ethanporcaro/eric-fulltext-meta huggingface dataset:
The 2009 Foundation for Child Development Child and Youth Well-Being Index (CWI) Report
Author: Foundation for Child Development
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,Well Being,Child Development,Trend Analysis,Quality of Life,Socioeconomic Status,Child Health,Child Safety,Participation,Interpersonal Relationship,Emotional Development,Spiritual Development,Religion,Social Development,Prediction,Family Income,Racial Differences,Age Differences,Health Insurance,Poverty,Violence,Crime,Family Structure,Suicide,Indexes

The Foundation for Child Development Child and Youth Well-Being Index Project at Duke University issues an annual comprehensive measure of how children are faring in the United States. The Child Well-Being Index (CWI) is based on a composite of 28 &quot;Key Indicators&quot; of wellbeing that are grouped into seven &quot;Quality-of-Life/Well-Being Domains,&quot; including economic wellbeing, health, safety, educational attainment, community connectedness, social relationships and emotional/spiritual well-being. This year's CWI is an updated measure of trends over the 32-year period from 1975 to 2007, with projections for 2008. This year, for the first time, the foundation has also produced a Special Focus Report that offers projections of the impact the recession is likely to have on children's well-being through the year 2010. These projections are drawn from time series forecasting of data from the CWI databank and from an analysis of past recessions. The major trends that can be drawn from the 2009 CWI Update include: Progress in American children's quality of life has fluctuated since 2002, and began a decline in 2008. Overall well-being--as measured by the composite &quot;Child and Youth Well-Being Index&quot; (&quot;CWI&quot;)--peaked in 2002, after 9/11, at 102.07. This was followed by a decline below the 2002 level in 2003 and 2004. The CWI then rose by small amounts in the 2005 to 2007 years, reaching an estimated 103.17 in 2007, and began a decline in 2008. The Special Report shows that the impact of the current recession on children will be dramatic. While data on most of the Key Indicators in the CWI for 2008 will not be available for two to three years, early indications are that the CWI began to decline during the past year and will continue to have negative impacts. These projections show that virtually all the progress made in family economic well-being since 1975 will be wiped out. Appendices include: (1) Methods of Construction and Indicator List for the CWI; (2) Sources of Data for the CWI; (3) Child and Youth Well-Being Index Values, 1975-2007, with Projections for 2008; and (4) Medium-Term and Long-Term Changes in the CWI. (Contains 7 figures, 1 table and 12 footnotes.)
A Sample Science Education Activity in Multicultural Environment
Author: Onder, Ismail
Date: 2011-01-00
Type: Journal Articles
Subjects: Educational Strategies,Multicultural Education,Workshops,Foreign Countries,Science Education,Science Activities,Learning Experience,Science Course Improvement Projects,Action Research,Material Development,Cultural Relevance,Teaching Methods,Educational Practices

In this study, a sample activity developed in the workshops called &quot;Science education in multicultural environment&quot; of the program &quot;Integrative teaching in multicultural environment&quot; was presented. Workshops about varied subjects were carried out by participants representing four countries and participants developed teaching materials by getting benefit from elements special to their cultures in the ones related to science teaching. Two students from Belgium, one student from Denmark, one student from Latvia and five students from Turkey participated in the study and three Turkish academicians conducted the workshops. The outcomes of the study were evaluated by presenting them to all participants. The workshops were designed to help students learn instructional strategies and draw upon their prior learning experiences in order to apply effective multicultural education teaching activities. Emphasis is also placed on understanding the varied backgrounds and needs of students. (Contains 3 figures and 1 table.)
Physics & Astronomy Master's Initial Employment: Data from the Degree Recipient Follow-Up Survey for the Classes of 2006, 2007 and 2008. Focus On
Author: Mulvey, Patrick
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Graduate Study,Private Sector,Citizenship,Physics,Astronomy,Masters Degrees,Outcomes of Education,Employment Level,Labor Force,STEM Education,Status,Gender Differences,Bachelors Degrees,Majors (Students),Salaries,Science Teachers

This report presents the characteristics and initial outcomes of exiting master's degree recipients in physics and astronomy. The report covers the degree classes of 2006, 2007 and 2008. The status of exiting physics master's varied greatly by the citizenship of the degree recipient. The majority of US citizens entered or remained in the workforce after receiving their degrees, where the majority of non-US citizens continued with graduate study in physics or another field. Of the physics master's in the workforce, over half were employed in the private sector, with a vast majority working in a STEM (Science, Technology, Engineering, and Math) field. (Contains 4 figures and 5 tables.)
Planning a School-Based Mentoring Program. Lessons Learned. Volume 1, Issue 4
Author: Garringer, Michael
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Mentors,Elementary Secondary Education,Delinquency Prevention,Prevention,Program Effectiveness,School Location,Models,Interpersonal Relationship,Adults

