ethanporcaro/eric-fulltext-meta huggingface dataset:
Variance and Reliability in Special Educator Observation Rubrics
Author: Crawford, Angela R.
Date: 2018-02-00
Type: Reports - Research
Subjects: Teacher Evaluation,Special Education Teachers,Scoring Rubrics,Observation,Direct Instruction,Test Reliability,Evaluation Methods,Rating Scales,Performance,Teacher Competencies,Psychometrics,Test Construction

This study describes the development and initial psychometric evaluation of a Recognizing Effective Special Education Teachers (RESET) teacher observation instrument. Specifically, the study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, to evaluate special education teacher implementation of explicit instruction. Eight raters participated in viewing and scoring videos of special education instruction. Data collected from raters were analyzed in a three facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted sources of variance and higher indices of reliability with the rubric with item-specific descriptors of performance levels. Contributions to the field of teacher evaluation are discussed. [This paper was published in &quot;Assessment for Effective Intervention&quot; (EJ1233147).]
Indiana College Readiness Report: 2013 High School Graduates, State of Indiana
Author: Indiana Commission for Higher Education
Date: 2015-02-06
Type: Reports - Evaluative
Subjects: College Readiness,High School Graduates,College Bound Students,Advanced Placement,Student Placement,Socioeconomic Status,Remedial Instruction,Student Needs,Institutional Characteristics,Enrollment Trends,Academic Degrees,Intellectual Disciplines,Academic Achievement,Academic Persistence,Public Colleges,Racial Differences,Ethnicity,Private Colleges

This 2013 Indiana College Readiness Report provides statistics for the state of Indiana on the following: (1) High School Graduates Enrolling in College; (2) High School Graduate Enrollment by College Type; (3) Indiana Public College Students Needing Remediation; (4) Indiana Public College Remediation by Subject; (5) Indiana Public College Enrollment by College; (6) Indiana Public College Enrollment by Degree Type; (7) Indiana Public College Enrollment by Status; (8) Indiana Public College Enrollment by Program Type; and (9) Indiana Public College Student Performance. [For the previous year's report, see ED607744.]
Indiana College Readiness Reports: 2014 High School Graduates, State of Indiana
Author: Indiana Commission for Higher Education
Date: 2016-03-15
Type: Reports - Evaluative
Subjects: College Readiness,High School Graduates,College Bound Students,Advanced Placement,Student Placement,Socioeconomic Status,Remedial Instruction,Student Needs,Institutional Characteristics,Enrollment Trends,Academic Degrees,Intellectual Disciplines,Academic Achievement,Academic Persistence,Public Colleges,Racial Differences,Ethnicity,Private Colleges,Dual Enrollment,College Entrance Examinations

This 2014 Indiana College Readiness Report provides statistics for the state of Indiana on the following: (1) High School Graduates Enrolling in College; (2) High School Graduate Enrollment by College Type; (3) Indiana Public College Enrollment by College; (4) Indiana Public College Enrollment by Degree Type; (5) Indiana Public College Enrollment by Program Type; (6) Indiana Public College Enrollment by Status; (7) Indiana Public College Remediation by Subject; (8) Indiana Public College Students Needing Remediation; and (9) Indiana Public College Student Performance. [For the previous year's report, see ED607746.]
Indiana College Readiness Reports: 2015 High School Graduates, State of Indiana
Author: Indiana Commission for Higher Education
Date: 2017-03-02
Type: Reports - Evaluative
Subjects: College Readiness,High School Graduates,College Bound Students,Advanced Placement,Socioeconomic Status,Remedial Instruction,Student Needs,Institutional Characteristics,Enrollment Trends,Academic Degrees,Intellectual Disciplines,Academic Achievement,Academic Persistence,Public Colleges,Racial Differences,Ethnicity,Private Colleges,Dual Enrollment

This 2015 Indiana College Readiness Reports provides statistics for the state of Indiana on the following: (1) High School Graduates Enrolling in College; (2) High School Graduate Enrollment by College Type; (3) Indiana Public College Enrollment by College; (4) Indiana Public College Enrollment by Degree Type; (5) Indiana Public College Enrollment by Program Type; (6) Indiana Public College Enrollment by Status; (7) Indiana Public College Remediation by Subject; (8) Indiana Public College Students Needing Remediation; and (9) Indiana Public College Student Performance. [For the previous year's report, see ED607747.]
Indiana College Readiness Report 2020
Author: Indiana Commission for Higher Education
Date: 2020-05-20
Type: Reports - Evaluative
Subjects: College Readiness,High School Graduates,College Bound Students,Advanced Placement,Socioeconomic Status,Remedial Instruction,Student Needs,Institutional Characteristics,Enrollment Trends,Academic Degrees,Intellectual Disciplines,Academic Achievement,Academic Persistence,Public Colleges,Racial Differences,Ethnicity,Private Colleges,Dual Enrollment,Gender Differences

