The Federal Definition of the Credit Hour: A Potential Lever for Change?

2016 ◽  
Vol 28 (4) ◽  
pp. 10-11
Author(s):  
Peter T. Ewell
Keyword(s):  
Federal Definition ◽  
Definition Of

Viewing the Contamination of Student Achievement Through the Lens of Poverty

2021 ◽  
pp. 191-209
Author(s):  
Cheryl Ann Slattery
Keyword(s):  
Student Achievement ◽  
Role Models ◽  
School Age Children ◽  
School Age ◽  
Culture Of Poverty ◽  
The Poor ◽  
History Of ◽  
Federal Definition ◽  
Definition Of ◽  
The Impact

This chapter addresses the growing number in the underserved population of school-age children and their families who live in poverty and raises awareness as to how that factor directly contaminates student achievement. It is important to understand the federal definition of poverty and the attendant unique social environment. This chapter highlights an appreciation for the history of American race relations and its role in poverty-related behavior, as well as examines the inherent biases prevalent in American communities and schools that work to restrict opportunities for underprivileged families and children. It explores the impact of changing a culture of poverty through the lens of schools and role models, subsequently understanding multidisciplinary approaches for eliminating policies that alienate and exclude the poor. It includes best practices in pedagogy, services, and support for marginalized populations that will illuminate for the practitioner how the contamination of student achievement occurs and empowers them to assist those trapped by poverty.

National Survey of Identification Practices in Gifted and Talented Education

1981 ◽  
Vol 48 (2) ◽  
pp. 124-132 ◽  
Author(s):  
James Alvino ◽  
Rebecca C. McDonnel ◽  
Susanne Richert
Keyword(s):  
Standardized Testing ◽  
National Survey ◽  
Gifted And Talented ◽  
Educational Improvement ◽  
University Professors ◽  
Gifted And Talented Education ◽  
Federal Definition ◽  
Definition Of ◽  
Identification Practices ◽  
Recurrent Patterns

This paper describes the results of a national survey of identification practices in the field of gifted and talented education. The survey was conducted by the Educational Improvement Center-South under a contract from the U.S. Office of the Gifted and Talented. Teachers of the gifted, university professors, state consultants, and others were queried as to what constitutes the most frequently and effectively used tests/instruments/techniques in the identification process vis-à-vis the categories of the federal definition and certain subpopulations. Survey data is analyzed for existent and recurrent patterns and trends. Among the findings disclosed are abuses of standardized testing and other inappropriate practices, apparent confusion over the definition of giftedness, and Jack of understanding regarding what should and should not be used for identification under each category.

Viewing the Contamination of Student Achievement Through the Lens of Poverty

2018 ◽  
pp. 69-88
Author(s):  
Cheryl Ann Slattery
Keyword(s):  
Student Achievement ◽  
Role Models ◽  
School Age Children ◽  
School Age ◽  
Culture Of Poverty ◽  
The Poor ◽  
History Of ◽  
Federal Definition ◽  
Definition Of ◽  
The Impact

This chapter addresses the growing number in the underserved population of school-age children and their families who live in poverty and raises awareness as to how that factor directly contaminates student achievement. It is important to understand the federal definition of poverty and the attendant unique social environment. This chapter highlights an appreciation for the history of American race relations and its role in poverty-related behavior, as well as examines the inherent biases prevalent in American communities and schools that work to restrict opportunities for underprivileged families and children. It explores the impact of changing a culture of poverty through the lens of schools and role models, subsequently understanding multidisciplinary approaches for eliminating policies that alienate and exclude the poor. It includes best practices in pedagogy, services, and support for marginalized populations that will illuminate for the practitioner how the contamination of student achievement occurs and empowers them to assist those trapped by poverty.

Development of a Scale to Assess Emotional Disturbance

2002 ◽  
Vol 28 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Michael H. Epstein ◽  
Douglas Cullinan ◽  
Gail Ryser ◽  
Nils Pearson
Keyword(s):  
Construct Validity ◽  
Emotional Disturbance ◽  
National Sample ◽  
Future Research ◽  
Validity Data ◽  
Practical Applications ◽  
Structure Reliability ◽  
Future Research Directions ◽  
Federal Definition ◽  
Definition Of

The Scale for Assessing Emotional Disturbance (SAED) was developed to operationally define the federal definition of emotional disturbance (ED) and to assist in the identification of children who qualify for the federal special education ED category. This study reports on the standardization of the SAED and examines the scale's factor structure, reliability, and construct validity. Data were collected on a national sample of children with ED and without ED. Data from the ED sample led to the identification of six behavior problem factors that correspond to the federal definition. The factors were determined to be highly internally consistent. Intercorrelations among subscales based on these factors supported the construct validity of the SAED, as did the fact that all subscales and an overall problem score were rated significantly higher among the ED sample than among the non-ED sample. Future research directions and useful practical applications of the SAED are suggested.

Federal Definition of LD

1977 ◽  
Vol 10 (2) ◽  
pp. 66-67
Author(s):  
Frank King
Keyword(s):  
Federal Definition ◽  
Definition Of

scholarly journals Describing a “mass shooting”: the role of databases in understanding burden

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Marisa Booty ◽  
Jayne O’Dwyer ◽  
Daniel Webster ◽  
Alex McCourt ◽  
Cassandra Crifasi
Keyword(s):  
Gun Violence ◽  
Active Shooter ◽  
Mass Shootings ◽  
Policy Makers ◽  
Mass Shooting ◽  
Federal Definition ◽  
Definition Of ◽  
Nonfatal Injuries ◽  
Different Sources

Abstract Background The mass shooting phenomenon has gained much attention lately as this form of gun violence appears to increase in frequency. Although many organizations collect information on mass shootings (fatal and nonfatal injuries), no federal definition of this phrase exists. The purpose of this study was to highlight the different statistics that result among databases that define and track “mass shootings.” Establishing definitive guidelines for a mass shooting definition could improve research credibility when presenting evidence to policy makers. Methods We obtained data for mass shootings that occurred in 2017 from four sources: Gun Violence Archive, Mother Jones Investigation, Everytown for Gun Safety, and FBI’s Supplemental Homicide Report. We also examined FBI’s Active Shooter Report to compare the mass shootings datasets with active shooter situations, which have been federally defined. First, we examined the overlap among databases. Then, we applied the strictest fatal mass shooting definition to the mass shooting datasets to determine whether the differences in databases could be contributing to differences in fatalities and injuries recorded. Results Gun Violence Archive recorded the most mass shooting incidents at 346 incidents in 2017, while Mother Jones only recorded 11 cases. Only 2 events were found in all four mass shooting datasets. When the strictest definition – four or more individuals fatally shot – was applied to all datasets, the number of mass shootings in 2017 ranged from 24 (Gun Violence Archive) to 5 (Mother Jones), but incidents collected still varied. Conclusions There is much variety in statistics obtained from the different sources that have collected mass shooting information, with little overlap among databases. Researchers should advocate for a standard definition that considers both fatalities and nonfatalities to most appropriately convey the burden of mass shootings on gun violence.

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