School-based mentoring (SBM) has exploded in popularity in recent years: Today approximately one fourth of the youth mentoring programs in the country use a school-based format (Herrera, Grossman, Kauh, Feldman, & McMaken, 2007). In SBM, a K-12 student is paired with an adult from the community or an older (usually high school) student in a supportive one-to-one relationship at the school site. The enthusiastic growth of this model has been fueled, in part, by some of the widely reported successes of community-based mentoring in the mid-1990s (Tierney & Grossman, 2000), which indicated adult mentors could have a positive impact on many aspects of a youth's social and academic life. Naturally, both youth-serving nonprofits and school districts wondered if similar impacts could be achieved by delivering mentoring at the school site, capitalizing on existing school infrastructure and staffing to help manage the program and support the mentoring relationships. While some studies have questioned the efficacy of SBM (Bernstein, Rappaport, Olsho, Hunt, & Levin, 2009; Herrera et al., 2007), the experience of Education Northwest's National Mentoring Center (NMC) indicates that such mentoring programs can work well. Further, they have tremendous potential to help students in a number of academic and psychosocial domains, provided programs follow the emerging guidance provided by recent research. The NMC has been at the leading edge of the expansion of SBM since 1999, serving as a training and technical assistance provider for national mentoring initiatives funded by the U.S. Department of Education, the Office of Juvenile Justice and Delinquency Prevention, and the Corporation for National and Community Service. This "Lessons Learned" taps into NMC's experience to focus on what people consider the critical ingredients of successful SBM programs, as well as common pitfalls to avoid. These "lessons" will be most valuable to schools or districts that are contemplating starting a SBM program, although sites with existing programs may find this information helpful in the restructuring or refining of their mentoring services.
PreK-3rd: What Is the Price Tag? Policy to Action Brief. No. 2
Author: Shore, Rima
Date: 2009-04-00
Type: Reports - Evaluative
Subjects: Educational Objectives,Academic Achievement,National Competency Tests,Early Childhood Education,Educational Resources,Educational Administration,Resource Allocation,Cost Effectiveness,Costs,Educational Finance,Educational Change,Change Strategies,Educational Improvement,Educational Policy

In an era of intense fiscal pressures, educators are focusing on those investments most likely to lift student achievement. They are also trying to make more strategic use of existing resources. To achieve these goals, a growing number of policymakers are considering integrated PreK-3rd approaches. Increasingly, they are recognizing that the first several years of classroom experience lay the groundwork for later learning. Policymakers are also realizing that despite Americans' widespread confidence in their local elementary schools, primary-grade education is not nearly good enough. For many, the wake-up call comes when they are confronted with Fourth-Grade results on the National Assessment of Educational Progress (NAEP) that are disappointing overall, and devastating with respect to Black and Latino children. They realize that a problem this deep and widespread must develop over time. Decisionmakers are also coming to grips with the research showing that Prekindergarten investments alone cannot guarantee a solid foundation for learning. Without systematic follow-up, including high-quality, full-school-day Kindergarten and primary-grade programs, the positive results of PreK initiatives fade over time. For all of these reasons, a coherent approach to strengthening the first six years of school (PreK for three- and four-year-olds, Kindergarten, and Grades One through Three) makes good sense. But what is the price tag? This Policy to Action Brief offers a framework for estimating costs, based on the specific needs and priorities of your students, parents, and community leaders. In this paper, the author &quot;unpacks&quot; the PreK-3rd concept, describing each core element and outlining a set of steps or decisions needed to cost out each one. (Lists 12 online resources.)
Creating Schools That Support Success for English Language Learners. Lessons Learned. Volume 1, Issue 2
Author: Stepanek, Jennifer
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Evidence,History,Academic Achievement,Second Language Learning,Enrollment,Technical Assistance,Immigrants,English (Second Language),Teaching Methods,Second Language Instruction,Barriers,Student Placement,Educational Strategies,Family School Relationship,School Community Relationship

The past two decades have brought the second largest wave of immigration in U.S. history. This has led to a rapid and unprecedented influx of immigrants to the Pacific Northwest as well as a rise in the number of English language learners (ELLs) in schools. Between 2002-2003 and 2007-2008, the Northwest's annual growth in ELL enrollment was nearly five times faster than the national average. By 2007-2008, ELLs represented 8.6 percent of total public school enrollment in the Northwest. To address these changes, many district leaders in the Northwest are taking a direct role in supporting the education of ELLs. These leaders are looking for programs, strategies, and practices to help this growing population of students develop English proficiency while simultaneously mastering academic content. The lessons presented in this paper are derived from Education Northwest's research, evaluation, and technical assistance experiences. They are intended to address questions that administrators may have about how to mitigate barriers to the linguistic and academic achievement of ELLs. They will also help leaders provide better support to teachers as they learn and implement evidence-based instructional practices for ELLs. [This paper was written with contributions from Elizabeth Autio, Theresa Deussen, and Lynette Thompson.]
Choosing a School Turnaround Provider. Lessons Learned. Volume 1, Issue 3
Author: Lockwood, Anne Turnbaugh
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: School Restructuring,Accountability,Educational Improvement,Program Effectiveness,Decision Making,Models,School Districts,Failure,Educational Needs,Organizations (Groups)

