ethanporcaro/eric-fulltext-meta huggingface dataset:
A Multidimensional and Multilevel Examination of Student Engagement and Secondary School Teachers&apos; Use of Classroom Management Practices
Author: Larson, Kristine E.
Date: 2020-00-00
Type: Reports - Research
Subjects: Hierarchical Linear Modeling,Learner Engagement,Classroom Techniques,Student Characteristics,Institutional Characteristics,Student Behavior,High School Teachers,Positive Behavior Supports,Evidence Based Practice,Suspension

Student engagement is a multidimensional construct influenced by complex student, classroom, and school factors. Although prior research has examined various dimensions of student engagement, few studies have adopted a multilevel approach to simultaneously incorporate observational measures of classroom practices with student and school factors. The current study examined the association between student self-reported affective and behavioral engagement (N =26,849 students) and observed instructional and behavioral classroom management practices within 401 classrooms in 54 high schools. We employed three-level hierarchical linear modeling and included student, classroom, and school variables. Results indicated that observed teacher use of positive behavior supports was positively and significantly associated with student reports of active engagement in the same classroom. Implications for improving teachers' classroom management practices to promote student engagement are considered. [This paper will be published in &quot;Journal of Positive Behavior Interventions.&quot;]
Fostering Independence While Teaching Students with or at Risk for Reading Disabilities
Author: Hall, Colby
Date: 2021-00-00
Type: Reports - Research
Subjects: Students with Disabilities,Reading Difficulties,Teaching Methods,Student Responsibility,At Risk Students,Learning Disabilities,Reading Skills,Skill Development,Reading Strategies,Direct Instruction,Cooperative Learning,Independent Study,Reading Instruction,Large Group Instruction,Small Group Instruction,Learner Engagement,Memory

The Gradual Release of Responsibility (GRR) model for instructional delivery is well supported by research evidence and is often identified as a critical element of instruction for students with learning difficulties. However, there are challenges associated with effectively releasing responsibility to students. This may be especially true during instruction for primary-grade students with or at risk for learning disabilities. In general, educators want to provide a high level of support to young, struggling students in order to ensure that they feel successful and bolster their confidence. However, too much support means that students are not provided with opportunities for independent practice or independent mastery of content being taught. This article describes the GRR model of instruction and provides specific guidance and resources to support special education teachers in implementing the GRR model during small-group reading instruction in primary-grade classrooms, with a particular emphasis on facilitating group and independent practice. [This is the online version of an article published in &quot;TEACHING Exceptional Children.&quot;]
Pre-COVID Ability Grouping in U.S. Public School Classrooms. Data Point. NCES 2021-139
Author: Standing, Kim
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Public Schools,Ability Grouping,Track System (Education),National Surveys,Elementary Secondary Education,Student Placement,Institutional Characteristics,Urban Schools,Rural Schools,Suburban Schools,Elementary Schools,Middle Schools,High Schools,Low Income Students,Minority Group Students,Student Characteristics

This Data Point examines whether public schools in the United States used ability grouping (also referred to as tracking) as a method to organize classes or students. It uses data from the public school data file of the 2017-18 National Teacher and Principal Survey (NTPS), which is a national sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State representative information is also available for public schools, principals, and teachers.
Academic Year 2017 through Academic Year 2020 Degrees Awarded and Top-Ten Degrees &amp; August 2020 Academic Program Summary
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: State Universities,STEM Education,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Educational Certificates,Professional Education,Intellectual Disciplines,Gender Differences,Racial Differences

