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The Federal Migrant Education Program as Amended by the No Child Left Behind Act of 2001
This report
Date:
March 11, 2002
Creator:
Kuenzi, Jeffrey J.
Object Type:
Report
System:
The UNT Digital Library
The Boy Scouts Amendment to P.L. 107-110, the No Child Left Behind Act of 2001: Legal Background
This report addresses the Legal Background of the Boy Scouts Amendment to P.L. 107-110, the No Child Left Behind Act of 2001.
Date:
January 25, 2002
Creator:
Dale, Charles V.
Object Type:
Report
System:
The UNT Digital Library
[Interview with Senator Royce West]
Video of Royce West's interview with TABE. Before it begins a short clip of the government building, that served as a backdrop for rally disputing House Bills 2 & 3, plays. West's interview covers the topic of bilingual education needs in Texas.
Date:
2002
Creator:
Texas Association of Bilingual Education
Object Type:
Video
System:
The UNT Digital Library
The things I left behind
Access:
Use of this item is restricted to the UNT Community
This thesis consists of a preface and twenty-one original short stories. The preface examines the differences between creative nonfiction, autobiography, and memoir. The twenty-one interrelated stories included are autobiographical in nature, in some ways memoirs and in some ways creative nonfiction. The over-all theme of the collection explores one character's journey of self-discovery and transformation.
Date:
August 2002
Creator:
Keyes, Laura
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
21st Century Community Learning Centers in P.L. 107-110: Background and Funding
Most Elementary and Secondary Education Act (ESEA) programs, including the 21st Century Community Learning Centers (21st CCLC) program, expired at the end of FY2000.1 Included in the No Child Left Behind Act is the reauthorization of the 21st CCLC, with, a new location (Title IV, Part B, 21st Century Schools), and several substantive changes. On December 13 and 18, 2001, respectively, the House and Senate adopted the conference version of H.R. 1, The No Child Left Behind Act. The President signed H.R. 1 into law (P.L. 107-110) on January 8, 2002. This report summarizes the major provisions of the reauthorized 21st CCLC program. The reauthorized program is structured as a formula grant program to states, in response to concerns that a program as large as the 21st CCLC could no longer be equitably administered as a competitive grant program. In addition, the reauthorized program formally endorses an exclusive focus for the 21st CCLC on after-school hours activities for children and youth.
Date:
March 4, 2002
Creator:
McCallion, Gail
Object Type:
Report
System:
The UNT Digital Library
Child Care Issues in the 107th Congress
This report includes recent developments in federal child care programs and tax provisions. The report discusses several federal programs that support child care or related services, primarily for low-income working families. In addition, the tax code includes provisions specifically targeted to assist families with child care expenses. The report presents the legislative activity in the 107th Congress in regard to child care legislature and provisions.
Date:
July 2, 2002
Creator:
Gish, Melinda
Object Type:
Report
System:
The UNT Digital Library
Child Care Issues in the 107th Congress
This report includes recent developments in federal child care programs and tax provisions. The report discusses several federal programs that support child care or related services, primarily for low-income working families. In addition, the tax code includes provisions specifically targeted to assist families with child care expenses. The report presents the legislative activity in the 107th Congress in regard to child care legislature and provisions.
Date:
September 9, 2002
Creator:
Gish, Melinda
Object Type:
Report
System:
The UNT Digital Library
Child Care Issues in the 107th Congress
This report includes recent developments in federal child care programs and tax provisions. The report discusses several federal programs that support child care or related services, primarily for low-income working families. In addition, the tax code includes provisions specifically targeted to assist families with child care expenses. The report presents the legislative activity in the 107th Congress in regard to child care legislature and provisions.
Date:
October 29, 2002
Creator:
Gish, Melinda
Object Type:
Report
System:
The UNT Digital Library
Stable attributions of child behavior and parenting stress in parents of ADHD children.
The purpose of this study was to explore the differences in how parents of ADHD children and non-ADHD parents attribute undesirable and prosocial child behavior, and to determine if attributions about undesirable child behavior influence parents' perceived levels of parenting stress. Parent attributions from 69 parent-child dyads, half with a child ADHD diagnosis, were measured coding videotaped interactions. Results indicated that parents of ADHD children do not make significantly more stable attributions about undesirable child behavior than non-ADHD parents. Additionally, compared to non-ADHD parents, parents of ADHD children did not make significantly more unstable attributions about their children's prosocial behaviors. Regarding parenting stress, individuals who generated higher frequencies of stable attributions also appeared to maintain more negative views of their children's behaviors in comparison to other children.
