ethanporcaro/eric-fulltext-meta huggingface dataset:
Voice of the Voiceless? Multiethnic Student Voices in Critical Approaches to Race, Pedagogy, Literacy and Agency
Author: Chang, Benji
Date: 2013-09-00
Type: Reports - Research
Subjects: Critical Theory,Student Experience,Interviews,Participant Observation,Asian American Students,Hispanic American Students,Multiracial Persons,Literacy,Identification (Psychology),Sociocultural Patterns,Transformative Learning,Educational Experience,Student Centered Curriculum,Teaching Methods,Race,Elementary Secondary Education

In this article, the author utilizes critical and sociocultural approaches to race, language and culture to examine the intersectional experiences of a multiethnic and &quot;mixed race&quot; cohort of students in an inner-city, working-class neighborhood between their elementary and high school years. This article examines the students' experiences in a nine-year educational process focused on critical pedagogy, sociocultural learning, and community engagement in and out of classrooms. More specifically, the article looks at interview, participant observation, and narrative data with a Latina/o and Asian American male student, and an Asian American female student, and how they made sense of.
Accountability for Alternative Schools in California. Continuous Improvement Series
Author: de Velasco, Jorge Ruiz
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Nontraditional Education,Accountability,Comparative Analysis,Alignment (Education),Public Schools,Educational Indicators,Academic Achievement,Standardized Tests,Enrollment,Attendance,Graduation,School District Autonomy,Educational Improvement,Statewide Planning,Data Collection,Professional Development,Program Implementation,Technical Assistance,Educational Legislation,State Legislation,High Schools

California's alternative education options for youth vulnerable to dropping out of school have been established at different historical points and for different student age and target populations. For purposes of this brief, &quot;alternative school&quot; is defined as belonging to one of six legislatively authorized types of public (non-charter) schools that meet the definitions of the Alternative School Accountability Model (ASAM). These schools are operated by different local agencies--school districts, county school boards, or juvenile justice agencies and the courts--and governed by overlapping and sometimes legislatively superseded or otherwise inoperative portions of the state Education Code. Currently, the California Department of Education (CDE) is considering the development of a new accountability system for alternative schools that aligns with Local Control Accountability Plans (LCAP) for all public schools. This report considers how other states are approaching accountability for alternative schools, focusing attention on Colorado, Kentucky, New York, North Carolina, New Jersey, Oregon, and Wisconsin. These states all use multiple indicators including school-level performance on state tests as well as indicators of enrollment, attendance, completion, and graduation in their accountability systems. These state systems have two key features in common: (1) They allow alternative schools to select the indicators that local school leaders believe are most appropriate for their education program or school; and (2) These states hold schools accountable for improvement and/or performance trends rather than to absolute performance standards. In developing an accountability system for California's alternative schools, the State Board of Education (SBE) may consider indicators or metrics adopted by other states that align with or can be nested within the design of the evolving statewide system for all public schools. This report reviews that evolving state accountability system as it may inform options for alternative schools. The report concludes with a discussion of challenges and opportunities that alternative schools face.
Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Policy Memo 16-3
Author: Hough, Heather
Date: 2016-08-01
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Educational Change,Educational Indicators,Academic Achievement,Measurement Techniques,Educational Quality,Success,School Districts,Intervention,Change Strategies,Achievement Gains,Graduation Rate,Language Proficiency,English Language Learners,Attendance Patterns,Suspension,Expulsion,Social Development,Emotional Development,School Culture,Elementary Schools,Middle Schools,High Schools,Correlation,Summative Evaluation,Scores,Needs Assessment,Educational Improvement,School Support

The Every Student Succeeds Act (ESSA) makes sweeping changes to the way school performance is measured. Using the innovative measurement system developed by the CORE Districts in California, the authors explore how schools can be identified for support and improvement using a multiple measures framework. They show that 1) Different academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic &quot;School Quality and Student Success&quot; indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal policy. [This memo represents work underway as part of the CORE-PACE Research Partnership. For a summary of this policy memo, see ED574852.]
Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Summary
Author: Policy Analysis for California Education (PACE)
Date: 2016-08-01
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Educational Change,Educational Indicators,Academic Achievement,Measurement Techniques,Educational Quality,Success,School Districts,Intervention,Change Strategies,Achievement Gains,Graduation Rate,Language Proficiency,English Language Learners,Attendance Patterns,Suspension,Expulsion,Social Development,Emotional Development,School Culture,Elementary Schools,Middle Schools,High Schools,Correlation,Summative Evaluation,Scores,Needs Assessment,Educational Improvement,School Support