This report presents academic year 2017 through 2020 degrees awarded and top-ten degrees at Mississippi institutes of higher education, along with Science, Technology, Engineering, and Mathematics (STEM) degrees awarded and top-ten degrees, and August 2020 academic program summary for Mississippi. The following institutes of higher education are presented: (1) IHL System; (2) Alcorn State University; (3) Delta State University; (4) Jackson State University; (5) Mississippi State University; (6) Mississippi State University -- Meridian; (7) Mississippi University for Women; (8) Mississippi Valley State University; (9) University of Mississippi; (10) University of Mississippi Medical Center; (11) University of Southern Mississippi; and (12) University of Southern Mississippi -- Gulf Park. STEM degrees awarded and top-ten degrees are presented for the IHL System. August 2020 academic program summary includes: (1) Definition of Terms; and (2) The Number of Academic Degree Programs Offered by University. [For the report from the previous year, &quot;Academic Year 2016 through Academic Year 2019 Degrees Awarded and Top-Ten Degrees &amp; August 2019 Academic Program Summary,&quot; see ED603692.]
Building Cultural Bridges through Social Media Networks: A Case Study
Author: Al-Jarf, Reima
Date: 2020-09-00
Type: Speeches/Meeting Papers
Subjects: Social Media,Social Networks,Videoconferencing,Computer Simulation,Field Trips,High School Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Cultural Awareness,Teacher Student Relationship,International Educational Exchange,Vocabulary Development,Grammar,Pronunciation,Cultural Education,Intercultural Communication,Language Skills,Native Speakers,Computer Mediated Communication,Foreign Countries,High School Students

An English teacher uses Skype to connect his high school students in an Indian village with international teachers to help them interact and converse with them in English. Each international teacher interacts with the students in English once for 40 minutes. The teacher does that daily, and each day an international guest teacher is from a different country. The aims of this study are to report the effects of this kind of intercultural exchange on students' English language skill development and cultural and global awareness. Results showed many benefits for the students: Listening and speaking skill enhancement, getting used to different native and non-native accents, improved pronunciation, and learning new vocabulary and grammatical structures. The students also learn names of countries, their location, flags, currency, cities, people, and exchange information and pictures about the local and target cultures. They learn about the foreign country's educational system, history, antiquities, food, art, traditions, and costumes. They are taken on virtual field trips to some historical places and museums. They learn about natural phenomena such as the northern lights. Sometimes they receive books, T-shirts and pens as gifts from foreign teachers. Shortcomings of such intercultural exchange and suggestions for improvement are given.
Annual Report, Fiscal Year 2000: Report on Federal Activities under the Rehabilitation Act
Author: Rehabilitation Services Administration (RSA) (ED/OSERS)
Date: 2003-11-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Disabilities,Vocational Rehabilitation,Federal Programs,Accessibility (for Disabled),Independent Living,Technical Assistance,Advocacy,Compliance (Legal),Program Evaluation,Information Dissemination,Employment Programs,Labor Force Development,Labor Legislation,Welfare Services,Family Programs

The Rehabilitation Act of 1973, as amended (the Act), provides the legislative basis for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the Act during fiscal year 2000 (October 1999 through September 2000). To that end, the report identifies major activities that occurred during this fiscal year, and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services, U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI, and VII, as well as specified portions of Title V of the Act. RSA has responsibility for preparing and submitting this report to the President and Congress under Section 13 of the Act. The Act also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDDR) and the work of the National Council on Disability, and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of those activities is also provided in this report.
Annual Report, Fiscal Year 2008: Report on Federal Activities under the &quot;Rehabilitation Act of 1973,&quot; as Amended
Author: Rehabilitation Services Administration (RSA) (ED/OSERS)
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Disabilities,Vocational Rehabilitation,Federal Programs,Accessibility (for Disabled),Independent Living,Technical Assistance,Advocacy,Compliance (Legal),Program Evaluation,Information Dissemination,Employment Programs

The &quot;Rehabilitation Act of 1973,&quot; as amended (the &quot;Rehabilitation Act&quot;), provides the statutory authority for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the &quot;Rehabilitation Act&quot; during fiscal year (FY) 2008 (October 2007 through September 2008). To that end, the report identifies major activities that occurred during that fiscal year and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI and VII, as well as specified portions of Title V of the &quot;Rehabilitation Act.&quot; RSA has responsibility for preparing and submitting this report to the president and Congress under Section 13 of the &quot;Rehabilitation Act.&quot; The &quot;Rehabilitation Act&quot; also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDRR) and the work of the National Council on Disability (NCD) and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of those activities is provided in this report. [For the Fiscal Year 2007 report, see ED611694.]
Annual Report, Fiscal Year 2009: Report on Federal Activities under the &quot;Rehabilitation Act of 1973,&quot; as Amended
Author: Rehabilitation Services Administration (RSA) (ED/OSERS)
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Disabilities,Vocational Rehabilitation,Federal Programs,Accessibility (for Disabled),Independent Living,Technical Assistance,Advocacy,Compliance (Legal),Program Evaluation,Information Dissemination,Employment Programs

