ethanporcaro/eric-fulltext-meta huggingface dataset:
Considering Instructional Contexts in AAC Interventions for People with ASD and/or IDD Experiencing Complex Communicative Needs: A Single Case Design Meta-Analysis
Author: Ganz, Jay B.
Date: 2022-04-20
Type: Information Analyses
Subjects: Autism,Pervasive Developmental Disorders,Intellectual Disability,Developmental Disabilities,Communication Skills,Interpersonal Communication,Intervention,Augmentative and Alternative Communication,Program Effectiveness,Communication Disorders,Effect Size,Behavior Modification,Students with Disabilities

For children with autism or intellectual and developmental disabilities who also have complex communication needs, communication is a necessary skill set to increase independence and quality of life. Understanding the how, where, and communication style being taught is important for identifying deficits in the field as well as which interventions are most effective. This meta-analysis sought to identify effectiveness among different settings, behavioral strategies, and moderator variables. A systematic search and screening process identified 114 eligible studies with 330 participants; overall outcomes indicate that augmentative and alternative communication interventions were effective with Tau effects ranging from 0.53 to 1.03 and log response ratio effects ranging from 0.21 to 2.90. However, no instructional context variables systematically predicted differences in intervention effectiveness. [This is the online first version of an article published in &quot;Review Journal of Autism and Developmental Disorders.&quot;]
Research on Research Use: Building Theory, Empirical Evidence, and a Global Field
Author: Tseng, Vivian
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Research Utilization,Educational Research,Evidence,Educational Policy,Decision Making,Theory Practice Relationship,Scientific Research,Research Problems,Racial Bias,Financial Support,Communities of Practice

The puzzle of how to connect research with policy and practice is a vital area for scientific inquiry. The William T. Grant Foundation believes that attempts to improve the use of research evidence in policy and practice should be subject to rigorous theory building and empirical analysis. The stakes are high for the research community: If we do not understand what it takes for research to be used, then research will always stay on the proverbial shelf (or website)--far from the action of policy deliberations and decision-making. In this essay, the author reflects on the Foundation's initiative on the use of research evidence: the progress made by grantees and others in the field and the challenges that remain in building a rigorous field of study that spans the globe. The essay ends with reflections for the future, drawing inspiration from collaboration with the Pew Charitable Trusts and the Transforming Evidence Funders Network, a collective of public and private funders working to make research more useful, used, and impactful in meeting today's global challenges--from education to the environment, and from foreign policy to global health.
Tertiary Learners&apos; Attitude towards Communicative Language Teaching (CLT) in Bangladesh
Author: Uddin, Md. Rafiz
Date: 2019-07-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Foreign Countries,Higher Education,Undergraduate Students,Student Attitudes,English (Second Language),State Universities,Grammar,Teaching Methods,Curriculum Design,Likert Scales,Learning Activities

This study investigates the status of Communicative Language Teaching (CLT) among the tertiary learners of Bangladesh by examining their beliefs, feelings, and attitudes towards it. The participants are from various departments of a public university where English is taught at least as a full credit course. To gather the data from them, questionnaires were used and interviews were taken. The analyses of both data types show that the students are highly interested in CLT methodology. Depending upon form-based instruction may no longer be effective enough in English teaching here where designing tasks to make them communicatively competent has become inevitable. The results also signify that the learners' need is to be given the prime priority in designing language curricula for them.
Promising Practices in Creating an Equity Framework. Policy Brief
Author: Roberts, Maxine T.
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Equal Education,State Programs,African American Students,Hispanic American Students,Data Use,Data Analysis,Student Needs,Minority Group Students,Educational Practices,State Legislation,Developmental Studies Programs,Grouping (Instructional Purposes),Postsecondary Education,Educational Attainment,Elementary Secondary Education,Student Characteristics