Droves of school turnaround providers are chasing the massive federal infusion of funds flowing into failing schools. They arrive armed with glossy materials, impressive sounding claims, and, often, citing their prior relationships or experiences with one's school to support their promises of great service and impressive outcomes. But, are their claims supported by evidence of effectiveness and quality? Providers are coming under increasing scrutiny by the media and Congress focused on the numbers of ill-prepared, inexperienced, and unequipped organizations whose services could do more harm than good in struggling schools. Administrators, school staff, parents, students, and the community deserve to know that when they choose an external turnaround provider they will get the support that they need. The process of selecting a school turnaround provider can seem overwhelming, with so many choices and so little time and information. External and internal pressure to make the selection as quickly as possible can lead to hurried decisions with long-term, costly consequences--both lost dollars for districts and lost opportunities for students. The good news is that there are concrete, clearly defined steps to take that can lead one to the best provider for one's local context. This issue of "Lessons Learned" distills the authors' school improvement experience from conducting school turnaround reviews to publishing the Catalog of School Reform Models for many years. The lessons also draw on the work of other experts during the past two decades to present a primer on choosing a school turnaround provider based on evidence and sound operating principles, not on hype and haste. (Lists 6 resources.)
Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization
Author: Steinberg, Matthew P.
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Evidence,Public Schools,Violence,Crime,Teacher Surveys,Social Organizations,Poverty Areas,School Safety,School Security,Functional Behavioral Assessment,Community Role,Neighborhood Improvement,Educational Practices,Educational Policy,Influences,Educational Environment,Interpersonal Relationship,Parent School Relationship,Parent Participation,School Role,Urban Schools

In schools across the country, students routinely encounter a range of safety issues--from overt acts of violence and bullying to subtle intimidation and disrespect. Though extreme incidents such as school shootings tend to attract the most attention, day-to-day incidents such as gossip, hallway fights, and yelling matches between teachers and students contribute to students' overall sense of safety and shape the learning climate in the school. Not surprisingly, schools serving students from high-crime, high-poverty areas find it particularly challenging to create safe, supportive learning environments. Chicago Public Schools (CPS), the subject of this report, is no exception. In many CPS schools, teachers, and students report feeling unsafe in hallways, classrooms, and the area just outside the school building. Yet, in many other Chicago schools--even some schools serving large populations of students from high-poverty, high-crime areas--students and teachers do feel safe. What distinguishes these schools? Two years ago, CPS leadership suggested an innovative method of addressing safety concerns in schools--creating and implementing a &quot;culture of calm&quot; initiative predicated on developing positive and engaging relationships between adults and children. Though not an evaluation of culture of calm, this report provides initial evidence about the potential promise of such a strategy. The report examines the internal and external conditions that matter for students' and teachers' feelings of safety. It shows how the external conditions around the school, and in students' backgrounds and home communities, strongly define the level of safety in schools. It then examines the extent to which factors under the control of schools--their social and organizational structure, and particularly the relationships among adults and students--mediate those external influences. Appendices include: (1) Student and Teacher Survey Responses; (2) Survey Measures Used in This Report; (3) Methodological Details on Statistical Models; and (4) Models of Safety by Neighborhood and School Context. (Contains 13 tables, 17 figures and 55 endnotes.)
Orange Juice or Orange Drink? Ensuring that "Advanced Courses" Live up to Their Labels. NCEA Policy Brief No. 1
Author: Dougherty, Chrys
Date: 2006-02-00
Type: Reports - Evaluative
Subjects: High School Students,Advanced Courses,Academic Achievement,Course Content,Minority Groups,Business,Low Income,Program Evaluation,Remedial Instruction,High Achievement,School Districts,Educational Policy,Evidence,Credits

