ethanporcaro/eric-fulltext-meta huggingface dataset:
Pathways to Empowerment: Recognizing the Competences of Syrian Refugees in Egypt, Iraq, Jordan, Lebanon and Turkey
Author: Singh, Madhu
Date: 2018-00-00
Type: Reports - Research
Subjects: Empowerment,Competence,Refugees,Foreign Countries,Nonformal Education,Adolescents,Adults,Recognition (Achievement),Informal Education,Program Validation,Accreditation (Institutions),Training,Human Capital,Civil Rights,Equal Education,Guidance,Educational Counseling,Certification,Best Practices

Since 2011, millions of Syrians have fled brutal conflict in their homeland to seek refuge in other countries. Millions more remain internally displaced. More than 5.7 million children and youth are in need of educational assistance as a result of this bloody and protracted war (OCHA, 2015) and, with no political solution in sight, it seems likely that the refugee crisis will continue to have a profound impact on neighbouring countries and their education systems. This study examines the issue of valuing and recognizing the non-formal learning and individual competences of Syrian refugee youths (adolescents) and young adults as a means of empowering them, for example to gain a qualification, to enter employment or to escape poverty and social exclusion. Such pathways to empowerment, of course, depend on a range of other factors, such as the prevailing social and economic arrangements and the acknowledgement of political and civic rights, as well as opportunities for education and training at all levels and across all sectors of society: at work, in formal education and in the community. The recognition, validation and accreditation (RVA) of non-formal and informal learning outcomes is key to realizing these opportunities. This study focuses on five countries -- Egypt, Iraq, Jordan, Lebanon and Turkey -- that share much of the burden of educating refugee children, youth and young adults. Its recommendations contribute to dialogue between national authorities and social partners, and guide policy actions and RVA practices both in the region and in other parts of the world where recognition of refugees' learning is a critical issue. [This report was written in collaboration with Hegazi Idris and Maysoun Chehab.]
Student Mental Health. Policy Snapshot
Author: Whinnery, Erin
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Mental Health,Mental Disorders,Wellness,School Health Services,Student Needs,Professional Development,Curriculum,Trauma,Teacher Role,State Legislation,Elementary Secondary Education

This Policy Snapshot reviews 2019 legislative activity addressing student mental health and wellness, including legislative measures focused on school-based mental health services and supports, teacher and school staff training, and school curricula. The report also includes examples of enacted legislation in each category.
Schools Causing Concern: Guidance for Local Authorities and Regional Schools Commissioners on How to Work with Schools to Support Improvements to Educational Performance, and on Using Their Intervention Powers
Author: Department for Education (DfE) (United Kingdom)
Date: 2019-09-00
Type: Guides - General
Subjects: School Districts,Foreign Countries,Educational Legislation,Educational Administration,Guidance,Intervention,Eligibility,School Effectiveness,Religious Education,Educational Improvement,Low Achievement,Government Role,Governance,Referral,School Safety,Academic Standards,School Administration,Elementary Secondary Education,Institutional Characteristics,Instructional Leadership,School Restructuring

The statutory guidance is for local authorities given by the Department for Education, on behalf of the Secretary of State. Section 72 of the Education and Inspections Act 2006 places a statutory duty on all local authorities in England, in exercising their functions in respect of maintained schools causing concern, to have regard to any guidance given from time to time by the Secretary of State. This guidance covers: (1) maintained &quot;schools causing concern&quot; (within the meaning of section 44 of the Education Act 2005); (2) maintained schools that are &quot;eligible for intervention&quot; (within the meaning of Part 4 of the Education Act 2006); (3) other maintained schools about which the local authority and/or Secretary of State have serious concerns which need to be addressed; and (4) academies causing concern. This guidance primarily sets out how local authorities and Regional Schools Commissioners (RSCs) will intervene at a school level. RSCs will always approach academy trusts and in the case of schools with a religious character, the relevant religious body, not individual schools, about trusts' leadership and oversight of their schools.
Prekindergarten Education Program: Academic Performance Comparison of Head Start Programs, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-08-15
Type: Reports - Research
Subjects: Economically Disadvantaged,Preschool Education,Kindergarten,Preschool Curriculum,Program Effectiveness,Academic Achievement,Norm Referenced Tests,Criterion Referenced Tests,Reading Tests,Mathematics Tests,Achievement Tests,Standardized Tests,Limited English Speaking,Dual Enrollment,Scores,Reading Achievement,Mathematics Achievement