The &quot;Rehabilitation Act of 1973,&quot; as amended (the &quot;Rehabilitation Act&quot;), provides the statutory authority for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency, and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the &quot;Rehabilitation Act&quot; during fiscal year (FY) 2009 (October 2008 through September 2009). To that end, the report identifies major activities that occurred during that fiscal year and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI and VII, as well as specified portions of Title V of the &quot;Rehabilitation Act.&quot; RSA has responsibility for preparing and submitting this report to the president and Congress under Section 13 of the &quot;Rehabilitation Act.&quot; The &quot;Rehabilitation Act&quot; also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDRR) and the work of the National Council on Disability (NCD) and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of those activities is provided in this report. [For the Fiscal Year 2008 report, see ED611748.]
Annual Report, Fiscal Year 2010: Report on Federal Activities under the &quot;Rehabilitation Act of 1973,&quot; as Amended
Author: Rehabilitation Services Administration (RSA) (ED/OSERS)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Disabilities,Vocational Rehabilitation,Federal Programs,Accessibility (for Disabled),Independent Living,Technical Assistance,Advocacy,Compliance (Legal),Program Evaluation,Information Dissemination,Employment Programs

The &quot;Rehabilitation Act of 1973,&quot; as amended (the &quot;Rehabilitation Act&quot;), provides the statutory authority for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency, and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the &quot;Rehabilitation Act&quot; during fiscal year (FY) 2010 (October 2009 through September 2010). To that end, the report identifies major activities that occurred during that fiscal year and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI and VII, as well as specified portions of Title V of the &quot;Rehabilitation Act.&quot; RSA has responsibility for preparing and submitting this report to the president and Congress under Section 13 of the &quot;Rehabilitation Act.&quot; The &quot;Rehabilitation Act&quot; also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDRR) and the work of the National Council on Disability (NCD) and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of these activities is provided in this report. [For the Fiscal Year 2009 report, see ED611749.]
Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools. REL 2021-077
Author: Burnett, Alyson
Date: 2021-04-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Public Schools,Urban Schools,High Schools,High School Students,Teacher Participation,Summer Programs,High School Teachers,Teacher Placement,Educational Background,School Policy,Enrollment,Inservice Teacher Education,Required Courses,Program Effectiveness

To expand participation in Advanced Placement (AP) courses, several District of Columbia Public Schools (DCPS) high schools have enacted a policy mandating that all students enroll in one or more AP courses. To promote quality instruction in AP courses, DCPS recommends regular teacher participation in the Advanced Placement Summer Institute (APSI) and is considering recommending that teachers' college major be factored into teacher assignments to AP courses. To better understand this policy and these recommendations, this study examined students' AP exam taking and passing rates in schools that mandate AP course enrollment and in schools that do not, teacher participation in the APSI, and the alignment of AP teachers' college major with the AP course they teach. Three of the four high schools that adopted a mandate on AP course enrollment during the study period had higher AP exam taking and passing rates after their mandate went into place. In three of the five schools that adopted a mandate before or during the study period, the passing rate (grade 10-12 students in the school who passed at least one AP exam as a percentage of all grade 10-12 students in the school) was below 20 percent in every year of the study period, and in a fourth it was below 50 percent in every year. Fewer than one-fifth of AP teachers participated in the APSI at least once every three years. Participation rates were higher in schools offering more AP courses, in schools with lower percentages of racial/ethnic minority students, among teachers whose college major aligned with the AP course they taught, and among more experienced teachers. Among AP teachers with a college major on record, about half had a college major aligned with each specific AP course they taught, and 70 percent had a college major aligned with the broad subject area of each AP course they taught. [For the study snapshot, see ED611754. For the appendices, see ED611755.]
A Tale of Two Tests: The Role of Topic and General Academic Knowledge in Traditional versus Contemporary Scenario-Based Reading
Author: Wang, Zuowei
Date: 2021-00-00
Type: Reports - Research
Subjects: Comparative Analysis,High School Students,Inferences,Reading Tests,Reading Comprehension,Vignettes,Test Format,Task Analysis,Knowledge Level,Correlation,Readability,Readability Formulas,Team Sports,Multiple Choice Tests,History,Academic Language,Course Content