The Every Student Succeeds Act (ESSA) requires states to develop an accountability system that includes multiple measures of student academic performance and at least one additional indicator of &quot;School Quality or Student Success&quot; (SQSS). To support policymaking at both the state and federal level, the authors of &quot;Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Policy Memo 16-3&quot; use the innovative measurement system developed by the CORE Districts in California to explore one important aspect of ESSA, the identification of schools for support and improvement using a multiple measures framework. They find that: (1) Different academic indicators measure very different aspects of school performance, and states should therefore be allowed and encouraged to make full use of multiple measures to identify schools instead of reporting a single summative rating; (2) The ESSA regulations effectively restrict the weighting of the non-academic &quot;School Quality and Student Success&quot; indicators to zero, which is not in the spirit of the law's attention to multiple measures of school performance; and (3) The majority of schools will be identified for Targeted support and Improvement (TSI) under the current regulations, which suggests that the rules for identification should be clarified. [This memo represents work underway as part of the CORE-PACE Research Partnership. For the full policy memo, see ED574851.]
Applications of Trauma-Informed Curriculum in the Artroom to Promote Adolescent Identity Development
Author: Waibel, Lindsay
Date: 2017-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Trauma,Safety,Identification (Psychology),Adolescents,Adolescent Development,Teacher Student Relationship,Action Research,After School Programs,Audio Equipment,Reflection,Art Products,Coding,Self Esteem,Educational Environment,Questionnaires,Charter Schools,Urban Schools,High School Freshmen,Interviews,Case Studies,Participant Observation,Personal Narratives,Worksheets

The purpose of this study was to explore the effects of trauma-informed care, specifically the application of a &quot;identity-safe environment&quot; in order to promote identity development in adolescents. Of specific interest to the researcher were the theories of adolescent development and techniques that serve to improve adolescent learning and help to build stronger student-teacher relationships. Through action research, a curriculum that focused on improving adolescent development in the artroom, was implemented over an eight-week period in the context of an after school program. The participants were high school students ages 14-15 years who are, to the researcher's knowledge, classified as general education. Students participated in a series of lessons centered around the theme of identity. Data was collected through observational field notes, audio recordings, reflective responses, and artwork. The data was coded by themes of identity, evaluation of self-confidence, and over-all improvement of identity as evaluated by the student and researcher. This study concluded that through the creation of an identity-safe environment, teachers can build stronger relationships with their students, and help adolescent learners to successfully build their identities. The following are appended: (1) Letters of consent and permissions; and (2) Protocols and questionnaires. A bibliography is also included.
Examining the Cross-Roads: School Segregation in Indiana
Author: Moon, Jodi S.
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: School Segregation,Enrollment Trends,School Statistics,Demography,Student Diversity,School Districts,Geographic Distribution,African American Students,Hispanic American Students,Court Litigation,Legal Problems,Federal Legislation,Educational History,Educational Practices,State Action,Racial Segregation,Elementary Secondary Education,Desegregation Litigation,School Desegregation

Demographics in the U.S. have changed dramatically over the last three decades. Indiana's demographics are changing, too--albeit less dramatically. To explore how demographic shifts are changing the composition of Indiana's schools, the Center for Evaluation and Education Policy (CEEP) uses Common Core of Data (CCD) school enrollment data from the National Center for Education Statistics (NCES) to illustrate enrollment trends within and across school districts in the last few decades (1988-2015). For policy makers, researchers, and citizens, this data visualization provides insight into enrollment patterns and an opportunity to drill down geographically into the data. CEEP created the web site Examining the Cross-Roads: Segregation in Indiana to explore the demographic shifts in Indiana's schools. CEEP's web site and the research it shares provide a basis for potential conversations regarding potential policy concerns--specific to Indiana's school enrollment patterns--regarding achievement differences and tangible/intangible resources. Key findings include: (1) Although Indiana has seen rapid growth in the enrollment of non-White students, due to large-scale residential patterns White students in the majority of districts are quite segregated and interactions between White and non-White students in Indiana remain low; (2) In some Indiana counties, segregation by race/ethnicity is related to school district boundaries, as well as school attendance boundaries within districts; and (3) Segregation by income level is found in both rural and urban areas. On average, non-White students in Indiana are more likely than White students to attend schools where more than half the students receive free meals. This report includes the following sections: (1) Geography of Segregation; (2) A Historical/Legal Timeline; (3) A Brief History of the Black Population in Indiana; (4) A Brief History of the Latino/a Population in Indiana; and (5) The Legal Background of Segregation in Indiana.
What Do Students Think of Guided Pathways? CCRC Research Brief. Number 66
Author: Fink, John
Date: 2017-06-00
Type: Reports - Research
Subjects: Community Colleges,Interviews,Two Year College Students,College Freshmen,Urban Schools,Student Attitudes,Program Effectiveness,Educational Change,Decision Making,Student Experience,Academic Advising,Educational Planning,Enrollment,Barriers,Guidance,Resources