The goal of Head Start is to develop the cognitive and social-emotional skills of children from low-income backgrounds to prepare them to succeed in kindergarten and beyond. Houston Independent School District (HISD) collaborates with four federally-funded Head Start agencies: AVANCE, Gulf Coast Community Services Association (GCCSA), Harris County Department of Education, and Neighborhood Centers, Inc. (NCI). This evaluation examined the variation in the 2012-2013 kindergarten performance of students across the four Head Start programs as assessed by norm-referenced and criterion-referenced exams. Kindergarten performance between students who attended Head Start and were primarily economically disadvantaged (ED) versus their ED peers who were not enrolled in HISD prekindergarten or Head Start the previous year was also examined. There was little variation between Head Start programs on the norm-referenced reading and math subtests. There was almost none on the 2012-2013 Stanford. Kindergarten students who attended NCI performed slightly better than students who attended other programs with the largest gap being over Harris County, and students attending any Head Start program outperformed the district average for economically disadvantaged students on the Aprenda in both reading and math. Findings indicate that students who attended any local Head Start agency performed better on the Stanford reading and math subtests compared to their ED peers who did not attend HISD prekindergarten or Head Start; the relationship was even stronger after accounting for LEP status. Because HISD kindergarten students may have been dually enrolled in both Head Start and HISD prekindergarten or attended a Head Start standalone program, performance comparisons were also distinguished by these programs within each of the Head Start agencies. For the most part, Head Start students enrolled in the HISD partnership program outperformed their peers enrolled in the standalone programs on the Stanford and Aprenda reading and math subtests.
Prekindergarten Education Program: Academic Performance Comparison of Head Start Programs, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-12-12
Type: Reports - Research
Subjects: Economically Disadvantaged,Preschool Education,Kindergarten,Preschool Curriculum,Program Effectiveness,Academic Achievement,Norm Referenced Tests,Criterion Referenced Tests,Reading Tests,Mathematics Tests,Standardized Tests,Limited English Speaking,Dual Enrollment,Scores,Reading Achievement,Mathematics Achievement,Achievement Tests

The goal of Head Start is to develop the cognitive and social-emotional skills of children from low-income families to prepare them to succeed in kindergarten and beyond. Houston Independent School District (HISD) collaborates with four federally funded Head Start agencies: AVANCE, Gulf Coast Community Services Association (GCCSA), Harris County Department of Education (HCDE), and Neighborhood Centers, Inc. (NCI). The purpose of this evaluation was to examine the effect of the Head Start programs on student performance using the 2013-2014 kindergarten Stanford and Aprenda mathematics and reading tests and the 2013-2014 third grade STAAR reading and mathematics tests. The most notable findings of this evaluation were: a) the performance of students who were dually-enrolled in HISD and one of the four Head Start programs outperformed students who were enrolled in standalone programs on the 2013-2014 kindergarten Stanford reading and mathematics subtests; b) there was little variation between Head Start programs on the 2013-2014 kindergarten Stanford and Aprenda reading and mathematics subtests; c) the longitudinal data analysis results show that among the four Head Start agencies, AVANCE had the highest percentage of student who met the 2014 STAAR Level II: Satisfactory (Phase-In 1) standard, and obtained the highest mean scale scores on the 2013-2014 STAAR reading and mathematics tests.
Tennessee Succeeds, 2017: District Strategies for State of Tennessee
Author: Tennessee Department of Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Equal Education,Alignment (Education),Accountability,Academic Standards,Student Evaluation,Preschool Education,Literacy,Access to Education,High School Students,School Districts,Educational Strategies,Elementary Secondary Education,College Readiness,Career Readiness

In September 2015, Commissioner Candice McQueen and senior leadership at the Tennessee Department of Education laid out goals and priorities for Tennessee's students and a plan to reach these goals. This strategic plan, Tennessee Succeeds, aimed to give a clear, overarching vision for the key strategies the department would focus on in order to support meaningful improvement in student success across the state. At the same time, the department codified a new vision statement that squarely placed districts and schools as the conduit through which the state's goals would be met. The first audience for rolling out Tennessee Succeeds was district superintendents across 146 local communities because it will take the involvement and alignment of all stakeholders--students, parents, teachers, schools, districts, and the state--to meet the goals. This report provides focus points for the state in 2017-2018, high-level data snapshots specific to each district, and suggested strategies and action steps. Within each area of the strategic plan, two district-level strategies are identified that are believed to have the largest impact in progressing the work in those respective areas. The goals discussed include: (1) Tennessee will rank in the top half of states on the National Assessment of Educational Progress (NAEP) by 2019; (2) 75 percent of Tennessee third graders will be proficient in reading by 2025; (3) The average ACT composite score in Tennessee will be a 21 by 2020; and (4) The majority of high school graduates from the class of 2020 will earn a postsecondary certificate, diploma, or degree. Strategies for continued improvement include: (1) Tennessee must do everything possible to provide all students with the resources and supports appropriate to their specific circumstances to ensure equity; (2) Tennessee must deeply align to high expectations for students; and (3) Tennessee must provide authentic pathways to success after high school. Data Definitions and a glossary of resources are also provided.
On the Way Home: Promoting Caregiver Empowerment, Self-Efficacy, and Adolescent Stability during Family Reunification Following Placements in Residential Care
Author: Trout, Alexandra L.
Date: 2019-00-00
Type: Reports - Research
Subjects: Caregivers,Empowerment,Self Efficacy,Adolescents,Residential Care,Family Role,Program Effectiveness,Placement,Student School Relationship,Family Involvement,Secondary School Students,At Risk Persons,Mental Disorders,Disabilities,Parent Education,Behavior Problems,Dropout Prevention,Homework

