ethanporcaro/eric-fulltext-meta huggingface dataset:
Classroom-Level Strategies: Interrupting Bullying &amp; Harassment in Schools -- Toolkit
Author: Brion-Meisels, Gretchen
Date: 2022-00-00
Type: Guides - Classroom - Teacher
Subjects: Bullying,Teacher Role,Teacher Competencies,Classroom Environment,Classroom Techniques,Student Needs,Multi Tiered Systems of Support,Social Emotional Learning,Interpersonal Relationship,Elementary Secondary Education,Developmentally Appropriate Practices,Classroom Communication,Standards,Consciousness Raising,Capacity Building,Teacher Responsibility,Prosocial Behavior,Student Behavior,Teacher Behavior,Interpersonal Competence,Skill Development,Conflict Resolution,School Counselors,Prevention

Although bullying behaviors can occur in many different contexts, classroom teachers must be equipped with the knowledge and skills to address these behaviors in a classroom setting. Every classroom can benefit from routines and structures that allow students to feel safe, valued, and able to participate fully. However, the types of routines and structures that teachers adopt often shift depending on the developmental needs of their students. Provided in this toolkit is a set of classroom-level strategies from which educators might draw to build a positive classroom climate. These strategies work best when integrated into an explicit, multi-tiered effort to improve school culture and climate, such that teachers are not doing this work in isolation of administrators, colleagues, families or other community members.
Literature Review -- Digital Equity and Inclusion for Education
Author: Bishop, Sarah
Date: 2022-09-00
Type: Information Analyses
Subjects: Equal Education,Inclusion,COVID-19,Pandemics,Access to Education,Access to Computers,Digital Literacy,Internet,Research Skills,Advocacy,Audits (Verification),Student Characteristics,Race,Ethnicity,Income,Immigrants,Native Language,Bilingualism,Second Language Learning,English (Second Language),Student Diversity,Learner Engagement,Technological Literacy,Pedagogical Content Knowledge,Faculty Development,Students with Disabilities,Educational Finance,Educational Practices

Research and advocacy have pinpointed the necessity of improving access to broadband and electronic devices in addition to securing research skills as part of a well-rounded education. The numerous factors surrounding digital literacy are also directly related to equity. This literature review explores the research and data on digital access and digital audits, digital access and COVID-19, digital equity landscape post-COVID-19, digital literacy, digital citizenship, digital redlining and equity issues, and recommendations for action in general and at the state level, school level, classroom level and community level.
Quality Early Education System: Year 3 Evaluation Report
Author: Norman-Goins, Kimilee
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Educational Quality,Early Childhood Education,Program Evaluation,COVID-19,Pandemics,Program Effectiveness,Educational Change,Coaching (Performance),Child Care Centers,Educational Objectives,Technical Assistance,Caregiver Training,Social Emotional Learning,Emergent Literacy,Outcomes of Education,Faculty Development,Early Childhood Teachers,Community Colleges,Electronic Learning,Preschool Children,Home Study

It is impossible to anticipate the length and impact of a global pandemic. Millions of young children across the globe had to quickly adjust to innovations in technology that support cognitive development. The coaches and educators at the Quality Early Education System (QEES) in Hillsborough County-a comprehensive, multiagency effort to support the individuals involved in caring for young children aged birth to 5--had no idea how these children would acclimate. We are often too quick to underestimate the flexibility and resilience of young children. This past school year, they reinvented their classrooms and the programs we have built to support early learners, their families, and the educators that work with them. The Year 3 evaluation will provide insight into how the program components continue to develop to meet the needs of young children and the early learning community. In 2020-21, QEES delivered onsite support to 256 ECE providers throughout Hillsborough County, the third largest school district in the state of Florida and eighth largest in the country. [For &quot;Quality Early Education System: Year 2 Evaluation Report,&quot; see ED613836.]
Community-Level Strategies: Interrupting Bullying &amp; Harassment in Schools -- Toolkit
Author: Brion-Meisels, Gretchen
Date: 2022-00-00
Type: Guides - General
Subjects: Bullying,Educational Environment,Community Role,Prevention,School Community Programs,Family Role,Community Involvement,Family Involvement,Racism,Social Bias,Civil Rights

It is important to acknowledge the role of community participation in the efforts on the prevention of school-based bullying and harassment. There is an extensive body of research on the importance of school-family partnerships (e.g., Montemayor &amp; Chavkin, 2016; Henderson, et al., 2007; Cohen &amp; Freiberg, 2013; Bradshaw, 2015) and school-community partnerships (e.g., Mapp &amp; Kuttner, 2013) in nurturing positive school climates and fostering academic outcomes for youth. Provided in this toolkit is a set of strategies from which educators might draw to support the work of building bridges with community-based actors to prevent bullying and harassment. The authors want to explicitly note that they consider families key community-based actors; not only are families incredibly knowledgeable about their own student's needs, but they are often the folks who physically bridge the contexts of school and community for youth. The strategies listed work best when integrated into an explicit, multi-tiered effort to improve school culture and climate, such that administrators, teachers, educational support providers, and families are integrated into these efforts.
Levers of Change: How State Policies Support District Innovation
Author: Foster, Kelly Robson
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Educational Change,State Policy,Educational Innovation,School Districts,Public Schools,Elementary Secondary Education,Educational Finance,State Aid,Accountability,Educational Policy,Individualized Instruction,Evaluation Methods,Grants,Program Evaluation,Mastery Learning,Student Centered Learning,Policy Formation,Program Implementation