Date:
August 2002
Creator:
Besly, Katherine Dobbs
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Title I Funding: Poor Children Benefit Though Funding Per Poor Child Differs
A letter report issued by the General Accounting Office with an abstract that begins "The Title I program spends $8 billion each year on elementary and secondary education. Although state and local funds account for more than 90 percent of national education expenditures, Title I has been an important source of funding for many poor school districts and schools since 1965. In the 1999-2000 school year, Title I funds were targeted on the basis of numbers and percentages of poor children, but the complex allocation process resulted in differences in actual funding per poor child. When the numbers of children from low-income families shift among states, Title I allocations adjust, but not completely, and a state whose share of the nation's poor children changed from year to year would not necessarily see a corresponding change in its Title I allocation amount. The following two factors account for this: lack of current poverty data and various hold-harmless provisions. GAO found no monetary, statutory, or regulatory incentives for states to target their own funds to children from low-income families. Several policy options could increase Title I funds allocated to states and school districts with high numbers and percentages of poor children. These …
Date:
January 15, 2002
Creator:
United States. General Accounting Office.
Object Type:
Report
System:
The UNT Digital Library
School Finance: Per-Pupil Spending Differences between Selected Inner City and Suburban Schools Varied by Metropolitan Area
A letter report issued by the General Accounting Office with an abstract that begins "The No Child Left Behind Act of 2001 has focused national attention on the importance of ensuring each child's access to equal educational opportunity. The law seeks to improve the performance of schools and the academic achievement of students, including those who are economically disadvantaged. The Congress, among others, has been concerned about the education of economically disadvantaged students. This study focused on per-pupil spending, factors influencing spending, and other similarities and differences between selected high-poverty inner city schools and selected suburban schools in seven metropolitan areas: Boston, Chicago, Denver, Fort Worth, New York, Oakland, and St. Louis."
Date:
December 9, 2002
Creator:
United States. General Accounting Office.
Object Type:
Report
System:
The UNT Digital Library
Behind the Walls: a Guide for Family and Friends of Texas Prison Inmates
Access:
Use of this item is restricted to the UNT Community
Texas holds one in every nine U.S. inmates. Behind the Walls is a detailed description of one of the world's largest prison systems by a long-time convict trained as an observer and reporter. It spotlights the day-to-day workings of the Texas Department of Criminal Justice-what's good, what's bad, which programs work and which ones do not, and examines if practice really follows official policy. Written to inform about the processes, services, activities, issues, and problems of being incarcerated, this book is invaluable to anyone who has a relative or friend incarcerated in Texas, or for those who want to understand how prisoners live, eat, work, play, and die in a contemporary U.S. prison. Containing a short history of Texas prisons and advice on how to help inmates get out and stay out of prison, this book is the only one of its kind-written by a convict still incarcerated and dedicated to dispelling the ignorance and fear that shroud Texas prisons. Renaud discusses living quarters, food, and clothing, along with how prisoners handle money, mail, visits, and phone calls. He explores the issues of drugs, racism, gangs, and violence as well as what an inmate can learn about his parole, custody …
Date:
December 15, 2002
Creator:
Renaud, Jorge Antonio
Object Type:
Book
System:
The UNT Digital Library
Group activity therapy with learning disabled preadolescents exhibiting behavior problems.