Emerging practices in both K-12 and higher education hold great promise in the establishment of equity frameworks. The use of finely disaggregated data, the effort to track additional student groups, and related work, all help to establish policies and tools to monitor the impact of reform efforts to address inequities. State programs and initiatives that employ aspects of the proposed equity framework are highlighted in this final Policy Brief in the series. This brief delves into specific state examples, including Massachusetts, where the department of higher education crafted an equity framework to address inequities for Black and Latino students, who are often placed into developmental education; and Washington, where a school district used disaggregated data in a meaningful way to provide services for its students. This brief is the third installment in a three-part series on how the use of an equity framework can support success for students who are underserved in educational settings. [For &quot;Creating an Equity Framework That Supports Underserved Students. Policy Brief&quot;, see ED620218. For &quot;Using Student Data to Address Inequities. Policy Brief&quot;, see ED620217.]
Using Student Data to Address Inequities. Policy Brief
Author: von Zastrow, Claus
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Data Analysis,Student Characteristics,Data Collection,Barriers,Disadvantaged Youth,Equal Education,Social Discrimination,Race,Ethnicity,Asian American Students,American Indian Students,Information Policy,Information Utilization,School Holding Power,Graduation Rate,Blacks,African American Students,Student Financial Aid,Federal Aid,Educational Attainment,College Graduates,Data Interpretation,Minority Group Students

State education data systems help policymakers use data to evaluate the impact of their efforts to improve education. By disaggregating the data -- that is, breaking it out by different student subgroups -- policymakers can ensure that their efforts address the needs of students who have been traditionally underserved in educational settings. Yet barriers to collecting and reporting on disaggregated data persist. Nonetheless, states that disaggregate data as fully as possible can best support the increasingly diverse student populations they serve in their schools and higher education institutions. Past and present data collection practices are presented in this Policy Brief along with insight on enduring challenges and strategies for improving both the collection and presentation of data. The brief is the second installment in a three-part series on how the use of an equity framework can support success for students who are underserved in educational settings. [For &quot;Creating an Equity Framework That Supports Underserved Students. Policy Brief,&quot; see ED620218. For &quot;Promising Practices in Creating an Equity Framework. Policy Brief,&quot; see ED620215.]
Creating an Equity Framework That Supports Underserved Students. Policy Brief
Author: Squires, John
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Equal Education,Disadvantaged Youth,Economically Disadvantaged,Educational Policy,Data Use,Educational Environment,Access to Education,Academic Achievement,Barriers,Academic Support Services,At Risk Students,Student Needs,Educational Attainment,Academic Persistence,Data Analysis,Individualized Instruction,Professional Development,Communication Skills

The growing divides across the educational spectrum all underscore the need to change systems to promote the talents and success of every student, particularly those who are racially minoritized or poverty-impacted within a state. Enacting a process to establish policy that addresses the needs of these student groups can help create the conditions for each student to succeed. To build targeted reforms that serve students who are often disproportionately impacted in the educational system, state and education leaders can consider policies and practices for maximizing opportunities and outcomes for each student group in their state. Using an equity framework, as outlined in this series of reports, provides an important foundation from which to start. This Policy Brief proposes three core principles for creating an equity framework: using data intentionally, understanding the institutional environment and implementing differentiated supports for underserved students. This brief is the first installment in a three-part series on how the use of an equity framework can support success for students who are underserved in educational settings. [For &quot;Using Student Data to Address Inequities. Policy Brief,&quot; see ED620217. For &quot;Promising Practices in Creating an Equity Framework. Policy Brief,&quot; see ED620215.]
Pennsylvania Schools Work&apos;s School Funding Proposal for 2022-23: A Bigger Step towards Adequate and Equitable State Funding for Schools
Author: Pennsylvania Budget and Policy Center (PBPC)
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Educational Finance,Funding Formulas,Special Education,Technical Education,Vocational Education,Financial Support,Educational Change,Educational Equity (Finance),State Aid,Race,Minority Group Students,School Districts,Public Schools,Elementary Secondary Education

For 25 years, starting in the early 1990s, Pennsylvania had no fair funding formula for distributing state school funding based on the number of students in each district and other factors that research shows impact the cost of delivering a quality education that meets state standards. Basic education funding in Pennsylvania remains both inadequate and inequitable. The 2022-23 BEF must take even bigger, bolder steps to reduce inadequacy and inequity. The Pennsylvania Schools Work campaign (PaSW) proposes to expand on the improvements made in the 2021-22 BEF in two ways: (1) by increasing the amount of money flowing to all districts through the Fair Funding Formula by $1 billion; and (2) through a second and larger Level Up supplement of $300 million. PaSW also advocates for another $200 million for special education funding and $25 million for career and technical education for a total of $1.525 billion more funding than in 2021-22. This brief analyzes the potential effects of the proposed $1.3 billion increase to basic education funding for the 2022-23 school year.
Actions to Address Rural Band Director Attrition: A Case Study
Author: Lewis, Charla Dawn
Date: 2022-08-00
Type: Reports - Research
Subjects: Rural Schools,Music Education,Teacher Persistence,Administrators,Music Activities,Faculty Development,Music Teachers,Action Research,Case Studies,Social Networks,Professional Isolation,Mentors,Intervention,Job Satisfaction,Administrator Attitudes,Teaching Methods,Course Content,Lesson Plans,Time Management,Teacher Orientation,College School Cooperation,Partnerships in Education,Kindergarten,Elementary Secondary Education