Increasingly, colleges and universities across the country are adopting &quot;guided pathways&quot; reforms to create clearly defined, educationally coherent pathways into and through programs of study for their students. Facilitated by built-in supports, the goal of guided pathways is to increase learning and graduation rates, and to help more students complete programs that lead to career advancement and further education as efficiently as possible. Yet, despite the breadth of the guided pathways movement and the ongoing studies underway to gauge its effect on key outcomes such as credential completion, we do not know enough about what students themselves think of guided pathways. The author of this brief examines data from 48 interviews with first-year students at City Colleges of Chicago (CCC)--a large urban community college system with seven campuses that since 2010 has been implementing guided pathways--to understand students' reactions to CCC's ambitious, system-wide reform. A large majority of the students were enthusiastic about program maps and educational planning--hallmarks of the guided pathways approach--yet a few students had negative reactions to these very same elements of the reform. And nearly half the students reported that they experienced problems with activities such as registration and course planning while new systems and practices were being deployed by the college, pointing to substantial implementation challenges.
A Comparison of State-Funded Pre-K Programs: Lessons for Indiana
Author: Chesnut, Colleen
Date: 2017-02-00
Type: Reports - Research
Subjects: Comparative Analysis,Preschool Education,State Aid,State Programs,Pilot Projects,Outcomes of Education,Educational Research,Educational Trends,Program Development,Educational Finance,Educational Quality,Standards,Eligibility,Enrollment Trends,Enrollment,Program Effectiveness,Resource Allocation,Federal Aid,Profiles

In order to inform the Indiana State Board of Education's decision-making on Indiana's On My Way Pre-K Pilot program, researchers at the Center for Evaluation and Education Policy (CEEP) at Indiana University compiled existing data on ten states that have implemented pilot pre-Kindergarten (pre-K) programs and subsequently expanded these programs beyond the pilot phase. This technical report presents the results of this inquiry, including a review of research on pre-K programs, highlights and trends across the states, individual state profiles, and recommendations for Indiana. The ten states selected for this research were: Georgia, Illinois, Massachusetts, Michigan, Nebraska, Ohio, South Carolina, Tennessee, Virginia, and Wisconsin. These states were selected because they have piloted state-funded pre-K programs and subsequently expanded their programs beyond the pilot phase. Publicly-available data were examined on characteristics of state-funded pre-K programs. These characteristics were selected in order to provide comprehensive snapshots of state-funded pre-K programs in each state. The characteristics include: (1) history of program development and expansion; (2) funding source(s) and amounts; (3) quality standards for service providers; (4) eligibility requirements for students/families; (5) enrollment numbers; (6) number and types of service providers; and (7) measures of program effectiveness. The states with the highest amounts of total funding allocated to pre-K serve the most students. Most of the ten states provide funding for pre-K via general revenue funds, but a few use lottery funding. By contrast, the three states with the lowest levels of total funding (Nebraska, Ohio, and South Carolina) also enrolled the fewest children. All states have a minimum age requirement for children to be eligible for pre-K, generally three or four years old. Most states also utilize family income level as an eligibility factor, and some employ additional criteria to target at-risk children. States vary in terms of meeting or exceeding program quality benchmarks established by the National Institute for Early Education Research (NIEER) and outlined in research on effective pre-K programs. A Glossary of Acronyms and Terms is appended. [This report was written with the assistance of Rebekah Sinders, LeeAnn Sell, and Lisa Simmons-Thatcher.]
Performance on International Assessments and Learning Time: A Snapshot of How the U.S. Compares to Other Education Systems on an International Scale. Informing Policy &amp; Improving Practice. Policy Brief
Author: Saxena, Pooja
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: International Assessment,Comparative Analysis,Comparative Education,Performance Based Assessment,Achievement Gains,Achievement Gap,Outcome Measures,Educational Policy,Program Descriptions,Time Factors (Learning),Scores,Mathematics Achievement,Science Achievement,After School Programs,Grade 4,Grade 8,Change Strategies,Educational Practices,Elementary Secondary Education,Achievement Tests,Mathematics Tests,Foreign Countries,Science Tests,Secondary School Students