This study was designed to determine the effectiveness of group activity therapy as a school based intervention with fourth and fifth grade preadolescents with learning disabilities experiencing behavior problems. The group activity therapy intervention followed humanistic principles and was designed to address the cognitive and social emotional needs of this population. The preadolescents were provided a variety of developmental appropriate materials and activities to encourage self expression and group interaction. The 24 volunteer preadolescents were randomly assigned to the experimental group (n=12) and to the control group (n=12). The treatment group preadolescents were divided into groups of three and participated in group activity therapy one hour per week for 12 weeks. The participants were assigned to groups according to individual needs and personality traits. The control group received no treatment during the study. Pre and post test data were collected from parents using the Child Behavior Checklist (CBC) and the Behavior Assessment Scale for Children (BASC). Analysis of Covariate (ANCOVA) was utilized to determine statistical significance between the treatment group and the control group on the post-test means for each hypothesis. In each case, the post-test specified in each hypothesis was used as the dependent variable and the pre-test as …
Date:
December 2002
Creator:
Packman, Jill
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Title I: Education Needs to Monitor States' Scoring of Assessments
A letter report issued by the General Accounting Office with an abstract that begins "Concerned that Title I of the Elementary and Secondary Education Act (ESEA) had not significantly improving the educational achievements of children at risk, Congress mandated major changes in 1994. States were required to adopt or develop challenging curriculum content and performance standards, assessments aligned with content standards, and accountability systems to measure progress in raising student achievement. In return, states were given greater flexibility in the use of Title I and other federal funds. The No Child Left Behind Act of 2001 augments the assessment and accountability requirements that states must implement and increases the stakes for schools that fail to make adequate progress. The 1994 legislation required states to comply with the requirements by January 2001 but allowed the Department of Education to extend that deadline. Education has granted waivers to 30 states to give them more time to meet all requirements. If states fail to meet the extended timeliness, they are subject to the withholding of some Title I administrative funds. Title I directors indicated that a state's ability to meet the 1994 requirements improved when both state leaders and state agency staff made …
Date:
April 1, 2002
Creator:
United States. General Accounting Office.
Object Type:
Report
System:
The UNT Digital Library
Guest Artist Recital: 2002-11-09 - Nexus
Access:
Use of this item is restricted to the UNT Community
Concert presented at Winspear Hall at the Murchison Performing Arts Center.
Date:
November 9, 2002
Creator:
Nexus
Object Type:
Sound
System:
The UNT Digital Library
Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children
The purpose of this study was to determine the effectiveness of Filial Therapy training in increasing teachers of deaf and hard of hearing preschool students': 1) empathic responsiveness with their students; 2) communication of acceptance to their students; 3) allowance of self-direction by their students. A second purpose was to determine the effectiveness of Filial Therapy training in reducing experimental group students': 1) overall behavior problems; 2) internalizing behaviors; and 3) externalizing behavior problems. Filial Therapy is a didactic/dynamic modality used by play therapists to train parents and teachers to be therapeutic agents with their children and students. Teachers are taught primary child-centered play therapy skills for use with their own students in weekly play sessions with their students. Teachers learn to create a special environment that enhances and strengthens the teacher-student emotional bond by means of which both teacher and child are assisted in personal growth and change. The experimental group (N=24) consisted of 12 teachers, who participated in 11 weekly Filial Therapy training sessions (22 total instructional hours) during the fall semester at the preschool of a center for communications disorders, and 12 students chosen by the teachers as their student of focus. Teachers and students met once …
Date:
May 2002
Creator:
Smith, David Michael
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
The Panola Watchman (Carthage, Tex.), Vol. 129, No. 32, Ed. 1 Sunday, April 21, 2002
Semiweekly newspaper from Carthage, Texas that includes local, state, and national news along with advertising.
Date:
April 21, 2002
Creator:
unknown
Object Type:
Newspaper
System:
The Portal to Texas History
Oral History Interview with Frank Stagner, February 1, 2002
Transcript of an oral interview with Frank Stagner. Stagner was a nine-year-old child living in Manila with his family when the Japanese invaded the Philippines. His father was a radio broadcaster and was asked to keep his station working during the invasion. When the station was destroyed, Stagner's father took the family into the hills where they were eventually captured by the Japanese. He relates the experiences he had just after being captured: getting back to Manila, being paraded through the streets by the Japanese, being interned at Fort Santiago where his father was interrogated, and being interned at Santo Tomas. He provides very few details of day to day life in the camp, but describes being liberated.
Date:
February 1, 2002
Creator:
Stagner, Frank
Object Type:
Text
System:
The Portal to Texas History
Reflections of Other/Reflections of Self
Access:
Use of this item is restricted to the UNT Community
This Thesis collection contains a critical preface and five stories. The preface, “Reflejos y Reflexiones” (translated: Images and Thoughts), addresses the issues of writing the cultural or gendered Other; these issues include methodology, literary colonialism, a dialogue between works, and creating distance through defamiliarizing the self. “Perennials” is the story of Noemi Tellez, an immigrant to the U.S. who must choose between working and taking care of her family. In “Load Bearing” Luis, the eldest child, faces his family and friends on one of his last days before moving away to college. “La Monarca” deals with Lily's, the youngest daughter, struggle to mediate a place between her friends and her family. In “Reflections in the River,” Arabela, the second youngest, faces the ghost of an unwanted pregnancy and La Llorona. “La Cocina de Su Madre” is the story of Magda, the oldest daughter, and her own teenage girl, Natalia, as they attempt to find themselves in a new town after moving a thousand miles from home.