This action research project examined a rural band director's attrition/retention and possible reasons for staying or leaving a position. The purpose of this case study was to describe a rural band director's experience with content-related professional development and support networks, providing access to and a process for collaboration in isolated areas to combat attrition. A convergent or triangulation mixed methods design was used to collect and analyze data. The independent variables in this case study were the subject-specific mentorship and professional development opportunities. The dependent variables were the ratings of isolation, job satisfaction, and professional development satisfaction that resulted from the interventions. The measurement tools included band director online questionnaires as well as researcher observation of band director practices. Results showed slight yet insignificant increases in the impact of content-related professional development on teaching, the influence of support networks on the desire to remain in a position, and the impact these methods had on teacher attrition/retention. The research project was hampered by the band director's busy schedule. Implications for practice include implementing an induction program for rural band directors that includes extra planning time, a continuation of teacher education in music pedagogy beyond education, and rural school partnerships with universities that can provide subject-specific professional development and mentorships.
A Necessary First Step: Governor Wolf&apos;s Proposal to Provide Adequate and Equitable Funding of Pennsylvania Schools
Author: Stier, Marc
Date: 2021-04-06
Type: Reports - Evaluative
Subjects: State Officials,Educational Finance,Equal Education,Elementary Secondary Education,Public Schools,State Aid,Poverty Areas,Racial Differences

It is well known that Pennsylvania's K-12 schools are inadequately and inequitably funded. But the extent of the problem is not fully understood. This paper uses new data and methods to demonstrate just how unfair--and in fact, morally unsustainable--the funding of elementary and secondary education is in the Commonwealth. It shows that the proposal put forward in Governor Wolf's 2021-2022 Executive Budget, or something much like it, is a necessary first step toward reforming the shameful way K-12 schools in Pennsylvania are funded. The origins of the deep inadequacy and inequity in school funding go back decades. For the purposes of this paper, the source of the problem is divided into two parts. First, the state share of funding of K-12 schools has been declining since the early 1970s under Democratic and Republican governors--but it is mostly a result of Republican control of the General Assembly. Second, measuring the adequacy of funding by looking at the gap in per-student spending in school districts between what they spent in 2019 and what they should spend according to a 2020 update to the &quot;Costing-Out Study&quot; carried out by Augenblick, Palaich and Associates (APA) at the request of the State Board of Education pursuant to the bipartisan Act 114 of July 2005. Governor Wolf's proposal for K-12 education funding for the fiscal year beginning July 1, 2021, is a major step forward in providing adequate and equitable funding for Pennsylvania's schools. However, it does not close the funding gap for most schools. Nor does it eliminate all of the economic, racial, and ethnicity-based inequities in school funding.
Advancing an Ecosystem for Open Educational Resources: OER in Texas Higher Education. Biennial Report 2021
Author: Jimes, C.
Date: 2021-00-00
Type: Reports - Research
Subjects: Open Educational Resources,Higher Education,Community Colleges,Public Colleges,Private Colleges,Barriers,Affordances,Academic Libraries,Educational Policy