Drawing from two international measures, Trends in International Mathematics and Science Studies (TIMSS) and Program for International Student Assessment (PISA), this brief provides a snapshot comparison of the United States to other education systems. Specifically, this brief addresses how the U.S. compares to other countries in overall performance on international assessments and highlights the discrepancies between the U.S. and other education systems in the use of learning time.
Student and Professor Perspectives on Exemplary Practices in the Use of Information and Communication Technologies (ICTs) and E-Learning in Colleges
Author: King, Laura
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Best Practices,Information Technology,Electronic Learning,Student Motivation,Educational Technology,Preferences,Student Surveys,Gender Differences,English,French,Coding,Technology Uses in Education,Hypothesis Testing,Outcomes of Education

Knowing that motivation is at the crux of learning, we examined students' motivation to engage--or not--in courses which include the use of information and communication technologies (ICTs). Although many college instructors use ICTs, there are no studies on the perspectives of professors identified as exemplary users of technology. This is why we interviewed 114 professors deemed by their students to be excellent in their use of technology in their teaching. We obtained our interviewees by first surveying 337 students, 95 of whom were immigrants, about their ICT likes, dislikes, suggestions and teacher nominations. Highlights of the student survey indicate that there were no significant differences between genders, the English and French colleges, and those born in and outside of Canada. An overwhelming majority of students liked it when their professors used ICTs in their teaching and were able to detail their views (e.g., wanting access to PowerPoints online). After coding what the students truly appreciated, we realized our take-home message is that it is preferable for professors to employ simpler and fewer ICTs well than to use many, complicated ones without a pedagogical purpose. Finally, in comparing the two perspectives, our results show that many students wanted to use their own technology in the classroom but that a majority of their professors did not allow them to do this, except for the exemplary professors where most of them did allow this. The following are appended: (1) Questionnaires for College Students; (2) E-learning Questionnaire for College Students; (3) Interview Questions for Professors; and (4) Computer Technology Checklist for Professors. [This document is based on the final report of a project funded by the Fonds de recherche du Québec--Société et culture (FRQSC) and its partner the the ministère de l'Éducation et de l'Enseignement supérieur (MEES) for the program Actions concertées Persévérance et réussite scolaires.]
Building Self-Efficacy in Fifth Grade Art Students through Authentic Assessments and Self-Regulating Strategies
Author: Richardson, Hannah
Date: 2017-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Self Efficacy,Self Management,Grade 5,Check Lists,Pretests Posttests,Metacognition,Surveys,Writing Assignments,Verbal Communication,Classroom Environment,Cognitive Processes,Problem Solving,Teaching Methods,Elementary Education,Art Education,Elementary School Students,Semi Structured Interviews,Observation

This research explores solutions and challenges pertaining to a child's development of self-efficacy. After working with fifth grade students in a public education setting, Inoticed an increased reliance on teachers for both creative and procedural directions. This paper explores research of educators who examine the internal and external factors that influence the development of a child's self-efficacy. The study measures the development of self-efficacy over a two-month period, after a Studio Habits of Mind (Hetland, et al., 2013) Checklist and self-regulating strategies have been integrated into the curriculum. Data is collected through the use of pre-and post- metacognitive surveys, the Studio Habits of Mind (Hetland, et al., 2013) Checklist, observations, and post- interviews. The data collected from the pre- and post- metacognitive surveys is inconclusive. The other data collected through student written and verbal statements, conversations, and interviews demonstrates that by creating a classroom environment that incorporates the Studio Habits of Mind (Hetland, et al., 2013) students' self-efficacy can be improved. This study then outlines specific assessment and instructional strategies that can help teachers incorporate the Studio Habits of Mind (Hetland, et al., 2013) into any elementary art program. Appendices include: (1) Student Metacognitive Awareness Inventory; (2) Protocol for Distributing Metacognitive Survey; (3) Teacher Observations of Student Metacognitive Awareness Inventory; (4) Studio Habits of Mind Checklist; (5) Interview Protocol Form; (6) Parental Consent Form for Participation in Research: Media Elementary School; (7) Research Site Support Form: Media Elementary School; (8) Parental Consent Form for Participation in Research: Rose Tree Elementary School; (9) Research Site Support Form: Rose Tree Elementary School; (10) Teacher Consent Form; (11) Unit Plan: Underwater Value Scales; (12) Pre-Planning Reflection Questions; and (13) Reflective Worksheet.