This 2020 Indiana College Readiness Report provides statistics for 2018 High School graduates in state of Indiana on the following: (1) High School Graduates Enrolling in College; (2) High School Graduates Enrollment by College Type; (3) Indiana Public College Enrollment by College; (4) Indiana Public College Enrollment by Degree Type; (5) Indiana Public College Enrollment by Program Type; (6) Indiana Public College Enrollment by Status; (7) Indiana Public College Remediation by Subject; (8) Indiana Public College Students Needing Remediation; and (9) Indiana Public College Student Performance. [For the previous year's report, see ED598256.]
Developing an Understanding Procedures Observation Rubric for Mathematics Intervention Teachers
Author: Crawford, Angela R.
Date: 2020-03-00
Type: Reports - Research
Subjects: Psychometrics,Scoring Rubrics,Feedback (Response),Mathematics Instruction,Intervention,Mathematics Teachers

This study describes the initial psychometric evaluation of the Understanding Procedures observation rubric for use as an instrument for feedback to teachers working in mathematics intervention settings. The rubric translates the research base from mathematics education and special education into practice in the form of specific items and descriptors of performance levels. A sample of 16 intervention teachers across three states provided three videos each of their instruction of students in mathematics intervention classes. Ten external raters evaluated the videos. We analyze the ratings using many-facet Rasch measurement. Analyses of the teacher, item, rater, and lesson facets show good psychometric quality for the instrument. Implications for research and professional development are discussed. [This paper was published in &quot;School Science and Mathematics&quot; v120 n3 p153-164 2020 (EJ1245938).]
Perspectives of Volunteer Pre-Service Teachers and Parents on a Summer Program for Children with Autism Spectrum Disorders
Author: Erdem, Hatice Sengül
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Volunteers,Parent Attitudes,Summer Programs,Children,Autism,Pervasive Developmental Disorders,Interpersonal Competence,Program Descriptions,Special Education,Educational Demand,Program Effectiveness,Educational Benefits

Children with autism spectrum disorders (ASD) are more likely to have regression in acquired skills in summer than typically developing peers, while parents have also more limited options to provide summer alternatives for their children. This study aimed to understand perspectives of parents of children with ASD and pre-service teachers volunteered on a social enhancement summer program delivered through a university for children with ASD. Semi-structured interviews were performed with both participant groups along with focus group discussion with volunteers, while an inductive analysis process was used for data analysis. The analysis of data obtained from both parents and volunteers revealed three main themes along with related subthemes: (a) the need for summer program, (b) suggestions for effective summer program, and (c) benefits of the summer program. The perspectives of two groups of participants generally overlap and they demonstrate similar thoughts. The results show that summer programs can be an effective alternative to maintain the current level of children with ASD in summers.
Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia. REL 2020-037
Author: Dillon, Erin
Date: 2020-09-00
Type: Reports - Research
Subjects: Faculty Mobility,Teacher Effectiveness,Access to Education,Beginning Teachers,Academic Achievement,Elementary Secondary Education,Minority Group Teachers,Educational Environment,Minority Group Students,Economically Disadvantaged,Teacher Evaluation,Teaching Experience,Teacher Characteristics,Institutional Characteristics,Teacher Distribution,Instructional Program Divisions,Teacher Attendance