In the wake of the COVID-19 pandemic, K-12 schools are under immense pressure to meet the diverse needs of students. But policies and practices have not evolved quickly enough to meet those needs -- and as a result, the system continues to fail far too many young people. In &quot;Levers of Change: How State Policies Support District Innovation,&quot; Bellwether delves into the ways states can support and catalyze innovation in public school districts -- adopting new laws, amending or repealing existing laws, changing policy or regulation, providing funding, or creating new programs. The report identifies seven states that have taken steps to enable innovation in public school districts -- Colorado, Kentucky, Montana, New Hampshire, North Dakota, Utah, and Washington -- and explores the lessons they can offer to leaders looking to spark innovation in their schools.
Literature Review -- Bullying and Harassment in Schools
Author: Brion-Meisels, Gretchen
Date: 2022-01-00
Type: Information Analyses
Subjects: Bullying,Antisocial Behavior,Aggression,Schools,Educational Research,Incidence,Legal Responsibility,School Responsibility,Educational Environment,Program Effectiveness,Change Strategies,Computer Mediated Communication,Classroom Techniques,Individualized Programs,Journal Articles,Research Reports,At Risk Persons,Bias

In order to ensure that all students have access to the everyday activities and lessons of school, educators must work to create safe educational spaces and prevent bullying and harassment in schools. This literature review presents the research highlights on: (1) prevalence and impact; (2) risk factors; (3) school obligations under law; (4) avoiding ineffective anti-bullying programs; (5) fostering change; (6) school climate; (7) addressing bias-based harassment; and (8) addressing cyberbullying. Research on strategies at the school, classroom, and individual levels are also presented.
Emergent Bilingual Learner Education -- Literature Review
Author: Piñón, Lizdelia
Date: 2022-09-00
Type: Information Analyses
Subjects: Bilingual Education,Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Language Acquisition,Educational Quality,Educational Policy,Educational Legislation,Teaching Methods,Bilingualism,Best Practices,Program Design,Teacher Education,Teacher Recruitment,Educational Finance,Language Usage,English Language Learners,Limited English Speaking,Federal Legislation,Elementary Secondary Education

Schools are required by the U.S. Constitution, federal and state legislation, and court rulings to ensure equity and excellent education for emergent bilingual students. This literature reviews those policies, related funding and the history of poor quality of instruction provided to these learners. It also describes the research on bilingual education approaches, best practices for instruction and program design, and teacher preparation and recruitment.
Florida Atlantic University Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: Accountability,Financial Support,Performance Factors,Enrollment,Definitions,College Programs,Coordination,Organizational Objectives,Strategic Planning,Planning,Administrators,Governing Boards,Expectation,Performance

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Atlantic University Accountability Plan, 2022,&quot; see ED622142.]
Florida Gulf Coast University Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: Accountability,Financial Support,Performance Factors,Enrollment,Definitions,College Programs,Coordination,Organizational Objectives,Strategic Planning,Planning,Administrators,Governing Boards,Expectation,Performance

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Gulf Coast University Accountability Plan, 2022,&quot; see ED622147.]
Florida International University Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: Accountability,Financial Support,Performance Factors,Enrollment,Definitions,College Programs,Coordination,Organizational Objectives,Strategic Planning,Planning,Administrators,Governing Boards,Expectation,Performance,Research Universities

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;Florida International University Accountability Plan, 2022,&quot; see ED622139.]
Quality Early Education System: Year 4 Evaluation Report
Author: RMC Research Corporation
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Educational Quality,Early Childhood Education,Program Evaluation,COVID-19,Pandemics,Program Effectiveness,Educational Change,Coaching (Performance),Child Care Centers,Educational Objectives,Technical Assistance,Caregiver Training,Social Emotional Learning,Emergent Literacy,Outcomes of Education,Faculty Development,Early Childhood Teachers,Community Colleges,Electronic Learning,Preschool Children,Home Study

As the world transitioned out of a global pandemic, the Quality Early Education System (QEES) continued to push for innovative programming and strengthen the collaboration between community partners. QEES in Hillsborough County, Florida has a front-row seat to the challenges presented to the early childhood community, ranging from staffing shortages, fiscal burdens, and varying child learning needs that resulted from the instability presented by the COVID-19 pandemic. QEES built on its comprehensive, multiagency foundation to support all those involved in caring for young children aged birth to 5 by continuing services, staying connected, forging new partnerships, and continually adjusting its lens to meet the ever-changing needs based on feedback received from those it serves. This report illustrates QEES' innovation and determination in 2022, growing stronger and more connected to the world of early childhood. [For &quot;Quality Early Education System: Year 3 Evaluation Report,&quot; see ED629276.]
University of Central Florida Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: Accountability,Financial Support,Performance Factors,Enrollment,Definitions,College Programs,Coordination,Organizational Objectives,Strategic Planning,Planning,Administrators,Governing Boards,Expectation,Performance,Research Universities