The pressure to improve high school students' academic results has led many schools and districts to take the first step of enrolling more students in advanced courses. Business and state policy leaders have encouraged this practice. However, the hard part of the bargain is to ensure that students actually learn the advanced content implied by the course labels. Lack of student academic preparation and teacher capacity has led many schools and districts to take the easy path--substituting "orange drink" for "orange juice" so that students can pass the course and graduate. This practice appears to be most prevalent with low-income and minority students. The need for information going beyond course labels has implications for "State Scholars" and similar programs that focus on encouraging students to sign up for advanced courses. These programs should be evaluated not by course credit alone, but also by evidence that students have mastered course content and do not require remediation when they get to college. Higher-performing schools and districts are beginning to take the first difficult steps down the path of preparing the majority of students from all backgrounds to learn content that in the past was standard fare only for the best prepared and most advantaged students. Learning from their progress, practices, and success is critical if others are to follow. A bibliography is included. (Contains 26 footnotes.)
Securing Our Future? Rethinking Public Investments in America's Children
Author: Takanishi, Ruby
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Financial Support,Public Education,Educational Finance,Government Role,State Government,Federal Government,Local Government,Access to Education,Democratic Values,Resource Allocation,Social Justice,Generational Differences,Economic Climate,Foreign Countries,Budgeting,Early Childhood Education,Poverty,Social Services,Taxes

The persistence of the Great Recession provides us with the opportunity to engage in a long overdue conversation about public investments in America's children. Less than ten percent of the Fiscal Year 2010 federal budget of $3.603 trillion is allocated to children and youth. This percentage is likely to decline in the next decade if current laws and policies remain unchanged. While state and local governments spend more on children than the federal government, especially for public education, these investments vary greatly from state to state. The fiscal fragility of governments at all levels, combined with growing disparities in family resources, points directly to the vulnerability of large numbers of America's children. At the same time, the Baby Boomer population, born between 1946 and 1964, is a very large group with increasing needs for health care and retirement benefits. This older generation will depend on the health, productivity, and well-being of the children and youth growing up today. It makes good sense to invest in our children, but how much should that be? How should a society like ours--a leading democracy with strong values of individualism and entrepreneurial effectiveness--make the tough choices about allocating public resources to each generation of Americans? How do we respect a wide range of diversity in our communities, yet share a common sense of purpose as a nation? The annual essay, &quot;Tough Choices: Creating a New Social Contract for America&quot; (Ruby Takanishi and Lisa Chen) included herein recommends specific policies that should be considered in the courageous conversations that must take place immediately, so that corrective actions can follow shortly thereafter. (Lists 24 resources.)
Evolution from Collaborative Learning to Symbiotic E-Learning: Creation of New E-Learning Environment for Knowledge Society
Author: Songhao, He
Date: 2011-01-00
Type: Journal Articles
Subjects: Electronic Learning,Lifelong Learning,Learning Motivation,Educational Technology,Educational Environment,Cooperative Learning,Instructional Design,Design Requirements,Web Based Instruction,Facilitators (Individuals),Portfolio Assessment

For people who live in the knowledge society which has rapidly been changing, learning in the widest sense becomes indispensable in all phases of working, living and playing. The construction of an environment, to meet the demands of people who need to acquire new knowledge and skills as the need arises, and enlighten each other regularly, is becoming very important. Thus, we hope to make the best use of the advantages of a rich e-learning environment which aims at "anytime, anywhere and anybody" learning, because participants in lifelong learning for the knowledge society demand to learn at the right place and right time, and with learning content, they can select themselves. However, in a general e-learning environment so far, because the situation is usual in which the instructor is absent and has the asynchronous access without an immediate communication with others, the participants tend to be solitude and it is difficult to maintain the learning motivation. Therefore, the creation of a new e-learning environment becomes extremely important in which various participants can learn and enlighten each other through an occasional and helpful interaction among them in appropriate learning communities in the network environment. In this paper, we present 5 points as basic requirements for the construction of an e-learning environment which can satisfy the various learning demands of the knowledge society, and discuss how to realize them. The key point here is the extension of the usual "strong" collaborative learning to effective "weak collaborative learning". In addition, the evolution of "symbiotic learning" for the knowledge society, that is, the necessity of "symbiotic e-learning environment based on occasional collaborative relationship" and its effective realization are discussed.
California's Fiscal Crisis: What Does It Mean for Schools? Q&amp;A
Author: EdSource
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Problems,Program Guides,Retrenchment,State Aid,Economic Impact,Fiscal Capacity

This EdSource Q&amp;A provides clear, accurate answers to some of the most common questions about the current state of education funding in California and what the state's fiscal crisis means for schools. School districts and other education stakeholders can share this brief with their communities and cite it in addressing questions about the potential impact of an all-cuts budget on public schools. Some of the facts documented in this paper include: (1) In an all-cuts budget, per-pupil funding could be reduced $1,197 since 2007-08, a 15% cut; (2) In 2007-08, California already ranked 43rd in the nation in per-pupil funding when adjusted for salary costs; (3) In 2008-09 California had about half as many district administrators, guidance counselors and high school teachers per 1,000 students, compared with the U.S. average; and (4) Based on financial reporting for 2009-10, the average California school district spends three quarters of its money on instruction and instruction-related expenses and just 5% on general administration.