ethanporcaro/eric-fulltext-meta huggingface dataset:
Module 1: Overview of Work-Family Issues in the United States. Work-Family Curriculum Guide
Author: Kossek, Ellen Ernst
Date: 2006-00-00
Type: Guides - Classroom - Teacher
Subjects: Quality of Life,Social Sciences,Family Work Relationship,Family (Sociological Unit),Curriculum Guides,Learning Modules,Interdisciplinary Approach,Family Characteristics,Organizational Change,Fundamental Concepts,Quality of Working Life,Instructional Design,Teaching Methods,Behavioral Objectives

There is a long tradition of academic interest in the worlds of work and family. However, there was scant attention paid to the linkages between these two worlds until the mid 1970s. In the United States, the 1977 publication of Kanter's monograph, &quot;Work and family in the United States: A critical review and agenda for research and policy,&quot; sparked a surge in scholarship focused on the relationships between work and family issues. Academics in diverse fields and disciplines--from child &amp; family studies to economics--began to research and write about the experiences of working families, employers' response to the work-family priorities of their employees, and public sector policies that affect the decisions both of working families as well as those made by employers. This module introduces students to the multi-disciplinary work-family field of study. The module's contents provide information related to: (1) The diversity of contemporary families; (2) Changing forms of work; (3) Concepts related to the work-family interface; (4) Work-family issues as important contemporary concerns; and (5) The implications of work and family experiences for the quality of life at home and at the workplace. The contents of the module are appropriate either for: (1) The first one or two sessions of a work-family course taught in social science departments; and (2) Specific sessions of a survey course, such as the sociology of family, which focuses on a range of topics, including an introduction to work-family issues. (Contains 4 online resources.) [This paper was prepared with the help of Judi C. Casey, Karen Corday, and Christina Matz. For Modules 2, 3 and 4 of this curriculum guide, see ED536753,  ED536766, and ED536752, respectively.]
Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort Derived Variables. Technical Report 69
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Syntax,Foreign Countries,Enrollment,Longitudinal Studies,Guides,Social Indicators,Predictor Variables,Youth,Data,Surveys,Cohort Analysis,Employment,Vocational Education,Interviews,Educational Attainment

This technical report details the derived variables developed for users of the Longitudinal Surveys of Australian Youth (LSAY) data. The derived variables fall into the categories education, employment and social, and help to simplify the complexity of the LSAY data by providing useful indicators for analysis. To help LSAY data users understand and make effective use of these variables, this report provides descriptions, formats, and additional notes for each variable, as well as the SAS syntax used to derive the variables for the 1995 commencing cohort.
Questions and Answers about Child Care: A Sloan Work and Family Research Network Fact Sheet
Author: Sloan Work and Family Research Network
Date: 2008-07-00
Type: Reports - Descriptive
Subjects: Employment Level,Child Care,Marital Status,Time Factors (Learning),Time Blocks,Enrollment Rate,Child Care Centers,Preschool Children,Child Caregivers,Parent Participation,Family Work Relationship,Costs,Employee Assistance Programs,Educational Research

The Sloan Work and Family Research Network has prepared Fact Sheets that provide statistical answers to some important questions about work-family and work-life issues. This Fact Sheet includes statistics about Child Care, and answers the following questions about child care: (1) How many children are in child care?; (2) How many hours per week do children stay in child care?; (3) How many preschoolers are cared for in center based programs?; (4) How many preschoolers are cared for by nonrelatives?; (5) How many preschoolers are cared for by relatives?; (6) How many fathers and grandparents provide child care?; (7) How does marital status affect fathers' involvement in child care?; (8) How does mothers' employment status affect the types of child care used?; (9) What is the cost of child care?; and (10) Do companies help employees with child care?
Module 3: Workplace Policy, Practice and Culture--Employer and Employee Perspectives. Work-Family Curriculum Guide
Author: Kossek, Ellen Ernst
Date: 2006-00-00
Type: Guides - Classroom - Teacher
Subjects: Educational Policy,Familiarity,Organizational Effectiveness,Family Work Relationship,Family Relationship,Human Resources,Personnel Policy,Organizational Development,Employer Employee Relationship,Organizational Culture,Employment Practices,Supervisor Supervisee Relationship,Curriculum Guides,Behavioral Objectives,Conflict,Fundamental Concepts,Learning Modules,Case Studies,Teaching Methods,Instructional Design