We compared high school students' performance in a traditional comprehension assessment requiring them to identify key information and draw inferences from single texts, and a scenario-based assessment (SBA) requiring them to integrate, evaluate and apply information across multiple sources. Both assessments focused on a non-academic topic. Performance on the two assessments were moderately correlated (r=0.57), but the SBA was more difficult (Study 1; n=342). The two assessments similarly depended on basic reading skills but diverged in the relation to academic knowledge and (non-academic) topic knowledge (Study 2; n= 1,107). Academic knowledge was highly predictive of traditional comprehension, but less so for SBA. Topic knowledge was more predictive of SBA than traditional comprehension. Thus, the two assessments tap into similar constructs related to comprehension; however, the level of topic knowledge is more important for performance on scenario-based, multiple-source reading tasks, whereas academic knowledge is more important for traditional reading comprehension tasks. [This paper was published in &quot;Learning and Instruction&quot; v73 Article 101462 2021.]
Capital Identity Projection and Academic Performance among Historically Black College and University (HBCU) Students
Author: Williams, Steven C., II
Date: 2021-00-00
Type: Journal Articles
Subjects: Black Colleges,College Students,African American Students,African American Education,Academic Achievement,Self Concept,Grade Point Average,Social Class,Equal Education,Social Systems,Money Management,Socioeconomic Status

This study examines the capital identity projection (CIP) phenomena and the extent to which the presentation of &quot;economic success&quot; in historically Black college and university (HBCU) students contributes to their academic performance (students' self-reported grade point average [GPA]). The present study adds to the literature by analyzing respondents' financial literacy before graduation and examining the psychosocial desire for economic success, allowing for an understanding of said desires' potential effect on collegiate success (e.g., academic performance/GPA). Findings indicate that positive CIP values (e.g., work-college balance and CIP for financial wellness) positively correlate with academic performance. Also, adverse CIP values (e.g., materialism, CIP for status projection, and CIP for ego inflation) negatively correlate with academic performance. Finally, the desire to display status indicative of acquired material goods, in an attempt to present an embellished or false image of economic success, coupled with financial literacy and wellness factors, proved predictive of students' academic performance. Educational stakeholders are rightly working to afford all students equitable educational experiences, so we provide possible implications of CIP and offer possible solutions to address the social and educational inequities that operate outside the traditional realms of discussions around such topics.
Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools. Study Snapshot. REL 2021-077
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Advanced Placement Programs,Public Schools,Urban Schools,High Schools,High School Students,Teacher Participation,Summer Programs,High School Teachers,Teacher Placement,Educational Background,School Policy,Enrollment,Inservice Teacher Education,Required Courses,Program Effectiveness

Over the past decade the District of Columbia Public Schools (DCPS) has sought to expand participation in Advanced Placement (AP) courses in order to improve high school outcomes (attendance, achievement, and graduation) and longer-term outcomes (postsecondary enrollment and degree completion). DCPS wants to understand policies and recommendations that are intended to increase the number of students taking and passing AP courses and exams. As a first step toward understanding the AP course enrollment policy, this study examined AP course enrollment, AP exam taking rates, and AP exam passing rates. To better understand how the Advanced Placement Summer Institute (APSI) recommendation has been implemented, the study also examined APSI participation rates overall and by school and teacher characteristics. Finally, the study examined the share of AP teachers whose college major aligned with the AP course they taught or its broad subject area and how alignment varied by school and teacher characteristics. [For the full report, see ED611751. For the appendixes, see ED611755.]