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;University of Central Florida Accountability Plan, 2022,&quot; see ED622122.]
Florida Agricultural and Mechanical University Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: Accountability,Governing Boards,Strategic Planning,Administrators,Expectation,Organizational Objectives,Financial Support,Performance Factors,Enrollment,Planning,College Programs,Coordination,Definitions

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Agricultural and Mechanical University Accountability Plan, 2022,&quot; see ED622146.]
Florida Polytechnic University Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: State Universities,Technical Institutes,Accountability,Strategic Planning,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Educational Indicators,Educational Quality,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Once an accountability plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for approval, excluding those sections of the Plan that require additional regulatory or procedural approval pursuant to law or Board regulations. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Polytechnic University Accountability Plan, 2022,&quot; see ED622141.]
Indigenous Pedagogies: Land, Water, and Kinship. Occasional Paper Series 49
Author: Boldt, Gail, Ed.
Date: 2023-05-00
Type: Collected Works - General
Subjects: Indigenous Populations,Indigenous Knowledge,Values,Interpersonal Relationship,Cultural Influences,Cultural Awareness,Colonialism,Teaching Methods,Natural Resources,Family Influence,Story Telling,Agriculture,Language Usage,Citizenship Responsibility,Ethics,Water,Decolonization,Racism,Culturally Relevant Education,STEM Education

Issue #49 of the Bank Street Occasional Paper Series, &quot;Indigenous Pedagogies: Land, Water and Kinship,&quot; brings together Indigenous educators and researchers to demonstrate how Indigenous teaching and learning takes form across contexts. Indigenous knowledge systems, values, and ways of being are understood and enacted within socio-ecological systems grounded in reciprocal kin relations. This means that for Indigenous peoples, teaching, learning, living, and being in relation with human and more-than-human beings is central to their knowledge systems. The authors worry that forwarding Indigenous pedagogies for educators broadly could result in a romanticization or appropriation of indigeneity, but hope that it will contribute broadly to sustainable and just futures.
Local Data Collection and Analysis: Interrupting Bullying &amp; Harassment in Schools -- Toolkit
Author: Brion-Meisels, Gretchen
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Bullying,Prevention,Antisocial Behavior,Educational Practices,Guidelines,Data Analysis,Evaluation Methods,Stakeholders,Data Collection,Participatory Research,Action Research,Student Attitudes,Educational Environment,Instructional Program Divisions,Intervention,Behavior Change,Elementary Secondary Education

Before developing a school- and community-wide work plan around preventing bullying and harassment, school administrators should employ data collection tools to determine their specific areas of focus. Successful bullying prevention efforts must be driven by local data and rooted in research on effective practices. These policies must undergo frequent evaluation and revision efforts to ensure they are having their intended effect. Items in this toolkit include: (1) guidelines and methods for data collection; (2) data analysis processes; and (3) evaluation and reevaluation processes.
Florida State University Accountability Plan, 2023
Author: State University System of Florida, Board of Governors
Date: 2023-06-22
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Strategic Planning,Educational Finance,Educational Indicators,Educational Quality,Enrollment,Graduation Rate,Improvement Programs,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education,Blended Learning,Outcomes of Education,Achievement

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;Florida State University Accountability Plan, 2022,&quot; see ED622121.]
School-Level Strategies: Interrupting Bullying &amp; Harassment in Schools -- Toolkit
Author: Brion-Meisels, Gretchen
Date: 2022-00-00
Type: Guides - General
Subjects: Bullying,Educational Strategies,Educational Environment,School Safety,Inclusion,Restorative Practices,Positive Attitudes,School Culture,Educational Policy,Discipline Policy,Computer Mediated Communication,Intervention,Positive Behavior Supports,Teacher Student Relationship,Family School Relationship

Because bullying behaviors occur across the many spaces that exist within schools (e.g., classrooms, gyms, bathrooms, playgrounds, cafeterias), and because students often move between classrooms and teachers, it is critical for schools to take a schoolwide approach to preventing bullying and harassment (Jones &amp; Bouffard, 2012; Bradshaw, 2015). School-level strategies refer to actions that administrators and other school leaders can take to nurture a positive school climate and to prevent bullying and harassment. Therefore, school-based bullying prevention programming must begin with universal efforts, involving all administrators, teachers, counselors and other educational support providers (e.g., bus drivers, cafeteria employees, janitors, office staff). This toolkit provides guidance for school level strategies in the following areas: (1) Guidelines for Building Safer School Climates; (2) Structural Shifts &amp; Restorative Practices that Promote a Positive School Climate; (3) Positive School Culture-Building Strategies; (4) Developing or Updating Anti-Bullying and Anti-Harassment Policies; (5) Addressing Cyberbullying; (6) Intervention Strategies; (7) Dealing with Teachers Who Bully Students; and (8) Informing and Collaborating with Families.