The contents of this module have been prepared to address some of challenges associated with teaching about work-family issues from a human resource management and employment perspective. The goals of this module are: (1) To develop an understanding that work-family policies are part of a human resource management system and the employment relationship; (2) To explain how work-family policies can be understood from both the individual employee and the organizational perspectives, which sometimes have competing tensions; (3) To develop an understanding of how the implementation of work-family policies, practices and culture link to support organizational effectiveness; and (4) To promote familiarity with the different ways that employing organizations can support the work family relationship and different rationale for doing so. The topics covered in this module include: (1) Employer-sponsored work-family policies and programs; (2) Impact of work-family conflicts and supports on work outcomes; (3) Workplace culture; (4) Relationships with supervisors and co-workers; (5) Workplace flexibility; (6) Business cases for employer response to work-family issues; and (7) Private versus public approaches for work and family supports. (Contains 4 online resources.) [This paper was prepared with the help of Judi C. Casey, Christina Matz-Costa, and Karen Corday. For Modules 1, 2, and 4 of this curriculum guide, see ED536763,  ED536753, and ED536752, respectively.]
The CERCA School Report Card: Communities Creating Education Quality. Final Report
Author: Florez Guio, Ana
Date: 2006-09-00
Type: Reports - Research
Subjects: Educational Quality,Foreign Countries,Educational Change,Community Leaders,Sustainability,Community Involvement,School Community Relationship,Educational Improvement,Facilitators (Individuals),Selection,Training,Data Collection,Program Implementation,Group Activities,Parent Attitudes,Capacity Building,Accountability,Student Participation,Teacher Participation,Parent Participation

The CERCA (Civic Engagement for Education Reform in Central America) school report card (SRC) model was developed with schools in the Dominican Republic, El Salvador, Guatemala, Honduras, and Nicaragua in 2004 and 2005. This document summarizes the major findings, successful procedures, and implications of the experience for the region. The SRC model is a participatory approach by which the local education community--parents, teachers, students, and community leaders--jointly analyze the status of their schools and define school improvement and monitoring plans, with a focus on classroom quality. The education community collects and analyzes information about their schools using simple indicators and self-assessment tools. The SRC promotes a sense of shared responsibility through a non-confrontational but effective accountability approach. The SRC was developed through the Civic Engagement for Education Reform in Central America (CERCA) project, a regional activity funded by the U. S. Agency for International Development (USAID) and implemented by the Academy for Educational Development (AED). CERCA develops opportunities for parents and local communities to engage actively in supporting school quality. Major findings include: (1) The CERCA SRC successfully mobilizes communities; (2) The SRC successfully addresses educational quality issues, based on the communities' own realities and contexts; (3) The SRC generates results within a short timeframe, and communities want to sustain the model in the long term; (4) The SRC successfully builds local capacity to design and monitor actions that address issues tackled by school management plans; (5) Parents especially value the SRC as a new way to participate in their children's education; (6) The SRC process is cost-effective, in comparison to other programs; (7) Expansion of the SRC will require active ownership and support from ministries of education; and (8) Periodic follow-up with schools that participate in the SRC is important for sustainability and analysis. A bibliography is included. Annexed are: (1) List of Participating CERCA SRC Schools; (2) Guide for Information Collection; and (3) Frequently Asked Questions. (Contains 6 tables, 1 figure and 1 footnote.) [For related report, &quot;The CERCA School Report Card: Communities Creating Education Quality. Implementation Manual,&quot; see ED520080.]
Programs under Siege: Traditional Teacher Education Programs' Survival and Success
Author: Moffett, David W.
Date: 2012-10-18
Type: Reports - Research
Subjects: Teacher Education Programs,Accreditation (Institutions),Change,Federal Programs,Federal Aid,Teacher Certification,Teacher Salaries,Distance Education,Academic Degrees,Student Financial Aid,Alternative Teacher Certification,Student Attrition,Educational Trends,National Organizations,Educational Researchers,Criticism,College Administration

The purpose of this study is to identify the many challenges currently faced by traditional teacher education programs and to identify what they can do to survive and succeed. This phenomenological study is the result of the Investigator's journey as the longest serving member of a state's teacher education association and his involvement in state and national teacher education policy making, combined with experiences as a teacher education division chair, school of education associate dean, unit accreditation director, and assessment director. The Investigator identifies 10 areas challenging traditional teacher education programs and applies his personal journey as a teacher education association leader, policy maker, and teacher education administrator, along with relevant articles and stories, to each of them. Beyond discussion in each of the 10 areas the Investigator offers recommendations for each, regarding how traditional teacher education programs can survive the challenges and succeed.
Partnerships for College Access and Success: Using Partnerships as a Strategy. A Technical Assistance, Toolkit, and Resource Guide
Author: Academy for Educational Development
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Access to Education,Postsecondary Education,School Holding Power,Technical Assistance,Feedback (Response),Educational Change,Glossaries,Resource Materials,Academic Persistence,Educational Attainment,Community Organizations,Barriers,Disproportionate Representation,Partnerships in Education,Case Studies,Confidentiality,Data Collection,Sustainability

