Community College Students and Federal Student Financial Aid: A Primer
Author: Juszkiewicz, Jolanta
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Student Financial Aid,Federal Aid,Paying for College,Grants,Student Loan Programs,Student Characteristics,Costs,Resource Allocation,Loan Repayment,Nontraditional Students,College Readiness,Public Colleges,Work Study Programs

The federal government plays an indispensable role in helping community college students pay for their education. It is hard to imagine today's community college campuses without needs-based federal student aid, such as the Pell Grant program and subsidized loans. There are, however, significant differences between community college students and college undergraduates overall in the sources and extent of the financial aid they use. This brief explicates some of these issues by discussing the following: (1) Community college student characteristics; (2) Costs of community college attendance; (3) Community college students and financial aid applications; (4) Importance of federal aid to community college students; (5) Title IV federal aid; (6) Allocation of federal aid; and (7) Community college students and loan repayment. [Contains notes.]
Physics Bachelor's Initial Employment: Data from the Degree Recipient Follow-Up Survey for the Classes of 2011 and 2012. Focus On
Author: Mulvey, Patrick
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Physics,Bachelors Degrees,Salaries,Employment Potential,Electronic Mail,Majors (Students),Job Satisfaction,Job Security,Promotion (Occupational),Secondary School Teachers,Government Employees,Laboratories,Gender Differences,Military Personnel,Higher Education,High Schools,Employment,Online Surveys

New physics bachelor's entering the workforce receive some of the highest starting salaries of any undergraduate majors. Each fall, the Statistical Research Center conducts its &quot;Survey of Enrollments and Degrees,&quot; which asks physics and astronomy departments to provide information concerning the numbers of students they have enrolled and counts of recent degree recipients. In connection with this survey, departments are asked for the names and contact information for their recent degree recipients. This degree recipient information is used to conduct the follow-up survey in the winter following the academic year in which they received their degrees. The follow-up surveys for the classes of 2011 and 2012, on which the majority of the data in this report is taken, were administered with a web-based form. Up to four e-mail survey invitations were sent to degree recipients. This report presents data from the the 2011 and 2012 follow-up surveys of physics bachelor's.
Liberalizing Cross-Border Trade in Higher Education: The Coming Revolution of Online Universities. Policy Analysis No. 720
Author: Lester, Simon
Date: 2013-02-05
Type: Reports - Evaluative
Subjects: Higher Education,International Trade,Competition,Online Courses,Free Enterprise System,International Law,Government Role,Global Approach,Educational Change,Barriers

Recent developments in higher education--with leading institutions starting to offer courses online--suggest that the Internet is going to disrupt this industry, just as it has already disrupted the music and book industries, as well as many others. We are entering a period of experimentation with new business models for higher education, with MOOCs (massive open online courses) being the most prominent among these. Regardless of the specific form the new industry will take, there is likely to be more competition, lower costs, and higher quality. This is great news for consumers of higher education; however, some existing institutions may fare badly in this transition, and are likely to call for government support. The call for support would happen even if higher education were exclusively a national market. Demands for government protection will be even stronger where foreign online competition is hurting traditional domestic institutions. With education now moving online, it has become tradable across borders like never before. Until now, trade in education was fairly small in scope, limited mostly to students studying abroad and a few foreign branch campuses. The growth of online education will make international trade in higher education services far more common. In response to this increasing trade, there are likely to be complaints about the impact of foreign competition on domestic institutions. The great beneficiaries of the coming online revolution in higher education are people all around the world looking for access to better educational opportunities. This paper encourages embracing this new period of innovation in higher education instead of working against these advancements. One way to promote free trade in higher education is with international trade agreements. Through these agreements, governments can make commitments not to discriminate against foreign online higher education programs. This policy analysis proposes that the same model that has been used to bring down tariffs and other protectionist trade barriers through trade agreements should be used to bring the benefits of international competition to trade in higher education services. [Contains 47 notes.]
Drawing Meaningful Trends from the SAT. Cato Working Paper
Author: Coulson, Andrew J.
Date: 2014-03-10
Type: Reports - Research
Subjects: College Entrance Examinations,Academic Achievement,Scores,Trend Analysis,Educational Trends,National Competency Tests,Models,Validity,Grade 8,Grade 12

Though measures of long-term academic performance trends are valuable to education policy analysts and policymakers, they have been hard to come by at the state level, where most education policy is made. Such data are either nonexistent prior to 1990 or are unrepresentative of statewide student populations. A continuous series of state mean SAT scores is available back to 1972, however, and a previous study identified a method for adjusting these scores to account for varying participation rates and demographics. The present paper aims to extend that earlier work, modifying it to facilitate meaningful trend analysis, using a substantially larger data set, relaxing its assumptions, and improving its approach to model selection and validation. The optimal model derived from that process is externally validated against both lagged 8th-grade and contemporaneous 12th-grade National Assessment of Education Progress (NAEP) scores, with good results. [Contains one appendix: Principal Component Analysis Discussion.]
Democracy's Champion: Albert Shanker and the International Impact of the American Federation of Teachers
Author: Chenoweth, Eric
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Unions,Educational Change,Public Education,Collective Bargaining,Democracy,International Organizations,Global Approach,Teacher Associations,Educational History,Leaders

Albert Shanker (1928-1997) is known mainly for his successful struggle to obtain collective bargaining for teachers, his leadership of teacher unions, and his championship of education reform. Shanker built large and powerful city, state, and national unions of teachers and other public employees that still stand as models both for union democracy and worker representation. During his period of active leadership, the American Federation of Teachers (AFT) grew from a membership of 65,000 in 1960 to nearly one million teachers, school employees, professors, public employees, and other professionals in 1997. Drawing on his authority as a teacher union leader, Shanker also took a leading role in advocating for the reform and improvement of public education in the United States. He challenged the education establishment to adopt the innovative changes needed to improve schools, and his own members to accept radical changes to union contracts aimed at helping the children they served. Presidents, governors, legislators, school chancellors, and most anyone involved in education sought Shanker's advice and counsel. His ideas remain the basis for many education reform initiatives today. This report chronicles Al Shanker's contributions in the international arena, and documents his international endeavors to support democracy and workers' rights. Contains one appendix: &quot;Where We Stand&quot; by Albert Shanker: 1971-97 Columns on International and Democracy Themes.&quot;