Concerned about the expense of teacher turnover, its disruption to schools and students, and its potential effect on students' access to effective teachers, the School District of Philadelphia partnered with the Regional Educational Laboratory Mid-Atlantic to better understand students' access to effective teachers and the factors related to teacher turnover. This analysis of differences in teacher effectiveness between and within schools in the district found that teachers of economically disadvantaged, Black, and Hispanic students had lower evaluation scores than teachers of non-economically disadvantaged and White students but similar value-added scores (a measure of teacher effectiveness based on student academic growth). The study also found that each year from 2010/11 through 2016/17, an average of 25 percent of the district's teachers left their school and 8 percent left the district. During the first five years of teaching, 77 percent of teachers left their school and 45 percent left the district. Turnover rates were highest for teachers who taught middle school grades, teachers who missed more than 10 days of school a year, teachers who identified as Black, teachers who had previously changed schools, and teachers who had low evaluation ratings. Teacher turnover was higher in schools where teachers had a less positive view of the school climate. School climate mattered more for teachers with higher evaluation ratings than for teachers with lower evaluation ratings. [For the study snapshot, see ED607753; for the appendices, see ED607754.]
Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia. Study Snapshot. REL 2020-037
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Faculty Mobility,Teacher Effectiveness,Access to Education,Beginning Teachers,Academic Achievement,Elementary Secondary Education,Minority Group Teachers,Educational Environment,Minority Group Students,Economically Disadvantaged,Teacher Evaluation,Teaching Experience,Teacher Characteristics,Institutional Characteristics,Teacher Distribution,Instructional Program Divisions,Teacher Attendance

Concerned about the expense of teacher turnover, its disruption to schools and students, and its potential effect on students' access to effective teachers, the School District of Philadelphia (SDP) partnered with the Regional Educational Laboratory Mid-Atlantic to better understand students' access to effective teachers and the factors related to teacher turnover. The district already engages in efforts to address teacher turnover by supporting new teachers, targeting retention strategies to teacher needs, and improving school climate. Findings from this study can inform these efforts by improving SDP's understanding of the role of turnover in the equitable distribution of effective teachers and by identifying teacher and school characteristics related to turnover. This study focused on SDP teachers who taught kindergarten-grade 12 in school years 2010/11 through 2016/17. Methods used included an intraclass correlation analysis and effective teaching gap analysis, to examine access to effective teachers in the district, and descriptive statistics and a hazards model analysis, to examine the factors related to teacher turnover. [For the full report, see ED607752; for the appendices, see ED607754.]
Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia. Appendixes. REL 2020-037
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Research
Subjects: Faculty Mobility,Teacher Effectiveness,Access to Education,Beginning Teachers,Academic Achievement,Elementary Secondary Education,Minority Group Teachers,Educational Environment,Minority Group Students,Economically Disadvantaged,Teacher Evaluation,Teaching Experience,Teacher Characteristics,Institutional Characteristics,Teacher Distribution,Instructional Program Divisions,Teacher Attendance,Research Methodology

This document contains the appendixes for the full report, &quot;Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia&quot;. The School District of Philadelphia (SDP) provided data on teacher employment, teacher characteristics, student-teacher linkages, and school characteristics. The district's Office of Research and Evaluation provided data on the grades and subjects that teachers taught by school year and data that enabled the study team to identify each student's teachers by subject for research question 1. Finally, the Office of Research and Evaluation provided data on school characteristics, including student demographic characteristics, student proficiency level on state math and English language arts assessments, and school-level results from districtwide teacher surveys. A list of all data sources and variables used in the study, along with the years of data provided and used and the research questions informed by each set of variables, is in table A1. The years of data available differed by variable. To create consistency across the analyses, data from 2010/11 through 2016/17 were used for analyses that included teacher characteristics other than teacher effectiveness, and data from 2014/15 through 2016/17 were used for analyses that included teacher evaluation ratings and effectiveness scores or school characteristics. [For the full report, see ED607752; for the study snapshot, see ED607753.]
Transforming Systems to Achieve Better Careers for Californians: Balanced Stakeholder Relationships Lead to Innovative Workforce Development Strategies
Author: Grobe, Terry
Date: 2020-05-21
Type: Reports - Descriptive
Subjects: Career Development,Labor Force Development,COVID-19,Pandemics,Economic Climate,Financial Problems,Innovation,Economic Opportunities,Community Organizations,Job Training,Employer Employee Relationship

Millions of working Californians are unable to fulfill their families' basic needs. Higher-paying jobs that require specialized skills are beyond their reach, and many entry-level jobs are likely to be automated by 2022, so there's an urgent need to redesign the state's education and training systems to help people get the skills they need to secure family-supporting jobs. This brief--the third in a series--examines the need for a more equitable balance of influence and power among the key stakeholders--employers, workers, and training providers--in the workforce development system. The first two briefs were written before the COVID-19 pandemic caused a nationwide medical and economic crisis. The pandemic has exposed the economic inequality that is deeply ingrained in society, making it manifestly clear that the country cannot return to business as usual. How can innovations predict what equitable economic opportunity could look like in the post-pandemic economy, and how might California achieve it in the diverse regions of the state? This brief will address those questions. [This report was written with Joel Vargas with assistance from Alice Rice. For the first brief in this series, see ED603621. For the second brief, see ED603622.]
Inclusive Language as a Pedagogical and Motivational Tool in Early Childhood Settings: Some Observations
Author: Ackah-Jnr, Francis R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Early Childhood Education,Early Childhood Teachers,Language Usage,Classroom Environment,Faculty Development,Teacher Education,Teaching Methods,Social Development,Emotional Development,Well Being,Foreign Countries