"Partnerships for College Access and Success: A Technical Assistance Guide, Toolkit and Resource Guide" reflects lessons learned from four years of planning, implementation and evaluation work through the Partnerships for College Access and Success (PCAS) initiative. It is the result of the collaboration between AED (Academy for Educational Development), the eight partnerships funded under this initiative, the Lumina Foundation for Education which provided the funding, and the OMG Center for Collaborative Learning, who was the external evaluator and provided both formative and summative feedback to all of the participants. Collectively the authors have learned much about the context, practices and policies related to linking postsecondary access activities to success, defined as retention and attainment of a degree or technical certificate. "Partnerships for College Access and Success" provides a roadmap for how to develop a community-wide initiative that is inclusive of community groups and organizations and engages them in the effort to connect high school reform with improving students' outcomes in postsecondary education and in connecting working adults and disconnected youth to postsecondary education and providing support for their success. Since December 2003, the Academy for Educational Development (AED) has administered and provided technical assistance to the eight grantees funded by Lumina Foundation for Education. The tools in this guide should help any researcher, practitioner or organization interested in breaking down barriers to postsecondary access, retention and attainment for underrepresented students. Individual sections contain references and glossaries. A list of resources is included.
Indiana State University: Documentation of the Teachers for a New Era Learning Network. Case Study
Author: Academy for Educational Development
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Evidence,Organizational Change,Educational Change,Professional Development,Case Studies,Teacher Education Programs,Preservice Teachers,Educational Assessment,Partnerships in Education

The Academy for Educational Development (AED) sent a research team to Indiana State University (ISU) on November 11-12, 2008 to conduct interviews with individuals who play important roles in the university's teacher preparation program. Based upon the nine case studies, the AED research team will prepare a cross-case study that will document and analyze evidence with bearing on four broad research questions: (1) Is there evidence of institutional change along the lines of the TNE design principles in the preparation of teachers at these institutions?; (2) In what categories of change does this evidence appear?; (3) Around which indicators do these appear?; and (4) What aspects of the Learning Network, if any, are reported to have triggered or enhanced the occurrence of change or supported its continuation? Interviewees are appended.
Arizona State University: Documentation of the Teachers for a New Era Learning Network. Case Study
Author: Academy for Educational Development
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Evidence,Organizational Change,Preservice Teacher Education,Colleges,Educational Change,Interviews,Student Evaluation,Educational Innovation,Teaching (Occupation)

The Academy for Educational Development (AED) sent a research team to Arizona State University (ASU) on October 20-21, 2008 to conduct interviews with individuals who play important roles in the university's teacher preparation program. These interviews, along with additional documentation provided by ASU and identified by the AED research team, provide the basis for this case study. The Teachers for A New Era (TNE) Learning Network was established in 2005 with a grant from the Annenberg Foundation and additional support from Carnegie Corporation of New York (CCNY). Its purpose is to broaden and deepen the profession's understanding of how the Teachers for a New Era design principles could contribute to the reform of teacher education, and to encourage the institutions of higher education that belong to the Learning Network to reach out to others with similar interests. Like Teachers for a New Era (TNE), launched in 2001 by CCNY, with additional support from the Ford and Annenberg Foundations, the Learning Network promotes the TNE design principles: (a) grounding teacher education on sound evidence, including measurement of pupil learning; (b) engaging the arts and sciences disciplines; and (c) understanding teaching as an academically taught clinical practice profession. Thirty colleges and universities, selected through a competitive invitational process, belong to the TNE Learning Network. This case study is one of nine prepared by AED to document evidence of &quot;institutional change in teacher preparation&quot; at nine of the 30 universities that took part in the TNE Learning Network. AED selected the nine universities based upon a variety of factors, including their degree of engagement in the Learning Network, and their willingness to specify a program objective and indicator (s) of change that reflected important work underway and would serve as the focus of this case study. Appended are: (1) Interviewees; and (2) Learning Network--Measuring Progress. (Contains 5 footnotes.)
Developing Service Plans: A Resource Manual for American Indian/Alaska Native Head Start/Early Head Start Grantees
Author: Academy for Educational Development
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Services,Health Services,Guidelines,Alaska Natives,American Indians,Program Development,Program Design,Disadvantaged Youth,Grants,Program Implementation,Early Childhood Education,Standards