This report presents the results of a biennial independent survey commissioned by the Digital Higher Education Consortium of Texas (DigiTex), in collaboration with the Texas Higher Education Coordinating Board (THECB), to examine the landscape of Open Educational Resources (OER) programs, policies, and practices at higher education institutions in Texas. Administered in March 2021 to all 169 two- and four-year non-profit institutions across Texas, including 11 independent health-related institutions, the survey sought to answer the following key questions: (1) How and to what extent institutions across Texas are using OER; (2) What OER-related policies and practices are currently in place to advance OER; and (3) What supports are needed to enable increased adoption and use of OER. The report summarizes the survey findings, and concludes with a set of high level recommendations for how colleges and universities may be supported to more effectively utilize OER to meet the needs of the state's economic mobility and education equity priorities in line with the &quot;60x30TX Refresh,&quot; and to address the challenges and impacts of the COVID-19 pandemic and future potential crises. [This report is based on an independent survey commissioned in 2021 by the Digital Higher Education Consortium of Texas (DigiTex), in collaboration with the Texas Higher Education Coordinating Board (THECB), and the Institute for the Study of Knowledge Management in Education (ISKME). For the 2019 report, see ED620216.]
Turning Basic Needs Assessments into Action
Author: Wolff-Eisenberg, Christine
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: Needs Assessment,Student Needs,College Students,Security (Psychology),COVID-19,Pandemics,Hunger,Death,Racial Differences,White Students,African American Students,Hispanic American Students,Federal Aid,Capacity Building,Best Practices

Since 2015, The Hope Center for College, Community, and Justice has documented the significant challenges basic needs insecurity poses to students enrolled in higher education. Like many systemic issues, these insecurities existed long before the pandemic but have only been exacerbated by it. The Hope Center's latest national data on student basic needs insecurity during the pandemic makes the magnitude of these challenges especially clear. Three in five students don't have a stable place to live or enough food to eat. More than one in ten have lost a loved one to COVID-19. Further, these impacts are not evenly felt. Significant gaps have been found between white students and their Black and Latinx peers across many of these alarming statistics. The pandemic also produced challenges and opportunities for institutions working to address basic needs issues. In Fall 2021, colleges and universities across the country entered the third academic year disrupted by the pandemic. With the availability of vaccines and boosters, mask mandates, and other mitigation measures, many staff, faculty, and students returned to in-person work and learning. Institutional spending of emergency federal aid, which was earlier scaled in unprecedented fashion, continued to support operational continuity and directly aid students. This report illuminates lessons learned by The Hope Center and many of their partners, especially the Institutional Capacity Building Cohort described below, about how colleges and universities can turn basic needs assessment into action and navigate common challenges. There is guidance and best practices on how to ground assessment plans in institutional priorities, get the right people at the decision-making table, and differentiate between short- and long-term action.
Science Literacy in Early Childhood
Author: Sentürk, Cihad
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Preschool Children,Age Differences,Family Structure,Parent Background,Educational Attainment,Family Environment,Gender Differences,Foreign Countries,Intellectual Disciplines

This study was conducted to determine and compare science literacy levels of children in early childhood period in terms of various variables. Survey model was used in the study which was conducted with 211 children who attend pre-schools in Bilecik, Turkey. As data collection tool, Early Childhood Science Education Content Standards Scale (SCSS) was used and as a result of data analysis, it was found that the children participating in the study had medium level of science literacy. In terms of the variables of age, number of siblings, the education background of the parents and science materials the participants have in their houses, a statistically meaningful difference was found in the science literacy scores of the children. In terms of the variable of gender, a statistically meaningful difference was not found in the science literacy scores of the children.
Center Roles in Undergraduate STEM Education: A Guide for Self-Evaluation
Author: Carlisle, Deborah L.
Date: 2022-03-00
Type: Guides - Non-Classroom
Subjects: STEM Education,Undergraduate Study,Educational Resources,Role,Self Evaluation (Groups),Resource Centers,Evaluation Methods,Scoring Rubrics,Data Use,Centralization,Educational Research,Research and Development,Theory Practice Relationship,Networks,Educational Cooperation

This publication provides a guide for STEM Education Centers (SECs) and Centers for Teaching and Learning (CTLs) to carry out a self-assessment process focusing on their role(s) in undergraduate science, technology, engineering, mathematics (STEM) education. These resources were developed to assist centers in framing their contributions to undergraduate STEM education based on a national-scale research project about the work of centers and their roles on campus. To effectively focus the use of these resources on centers' unique roles and priorities on individual campuses, we invite centers to consider their identity and how it overlaps with the goal of improving undergraduate STEM education. Centers may wish to revisit this during or after the self-evaluation process. Clarifying center identities in the undergraduate STEM education improvement space will be helpful in advancing the whole community, and build further opportunities for centers seeking to expand their work. [This content is provided in the format of an e-book.]