Inclusive language is essential for fostering inclusiveness, belongingness, and the valuing of children in early childhood education. In early childhood settings, inclusive language is used not only to effectively communicate instruction but also provide genuine expectations and hope for all children. However, teachers' use of non-inclusive language can serve as a disincentive, minimising how children openly learn and collaborate with peers and teachers in schools. Analysing a teacher's language use from an observational study in an early childhood classroom through a creative content analytical approach, this study reveals that teachers' non-inclusive language use impact negatively on children's learning, socialisation, emotional wellbeing, and motivation to learn. We identified effective training and professional development as an important vehicle to enhance and equip teachers with knowledge and skills of using inclusive language, particularly as both a pedagogical and motivational tool in early childhood education. The study recommends that teachers should be made aware of the importance of using inclusive language and its associated benefits for educating children rather than the use of non-inclusive language. Some practical implications for using inclusive language are also provided.
Literacy Skills, Immigration and Motivation to Learn among Adults in the U.S.
Author: Sahoo, Shalini
Date: 2020-06-00
Type: Reports - Research
Subjects: Learning Motivation,Adults,Immigrants,Lifelong Learning,Educational Attainment,Literacy,Adult Education,Reading Skills,Writing Skills,Place of Residence,Cultural Influences,Job Skills

This study examined how literacy skills and nativity status (foreign-born vs. U.S. born) are associated with motivation to learn (MtL). Nationally representative data (N = 8,670) of adults between the ages of 18 years old and older years were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models showed that higher literacy skills (0-500 points) (b = 0.159, p &lt; 0.05) were associated with greater MtL. Additionally, foreign-born individuals tended to have (b = -0.064, p &lt; 0.05) lower MtL than U.S.-born individuals. Limited literacy skills, educational attainment, and being an immigrant are potential barriers to motivation towards life-long learning participation among middle-aged adults. [This paper was published in: J. P. Egan (Ed.), &quot;Proceedings of the Adult Education in Global Times Conference.&quot; Ottawa, ON: Canadian Association for the Study of Adult Education.&quot; (ISBN 978-0-920056-53-0).]
Race and Ethnicity of Public School Teachers and Their Students. Data Point. NCES 2020-103
Author: Spiegelman, Maura
Date: 2020-09-00
Type: Reports - Research
Subjects: Public School Teachers,Teacher Characteristics,Race,Ethnicity,Student Characteristics,Public Schools,Institutional Characteristics,Racial Composition

This Data Point examines the race and ethnicity of public school teachers in the United States. It uses data from the public school teacher data file of the 2017-18 National Teacher and Principal Survey (NTPS), which is a nationally representative 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.
Contextualized E-Learning Resource: A Tool for Stronger Academic Platform
Author: Jimenez, E. C.
Date: 2020-09-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Effectiveness,Academic Achievement,Instructional Materials,Multimedia Materials,Multilingual Materials,Mathematics Instruction,Elementary School Students,Grade 3,Place Based Education,Foreign Countries

The aim of this study was conducted to identify the impact of contextualized e-learning resources as tools for a stronger academic platform. To achieve this, this paper used an experimental type of research. A total of 180 students participated in the experiment using cluster sampling. For the instrument, this study used Supplementary Learning Resources (Digital Flipbook). A paired sample t-test was used to assess the significant effect of the contextualized e-learning resource to the academic performance of the students. The experiment found that there is no significant difference between the means pre-test scores of the two groups. But upon the utilization of contextualized e-Learning Materials, it showed that the p-value of the post-test scores is less than the alpha significance level 0.05. This means that the use of contextualized e-Learning Resources in teaching Mathematics in grade 3 learners has a significant effect to increase learners' academic performance. This also proved that the use of contextualized e-Learning Resources increases the academic performance of learners. The electronic tools provided by the teacher created a sound learning environment to master the least learned competencies. In light of the conclusion drawn, the researcher recommended pertinent suggestions that are deemed beneficial for the teachers and heads of institutions.