Date:
August 2002
Creator:
Bebout, Lee
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Oral History Interview with Frank Stagner, February 1, 2002
Transcript of an oral interview with Frank Stagner. Stagner was a nine-year-old child living in Manila with his family when the Japanese invaded the Philippines. His father was a radio broadcaster and was asked to keep his station working during the invasion. When the station was destroyed, Stagner's father took the family into the hills where they were eventually captured by the Japanese. He relates the experiences he had just after being captured: getting back to Manila, being paraded through the streets by the Japanese, being interned at Fort Santiago where his father was interrogated, and being interned at Santo Tomas. He provides very few details of day to day life in the camp, but describes being liberated.
Date:
February 1, 2002
Creator:
Stagner, Frank
Object Type:
Sound
System:
The Portal to Texas History
Neckbones and Sauerfowches: From Fractured Childhood in the Ghetto to Constantly Changing Womanhood in the World
A collection of five memoiristic essays arranged about themes of family, womanhood and the African-American community with a preface. Among the experiences the memoirs recount are childhood abandonment; verbal and emotional child abuse; mental illness; poverty; and social and personal change. Essays explore the lasting impact of abandonment by a father on a girl as she grows into a woman; the devastation of family turmoil and untreated mental illness; generational identity in the African-American community. One essay describes the transition from the identity-forming profession of journalism to academia. The last essay is about complicated and conflicting emotions toward patriotism and flag-waving on the part of a black woman who has lived through riots, little known police shootings of students on black campuses, and many other incidents that have divided Americans.
Date:
May 2002
Creator:
Smith, Starita
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Oral History Interview with Elaine Graydon, February 1, 2002
The National Museum of the Pacific War presents an interview with Elaine Graydon. Graydon was born in Manila, Philippines in 1937. Her mother was a native and her father was born in Spokane, Washington. He worked as a mining engineer. When the war began, Graydon was only 4 and ½ years old. She recalls when the Japanese invaded, and she and her family seeking refuge. In early 1942, she and her family were sent to Santo Tomas Internment Camp, where they lived in a shanty. Graydon provides vivid details of her experiences in the camp as a child, including schooling, food and living accommodations, interactions with the Japanese guards, their daily work and tasks and liberation from the camp in February of 1945.
Date:
February 1, 2002
Creator:
Graydon, Elaine
Object Type:
Text
System:
The Portal to Texas History
Oral History Interview with Elaine Graydon, February 1, 2002
The National Museum of the Pacific War presents an interview with Elaine Graydon. Graydon was born in Manila, Philippines in 1937. Her mother was a native and her father was born in Spokane, Washington. He worked as a mining engineer. When the war began, Graydon was only 4 and ½ years old. She recalls when the Japanese invaded, and she and her family seeking refuge. In early 1942, she and her family were sent to Santo Tomas Internment Camp, where they lived in a shanty. Graydon provides vivid details of her experiences in the camp as a child, including schooling, food and living accommodations, interactions with the Japanese guards, their daily work and tasks and liberation from the camp in February of 1945.
Date:
February 1, 2002
Creator:
Graydon, Elaine
Object Type:
Sound
System:
The Portal to Texas History
Oral History Interview with Roy Warren, November 18, 2002
The National Museum of the Pacific War presents an oral interview with Roy Warren. Warren was a child when his father was stationed in Pearl Harbor in 1941 as a communications officer with the Navy. He tells of life as a 4th grader attending school on Ford Island and living in Little Makalapa. Warren recalls seeing the first wave of Japanese torpedo bombers flying over his house. He describes his experiences during the attack and the days afterward. Warren details the types of souvenirs that he collected during and after the battle. He describes sailors showing up at his house in wet uniforms. Warren mentions how his family stayed in Hawaii after the attack and how his mother ended up as a civilian employee for the Navy. Later in life he joined the Army when he grew up and describes some of his career highlights.
Date:
November 18, 2002
Creator:
Warren, Roy
Object Type:
Text
System:
The Portal to Texas History