Although newly passed federal regulations mandate the provision of family-based aftercare supports for adolescents served in therapeutic residential care, very little research has been conducted to determine best practice. This efficacy and replication study compares the outcomes of youths and caregivers randomly assigned to On the Way Home (OTWH; n = 98) or traditional aftercare supports (n = 89) following discharge from therapeutic residential care (TRC). Findings were mixed. At posttest (12-months) no significant differences were found between groups on indicators of placement stability and school involvement, however, significant differences were found between groups on several indicators of caregiver empowerment and self-efficacy, with caregivers in OTWH reporting greater levels of self-efficacy and empowerment across the domains of family and community. At follow-up (21-months), moderate to large differences were found between groups on indicators of placement stability and school involvement, with odds ratios indicating youths in OTWH were 2 and 3 times more likely to be engaged in school and living in the community, respectively. Implications, limitations, and future research are discussed. [This is the online version of an article published in &quot;Residential Treatment for Children &amp; Youth.&quot;]
Post-16 Transport and Travel Support to Education and Training: Statutory Guidance for Local Authorities
Author: Department for Education (DfE) (United Kingdom)
Date: 2019-01-00
Type: Guides - General
Subjects: Educational Legislation,Postsecondary Education,Secondary Education,Foreign Countries,Local Government,Government Role,Educational Policy,Financial Support,Special Education,Students with Disabilities,Student Needs,Policy Formation,Access to Education,Late Adolescents,Transportation,School Buses,Bus Transportation,Costs

This is statutory guidance from the Department for Education. The guidance refers to legislation regarding the provision of transport to post-16 education and training for young people of sixth form age and legislation regarding the provision of transport to post-19 education and training for those aged 19 to 25 and for whom an Education, Health and Care (EHC) plan is maintained. This guidance is for local authorities in England. It may also be of interest to: schools; parents; organisations involved in advising parents; and transport providers.
Teacher Development Specialist Program Evaluation, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-12-20
Type: Reports - Research
Subjects: Faculty Development,School Districts,Teacher Evaluation,Academic Achievement,Teacher Influence,Beginning Teachers,Specialists,Reading Achievement,Mathematics Achievement,Elementary Secondary Education,Educational Needs,Principals,Teachers,Program Effectiveness,Achievement Tests,Standardized Tests

The Teacher Development Specialist program, administered through Houston Independent School District (HISD) Professional Support and Development services, was introduced in August 2011 with the goal of providing individualized professional development to teachers to enhance their performance on the HISD Teacher Appraisal and Development System (TADS) and thereby impact student achievement in every classroom. In the 2012-2013 academic year, all HISD teachers were linked to at least one Teacher Development Specialist (TDS) through their schools, but services were particularly targeted toward first-year teachers and teachers in schools prioritized for support. This report explores the relationship between TDS reports of contacts with new teachers and prioritized schools, and the impact TDS perceived they made on teacher development. Further, it provides information on student achievement in HISD schools prioritized for TDS support.
The Relationship between Irrational Beliefs and Locus of Control of the University Students (Sample of Kyrgyzstan)
Author: Gokalp, Murat
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Locus of Control,Beliefs,Student Attitudes,Logical Thinking,Failure,Success