This "Developing Service Plans" guide is a tool to assist grantees in the development of written service plans. It provides a structure that can be tailored to meet the needs of individual grantees. Services Plans are a management tool for planning, organizing and implementing Head Start program services to children and families. As stated in the Head Start Program Performance Standards: "Program planning must include: The development of written plans for implementing services in each of the program areas--Early Childhood Development and Health Services, Family and Community Partnerships, and Program Design and Management {1304.51 (a)1(iii)}." The service plan(s) should be a working document that specifies how your program will meet or exceed the minimum requirements of the Head Start Performance Standards. The information in this guide includes specific guidelines for developing the plans, and using them to implement services. Remember that the plan is a road map that outlines the steps to be taken to meet your goals and objectives, within the systematic framework provided by Head Start Program Performance Standards. The process, and the plan(s) will be different for each grantee, but the end result will provide you with plans for implementing quality services. Remember that the plan is a road map that outlines the steps to be taken to meet your goals and objectives, within the systematic framework provided by Head Start Program Performance Standards. The process, and the plan(s) will be different for each grantee, but the end result will provide you with plans for implementing quality services.
Five Steps to Community Assessment for American Indian/Alaskan Native Head Start Programs
Author: Academy for Educational Development
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Program Effectiveness,Eligibility,Alaska Natives,American Indians,Scoring,Grants,Program Design,Decision Making,Data Collection,Data Analysis,Childhood Needs,Family Needs,Trend Analysis,Glossaries,Surveys,Federal Programs,Early Childhood Education,Preschool Children,Disadvantaged Youth,Low Income,Early Intervention

The Community Assessment (CA) is the collection and analysis of information on the characteristics and needs of American Indian/Alaska Native (AIAN) Head Start/Early Head Start (HS/EHS) eligible children and families in the grantee service area and the resources available to meet those needs. The primary purpose of conducting a Community Assessment is to make decisions about program design and services based on the information that you collect and analyze. The Community Assessment is a targeted assessment that identifies issues and trends having the greatest impact on American Indian/Alaska Native families with young children. The CA covers the entire service area that a grantee is funded to serve. There are five basic steps in the Community Assessment process: (1) Plan and Organize; (2) Design Data Collection; (3) Gather Data; (4) Review and Analyze Data; and (5) Make Decisions. In this workbook, each of the steps will be discussed separately and in some detail. Each step will have its own section, which offers guidance specific to conducting activities in that step. There will also be some helpful tips which have been lessons learned by AIAN HS/EHS programs or are suggested by the regional office. Appended are: (1) Federal Regulations And Instructions For Grant Applications That Apply To Community Assessment; (2) Instructions In The Grant Application Budget Instrument (GABI) That Apply To Community Assessment; (3) Guide To Using Excel To Help Analyze Your Quantitative Data; (4) Sample Enrollment Eligibility Criteria Scoring System; and (5) Community Assessment Glossary. [This resource was co produced by The American Indian Technical Assistance Network (AI-TAN).]
Migrant & Seasonal Head Start Mental Health Services Checklist: Supporting MSHS Mental Health Programs
Author: Academy for Educational Development
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Health Services,Mental Health,Migrants,Preschool Education,Best Practices,Check Lists,Disadvantaged Youth,Mental Health Programs,Wellness,Standards,Resource Materials

This is a checklist of suggested systems, policies and procedures for supporting Mental Health and wellness services within Migrant & Seasonal Head Start programs. This checklist was developed in accordance with the Head Start Program Performance Standards and represents a comprehensive best practice model. In this checklist you will find indicators from a variety of domains. This is because mental health is a multi dimensional and cuts across all aspects of the Head Start Program. Appended are: (1) Mental Health Care PRISM Question; (2) Mental Health PRISM Protocol; and (3) Mental Health Resource List.
Young Adult Capacity Initiative Cross-Site Analysis
Author: Academy for Educational Development
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Technical Assistance,Young Adults,Youth Programs,Site Analysis,Incentive Grants,Program Implementation,Program Effectiveness,Program Evaluation,Community Organizations,Capacity Building,Case Studies,Individual Needs

This cross-site analysis presents findings about the implementation, impact, and outcomes of the Young Adult Capacity Initiative (YACI), at 13 community-based organizations in New York City. These agencies received technical assistance and small incentive grants from the Fund for the City of New York Youth Development Institute (YDI) to build their capacity to address the needs of &quot;disconnected&quot; young adults. The Academy for Educational Development (AED) studied five of these sites intensively and produced case studies in a separate document. AED also produced a separate report of findings from a longitudinal survey of YACI participants. This cross-site analysis was undertaken to foster understanding of the overall initiative and thus contribute to the knowledge base in several areas, including the needs of disconnected youth, youth development in general, community-based young adult services, and the effective provision of technical assistance (TA) to community-based, youth-serving organizations. AED and YDI identified a set of issues and topics they considered important for interpreting the case-study data and &quot;telling the story.&quot; The cross-site findings show a broad range of implementation types and programming particulars, as well as program challenges and success factors. Findings derived from this breadth of experience illuminate ways to implement, sustain, and scale up programming to address the needs of disconnected youth and young adults--an underserved segment of the youth population. (Contains 2 footnotes.)