The purpose of this study was to investigate the relationship locus of control and irrational beliefs. The population of the research consisted from 179 students studying in Kyrgyzstan-Turkey Manas University. In this study, relational scanning model was used. Rotter Internal-External Locus of Control Scale and Irrational Beliefs Scale was used in this research. In the analysis of the data, descriptive analyses (percent, frequency analysis) and correlation and regression analyzes were used. According to the results of analyses students hate to fail in most cases. Most of them believed that there is no perfect solution in real life. They tried to consult someone who is more experienced about a particular subject when they make an important decision.
Abridged Technology &amp; Engineering Literacy Framework for the 2018 National Assessment of Educational Progress
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Technology Education,Engineering Education,Information Technology,Technological Literacy,Educational Technology,Technology Uses in Education,Computer Assisted Testing,Elementary Secondary Education,Alignment (Education),Science and Society,Ethics,Responsibility,Design,Communication Strategies,Cooperation,Goal Orientation,Evaluation Methods,Social Justice,National Competency Tests,Grade 4,Grade 8,Grade 12

This is an abridged version of the full assessment framework, written for a general audience. The National Assessment of Educational Progress (NAEP), otherwise known as The Nation's Report Card, informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of NAEP, a continuing and nationally representative measure of achievement in various subjects over time. The 2018 NAEP Technology and Engineering Literacy Assessment provides important results and information that can be used to determine whether the nation's students have the essential knowledge and skills needed in the technology and engineering areas. [For the full report, see ED594359.]
Input for Curriculum Design: Determining the Attitudes of Students towards English Courses
Author: Türkarslan, Dilek
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Curriculum Design,Secondary School Students,Language Teachers,Gender Differences,Age Differences,Instructional Program Divisions,Family Influence,Teaching Styles,Student Interests

As a result of the importance given to English which is the world's most common communication language in science and trade, English courses have taken place in the curriculum as elective or compulsory courses. Personal traits of the individuals are among the items which must be taken into consideration while designing curriculum. The purpose of this research is to determine the students' attitudes towards English courses in order to use them as input in curriculum design. Explanatory Research Design among the Mixed Research Designs was used in this research. The qualitative and quantitative data of the research were obtained from 977 secondary school students and 6 English teachers. Man Whitney U and Kruskal Wallis H tests were used for the data analysis. In the analysis of qualitative data, descriptive analysis method was used. At the end of the research, it was found out that the attitudes of the students towards English course didn't change according to gender, grade level and having a family member knowing English. Considering the sub-dimensions of the attitudes, it was found out that the female students' attitudes were more positive than the male students' attitudes regarding the general aspects and importance of the course; the male students' attitudes were more positive than the female students' regarding the interestingness of the subject and the teachers' teaching styles. While it was found out that the students' attitudes towards the general aspects and importance of the course, the interestingness of the subjects and the teachers' teaching styles didn't change according to grade levels. Other components which take role as input while designing curriculum should be investigated in future studies.
Legal Professional Perspectives on Barriers and Supports for School-Aged Students and Families during Reunification from Foster Care
Author: Huscroft-D'Angelo, Jacqueline
Date: 2019-00-00
Type: Journal Articles
Subjects: Foster Care,Family Relationship,Legal Responsibility,Barriers,Youth,Lawyers,Role,Advocacy,Children,Family Role,Childhood Needs,Mental Health,Social Support Groups,Child Safety

Background: Supports following reunification play an important role in successful transitions from out-of-home care to home and school settings for children and their families. There are several stakeholders who play critical roles supporting families during this transition. One key role is tied to legal professionals, who often work closely with the child or family while in care and then continue to monitor family progress during the transition from foster care to the home setting. Although work has been conducted to understand what supports other stakeholders feel children and families need during this transition, little is known about the perspectives of legal professionals. Objective: This exploratory study gathered perspectives from legal professionals regarding the challenges these youths and families face and necessary supports to promote successful reunification. Three research questions guided this work: (1) How prepared do legal professionals feel youth and families are for the reunification period? (2) What do legal professionals perceive as existing barriers for youth and families during reunification? and (3) What services do legal professional perceive as necessary to promote successful reunification and the effectiveness of existing supports? Methods: Participants (N=13) completed a brief survey including demographic items and questions on reunification supports following departure from foster care. Participants also engaged in a focus group using the nominal group technique to address two primary questions that addressed challenges faced by families during reunification and necessary supports or services to promote positive youth and family outcomes. Results: Participants felt that families were not well prepared for reunification and that current supports were somewhat effective to support this transition period. They also indicated supports in the mental health domain to be most important. A total of 36 independent barriers were generated for the first question and 27 supports were identified for question two. Conclusion: Establishing effective and accessible supports for families during reunification is necessary for positive family outcomes. This study highlighted barriers in preventing successful reunification, namely limited access to resources and supports in preventing successful reunification and the importance of mental health support for the entire family in promoting successful outcomes.